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Dissertations / Theses on the topic 'Rural secondary school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Burnett, E. S. "Curriculum continuity in a rural secondary school." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234524.

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2

Mxunyelwa, Mzukisi. "Experiences of women leaders as school principals in rural secondary schools of Butterworth." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1008209.

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The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as l

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3

Hendrickson, Katie A. "Student Perceptions of School: Resistance in Rural Appalachia." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275443264.

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4

Menzies, Fiona G. "'Doing' gender in a rural Scottish secondary school : a case study." Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28754.

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This ethnographic case study examines how pupils’ gendered identities are constructed in one rural secondary school in Scotland. It utilises the work of Michel Foucault and Judith Butler to provide theoretical insight into how and why pupils take up particular gendered positions in the school. Data collection is primarily by ethnographic observation, supported by semi-structured interviews. The findings highlight the discursive role of peer interactions in affecting how pupils shape their gendered identities, with boys seen to be more affected by peer influences than girls. Subject choices eme

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5

Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.

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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to inv

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6

Smallwood, Otis L. "An investigation of the dropout rates of Caucasian high school students in a rural North Carolina high school." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268224.

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<p> This applied dissertation was designed to describe and explain the dropout phenomenon occurring in a rural high school in southeastern North Carolina. Caucasian students were dropping out at a disproportionate rate compared to other ethnic groups in the school. Over the last 4 years, 68 students did not graduate with their prospective class at the southeastern rural North Carolina high school research site; approximately 63% of those students were Caucasian, and 37% were non-Caucasian. Caucasian students were the smallest population at the selected high school (40%); however, they accounte

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7

Brown, Judith Ann. "Unifying concepts in the high school biology curriculum--one or many : an investigation of rural, suburban, and urban schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7544.

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8

George, Anne L. "Dropping out and in: Returning to high school in rural Canada." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27517.

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This qualitative study explored the personal and educational experiences of five adult education students who returned to high school in rural Ontario. Examining the voices of the rural adult education students led to a greater understanding of the meaning of dropping out and returning to high school. A framework for the participants' journey is presented using a lifecourse trajectory perspective. The findings and implications of this study suggest that rural adult students face unique challenges, and that a dialogue around existing policy and practices might strengthen the program even furthe

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9

Watts, Jeremy. "An Exploration of Teacher Retention in Rural School Districts in Eastern Kentucky." UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/13.

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Teacher retention rates are staggeringly low across the United States. Nearly 20% of public school teachers leave their position from one year to the next, a majority of schools have a turnover rate of 50% every three years, and over 50% of teachers leave the education field within the first five years of employment. This retention problem impacts all type of public school systems—urban, suburban, and rural school districts. This study examined teacher retention in elementary and secondary schools in three rural school districts in eastern Kentucky. Review of district and school documents abou

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10

Davidson, Michael R. "Domino Servite School: an evaluative case study of a private Christian secondary school in rural Natal." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003382.

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Domino Servite School (DSS) is a private school, founded in 1986, and situated on KwaSizabantu (KSB) mission station in the Natal midlands. This research into DSS is a case study which aims to present an illuminative evaluation in the Whole School genre, within that branch of educational research concerned with effective schools. The project aimed to make use of a compatibility paradigm accommodating nomothetic and anthropological data. In attempting triangulation of methodological approaches, it tried to establish the extent to which DSS may be considered an efficient and effective 'New Priva

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11

Du, Plessis Michelle Loraine. "A literacy intervention with teachers : exploring reading culture in a rural secondary school." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25818.

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The purpose of this qualitative, participatory action research study was to explore and describe the nature of a reading culture in a rural secondary school before and after a literacy intervention. Themes of reading culture were investigated within the framework of systems theory and with interpretivism as epistemological paradigm. A secondary rural school was conveniently selected as part of ongoing FLY and STAR1 studies on resilience and rural schools. Language teachers (n=6, male=1, female=5) were purposively selected to participate in the literacy intervention. The literacy intervention w

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12

Daniels, Brendon Mara Laurence. "Views of HIV and AIDS amongst rural secondary school youth: an exploratory study." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/11460.

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The HIV and AIDS epidemic continues to affect communities worldwide particularly so in South Africa. Youth, also the so-called Coloured youth, continue to remain at risk of infection, in spite of having been exposed to information about HIV and AIDS. This study explores the views of Coloured secondary school youth in a rural town in the Eastern Cape, on HIV and AIDS. Fifteen secondary school learners, both boys and girls, from Grades 10 to 12 were purposively selected. This qualitative study, framed within an interpretivist paradigm, draws on a phenomenological methodology. The data was genera

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13

Groenke, Susan Lee. "Troubling Literacy in the "Contact Zone" of a Rural High School English Class." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/11274.

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This dissertation examines how multiple, hybridized literacy practices exist in the "contact zone" of the classroom, a "social space where cultures meet, clash, and grapple, with each other, often in contexts of highly asymmetrical relations of power, such as colonialism, slavery, or their aftermaths as they are lived out in many parts of the world today" (Pratt, 2002, p. 4). The rural high school English class under study here operates as such a "contact zone," as the teacher and students engage in conflicted negotiation, rather than assimilation or acculturation, when multiple literacy pract

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Boateng, Beatrice A. "TECHNOLOGY IN EDUCATION: A CRITICAL SOCIAL EXAMINATION OF A RURAL SECONDARY SCHOOL IN GHANA." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1173865072.

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Jenkins, Faleese M. "The relationship between rural high school teachers' perceptions of school effectiveness and their level of school involvement." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77807.

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The nationwide effort to improve our schools and student achievement through a rebuilding of our educational system has not come without controversy; however, one element that is consistent throughout the research (Carnegie, Holmes, NEA, and the National Governors Association) is that teachers should participate in setting school goals and be accountable for achieving agreed upon standards of performance. This, of course, means a major shift in the current organizational and managerial structure of the school. The purpose of this study was to investigate the relationship between teachers' invo

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Maphothi, Nandi Nobukhosi. "Effects of teenage motherhood while at secondary school in rural communities of the Capricorn District, Limpopo Province." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1677.

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Thesis (M. Cur.) -- University of Limpopo, 2014<br>The purpose of this study was to explore effects of teenage motherhood on the secondary education of the female learner. A qualitative research method and a descriptive, exploratory research design were adopted to undertake the study. Five one-on-one interviews were conducted and the data was analysed by using Tesch’s method of analysis. Three themes and nine sub-themes were generated from the analysed data. The research findings indicate that teenage motherhood does not have a negative effect on the ability of the learner to continue attendi

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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.

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Gumbi, Daphne. "The management of physical resources by principals in the rural secondary schools of the Eastern Cape Province, South Africa." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/911.

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This research study examined whether the physical resources in rural secondary schools are adequate and are managed properly by the school principals, for quality education to be achieved in the Eastern Cape Province. The dramatic changes in South Africa recognized that the future depends on an education system which develops the full potential of all learners. Although the Constitution of South Africa is advocating for equal education for all, there are disparities which are evident in the quality of the infrastructure, especially in remote rural areas where the fundamental requirements for e

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Johnson, Audrey D. "Professional Development that Enhances Pedagogy| Perceptions of Teachers in a Rural High School." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607658.

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<p>The purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through opportunities that increase knowledge and improve skills (No Child Left Behind, 2001, Section 9101). A case study approach and qualitative data collection methods were selected for the study due to the real-life context in which the inquiry occurred. Dat

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Cook, Louis Latrell. "Secondary Teachers Perspectives of African-American Males High School Dropout Rates in a Rural School| A Qualitative Case Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815550.

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<p> The purpose of this study was to conduct a qualitative explanatory case study examining the perceptions of 10 high school teachers in one rural high school in Mississippi, as it relates to factors that contribute to the high dropout rates in African-American males in a rural setting in the Mississippi school system. African-American males who enroll in 9th grade in Mississippi, only 72 percent finish high school, but little is known regarding the factors that contribute to the dropout rates of African-American males who do not graduate high school from secondary teacher perspectives. The c

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Adkins-Rieck, Camille Kopila. "Secondary Education Achievement in Senegal: Comparing Rural and Urban Perspectives on a Middle School Exam." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297488.

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The aim of this study is to investigate the urban bias in educational progress through examining the perceptions surrounding a government mandated exam at the end of middle school in Senegal. Data from a rural middle school, CEM de Leona, and an urban middle school, CEM Amadou Fara Mbodji was collected to understand from a qualitative research view the value and perceptions of preparing for Brevet de Fin d’Etudes Moyennes (BFEM - Certificate of the End of Middle School Studies). There are four actors who play a role in the preparation of students for the exam: the administration, the teachers,

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22

Zaka, Pinelopi Alexia. "Blended Teaching and Learning in a New Zealand Rural Secondary School: Using an Ecological Framework." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7011.

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Blended online teaching and learning is a fast developing area for educational providers around the world. In New Zealand, the Virtual Learning Network enables students from more than 250 schools to experience blended learning, by enrolling in blended distance courses in addition to the face-to-face courses that their home schools offer. More and more teachers across the country also implement online content in their face-to-face teaching, experimenting with a variety of tools and offering blended web-enhanced courses to their students. The rollout of Ultra Fast Broadband is expected to increa

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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.

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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and mo

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Mordi, Chinwe Anwuli. "The Impact of the Universal Basic Education Program in Addressing Rural Secondary School Drop Outs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3115.

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The Universal Basic Education (UBE) was designed to address the social problem of drop outs in secondary schools, but dropout rates in secondary schools are still at a 42% high in Enugu State, Nigeria. This study sought to understand teachers' perceptions of the program, the ways the UBE impacted the dropout problem, and what could be done to the UBE program to make it more effective. This study provided an important contribution to the literature, as it examined an often neglected perspective: the input of teachers in the field, as opposed to those of policy planners at the top. The conceptua

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Eubanks, Kari. "The Relationship of School-Community Partnerships with ACT Benchmark Scores in Rural Tennessee Schools." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3334.

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The purpose of this quantitative study was to determine if a relationship existed between the quality of school-community partnerships and the average score of each ACT subtest for rural Tennessee high school students. Specifically, the researcher examined the following school-community partnerships: business partnerships, university partnerships, service learning partnerships, school-linked service integration, and faith-based partnerships (Sanders, 2006). Administrators from 62 rural Tennessee high schools rated the partnerships present in their schools using the Improving Community Partners

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Lemons, Theresa. "Factors That Influence Special Education Teachers' Career Decisions in a Rural School District in Southern Indiana." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1085.

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Attrition of special education teachers is a national problem resulting in lost monetary resources, school climate discontinuity, and lower student achievement. Within a small, rural district in southern Indiana, special education teacher attrition has risen since 2008 and continues to rise. District administrators want to retain teachers to ensure a continuity of instructional services for students with special needs. To explore this problem, an intrinsic qualitative case study was employed, guided by a research question that investigated the factors that special education teachers and admini

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Scalia, Lynne S. "Derailed| Factors influencing college and career decisions of high school students in a deindustrialized rural community." Thesis, Montana State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112074.

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<p> High schools in the United States are charged with preparing students for citizenship and the knowledge, skills and experiences for success in postsecondary education and work. This study examines the problem of how to prepare students for college and work in a rural deindustrialized working-class community where jobs and careers that allow for upward economic mobility are scarce. </p><p> This ethnographic case study sought to understand the influences and interplay of school-based and non-school-based factors that influenced students’ decisions as they graduated and made the tra

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Shoko, Nothabo. "The influence of peer harassment on the wellbeing of form three learners in Zimbabwean rural day secondary schools." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20330.

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The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed b

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Farina, Andrea J. "A mixed-method exploration of school organizational and social relationship factors that influence dropout-decision making in a rural high school." Thesis, Indiana University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604294.

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<p>This explanatory mixed-method study explored the dropout phenomenon from an ecological perspective identifying the school organizational (academics, activities, structure) and social relationship (teachers, peers) factors that most significantly influence students’ decisions to leave school prior to graduation at a rural high school in south central Pennsylvania. </p><p> The quantitative phase of the study utilized a 40 question, forced choice survey to isolate the school organizational and social relationship factors that had the most influence on students’ dropout decision m

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Mbwana, Margareth Samwel. "Capacity Building of ICT in Education for Rural Areas: : A case of Lugoba Secondary School - Tanzania." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-37203.

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Proficiency in Information and Communication Technologies (ICTs) skills is now regarded as important as basic reading and writing skills. This technology is designed to enhance the flow of information and communication; it’s a means to access information and knowledge. It opens up education more widely, and creates a valuable opportunity for all those involved in education to reconsider their practices, and in so doing to develop a more reflective approach to their educational activities. Capacity building in the use of ICT for education aims at improving literacy and teacher trainings with re

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Varieur, Michael J. "Prevalence and severity of substance use by adolescents of a rural secondary school in northern Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40156.pdf.

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Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.

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Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is mor

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Boren, Nickolas D. "The relationship of selected variables to student achievement in a rural Missouri high school /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052148.

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O'Regan, David, and n/a. "A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary school." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060822.155237.

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This research reports on the factors that a sample of teachers in a rural Primary and Secondary School perceive as being influential on the initiation and implementation of a curricular innovation. The innovation herein is the creation of a Gifted and Talented Programme to cater for identified students in this school, an area of current interest amongst educators and researchers in New South Wales and Australia. A methodology is outlined for the collection and interpretation of data on the factors involved, that may be employed by coordinators and researchers interested in curricular provision

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Metcalfe, Lynn B. "Teachers Perception of Elementary School Principals Leadership Characteristics in Elementary Schools in Rural Southwest Virginia." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1277.

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The characteristics of servant leaders as perceived by teachers who evaluated the leadership excellence of principals were the focus of this study. The essential ingredient of a leader was examined in all participating schools; the role of the principal was crucial to a school's effectiveness and was widely acknowledged. Ten characteristics were discussed in the literature review. This dissertation was a quantitative study of teachers' perceptions, as well as principals' self-perceptions, of principals in rural Title I Schools located in southwest Virginia. The exploratory question that origin

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Harkins, Lois S. "A Measure of Progress: Voices of Rural Secondary Students with Disabilities in Co-Taught Settings." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1186576810.

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Nobukhosi, Maphophi Nandi. "Effects of teenage motherwood while at secondary school in rural communities of the Capricorn District, Limpopo Province." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1402.

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Thesis (M.Cur.) -- University of Limpopo, 2014<br>The purpose of this study was to explore effects of teenage motherhood on the secondary education of the female learner. A qualitative research method and a descriptive, exploratory research design were adopted to undertake the study. Five one-on-one interviews were conducted and the data was analysed by using Tesch’s method of analysis. Three themes and nine sub-themes were generated from the analysed data. The research findings indicate that teenage motherhood does not have a negative effect on the ability of the learner to continue attendin

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Geddes, Darlene. "A Case Study of the Impact of Peer-to-Peer Mentoring on Mentors in a Rural High School Setting." Thesis, Concordia University (Oregon), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249651.

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<p> Existing research on peer-to-peer mentoring has focused mainly on cross-age peer mentoring with several years’ difference between mentor and mentees (Karcher, 2005, 2007; Lawon, 2014; Willis, Bland, Manka, & Craft, 2012) and the impact of peer mentoring on the mentee. I aimed to examine the relationship of participating in a high school based peer-to-peer mentoring program and the impact on the high school upperclassmen mentors in this study. School is a social organization where peers can develop school connectedness and expand their prosocial skills and through their social n

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Mayer, Jill A. "An analysis of at-risk rural Wisconsin high school student deficient reading skills and the potential of students to drop out of high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009mayerj.pdf.

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Huber, Donna S. "Influences on high school principals' mathematics instructional leadership practices." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1195003040.

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Frazier, Mike. "An Evaluation of Perceptions of a Mentoring Program of Beginning Teachers in a Rural East Tennessee Secondary School." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2139.

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Teachers, especially beginning teachers, continue a trend of leaving the profession at alarming rates within the first 5 years resulting in excessive costs to school systems and diminished instructional quality. Some programs, however, have shown impressive results. The purpose of this qualitative study, using an emerging interview process, was to examine the perceptions of beginning teachers in their 1st or 2nd year and those of veteran 3- to 5-year teachers regarding the effectiveness of mentoring and other guidance they received as beginning teachers in a secondary school and to understand

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Rolens, Da Silva. "Leadership development within a Learner Representative Council (LRC) in a rural secondary school in the Oshana region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62808.

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The Namibian Education Act (Namibia. Education Act No. 16 of 2001) mandates state secondary school learners to be included in school leadership through a body of learners known as the Learner Representative Council (LRC). The few studies carried out on the LRC in schools reveal that very little has been achieved in terms of learner leadership development. This study explored and provided insight into possible reasons for this, and recommendations. The research questions driving the study were: How is learner leadership currently understood and practised in the school? What are the enabling and

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Nelson, Rebecca M. "Shades of Deeper Meaning: A Phenomenological Study of Dialect Variance among 21st Century Rural Midwestern High School Students." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1524672085289361.

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Maswahu, Israel Lubinda. "Grade 10 dropout predisposition and resilience in one rural and one urban secondary school in the Kizito Cluster of the Caprivi Education Region in Namibia." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4494.

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Magister Educationis - MEd<br>The study investigated school dropout predisposition and resilience at Grade 10 level in one rural and one urban secondary school in the Kizito Cluster of the Caprivi Education Region in Namibia. Part of the study was by means of a literature review of studies on school dropout in different parts of the world. The review also related to theoretical explanations of school dropout predisposition and resilience, together with preceding studies about the two phenomena. The qualitative research approach was used to obtain information about participants' experiences, be

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Blevins, Leia, and James J. Fox. "Primary Level-School-Wide Positive Behavior Support: Two Examples of Successful Implementation and Sustainability in Rural Schools." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/150.

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Iyambo, David Kandiwapa. "Interrogating teacher leadership development through a formative intervention: a case study in a rural Secondary School in northern Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61547.

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The Namibian education system has undergone major policy shifts from a ‘top-down’ hierarchical leadership practice to a more shared and democratic form of leadership in schools. These policies compel principals and school management team members to involve level-one teachers in decision-making and other leadership roles within their schools and beyond. However, to this end, the goals envisaged by policies for teachers to participate in, and contribute to the overall school leadership activities and decision-making have not been fully realised. This was due to the inherent hierarchy of the ‘top

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Heastie, Samuel R. "Relationships and differences on self-regulated learning, parental involvement, homework, and academic achievement, among high school students in rural West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1871.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains ix, 98 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 64-69).

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Baldé, Aissatou MBambé. "The schooling experiences of Fulani Muslim girls in the Fouta Djallon Region of Guinea : forces influencing their retention in a rural secondary school of Dalaba /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1103142410.

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Doucette, Dean. "Effects of School-to-Work Programs on Cognitive Engagement: Examining the Students’ Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20376.

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The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the sch

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Mnisi, Thoko Esther. "Digital storytelling to explore HIV- and AIDS- related stigma with secondary school learners in a rural community in KwaZulu-Natal." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1018717.

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This study explores, through digital storytelling, the experiences of HIV- and AIDS-related stigma of rural community secondary school learners. HIV- and AIDS-related stigma is seen as an impediment to a proficient response to HIV and AIDS in communities, also rural communities, and requires addressing. The rural community in which the research is undertaken is particularly hard hit by HIV and AIDS. Learners’ experiences of HIV- and AIDS related stigma could therefore inform how school and community could engage with HIV- and AIDS-related stigma and how they could address it in a constructive

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