To see the other types of publications on this topic, follow the link: Rural and urban students.
Dissertations / Theses on the topic 'Rural and urban students'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Rural and urban students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Stewart, Donald J. "Rural students-urban schools: Rural students' experiences of computing in their urban post-compulsory education." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36676/1/36676_Digitised%20Thesis.pdf.
Full textAbstract:
This research focuses on the origins and nature of one cohort of students' computing experience as they progressed from their isolated rural junior setting to senior schooling in urban locations. The study investigated the influence of parents, teachers, peers and the wider rural community on their development as students in general. The data collection concentrated especially on how their rural upbringing influenced their educational outcomes, but serendipitously revealed the considerable effects of the religious beliefs held by many in their community. This further enhanced the capacity of the thesis to identify strategies needed to address the dilemmas that these students experienced.
The study followed those members of a single cohort of students as they ended their compulsory education in a rural school and proceeded to post-compulsory, senior secondary, education in 'their nearest regional city. Some students entered the state schooling system while others opted for a senior education embedded within the religious boundaries of their Christian upbringing. The researcher maintained contact with these students socially, and also by meeting them weekly as they returned to their home town from their forays into the city.
The research employed a phenomenographical approach in which regular meetings with the cohort were audio taped and later transcribed using a computer voice recognition package. The transcripts were then returned to the participants for validation and correction. These corrected transcripts were then analysed to reveal students' conceptions of their lived experiences of computing as part of their senior schooling, and these conceptions were then placed within an outcome space which illustrates the inter-relationships between them.
The thesis reveals a complex relationship between rural families, how they live, how they interact with each other and how they perceive outsiders from the city. and illuminates the many quandaries they face in both their daily lives and their educational experiences. including communication problems between rural feeder schools and their urban counterparts; depth of curricula; and the impact that religious affiliations have on rural families. It concludes with a range of recommendations regarding the strategies that could be employed to help other teachers/educators who are placed in similar rural situations to understand the physical/developmental and cultural/spiritual inequalities that isolated rural families encounter.
2
Ying, Huang. "Urban and rural students : A qualitative study of the urban-rural divide among graduates from a “super high school” in China." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-424426.
Full textAbstract:
Derived from the education division of China, this study emphasizes the urban-rural divide in students’ results of the NCEE (National College Entrance Examination). The NCEE is the official selection examination for higher education and the final examination of high school in Mainland China. As the major criterion in higher education selection, the divide can be found in the NCEE results of urban and rural students in which urban students are able to get higher grades than rural students. Aiming to discover the urban-rural divide in the NCEE results from how students prepare the NCEE in their high schools, this study uses a case of graduates of a “super high school” as an example. A “super high school” is a type of high school where achieving top performances of the NCEE is the goal of all pedagogic activities. Both urban and rural students can be enrolled in a “super high school”. The “super high schools” are common in overpopulated areas of China. In one way, the differences of urban and rural students in their high school studies can be perceived within a “super high school”; furthermore, the certain pedagogical activities of a “super high school” may influence students’ behaviours and trigger the urban-rural divide. Based on the theoretical frameworks of Pierre Bourdieu’s concept of capital, his theory of symbolic violence, and Erving Goffman’s theory of total institution, ten high school graduates as well as three of their high school teachers are interviewed in this study. The analysis focuses on three aspects, the differences between urban and rural students in terms of their educational resources and practices in high school, their behaviours in a “super high school”, and their attitudes towards the NCEE system. In summary, this study finds out that firstly, urban parents have more economic capital, social capital, and cultural capital than rural parents and they can offer more educational resources to their children in high school. Secondly, urban students are not very supportive of the “super high school” model but they can get more help from their teachers, while rural students strongly follow the “super high school” model but they don’t often get more help from their teachers. Last but not least, rural students attach great importance to the NCEE and their NCEE results, but urban students do not always think so.
3
Crawford, Yashica Jariece. "Level of voice among urban and rural African-American middle-school students." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010523.
Full text
4
Weidner, Brianna L. "A TALE OF TWO CONTEXTS: MATHEMATICS SELF-EFFICACY DEVELOPMENT AMONG RURAL AND URBAN STUDENTS." UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/70.
Full textAbstract:
Self-efficacy, or a belief in one’s ability to complete a task, has been shown to predict student success and persistence. Rural students have a history of lower college enrollment and degree attainment than urban students. However, no studies have compared self-efficacy or its sources across rural and urban groups. The purpose of this study is to examine differences in how rural and urban middle school students develop self-efficacy and self-efficacy for self-regulated learning in the domain of math. Data were collected from 174 rural students and 1743 urban students in grades 6-8 in the southeastern United States. Measurement invariance analyses determined that rural and urban students respond to measures of self-efficacy and its sources similarly, but not identically. Comparison of latent means revealed that rural students reported more vicarious experiences than urban students. However, structural equation modeling showed that rural students relied solely on mastery experience when evaluating their self-efficacy. This differed from urban students who relied on mastery experience, vicarious experience, and negative physiological state when judging their self-efficacy. This study is the first to compare self-efficacy across rural and urban groups and extends research examining self-efficacy and its sources in understudied populations.
5
Mahoney, Elizabeth D. "Return Migration: A Study of College Graduates Returning to Rural U.S. Homes." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/MahoneyED2009.pdf.
Full text
6
Barcinas, Jeff D. T. "Comparison of attributes of rural and urban secondary schools and twelfth grade students in Ohio /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114112414.
Full text
7
Lee, Shong Carmelita. "Exploring first-year, rural students computer acquisition experiences at an urban university in South Africa." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32769.
Full textAbstract:
Higher Education in South Africa still reflects its apartheid past. Historically white institutions of higher learning remaining well resourced, most of their students are white and these institutions still retain their colonial activities. Black students who attend these Higher Education Institutions do not perform as well as their white counterparts as a result of the inequalities that still exist in South Africa. In South Africa, tertiary institutions are tasked with delivering skilled and computer proficient graduates as required by industry. These graduates are key to South Africa's participation in the Fourth Industrial Revolution, which will ensure the country's economic growth. Gaining entry to higher education institutions has improved for black students. However, there are differentiated divides which exist within each aspect of these institutions that limit black students' engagement and full participation at previously white higher education institutions. Information and Communication Technology (ICT), especially at historically white institutions, has become a key component of their teaching and learning practice. However, the digital divide is most evident amongst black, rural students who often come into this learning environment with little or no computer experience. Their often, white privileged peers are mostly computer proficient. The study explored how underprivileged students experience the process of acquiring computer skills. It unpacks their perceptions of themselves in relation to their peers, the implications that this has on students' current journey at the University of Cape Town and their future computer use within a learning environment. The case study, focused on first year, rural, black students, involved the use of a mixed method approach. Data were collected using a questionnaire, an observation and interviews. Critical Discourse Analysis is used to understand the data. Foucault's view of Critical Discourse, namely, the concepts of Power/Knowledge, Subject/Trust are used to understand how the structures and waysin which society createslevels of power and being within society are viewed. Credence is given to the opinions of some people in society and not to others through these Power/Knowledge and Subject/Trust discourse. Critical Discourse seeks to explore the social injustices inherent in society and to encourage it to be more equitable. The research shows that the acquisition of computer skills for first year, rural, black students at a historically white university is not easy, especially for those who come with no computer knowledge. They lose their self-worth and may initially become computer averse even though they realise the value of computers. The gap between students who come in without computer skills and the computer proficient students grows as they progress. The lack of computer skills limits students without computer experience from fully benefiting from the array of opportunities computers bring to the learning environment. They only acquire the skills taught at the university, which limits their further acquisition of computer skills. Further research in this area is required to fully understand the rural students' experience.
8
Bacon, La Shawn Catrice. "Academic self-concept and academic achievement of African American students transitioning from urban to rural schools." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1198.
Full textAbstract:
The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to rural school environments and to understand how such moves influenced their academic performance and academic self-concept. Gender and length of time since transition were also considered. The sample consisted of 101 African American middle school/junior high students who had been enrolled in Iowa schools for less than 24 months or more than 24 months. Results indicated a significant relationship between academic self-concept and academic achievement measures of ITBS composite scores and cumulative GPA. Gender and the length of time since transition were not shown to be linked to students' academic ability or performance in school. Data gathered from this study will assist administrators, parents, educators, and school counselors with understanding geographic mobility, academic self-concept, and academic achievement. Information obtained will also provide insight about other factors that relate to the academic setting and students' assessment of school such as student motivation, perceptions of peers, the academic self-perceptions students possess, students' attitude towards teachers and classes, and students' attitude towards school.
9
Holliday, Henry Earl. "Teacher perceptions toward at-risk students : a study of one hundred Ohio teachers from urban, suburban and rural districts /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758680161367.
Full text
10
Agubokwu, Vincent Okereke. "Student perceptions of safety at urban, suburban, and rural community colleges." Thesis, Morgan State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240156.
Full textAbstract:
<p> The purpose of this quantitative research was to investigate student perceptions of safety at urban, suburban, and rural community colleges using three community colleges in the mid-Atlantic region. The study also examined the demographic variables (gender, race, age group, academic classification, and the geographic location). This quantitative study employed causal comparative methods to analyze data from the survey instrument on campus safety. Participants in this study were from urban, suburban, and rural community colleges in the Mid-Atlantic Region. SPSS was used to conduct the analysis. Descriptive statistics were used to analyze the demographic variables. Analyses of variance (ANOVA) were employed to test the null hypotheses at an alpha level of .05. The Kruskal Wallis was also conducted to reaffirm any significance the ANOVA test found or find significance where the ANOVA did not. The result of this study indicated that male and female students, freshmen and sophomore, and students of different races and age groups have the same perceptions of fear of crime on campus. Students from urban, suburban, and rural community colleges also perceived fear of crime the similarly. Female students were more likely than their male counterparts to perceive the likelihood of being victimized despite the geographical location. Students’ age group, racial makeup, or academic standing (freshmen and sophomore) did not differ in their perception of likelihood of being victimized. Students who were from different geographic locations had different perceptions when it came to the likelihood of being victimized on campus. Tukey <i>Post hoc</i> comparison suggests that suburban and rural community college students’ perceptions differed from those of urban community college students in terms of likelihood of being victimized but were not significantly different otherwise. The results of this study have contributed to the body of research on community college students’ perceptions of safety.</p>
11
Graham, Ciera. "Black Spaces at White Institutions: How do Black Students Perceive and Utilize Black Student Organizations at Rural and Urban Predominately White Campuses?" University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439294513.
Full text
12
Staporn, Phettongkam Baker Paul J. Heyl Barbara Sherman. "A qualitative study of the migrant students at the Bangkok Metropolitan Administration Vocational Training Center." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521339.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 12, 2006. Dissertation Committee: Paul J. Baker, Barbara S. Heyl (co-chairs), John R. McCarthy, William C. Rau. Includes bibliographical references (leaves 120-125) and abstract. Also available in print.
13
Beniz, Beatriz Gomes Magalhaes. "Embaçamento de fronteiras: o rural e o urbano encontram-se no espaço escolar." Universidade Federal de Juiz de Fora (UFJF), 2009. https://repositorio.ufjf.br/jspui/handle/ufjf/2948.
Full textAbstract:
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-25T13:39:11Z
No. of bitstreams: 1
beatrizgomesmagalhaesbeniz.pdf: 1232497 bytes, checksum: ad3016484440d1102eeff02580115d9f (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T12:23:14Z (GMT) No. of bitstreams: 1
beatrizgomesmagalhaesbeniz.pdf: 1232497 bytes, checksum: ad3016484440d1102eeff02580115d9f (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T12:23:25Z (GMT) No. of bitstreams: 1
beatrizgomesmagalhaesbeniz.pdf: 1232497 bytes, checksum: ad3016484440d1102eeff02580115d9f (MD5)<br>Made available in DSpace on 2016-12-15T12:23:25Z (GMT). No. of bitstreams: 1
beatrizgomesmagalhaesbeniz.pdf: 1232497 bytes, checksum: ad3016484440d1102eeff02580115d9f (MD5)
Previous issue date: 2009-08-21<br>A “Escola Lagoa” é o lugar de encontro de diferentes alunos e trajetórias. Localizada no perímetro urbano de Juiz de Fora, atende à região conhecida como “Cidade Alta” e muitos outros alunos oriundos de diferentes comunidades rurais e proximidades de uma rodovia federal. Tal localização propicia o entrecruzamento de percursos realizados por alunos de diferentes origens. Aqui, os alunos migrantes são representados por adolescentes de doze a dezenove anos, residentes em áreas rurais, que estabelecem migrações pendulares para cursar o Ensino Fundamental. Este trabalho aborda os deslocamentos, as narrativas e representações destes alunos a partir do espaço escolar e, tem como referência, os agenciamentos teóricos instituídos por filósofos de pensamento nômade: Nietzsche, Foucault, Larrosa, Veiga-Neto, entre outros interlocutores. A temática do espaço e a relação urbanorural atravessam vários aspectos da investigação, entretanto, são apresentadas com a perspectiva de autores não hegemônicos a fim de perseguir o emaranhado de forças que criam caminhos provisórios de investigação. Assim, a pesquisa etnográfica interpretativa é fluida e constitui uma grande preparação ao longo do processo investigativo. As entrevistas, observações e conversas informais constituem os principais procedimentos da pesquisa de campo. O texto foi sistematizado em três movimentos: Composição - apresentação da questão e elaboração de agenciamentos com diferentes autores; Arquitetura abrange textos produzidos a partir das primeiras incursões ao campo; e Teceduras, movimento elaborado a partir das entrevistas semi-estruturadas individuais, procedimento que permitiu a criação de outras narrativas. Desse modo a descrição do espaço escolar foi atravessada por histórias cotidianas criadas pela experiência compartilhada entre os alunos e a pesquisadora.<br>“Lagoon School” is a meeting place for different students and backgrounds. Located in the urban area of Juiz de Fora, it serves an area known as “High City”, as well as many other students who come from different rural communities and areas close to a federal highway. Its location facilitates the intersection of trajectories of students from different origins. Here, the migrant students are represented by teenagers, ranging in ages from twelve to nineteen years, who live in rural areas and commute to attend Primary School. This paper addresses the commutation, the narratives and representations of those students, starting from the school environment. It makes reference to the theoretical assemblages established by nomad thought philosophers, such as Nietzsche, Foucault, Larrosa, and Veiga-Neto, among others. The topics of space and urban-rural relationship are present in various aspects of the investigation; however, they are presented under the perspective of non-hegemonic authors in order to follow the great number of forces that generate temporary paths of investigation. Hence, the interpretative and ethnographic research can proceed well, involving great preparation during the investigation process. Field research mainly included interviews, observations and informal conversations. The text was divided into three parts: Constitution – an introduction to the topic and the development of assemblages from different authors; Architecture (Process) – refers to the work produced after the first incursions into the field; and Combination – based on the semi-structured individual interviews, a procedure which allowed for the creation of other narratives. Therefore, the description of the school environment was transcended by every-day stories created from experiences shared between the students and the researcher.
14
Pearce, Gregory D. "Student perspectives on the nature of pre-university career support : an urban/rural comparison /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36163.pdf.
Full text
15
Groves, Amanda. "Exploring social class and the rural/urban dichotomy : a critical approach to rural community college student empowerment through composition /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131565115.pdf.
Full text
16
Neal, Timothy A. "Perceptions of Administrators: Improving Student Attendance in Urban, Suburban, and Rural Public Schools." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1444053175.
Full text
17
McInerney, D. M. (Dennis M. ). 1948. "The psychological determinants of motivation of urban and rural non-traditional Aboriginal students in school settings : a cross-cultural study." Thesis, The University of Sydney, 1989. http://hdl.handle.net/2123/5346.
Full text
18
Gaylor, Elizabeth Mae. "Physical Fighting and Suicidal Ideation among Students in Uganda: A Comparison between Boys and Girls in an Urban and Rural Setting." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/iph_theses/61.
Full textAbstract:
Research regarding youth involvement in physical fighting and suicidal ideation has been primarily conducted in western countries, such as the U.S., and limited information is available on this subject in sub-Saharan Africa. This study used data from the Global School-Based Student Health Survey (GSHS) to analyze the prevalence and correlates (i.e., bullying victimization, loneliness, having no friends, sadness, alcohol use, and drug use) of physical fighting and suicidal ideation among students, both boys and girls in Uganda. In this study, 10.1% of urban students and 15.2% of rural students reported engaging in both physical fighting and suicidal ideation. Rural students overall have a higher prevalence of physical fighting, being bullied, suicidal ideation, alcohol use and drug use when compared to urban students. Other risk factors vary among boys and girls in urban and rural settings. Gender and urban/rural differences indicate that interventions among boys and girls and urban and rural students should be adapted to address the needs of the specific groups.
19
Whalen, Calvin W. "Career aspirations, future expectations, and immediate career plans of Level III students from selected rural and urban schools in Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54971.pdf.
Full text
20
Gaylor, Elizabeth M. "Physical fighting and suicidal ideation among students in Uganda a comparison between boys and girls in an urban and rural setting /." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/iph_theses/61/.
Full textAbstract:
Thesis (M.P.H.)--Georgia State University, 2009.<br>Title from title page (Digital Archive@GSU, viewed July 20, 2010) Monica H. Swahn, committee chair; Jeffrey E. Hall, committee member. Includes bibliographical references (p. 65-70).
21
Ginocchio, John F. "Music style preference : a ranking of musical styles and comparison by age, gender, ethnicity, music training, and rural, suburban, or urban upbringing." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336616.
Full textAbstract:
The purpose of this study was to review the findings of Leblanc (1979) utilizing the most common styles of popular music in today's media. Seven styles of popular music, traditional jazz, and Romantic classical music were ranked in order of preference; subject responses were compared by age, gender, environment of upbringing, and amount and type of music training. The sample consisted of 332 fifth graders and college non-music majors. Subjects completed a Personal Information Form, listened to a recording of 19 musical examples representing the styles being studied, and recorded their preference for each on the Music Preference Inventory.Results indicated an overall decline in preference in comparison to Leblanc (1979). Preference responses indicated that fifth graders and college non-music majors ranked the music styles differently, although both age groups ranked pop rock music among the most preferred styles and country, traditional jazz, and Romantic classical music as the least preferred styles. Females recorded significantly higher overall music preferences than males and differed in their preference for individual music styles. Preferences for individual styles also varied depending on the environment in which subjects were raised. Overall music preference was significantly higher among subjects with more music training, and instrumental biases were found based on specific types of music training.The results of this study strongly suggest that popular music styles are the most preferred music styles. Furthermore, variables such as age, gender, and environment of upbringing influence preference for individual music styles in different ways. However, increased music training and specific types of music training positively influence overall music preference and increase preference for non-popular styles.<br>School of Music
22
Pierangeli, Laurel T. "The effect of the worth the wait abstinence curriculum on the likelihood to abstain from sexual intercourse in early adolescent rural and urban students." Diss., Online access via UMI:, 2006.
Find full text
23
Lechtenberger, DeAnn. "A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278450/.
Full textAbstract:
Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.
24
Turner, Scot Bruce. "Teacher's Perceptions of Leadership Characteristics of Public High School Principals Associated with Student Socioeconomic Status, Community Type, Race, and Student Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26127.
Full textAbstract:
This causal comparative study examined the relationship of the school demographic
factors of ethnicity, socioeconomic percentages, academic performance, and school
location (urban versus rural) on principal leadership with data analyzed when schools
were placed into groups ex-post-facto.
One-Hundred and sixty-nine teachers representing six public high schools located in
Virginia were surveyed using Powell's (2004) survey. Five areas, or domains of
leadership were analyzed, (I) Vision, Mission, and Culture; (II) Curriculum and
Classroom Instruction; (III) Collaboration and Shared Leadership; (IV) Family and
Community Involvement; (V) Effective Management.
Quantitative data were analyzed (means, frequency, ANOVA, Tukey-Kramer HSD) with
school results placed into demographic groups and locations to examine group
differences in perceptions of principal leadership. Significant differences were found
when schools were grouped according to location and demographic factors. A model of
the contextual elements on the role of principal leadership was developed, and
implications for research and future studies were presented.<br>Ed. D.
25
Skogström, Lisa, and Madeleine Magnusson. "“We’re not living in America, but we’re not sorry!” : A study of television consumption and relative deprivation among Kenyan students in an urban and a rural area." Thesis, Karlstad University, Faculty of Economic Sciences, Communication and IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5424.
Full textAbstract:
<p>The United States of America is one of the most powerful countries in the world and their broadcasting system has become a role model to the rest of the world. Since the US charge less for their media products in third world countries, it is cheaper even for poor countries to import American content than to purchase local products. The aim with our survey is to explore whether heavy consumers of American television programs in Kenya hold positive attitudes to the American lifestyle and experience feelings of relative deprivation as a result of this consumption. Comparisons are made between students in an urban and a rural area.</p><p>The theoretical framework for this study includes cultivation theory which investigates the effects of the values and behaviors of the television audience. It also includes relative deprivation, which is based on the assumption that people experience deprivation when they compare themselves with others – so called reference groups. In our case the reference group is the American lifestyle. A third theory used for this study is cultural imperialism which says that dominating, mainly western media corporations impose their cultural values on third world countries, as in this case, Kenya.</p><p>In this study we are using a quantitative survey based on questionnaires handed out to Kenyan students at two different universities, one in a rural and one in an urban part of Kenya.</p><p>Television is an important part of everyday life for Kenyan students and they consume more than we had predicted. We concluded that the respondents in our study generally have negative attitudes to their life and their country, but a more positive impression of life in the US. Relating these findings to the television consumption of the respondents, the students that watch American programs the most are students at the university in the urban area, and they are more positively disposed to Kenya, but more negative to the US, compared to the Egerton students in the rural area that generally do not favor American programs. These results do not support the theories chosen for this study. Based on our results, our conclusion is that the attitudes held by the USIU students do not originate from television consumption, but do most likely depend on other influences.</p>
26
Glanville, Karen. "A comparison of 16 to 19 year old student experiences, in rural and urban schools, FE and sixth form colleges." Thesis, University of Greenwich, 2004. http://gala.gre.ac.uk/6175/.
Full textAbstract:
This study investigates the experiences of 16- to 19-year old students in different educational environments: in school sixth forms, general FE colleges and a sixth form college, taking both A levels and Advanced GNVQs, and in rural (Cornwall) and urban (Southeast London) areas. Firstly, a framework for the study was established, with a consideration of the development of different courses and institutions from an historical perspective. A study of quantitative data, relating to the destinations of young people between the ages of 16 and 18, followed, including an in-depth look at the case study areas of Southeast London and Cornwall. This led into the main study, where interviews were carried out with 138 students, including 16 students who produced photographic diaries of their experiences, in nine institutions. These interviews and photographic diaries explored the experiences of the students in all aspects of their lives, including their time in education as well as their lives beyond the institutions. On the basis of the interviews and diaries, students were classified as either jugglers (those who mixed studying with other interests); workers (those who focussed mainly on their studies) or players (those who did not put a great emphasis on their studies). It was discovered that there were more jugglers in schools, and more players in FE colleges, with figures for the sixth form college falling roughly between the two extremes. Several differences were noted between students in rural and urban areas; for example, as those in relatively remote areas were often forced to remain at the school or college throughout the day, regardless of free periods, both the educational and social aspects of their lives were altered accordingly. There were fewer differnces between those on GNVQ and A level courses, although there were more players among those on GNVQ courses. Although students taking GNVQs and A levels reported different preferred learning activities, the subject had more of an effect on the teaching style used than the type of course, with both GNVQ and A level students typically experiencing similar classroom activities. Students in FE colleges were less likely to report feeling tired or stressed than those in schools and sixth form colleges, but were also more likely to complain that they were not pushed enough by the college, and were therefore not realising their full potential. The implications of these, and other results, are discussed, with suggestions for further research.
27
Riedel, Pamela Buckner. "An investigation and analysis of educator perceptions of mainstreaming mildly handicapped students in grades 5-9 in randomly selected urban and rural school divisions in Virginia public schools." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618453.
Full textAbstract:
The purpose of this study was to investigate the perceptions that school principals, directors of special education/directors of pupil personnel/psychologists, regular educators, and special educators in Virginia public schools have of the process of integrating educable mentally retarded, learning disabled, and emotionally disturbed students into regular classes in grades 5-9. The study sought to examine mainstreaming perceptions of educators, factors that underlie educator perceptions, and obtain individual qualitative accounts of educator perspectives regarding the availability of instructional resources within their school divisions.;The Survey of Educator Perceptions of Enhancing and Restraining Forces Related to the Integration of Mildly Handicapped Students in the Regular Educational Setting, was the survey instrument used in this study (Prus, 1989). Six hundred and forty educators were randomly selected from school divisions characterized by size and rural and urban demographics and mailed a survey. Three hundred thirty-three (333) educators returned completed surveys.;One hundred twenty-eight (128) regular educators were randomly selected to participate in individual interviews with the research regarding the availability of instructional resources within their school. The selected sample included four teachers from each of the division types; a total of 16 participants comprised the sample. Interviews were conducted at the school site of each participant. A structured, interview questionnaire, developed and field tested by the researcher, was used as a guide for data collection.;The results of the Multivariate Analysis of Variance, Analyses of Variance, and post-hoc analyses indicated the existence of significant differences between educator groups on the survey scales. Except for the Attitudes Toward Mainstreaming scale, principals provided the most positive ratings on each scale. Regular educators provided significantly lower ratings on this scale.;Pearson Product-Moment correlations indicated several demographic variables were found to be small, but significant predictors of the total survey score.;The validity of the survey results was supported by content analysis of respondent recommendations for the improvement of mainstreaming effectiveness within their school divisions, and the analysis of interview data.;It was concluded principals perceive the level of administrative support, support services/resources, expectations/climate, and instructional training/planning as more facilitating than inhibiting factors related to the mainstreaming process in their school divisions. The significantly lower ratings revealed by other educator groups suggest these groups perceive these factors to be more inhibiting factors related to mainstreaming effectiveness within their divisions. Consistent with the pattern of differences noted on the survey analysis, survey respondents and interview participants indicated areas of need for improvement in division mainstreaming efforts. Specific recommendations for further research and practice are included.
28
Tswane, Silvesta Sisonke. "An analysis of how university management and administration staff deal with the social, cultural, economic and political differences that exist between urban and rural first year male students: an NMMU case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020898.
Full textAbstract:
This study is a qualitative review to identify factors impacting on the management of student development and support at Nelson Mandela Metropolitan University in a developing country. For the purpose of the study student development and support includes all developmental and supportive services and interventions for rural and urban students within an institution of higher learning, regardless of the current structuring of the functions. The study first contextualises the scenario of a developing country in terms of the socio-economic, political, higher education, labour and other factors that set the scene for student development and support and then continues with a systematic exposition of factors that have direct relevance and impact on the future of student development and support. A systematic investigation of NMMU by means of interviews with student affairs professionals make it possible to identify factors that have direct relevance and impact on the future management and provision of student development and support. The result of the study is a construction of the specific factors identified on the international, national and institutional levels as well as the intricate relationships between rural and urban students. This research provides a potential framework for future management and provision of strategic focus areas for student development and support functions within NMMU and higher education in a developing country to ensure that it effectively positions the function within higher education as a key component of the core agenda.
29
Cioccari, Carmen Candida. "ENSINO DE GEOGRAFIA E O TRABALHO DE CAMPO: CONSTRUINDO POSSIBILIDADES DE ENSINO E APRENDIZAGEM SOBRE O ESPAÇO URBANO E RURAL EM JÚLIO DE CASTILHOS, RS." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/9383.
Full textAbstract:
The research is related to the use of instruments, methodologies and tools for learning the pedagogical practices of the discipline of geography. The problematic of this research is to analyze critically, in order to understand it, how the geography lessons are developed, in the context of learning in the public school.The problem derived from the following questions: What is the importance of field work for geography lessons? According to the inductive and deductive methods, what is the role of the field work in the composition of geographic knowledge? Does the participation and interaction of students, in a formative process, contribute to the development of the knowledge construction in geography lessons? The overall objective of this article is to evaluate the different perspectives used in the practice of field work as a guiding foundation of learning geography in elementary school. The methodology to be developed in this research focuses on field work present as a background in geographic education, since it has variables in learning activities, contextualized in environments that are not formal, where students will come in contact with objects and real situations, related to the daily life and, at the same time, with the scientificity of contents of proposed studies.The fieldwork was conducted in two environments and divided into two parts, the first part was developed in the urban environment using the deductive method and the second, in a rural setting with the use of the inductive method. The results obtained were different in the sense of knowledge construction, but both were successful.<br>A pesquisa está relacionada aos usos de instrumentos, metodologias e ferramentas de aprendizagem, nas práticas pedagógicas da disciplina de Geografia. A problemática desta pesquisa consiste em analisar criticamente, a fim de compreender, como são desenvolvidas as aulas de Geografia, no contexto do aprendizado de umaescola pública. Do problema derivaram as seguintes questões: Qual a importância do trabalho de campo para as aulas de Geografia? De acordo com os métodos indutivo e dedutivo, qual o papel do trabalho de campo na composição do conhecimento geográfico? A participação e interação dos alunos, num processo formativo contribuem para o desenvolvimento da construção do conhecimento nas aulas de Geografia? O objetivo geral desta pesquisa visa avaliar as diferentes perspectivas utilizadas na prática de pesquisa e produzir um arcabouço teórico-metodológico sobre o trabalho de campo como fundamento norteador da aprendizagem de Geografia no ensino fundamental. A metodologia desenvolvida nesta pesquisa centra-se no trabalho de campo apresentado como fundamento norteador à aprendizagem geográfica na educação, uma vez que ela apresenta variáveis nas atividades de aprendizagem, contextualizada em ambientes não formais, onde os alunos poderão fazer contato com objetos e situações reais, relacionadas com o cotidiano e ao mesmo tempo com a cientificidade do conteúdo de estudos propostos. O trabalho de campo foi realizado em dois ambientes e dividido em duas partes, sendo a primeira desenvolvida em ambiente urbano pelo método dedutivo e a segunda, em ambiente rural com o uso do método indutivo. Os resultados obtidos foram diferentes, no sentido da construção do conhecimento, mas ambos foram realizados com sucesso.
30
Lee, Sudhamma. "Rural-Urban Migration in China." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533797.
Full text
31
Almeida, Mara Elisabete da Silva. "Urban preferences for rural landscapes." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/12387.
Full textAbstract:
A crescente procura social por paisagens rurais, nomeadamente pelas suas funções
não produtivas, tem sido evidente na região mediterrânica. Os urbanos tornaram-se
novos utilizadores do espaço rural principalmente pelas actividades de recreio e como
local de residência e para identificar quais os requisitos destas funções no âmbito da
gestão da paisagem e do espaço rural torna-se necessário um conhecimento mais
vasto no que respeita às preferências de paisagem destes utilizadores. O objectivo
deste estudo é identificar as preferências de paisagem dos urbanos. Um questionário
baseado em fotografias foi o suporte para 308 entrevistas aplicadas em 10 concelhos
do Alentejo. Este questionário foi aplicado a oito grupos de utilizadores com origem
urbana (habitantes rurais, novos rurais, chefes de exploração, caçadores, utilizadores
com segunda residência, visitantes regulares, turistas e eco-turistas). Os resultados
indicam que existe uma clara diferenciação nas preferências dos urbanos,
condicionada pela funcionalidade associada à paisagem rural, pela nacionalidade e
pela ligação que os utilizadores têm à agricultura. Apesar da divergência de
preferências os resultados demonstram que a agricultura tem uma forte influência nas
escolhas dos urbanos e que os valores de consumo, embora estejam na base das
funções que estes utilizadores procuram no espaço rural, estão fortemente associados
a valores de protecção e produção; ### ABSTRACT:
Society’s’ growing demand for rural landscapes, mainly for its non-productive functions,
has been observed in Mediterranean rural landscapes. Urban dwellers became new
users of the countryside mainly for residential and recreational activities. To identify the
requirements of these functions in the landscape and rural space management, a
better understanding is needed regarding landscape preferences expressed by these
users. The aim of this study is to identify landscape preferences among urban rooted.
A photo-based survey, applied in 10 municipalities in the Alentejo region, Southern
Portugal, was the support for 308 interviews carried out to eight groups of landscape
users (rural inhabitants, new rural inhabitants, landowners, hunters, second residents,
regular visitors, tourists and eco-tourists) all with an urban living background. Results
show that preferences among urban rooted diverge according to landscape’s functional
aspects, user’s nationality and connection to farming. Despite the variance on
preferences results demonstrate that farming has a strong influence on preferences
among all urban users. Consumption values, although being in the basis of urban
user’s main purpose in rural space, are closely connected to production and protection
values.
32
Olson, Jeffrey L. "The Evolution of Urban-Rural Space." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376926850.
Full text
33
Wu, Yucheng. "The role of urban design in urban development : Taiwan's urban design in comparative perspective." Thesis, University of Strathclyde, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366776.
Full text
34
Karlsson, Ida. "Rural-Urban Migration in Babati District, Tanzania." Thesis, Uppsala University, Department of Social and Economic Geography, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9119.
Full text
35
Saif, Raisa, and Raisa Saif. "Extreme Weather Events and Rural-Urban Migration." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12566.
Full textAbstract:
In numerous regions around the globe, climate change can be expected to change the pattern of severe weather events. Migration flows have been systematically larger the higher the proportion of the population in urban areas in the destination county relative to the origin county. Richer models demonstrate that the effects of a number of different types of extreme weather events (i.e. flooding, heat waves, and wildfires) in the origin county on county-to-county migration flows are statistically significantly greater when the destination county is more urbanized. The effect of the number of fatalities from flooding and heat waves in the origin county on migration flows is also amplified when the destination county is more urbanized. Thus it appears that even in a developed country like the U.S. extreme weather events still exacerbate rural-to-urban migration flows.
36
Chen, Weijia. "Essays on Rural-Urban Migration in China." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27798.
Full textAbstract:
Since the late 1980â s, China has experienced the worldâ s largest peacetime out-migration of its rural labor force to urban areas. The temporary nature of the labor migration complicates the control on this mobile population, and its multi-faceted influence on the whole economy makes the migration policy controversial. Based on cross-sectional Chinese rural household survey data, this study analyzes the effects of migration on rural areas and explores the determinants of the participation and duration of the temporary migration.
The first chapter investigates how parental migration affects the decision of enrolling children in high school through migrationâ s effects on household income and the opportunity cost of schooling in rural China. The opportunity cost of schooling is approximated by the marginal productivity of children imputed from family production estimation, which controls for potential endogeneity in the time allocation decisions of family members. The empirical results show that temporary migration of parents raises their childrenâ s probability of high school enrollment by 3.2%, resulting primarily from a positive income effect. These findings suggest that reductions in barriers to migration raise rural household earnings, and foster the investment in childrenâ s education.
The second chapter studies the determinants of participation and duration of temporary rural-urban migration in China highlighting the role of education and migrant networks. The Probit and Logit models are fitted to the dichotomous migration participation estimation. To correct for the sample selection bias, Heckmanâ s two-step procedure is used to estimate the length of migratory work. Empirical results confirm the existence of a migrant network effect on both migration participation and migration length. Schooling increases migration probability non-linearly and its effect on migration length is insignificant once migration is controlled. Furthermore, the positive effect of migrant networks on migration participation is especially prominent among individuals with junior and senior high school education.<br>Ph. D.
37
Brady, Edward A. "Urban and rural insurgencies : a comparative analysis /." Maxwell AFB, Ala. : School of Advanced Air and Space Studies, 2008. https://www.afresearch.org/skins/rims/display.aspx?moduleid=be0e99f3-fc56-4ccb-8dfe-670c0822a153&mode=user&action=downloadpaper&objectid=81e9c409-53b9-4e45-aa6b-4eecdce16aea&rs=PublishedSearch.
Full text
38
Ha, Viet Hung Buppha Sirirassamee. "Rural-urban migration and fertility in Vietnam /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd420/4838140.pdf.
Full text
39
Chaudhuri, Jayasri Ray. "Inter-urban and rural-urban linkages in terms of migration and remittances." Thesis, University of Cambridge, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385382.
Full text
40
Luo, Baozhen. "The impact of rural-urban migration on familial elder care in rural China." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/sociology_diss/38/.
Full textAbstract:
Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from title page (Digital Archive@GSU, viewed June 8, 2010) Heying Jenny Zhan, committee chair; James Ainsworth, Elisabeth Burgess, Charles Jaret, committee members. Includes bibliographical references (p. 187-195).
41
Ha, Thi Kim Anh. "Spontaneous rural to urban migration and its link to rural development in Vietnam." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/MQ33843.pdf.
Full text
42
Tsai, Pen-Yuan, and 蔡本元. "Influence of Urban-Rural Differentials on AcademicPerformance of Junior High School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/96820033368404315977.
Full textAbstract:
碩士<br>元智大學<br>資訊社會學研究所<br>96<br>Urban-rural differentials of academic performance has existed for a long period and it is an important variable when it comes into discussion of influence on academic per-formance in academic. However, this important variable has no study focused on it and there is no unified standard to define urban-rural. Therefore this study takes TEPS of Taiwan as sampling data to probe influence of academic performance among urban, city, rural and remote schools on junior high school students in Taiwan area. SES has also been included in this study as factor for a more complete discussion. As a result of urban-rural variable, it shows a better academic performance in urban schools than in city schools; city schools are better than rural schools. In term of remote school variable, it shows a better academic performance in non-remote schools than in remote schools. When discussing these 2 variables together, it shows a better academic performance in urban schools than in city schools; city schools are better than rural schools in non-remote area. However, academic performance indexes differ academic performance difference in term of remote / non-remote schools. There is no difference in general analytical ability but a great difference on mathematical ability. In term of SES,father’s educational degree, mother’s educational degree, family monthly income all effect academic performance.This influence is difference on urban-rural areas.
43
Jones, Kristen N. "Psychological adjustment of sexual minority youth from rural and non-rural areas." 2011. http://liblink.bsu.edu/uhtbin/catkey/1660860.
Full textAbstract:
Bronfenbrenner (2001) proposes that individual development is based on reciprocal interactions between personal variables, social interactions and the environment. If exposed to a non-accepting environment, individuals are assumed to have poorer adjustment as compared to those in accepting environments. Once exposed to a more accepting environment, psychosocial adjustment is expected to increase. D’Augelli (1994b) also sees sexual identity development as influenced by interpersonal interactions occurring in one’s environment. Sexual minority adolescents have high rates of depression, suicidality and victimization, and lower levels of self-esteem and social support. Methodological issues, including recruitment and inclusion of only those who are “out”, have potentially inflated previous results regarding psychosocial maladjustment. Therefore, the current study was designed to address those methodological flaws. A sample consisting of 286 sexual minority college students completed the following measures: demographics questionnaire, Center for Epidemiological Studies Depression Scale, Suicidal Behavior Questionnaire-Revised, Rosenberg Self-esteem Scale, The Multidimensional Scale of Perceived Social Support, and victimization questionnaires. It was hypothesized that when controlling for social support, rural participants would report higher rates of psychological maladjustment (depression, suicidality, self-esteem) and victimization (in person and electronic), as compared to non-rural participants; males would have higher rates of suicidality and victimization as compared to females, whereas females were expected to have higher levels of depression and lower self-esteem as compared to males; and sexual minorities spending more time in an accepting macrosystem (greater than two years in college) were expected to have lower levels of psychological maladjustment and victimization than those spending less time in an accepting macrosystem (less than two years in college). It was also hypothesized that participants would report higher rates of victimization prior to college, as compared to when in college. Results showed that psychological maladjustment did not differ based on gender, environment or time spent in college. However, rates of psychological maladjustment were found to be lower than previous studies reported. This may indicate that previous research is skewed due to using a non representative sample. Rates of victimization were higher for participants prior to entering college, as compared to when in college, and were higher for men than women. No differences were found between rates of victimization between environments, however. These results may indicate different things. It is plausible that persons in rural environments are more accepting of sexual minorities than has been noted in the past. This may be due to the increased exposure of sexual minority issues in the media and the internet. However, rates of perceived social support were high for the current sample, and essentially the same between those from rural and non-rural areas. Such results may confirm Bronfenbrenner’s assertion that microsystemic processes combat psychological maladjustment.<br>Department of Counseling Psychology and Guidance Services
44
Pan, Wei-wen, and 潘瑋雯. "The gap between the urban and rural areas of the students'' information literacy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/24359458095512279256.
Full textAbstract:
碩士<br>南華大學<br>資訊管理學系<br>101<br>The purpose of this study aimed to investigate information literacy status of junior high school students in urban and rural areas, and to investigate whether different demographic variables would show different information literacy. Moreover,this study also compared the information literacy in rural areas with that in urban areas.
This study surveyed the seventh, eighth and ninth grade students in two junior high schools in Taichung and Yunlin respectively. The result showed that students’information literacy in the rural areas demonstrated a significant difference when the students had computer books and magazines at home , participated in off-campus computer courses, played computer games at home and had someone for advice about information technology.In addition, the overall information literacy capabilities of the junior high school students in the rural areas were lower than those in the urban areas, including ‘the ability to identify problems’, ‘the ability to seek information’,‘the ability to retrieve information’,‘the ability to use information’,‘the ability to comprehend information’and‘the ability to assess and share information’. It is evident that a gap existed between urban and rural areas in terms of information literacy.
45
Mathison, Jennifer Nordene. "A survey of rural and urban secondary students and their knowledge of higher education admissions criteria." Thesis, 1994. http://hdl.handle.net/2429/5219.
Full textAbstract:
This survey study utilized two self-report
questionnaires for the purpose of clarifying the
interdependent relationship among the following
variables: (a) the academic aspirations of junior and
senior secondary school students (b) their knowledge
about British Columbia public college and university
general academic admission criteria, (c) the
geographical location of the students (urban or rural).
Over all, the students who participated in the
study showed high academic aspirations, but little
awareness of the nature of post-secondary admissions
policies. Few students were fully aware of the open
admissions policies of their local community colleges
and most students incorrectly identified most of the
non-academic items (such as attitude and fitting in
socially) as being important for admission.
Students with post-secondary academic aspirations
and urban students were more aware of the academic
expectations of their local universities and colleges.
Among males, grade nines, and students not planning to
attend college or university, rural students were less
knowledgable than urban students about post-secondary
admission criteria.
46
Huang, Shu-lin, and 黃淑玲. "A Comparative Study on English Reading Comprehension of Urban and Rural Junior High School Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/18840278979450161807.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>93<br>The purpose of this study was to investigate what kinds of factors affected junior high school students’ English reading comprehension ability.
The dependent (directly relevant) variable discussed in this study was the English reading comprehension test scores. The independent (indirectly relevant) variables included the junior high school students’ gender, residential areas, parental educational levels, parental English levels, parental reading habits, the amount of studying English time, and etc.
The subjects in this study are eight classes of second-year junior high school students selected from four junior high schools respectively, including Lung Hua Junior High School, Wu Fu Junior High School, Zhong Yun Junior High School, and Chung Chang Junior High School in different regions. The former two schools are located in Kaohsiung City and the other schools are located in Daliao Township. The total number of the subjects in this study was 276.
A questionnaire was undertaken to understand the subjects’ background knowledge and their English learning experience. In addition to a questionnaire, an English reading comprehension test was implemented for a quantitative.
The main findings of this study were summarized as follows.
1. Students who lived in urban areas had higher English reading comprehension ability than those who lived in rural areas.
2. In terms of six passages of the English reading comprehension test, there were more students getting high scores in the first passage. These six passages were diverse with six kinds of passages. The first passage was a short reading passage. The results indicated that students got higher scores more easily on short reading passages because of less vocabulary.
3. Students who had good English ability had the higher English reading comprehension ability than those who had bad English ability.
4. It was obvious that the usage of English dictionaries had effects on English reading comprehension ability. Students who used English dictionaries had higher English reading comprehension ability. Nevertheless, students who did not have the habits of using English dictionaries had lower English reading comprehension ability.
5. Students who had English reading confidence and the habits of English repeat reading, and compared to those who did not have English reading confidence and the habits of English repeat reading had much higher English reading comprehension ability.
6. The interests on learning English had correlation with English reading comprehension ability. Students who liked to study English got the highest English reading comprehension ability, whereas students who did not enjoy studying English get the lowest English reading comprehension ability.
7. With regard to English study time, students who spent more time studying English, compared to those who spent less time studying English, had higher English reading comprehension ability.
8. Students who had the habits of reading Chinese books got the highest English reading comprehension ability, whereas students who did not have the habits of reading Chinese books got the lowest English reading comprehension ability.
9. Compared to male students, female students had higher English reading comprehension ability.
10. It was revealed that students who read English magazines, books, or newspapers got the highest English reading comprehension ability. However, those who did not read English magazines, books, or newspapers got the lowest English reading comprehension ability.
11. Students whose parents had higher educational backgrounds and better English levels had higher English reading comprehension ability. However, those whose parents had lower educational backgrounds and worse English levels had lower English reading comprehension ability.
12. The finding showed that parental reading habits, parental care for English performance, and the numbers of kids at home did make a significant impact on students’ English reading comprehension ability in urban areas. However, the above variables did not affect students’ English reading comprehension ability in rural areas.
47
Jhang, Yu-Siang, and 張宇翔. "Sleep Quality and Sleep Regularity and Related Factors among Urban and Rural Junior High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/pdu479.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>健康促進與衛生教育學系<br>100<br>Objectives
The purpose of the study was to assess and compare sleep quality and regularity and its related factors among urban and rural junior high school students in Taiwan.
Methed
By two-stage random stratified sampling, 1,796（83.2%） participants selected from six junion high school schools in Taipei and Hualien provided valid data with self-admininstered structural questionnaire. that represented as urban and rural students. Data was collected by a struction quastioair.
Result
About 60% of participants had poor quality of sleep and there was no significant difference between urban and rural students. The sleep-wake patterns of weekdays and weekend varied highly with 2-3 hours time difference, and sleep pattern of urban student was more irregular than that of rural students.
Grade, gender, using computer, watching TV, health status, contacting with friends at night, sleeping environment, family relationship, interpersonal stress, and academic stress were important factors of sleep quality of urban students and accounted for 25.7 % variance. Watching TV, perceived health status, family relationship, sleeping environment, sleeping behavior of the family, interpersonal stress, academic stress and quietness of the community were related factors of sleep quality of rural students and accounted for 27.0 % variance.
Gender, grade, using computer, sleeping behavior of the family, and interpersonal stress and academic stress were related factors of sleep regularity of urban students and accounted for 3.3- 11.6％ variance. Grade, using computer, watching TV, contacting with friends at night, interpersonal stress, and academic stress were important factors of sleep regularity and accounted for 4.0- 9.8％ variance.
48
Chun-LiangLin and 林俊良. "Contextual Effects between the Urban-Rural Differences and Social Relationships on Junior High School Students’ Delinquency." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/67199700725978440698.
Full textAbstract:
碩士<br>國立成功大學<br>教育研究所<br>98<br>This study focused on the contextual effects of urban-rural areas on the relationships between social relationships and junior high school students’ delinquency based on the viewpoints of social control theory, self-control theory, strain theory and social learning theories. The purposes of this study were to investigate: (a) the relationships between social relationships and delinquency; (b) the contextual effects of urban-rural areas on the relationships between social relationships and delinquency. The data of this study were from Taiwan Youth Project (TYP) collected by Academic Sinica in 2000. The sample consisted of 2,664 junior high school students. The technique of hierarchical linear modeling was used to test the research hypothesis.
The major findings were as followings: (a) there was a significant difference on junior high school students’ delinquency with regard to urban-rural differences. Parent attachment, school attachment, teacher-student relationship, peer attachment and association with delinquent peers validly explained the differences of junior high school students’ delinquency; (b) there was a contextual effect of urban-rural areas on the relationships between parent attachment and delinquency. However, either social relationships or urban-rural differences could not totally explain the variation of junior high school students’ delinquency with regard to urban-rural differences. Therefore, other variables should be added for further study.
Finally, possible explanations for these findings and implications were discussed. Based on the findings, this study also proposed some relevant suggestions that could be a reference to families, schools and researchers.
49
Chiu, Ya-ping, and 邱雅萍. "The Difference between Urban and Rural Healthy Fitness for Junior High School Students in YunLin County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/10525045574043560871.
Full textAbstract:
碩士<br>康寧大學<br>資產管理與城市規劃研究所<br>101<br>Healthy physical fitness is mainly to represent body adaptability for mankind to exist in modern life, which can be the basis of bodily activity and also the foundation of health. Therefore, physical fitness and health are the critical elements to develop and raise national competitiveness (Dept. of Physical Education, 1999). This study aims at exploring 2006-2010 testing data of healthy fitness for junior high school students in Yunlin County, in order to compare and further realize the differences of fitness items between urban and rural areas. These comparisons encompass the urban and rural fitness differences for boys and girls of the 7th, 8th, and 9th grades, the fitness differences for students with gold, silver, and bronze medals, and the urban and rural fitness comparison for the altering trend of performance periods. With the understanding of these comparisons, this study hopes to provide the analysis of current situations and differences of fitness among Yunlin junior high school students to educational and academic units as guiding references.
This study, with 2006-2010 junior high school students as research subject, utilizes 85,123 pieces of figures data including body mass index (BMI), modified sit-and-reach, 1-minute bent-knee sit-ups, standing broad jump, and respiratory endurance to proceed with descriptive analysis, t-test, and factorial analysis of ANOVA. As with processing and analyzing, research findings demonstrate as follows:
Under different degrees of urbanization, these five aspects including body composition, sit-ups, sit-and-reach, standing broad jump, and respiratory endurance appear significantly different among grades, genders, and medals. Besides, the 5 fitness items in seashore-nearing, plain and mountain-nearing areas also express separate leading positions during 2006-2010 academic years. Grounded on research results, this study suggests that schools should continue developing healthy programs, and fulfill the normalization of physical education, as well as provide regular and systematic sport teaching along with the increase of flexibility programs to cultivate students’ regular athletic habits and further reinforce the objective of healthy physical fitness.
50
Hsieh, Daisy, and 謝春菊. "The Causal Mechanism of the Urban-Rural Divide in English Academic Achievement of Primary School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/60615102577055072707.
Full textAbstract:
碩士<br>國立臺東大學<br>教育學系教育研究所<br>102<br>This study aims to reveal the differences between urban and rural primary school students in English academic achievement, family English educational resources (including financial, social and cultural capital), and individual psyche factors (including English learning motive, attitude, and anxiety), and understand the causal mechanism that leads to such a phenomenon of urban-rural divide in English academic achievement. Moreover, analyses are conducted to explore the impacts of locations and other variables such as family environment on English learning psyche factors, family educational resources, and learning achievement.
This study focuses on primary school students in Taipei City, Pintung City, and rural and remote areas of Pintung County. A total of 1580 grade 6 students, including 810 students from Taipei City, and 770 students from Pintung County participate in this research. Descriptive statistics, chi-square test and regression analysis are performed to analyze the data.
The main findings of this study are as follows: Urban students have significantly fewer siblings than rural students, and parents of the former category compare significantly more favorably to those of the latter, in terms of years of education, and annual family income level. The study also shows that a larger percentage of the fathers of urban students are white-collar workers. Consequently, these factors have resulted in urban students