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Brikkels, Melanie A. "Social and educational experiences of secondary school lesbian youth." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45885.
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The study contributes to existing, but limited research on the social and academic experiences of lesbian learners in South African secondary schools. A lesbian refers to a woman who is sexually attracted to the same gender as herself. The purpose of this study was to obtain an in-depth understanding of the positive and negative experiences of lesbian youth in South African secondary schools.
A qualitative research approach guided by the interpretivist paradigm was followed, as the focus was on the meaning that the individual participants awarded to their experiences and their world. A case study research design was used as it is regarded as a process of in-depth inquiry that generates detailed descriptions of a single unit or bounded system.
The findings of this study are in line with existing literature on the experiences of lesbian learners in secondary schools. As in the literature this study indicated that the lesbian learners included in this study are subjected to negative social and academic experiences such as; homophobic verbal, sexual and emotional harassment and abuse, as well as school disengagement. Their positive experiences included a decrease in homophobic harassment and abuse, an increased sense of self worth and confidence, increased visibility, academic achievement and resilience and lower levels of absenteeism, truancy and school dropouts.
It was interesting to note that most of the heterosexual learners’ and teachers’ at the schools included in this study’s attitude towards the lesbian learners have changed for the better. Most of the heterosexual learners and teachers seemed to be supportive and accommodative of the lesbian learners even though they still found it difficult to accept their lesbian sexual orientation. Based on the outcome of this study, it is recommended that the learners and teachers at the schools included in this study, be sensitised and capacitated with regard to homosexuality, bisexuality and trans-sexuality.<br>Mini-dissertation (MEd)--University of Pretoria, 2014.<br>tm2015<br>Educational Psychology<br>MEd<br>Unrestricted
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Garnett, Bruce William. "A critical examination of the academic trajectories of ESL youth." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/687.
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This study modifies Cummins' (1997) theoretical framework of minority student
achievement and social power relations to account for differences in educational
achievement among different identifiable subgroups of the ESL population. This
framework provides the conceptual structure for a multidimensional understanding of
ESL academic achievement (e.g. Gonzales, 2001) whereby the mediating influence of the
broad social power relations between dominant and minority groups, students' individual
characteristics, including personal abilities, experiences and socio-demographic
backgrounds, interacts with ecologies, including educational structures such as curricula,
curricular organization, school populations and the policy environment to influence
educational trajectories.
This study employs descriptive, bi-variate, and logistic and multiple regression to
perform secondary analysis on data describing the academic trajectories of the ESL
students (n=7 527) of British Columbia's 1997 grade eight cohort (n=48 265). It
compares the results to a native English speaker (NES) baseline. ESL students are
disaggregated by ethno-cultural background, English proficiency, gender, age on entry to
the BC school system, and socio-economic status. School population effects are also
considered. The dependent variables are five and six-year graduation rates, and
participation and performance across academic subjects.
Results show that identifiable ethno-cultural subgroups of ESL students navigate widely
varying academic trajectories. English proficiency and gender differences also affect
achievement, more so in already under-achieving ethno-cultural groups. Later ages of
entry generally prove advantageous for some groups in mathematics and the sciences but
predict diminished outcomes in the humanities for all groups. Socio-economic effects
only partially account for differences among ethno-cultural groups. School composition
also has minimal effect. Most ethno-cultural groups have higher academic participation
rates but lower performance scores than NESs. ESL graduation rates are more stable
across socio-economic strata than NES graduation rates.
The need to disaggregate data for research and decision-making, and to target support
toward under-performing student groups is discussed. While ESL students perform well
in aggregate, lower outcomes of identifiable subgroups are masked. The study concludes
with a call for more refined data, and for further methodologically advanced research.
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Mangseth, Henrik. "Adolescent's Language - Observations in Upper Secondary School." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9391.
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Observations of adolescent's language in upper secondary school in Sweden. Do teenagers stule-shift when speaking in different communicative settings; that is the core of this essay. Five informants have been observed in three different speaking sessions, and their language is analyzed, discussed and compared to secondary sources.
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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 generated from using drawing and focus group interviews and analysed using thematic analysis. The research adhered to ethical principles and trustworthiness was ensured. Constructivism and Bronfenbrenner’s bio-ecological systems theory were used to frame the study and to make meaning of the findings. In response to the primary research question, What views do Coloured youth attending a secondary school in a rural town have of HIV and AIDS?, five themes emerged, namely: individuals spread HIV, impoverished family life increases youth vulnerability to HIV, youth under pressure from peers knowingly engage in risky behaviour, misconceptions fuel the epidemic, and HIV and AIDS “captures the community in its net”. Drawing on the findings and in response to the secondary research question, What guidelines can be developed to assist educators to facilitate learners taking action against the spread of HIV and AIDS?, several guidelines were developed. They suggest that teachers should use participatory pedagogies to engage secondary school learners when teaching HIV and AIDS, build self-esteem in their learners, assist learners in dealing with peer pressure, engage learners in erasing misconceptions, and enable learners to break free from being “caught in the net” of HIV and AIDS. Collectively these guidelines could enable learners to take action in protecting themselves and their community against the spread of the HI virus. The study concludes that the views that Coloured secondary school learners from a rural town have about HIV and AIDS show their awareness of the realities of the epidemic affecting the individual, the family, the school and their community. They have constructed their views of HIV and AIDS in a way which shows their understanding of the complexities of the epidemic.
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MacLeod, Phyllis Ann. "Boxing in our youth, lesbian adolescents speak out about their secondary school experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq21914.pdf.
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Dorji, Jigme Arisara Leksansern. "Factors affecting career aspirations of secondary school leavers in Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938011.pdf.
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Miceli, Meredith Anne. "The associations among youth characteristics, secondary school experiences, and enrollment in two- and four-year colleges among youth with disabilities." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8762.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Barnard, Juanita Marlyn. "An assessment of entrepreneurial intentions of secondary school learners in selected areas / J.M. Barnard." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8781.
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This study highlights the need for a youth entrepreneurship education program of value in South African secondary schools. It examines the enterprising tendencies of grade 12 learners in 10 secondary schools in the Lejweleputswa District of the Free State province, South Africa, using the General Enterprising Tendency (GET) test.
An investigation into the current status of entrepreneurship in South Africa revealed that there is a lack of entrepreneurs and not enough people who have the orientation and skills to create new businesses. This leads to a situation where the South African economy performs poorly and the recent financial crisis exuberated South Africa’s challenges in terms of poverty, unemployment and income inequality. In addition, youth unemployment has worsened as a result of the recession, because the youth lack the needed qualifications, experience and skills to compete for the few job opportunities in the labour market. Entrepreneurship and innovation are widely seen as key sources of renewed economic growth, creating jobs and advancing human welfare.
This study shows that the South African youth has a positive enterprising tendency. The ‘General Enterprising Tendency Questionnaire’, completed by 530 grade 12 learners was evaluated and learners scored within the average score, although at the lower end of the suggested average. When the questionnaire’s constructs are evaluated, learners scored below the suggested average score on ‘need for achievement’, ‘need for autonomy’, ‘creative tendency’ and ‘moderate/calculated risks’, but above the suggested average for ‘drive and determination’, but it can be conclude that learners shows a tendency to be entrepreneurial.
However, the study suggests that grade 12 learners in the Lejweleputswa sample have overrated expectations on the ‘drive and determination construct’. It appears that they do not have the propensity to be creative and have a low drive to be autonomous. The study also reveals that there are no practical significant differences between the mean values for the demographic variables school, age, gender, home language and ethnic group regarding the measured constructs.
Major shortfalls in the current education system are highlighted, including teachers with no previous knowledge of commercial subjects that are forced to teach entrepreneurship, most schools do not implement Economic and Management Science (EMS) as learning area and as from 2013, EMS will only be introduced to the curriculum in the Senior phase (grade 7 to 9). In addition, learners are not motivated to be creators of jobs, but to rather seek employment.
The study concludes that public schools in South Africa do not have the capacity to implement a successful program of youth entrepreneurship education. The involvement of Government, Department of Education, schools, teachers, parents, learners, entrepreneurs and organised business is needed to promote youth entrepreneurship in South Africa. The study expands on recommendations and presents a national strategy to enhance youth entrepreneurship in South African schools, but concludes that future research is needed.<br>Thesis (MBA)--North-West University, Potchefstroom Campus, 2013
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Ellender, Philip James. "Transition to secondary school by children with special educational needs." Thesis, University of Northampton, 2014. http://nectar.northampton.ac.uk/8856/.
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Kwok, Lai Kuen. "Family relationship : its relation to self-concept and depression among Hong Kong secondary school adolescents." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/243.
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Allen, Dawn 1963. "Language, identity, and integration : immigrant youth 'made in Quebec'." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84983.
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This study explores the relationships between the integration experiences of adolescent newcomers in one francophone secondary school in Montreal and the current policies and programs related to educational integration. The research draws on observations and participants' descriptions and insights to address three principal questions: How is integration experienced by adolescent newcomers in a francophone school in Montreal? How do these students' experiences inform our understanding of the relationships among host (second) language learning/teaching, integration, and identity construction? What are the implications of these newcomer students' integration experiences for educational theories, policies and programs/practices that target such newcomers? These questions emerge from a consideration of theories of identity construction current in a variety of disciplines.<br>The study offers an overview of Quebec's past and present immigration and integration policies and programs. It considers those policies in light of identity theory and, more specifically, focuses on the relationships between language learning, integration, and identity in the experience of adolescent immigrants within a francophone secondary school in Montreal. Based on interviews and participant observation conducted over 15 months, the study describes the ways in which the participants' integration and identity are shaped by school discourses and the standardizing imperative of most North American educational institutions. Findings suggest that the participants resist the school's discourses in order to assert themselves dialogically and relocate their sense of identity in their host society. However, the dialogic relationships that the students are able to establish with and within the school discourses are imbalanced, leaving several students to feel dislocated both physically and psychically throughout the study. The study indicates that a distributed notion of the Self might improve theory, policy, and pedagogy related to newcomer integration. Finally, specific suggestions are made for building on current educational-integration research and practice.
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Coffey, Jane Sarah. "Youth career choices : a comparison of industry and ballet." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/974.
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In an increasingly competitive global environment the need for highly skilled, resilient workers is paramount. This study responded to this need with an investigation of the attraction and retention drivers that encourage young people to pursue their career of choice. In particular, it explored the career aspirations and drivers of career choice amongst two distinct cohorts of secondary school-aged people and the work experiences and retention drivers of a cohort of early career workers. The first phase of the study investigated the career aspirations identified by secondary school-aged young people aged from 14 to 17 years, including those enrolled in full-time secondary schooling (completing Years 11 and 12 tertiary entrance studies) and those enrolled in full-time professional dance programs who were completing their schooling via distance learning programs. The second phase of the study examined the nexus between career aspirations and work reality for young people entering a career, again encompassing the two distinct cohorts: early career participants in mainstream industry and early career dancers. The study findings help to articulate what it is that young people want from a career, the type of work they enjoy, and the characteristics of their work experiences that may impact retention. As such, it has significant implications for decision making related to future education, career and modes of work, and to drivers of performance, engagement and retention.In seeking to answer the research question: ‘What are the attraction and retention drivers that encourage young people to pursue their career of choice?’, the research design utilised a qualitative research methodology with comparative and content analysis approaches framed in a constructivist paradigm. Data collection involved 46 participants in semi-structured individual or focus group interviews, and the study was structured into two phases as described above. Additional interviews with five retired dancers served to explore and validate the dance participants’ work expectations and realities in this under-researched profession.Findings suggest that decisions about career choice are often made early in life, tend to be intrinsically driven, and are founded upon young people’s exploration of career, self and identity. Career attraction appears to be clearly associated with a passion for the type of work, a career calling, or a sense of vocation. Similarly, career retention seems to have little to do with money or the achievement of extrinsic rewards: irrespective of gender, work/life balance emerged as a key consideration across both cohorts. The study has made a significant contribution to the theoretical framework for the Foci and Bases of Commitment with the inclusion of a possible selves construct. This inclusion will inform the development of strategies that improve career attraction and retention.Developed countries face significant challenges in developing and sustaining a workforce that is equipped for an uncertain future and whose members have longer and more precarious working lives. The findings of this study suggest that the workforce preparation provided to young people by secondary and tertiary institutions is inadequate. The results reveal that dancers, even during early training, tend to have a more accurate and realistic understanding of future career realities than early career aspirants in other sectors. Furthermore, the findings highlight the need for organisations to re-evaluate their work design, development and engagement strategies in order to successfully meet these challenges.Limitations of the study include a geographical focus on Western Australia and a relatively small sample size. Despite these limitations, the study provides a sound basis for further research and investigation into the career choices of young people, linkages between possible self and work commitment, and the role and impact of passion and career calling in work retention.This is one of few studies that have provided a voice for young people in relation to career aspirations and expectations. The findings provide a greater insight into the significant impact of the career aspirations and choices of young people and what ignites and maintains a passion for their work.
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Peterson, Jo-Anne. "Integration of elementary and secondary students in school settings and its effect on tobacco use by youth." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22378.pdf.
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Haipinge, Emilie. "An investigation into the school experiences of HIV-positive secondary school learners on ARV treatment in Katutura, Windhoek." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004334.
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What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.
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Ho, Kit-mui Juanita. "A study on the help-seeking pattern among young people in Hong Kong." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13992065.
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Lee, Shuk-ling Mabel, and 李淑玲. "Information technology & youth: ethical landscape in focus." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30424392.
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Soutter, Anne Kathryn. "What does it mean to be well in schools? an exploration of multiple perspectives on student wellbeing in a New Zealand secondary school context." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/7774.
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Despite recognition that wellbeing and academic achievement are compatible educational goals, few education systems have clearly established how wellbeing can be meaningfully and purposefully implemented in educational experiences. The overarching aims of this thesis were to examine the relationships between wellbeing and senior secondary educational experiences, to develop a conceptual framework based on an extensive, multi-disciplinary literature review, to refine the framework through document analysis and experimental study, and to propose a model of student wellbeing that could support both researchers in the development of indicators to monitor student wellbeing and educators seeking to plan for and assess wellbeing-enhancing educational experiences. Implications for the use of the Student Wellbeing Model for the design and review of educational experiences at the classroom level are discussed.
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Ajunwa, Kelechi. "It's Our School Too: Youth Activism as Educational Reform, 1951-1979." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/150577.
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Urban Education<br>Ph.D.<br>Activism has the potential for reform (Howard, 1976). Unlike previous studies on high school activism this study places a primary focus on underground newspapers and argues that underground newspapers allowed high school students to function as activists as well as educational reformers. In order to make this argument, this study examined over 150 underground newspapers and other primary source publications. The goals and tactics of high school activists evolved from the 1950s to the 1970s. During this time there were some shifts in ideologies, strategies, and priorities that were influenced by both an ever increasing student frustration with school leaders and by outside historical events. Underground newspapers captured the shift that occurred in the objectives and tactics of student activists. As a result, the contents of underground newspapers were the primary focus of this study. My study reveals that there were three types of student activists: "incidental" activists who simply wanted to change individual school policies, "intentional" activists who wanted high school students to have greater authority and autonomy in schools, and lastly, "radical" activists who desired an end to oppression of people based on race, class, sex, and age. The evidence overwhelmingly indicates that for the most part incidental, intentional, and radical student activists were all working towards improving their high schools. This common goal was pivotal in the development of a Youth Empowerment social movement, which would be born out of the actions of all three types of high school activists. . Incidental activists were the focal point of attention for school administrators in the 1950s, however; intentional and radical activists would take center stage by the late 1960s. Throughout the 1970s intentional and radical activists would overshadow incidental activists and dominate the high school activism scene.<br>Temple University--Theses
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Oliveira, Maria de Fátima Queiroz de. "Juventude, tecnologia e educação: perspectivas para o ensino médio." Universidade do Estado do Rio de Janeiro, 2011. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5152.
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O presente século está sendo marcado pelo aceleramento da tecnologia eletrônica. Nesse momento se torna imprescindível a formação e compromisso dos professores com o ensino e a escola que devem trazer em pauta as TICs (Tecnologias da Informação e Comunicação). Através das relações diárias, o ser universal (o homem) pensa, sente e age a todo instante através das relações sociais de que fazem parte. As pessoas agem a partir de uma relação de trocas culturais, modificam a si mesmas, aos outros e à natureza, por esse motivo precisa haver uma educação voltada para a cidadania.O objetivo desta dissertação é contribuir para a análise dos desafios que o jovem aluno do ensino médio enfrenta hoje, o que diz o professor e a preparação que as escolas públicas oferecem para o futuro desses alunos em uma sociedade na qual a revolução tecnológica faz nascer um novo tempo e onde os valores são questionáveis, onde tudo é relativo. E seguindo esta linha de pensamento questionamos a ética na Educação, principalmente no ambiente virtual cibersociedade -, onde as pessoas se relacionam por meios eletrônicos.Nos capítulos II e III, deste estudo se buscou analisar sobre juventude tecnologia e educação. Como esse jovem do ensino médio utiliza as TICs, o desafio da escola com esse recurso educativo, orientando e qualificando essa geração para enfrentarem o mundo cada vez mais interligado. A sala de aula perde a exclusividade, ganhando uma nova dimensão. Quem ensina não pode se neutralizar diante da forte influência lançada pelas tecnologias. O currículo e a formação docente nos faz repensar paradigmas. A educação requer políticas publicas, de formação docente, capacitando para o uso das tecnologias da informação e comunicação TICs, entretanto, não bastam oficinas e sim formação continuada, pois não adianta sofisticar a técnica se o professor não estiver sofisticado na alma, nos fundamentos, e não souber o que desejam os seus alunos. O estudo foi realizado com pesquisa de campo, duas escolas da zona Oeste do Estado do Rio de Janeiro, com entrevistas e questionários para 220 alunos.<br>The present century has been marked by the acceleration of the electronic technology. Nowadays, it is crucial the graduation and compromise of the teachers with the apprenticeship and the ICT must be brought to discussion at school.By means of his daily relationships, the universal being (men) thinks, feels and act all the time through the social relationships he takes part. People act from a relationship of cultural exchanges, change themselves, the others and the nature. Thats the reason why it is necessary an education focused on the citizenship. The goal of this essay is to contribute for the analyses of the challenges the high school young student faces these days, what the teacher says and the empowerment the public schools provide for the future of these students in a society where the technological revolution brings to life a new era and the values are questionable, where everything is relative. And following this way of thinking, we question the ethics in education, mainly on this virtual environment cyber society where people communicate through electronic devices. At the chapters II and III of this essay, the aim is to analyze the youth, the technology and the education. And as the high school young student uses the ICT, the challenge of the school is to use this educational asset to guide and qualify this generation so that they can face a world that is more and more intertwined. The exclusivity of the classroom is no more or becomes limited because the school walls give it a new dimension. The one who teaches cannot be static before the strong influence launched by the technologies. The resume and the teacher graduation draw us to rethink paradigms. Education demands public politics, teachers graduation which empowers them to use the information and communication technologies ICT. Therefore, workshops are not enough, but an continued graduation, because it is useless to sophisticate the techniques if, on the other hand, there is no sophistication at the teachers classes and on their basis, and if he does not know what he wants from his students.
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Vogler, Jessica L. "Development of an instrument to measure the tobacco control advocacy knowledge of youth." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1295145.
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The problem of this study was to develop a valid and reliable instrument to assess the tobacco control advocacy knowledge level of high school students enrolled in the Busting Big Tobacco (BBT) program. The steps taken to examine this problem include: created a table of specifications, created the initial instrument, selected a jury of experts, a qualitative assessment by jurors, created the revised instrument, a quantitative review by jurors, revised the instrument, conducted a modified pilot test of the instrument using university students, and created the final 23 item instrument.The final instrument was administered to a group of Missouri high school students on two separate occasions a week apart. Out of the total 77 students that participated, 28 instruments were matched for data analysis. Two instrument items fell below a significant content validity ratio of .62. The mean item difficulty for the first and second administration of the final instrument was .53 and .49 respectively. The test-retest reliability was .6756 and the internal consistency reliability. 5696 for the first administration and .4815 for the second. Recommendations included: improving the confidentiality code, restructuring items into subscales, and give to BBT participants.<br>Department of Physiology and Health Science
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McGregor, Dale. "An investigation into the social/personality guidance needs of a group of secondary school pupils." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001419.
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School guidance aims to meet the social/personality, educational and vocational needs of pupils, and the curriculum, organised and drawn up by the relevant State education departments, attempts to address these needs. This investigation set out to discover the guidance needs of pupils specifically in the social/personality area, and further, to state these needs in such a way as to allow the logical development of guidance programmes. Group and individual interviews were conducted using a sample of 72 high school pupils, selected from standards six to eight. The results show clearly the areas in which the pupils perceive their needs to lie. It is also apparent that further research in this area is strongly indicated.
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Sankar, Sunita. "Youth perceptions of authority figures in a South African secondary school and the role of gender withinn those perceptions." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3642.
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Sin, Kuen-fung. "Self-concept amongst high and low achievers in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627097.
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Davenport, Courtney K. "Cross-age peer mentoring for at-risk youth| A grant proposal project." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523095.
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<p> The purpose of this project was to develop a grant proposal and identify a potential funding source for the purpose of expanding a cross-age mentoring program to increase school participation and decrease dropout rates of students in one high school and middle school in San Antonio, Texas. The program is designed to target and strengthen non-academic factors such as family connectedness, community involvement, and self-esteem which have been shown to contribute to school dropout rates. An extensive literature review increased knowledge about dropout rates among Hispanics and individuals who come from economically disadvantaged backgrounds and provided information about evidenced-based mentoring programs that the grant writer then used to design a best-practice program. A search for potential finding sources via the internet resulted in the selection of Kronkosky Charitable Foundation as the best funding source for this project. A grant was then written to support the expansion of a cross-age mentoring program at Harlandale High School and Harlandale Middle School in San Antonio, Texas.</p>
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Stovall, Pat Weeks. "An Evaluation of the University of North Texas' "Youth Opportunities Unlimited" Program (a Compensatory Education Program for At-Risk, Secondary School Students)." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278870/.
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Even though the Youth Opportunities Unlimited program has been in effect for ten years, there exists no current, comprehensive, effectiveness research on YOU. Such analysis is needed to determine the value of the YOU program. The purpose of this study is to evaluate the effectiveness of the YOU program. Both quantitative and qualitative research methods are used in this study. Quantitative analysis is provided through factual data collected through an alumni survey. Qualitative analysis is provided through personal opinion information obtained from YOU alumni through the survey and by personal interview. The YOU program at UNT is a successful compensatory education program that helps improve the education and the lives of America's at-risk students.
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Sinclair, Dorothy. "An attitudinal study of computer-based learning for English language competence with learning disabled secondary school students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1730.
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The issue of sub-standard English language competence in school leavers is one of prime concern to educators. Some Western Australian secondary school teachers endeavouring to improve English language competence in students with learning disabilities have implemented computer-based learning programmes. The purpose of this project was to establish, through the students' attitudes and the teachers' perceptions, whether or not computer-based learning for English language competence is perceived to be successful for those Western Australian secondary school students who have learning disabilities. The study will benefit Western Australian secondary English teachers who may be searching for alternative strategies for inclusion in future programming for their learning disabled students. The research method is descriptive and the report includes the qualitative thematic analysis of data collected through interviews and observation, as well as the quantitative analysis of an attitudinal questionnaire. The findings indicate that the teachers consider computer-based learning to be an invaluable instructional strategy for teaching English language skills to the learning disabled, and that the majority of students have an extremely positive attitude towards their computer-based English language lessons. All students believed that their English language skills had improved with the computer-based lessons, and that these lessons were more motivating than traditional pen and paper English lessons. The teachers reported that computer-based lessons keep the students on task and elevate their self concept through improved performance. This begins a cycle of improvement which benefits the students and eases the teacher's burden. The need for a greater variety of pedagogical English-language-specific software was discovered. The report gives a local aspect of computer-based English learning for students with learning disabilities.
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Ho, Kit-mui Juanita, and 何潔梅. "A study on the help-seeking pattern among young people in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31977649.
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Liu, Lin Lucia, and 柳琳. ""Muddling through": a cultural perspective onlife in schools for China's deviant students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329903.
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China’s radical social transformation, brought about by its rapid economic growth, has placed more of its youth at risk. There has been an increase in juvenile delinquency, internet addiction, school bullying, and gang involvement. Research on this subject in China has attributed the problem to lower socioeconomic status of students’ families, faulty parenting style, academic failure, and aggressive personality. However, the dominant discourse virtually ignores the lives of young people within their context and fails to examine what a deviant lifestyle means to them.
This research addresses this limitation by examining the process through which unprivileged students navigate through the problems they face in secondary schooling and construct a deviant subculture. This was accomplished through an intensive fieldwork in an urban secondary school in southeast China with participant observation and interview methods to collect data on a range of students, their parents and teachers over an eight-month period.
The results of the data analysis reveal that school plays a critical role in the formation of students’ deviant identities. Its preoccupation with academic performance and bureaucratic management pushes students who bear with cumulative disadvantages inherited from their families and community to a more marginalized position. Deviancy develops from a label to a response. The key manifestation of this is the creation and development of a ‘muddling’ subculture as their strategy to survive schooling.
Although the ‘muddling through’ strategy may not provide them with better chance of employment for them to jump out of working-class, nor give much hope for access to the cultural mainstream of society, it still has some positive aspects. The subculture not only offers an alternative way to safeguard their psychological well-being and hone their interpersonal skill, but also facilitates them to gain more social space and resource in the subordinate situation.
This finding coincides with selected sociological studies of deviant students in the West but also aligns with the special context of contemporary China. First, the Chinese society is evolving even faster after the establishment of Deng’s economic model. It is a broadly accepted fact and a roaring public concern that the gap between the poor and rich in China is heading towards a new class structure. In this context, schooling doubtlessly plays a role in the social reproduction. This study claims that lower class students’ deviant subculture is not simply an oppositional culture to the value of school education as argued in Western literature; rather, it is a strategic negotiation with the social structure in order to ‘muddle through’ their lives. Second, the nature of this ‘muddling’ subculture has strong links with a pragmatic social ethos that glorifies monetary success. When “whatever works to become rich” is the dominant “Chinese dream”, other forms of social recognition, value and well-being attached to formal school education can appear as overwhelmingly irrelevant to the eyes of those students who inherited a social class they did not choose and an educational system that tells them little.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Acayo, Penina Christine. "Design Education for Ugandan Secondary Schools." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364638399.
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Miranda, RÃgis Wendel Gomes. "EducaÃÃo, trabalho e universidade: o que pensam os estudantes de liceus de Fortaleza?" Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15927.
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nÃo hÃ<br>O ensino mÃdio tem a responsabilidade de lidar com a necessidade da formaÃÃo de indivÃduos preparados para o exercÃcio da cidadania e para a entrada na universidade e no mercado de trabalho. Essa etapa da formaÃÃo escolar tem a funÃÃo de qualificar a populaÃÃo jovem para a construÃÃo do seu futuro e para a transformaÃÃo de sua sociedade. No entanto, os altos Ãndices de evasÃo escolar bem como de reprovaÃÃo refletem as dificuldades do ensino mÃdio em lidar com os anseios e as condiÃÃes de vida dos estudantes. Nesse sentido, o estudo busca compreender os significados e as expectativas que os jovens constroem acerca do ensino mÃdio a partir de suas experiÃncias escolares e de suas realidades sociais. Os instrumentos metodolÃgicos utilizados foram a aplicaÃÃo de questionÃrios, a realizaÃÃo de entrevistas e a observaÃÃo sistemÃtica das relaÃÃes sociais estabelecidas em duas escolas pÃblicas do Estado do CearÃ, trata-se do Liceu de Messejana e do Liceu do Conjunto CearÃ. Os resultados da pesquisa identificam os dilemas que os estudantes vivenciam tanto dentro como fora do contexto escolar, considerando as categorias escola, trabalho e universidade, que sÃo movimentadas no nosso sistema de ensino por vÃrios interessados, tais como os governos, as famÃlias, os profissionais e os estudantes. Para tanto, foi explorado o perfil dos estudantes e de suas famÃlias, suas percepÃÃes sobre o trabalho e suas experiÃncias profissionais, alÃm de perceber suas opiniÃes acerca da escola e do ensino mÃdio.<br>The secondary school has the responsibility to deal with the need of development of individuals prepared to exercise citizenship, university and labour market admittance. This step of school development has the function of qualify the young people for the construction of your future and transformation of your society. However the high levels of school evasion as well disapproval reflect the difficulty on secondary school to deal with students wishes and living conditions. Therefore, this study aim comprehend the meanings and expectations that the young construct about secondary school from your school experiences and social realities. The methodological instruments used were survey, interviews and the systematic observation of social relationships at two public schools on the state of CearÃ, they are Liceu de Messejana and Liceu do Conjunto CearÃ. The results of the research identify the dilemmas lived by students inside and outside school context, considering the category school, work and university, that are driven by various interested ones, like the governments, families, professionals and students. For that reason, were explored the students and their families profile, as their perception about work and professional experiences, besides perceiving their opinions about school and secondary school.
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Tsik, Chung-hong Joseph. "A study of the sexual knowledge, attitudes and behaviour of the Hong Kong high school students : implications for teaching young people about sexuality /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991590.
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Povenmire-Kirk, Tiana Cadye 1974. "Making way through the borderlands: Latino youth with disabilities in transition from school to adult life." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10295.
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xvii, 123 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Transition services for youth with disabilities are mandated by IDEA. Transition services are supported services that help individuals with disabilities move from special education in high school to employment, post-secondary education or vocational training in the adult world. Outcomes for youth with disabilities vary depending on culture, ethnicity, race, gender and socioeconomic status. Latino youth with disabilities experience poorer post-school outcomes than do white youth with disabilities. This study seeks to identify and describe the transition needs of youth with disabilities from Latino backgrounds who are transitioning from school to adulthood and therefore engaging in employment, post-secondary education or employment-related training. Through focus groups with Latino youth, their families, and the staff that serve them, I explored and identified the specific needs of this group with regards to receiving transition services. The findings of this study will guide the development of training for transition professionals in Oregon and will be disseminated to professionals in the field of transition across the country and around the world.<br>Committee in charge: Michael Bullis, Chairperson, Special Education and Clinical Sciences;
Lauren Lindstrom, Member, Counseling Psychology and Human Services;
Deborah Olson, Member, Special Education and Clinical Sciences;
Spike Gildea, Outside Member, Linguistics
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Sin, Ka-wai. "Self-rated confidence level and smoking behaviour of junior secondary school students in Hong Kong the youth smoking and health survey 1999 /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23317036.
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Mahadev, Rekha. "Indian secondary school youths' understanding of sexual violence in their community in the age of HIV and AIDS: a participatory video approach." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/7522.
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This study focuses on Indian secondary school youths’ understanding of sexual violence in their community in the age of HIV and AIDS, and the contribution that participatory video can make to address sexual violence. South Africa, apart from having the highest HIV prevalence in the world, also has the highest incidence of sexual violence. South African society often appears complacent about the high levels of sexual violence. In the Indian community, especially among the youth, sexual violence is also cause for concern. Much effort and energy has been expended in educating learners about sexual violence and HIV and AIDS with the objective of raising awareness of the dangers of engaging in risky sexual behaviour, and ultimately to empower and influence positive behaviour change. Because HIV prevalence in the Indian population is on the rise, Indian youth’s particular vulnerability is the reason for focusing on how they understand sexual violence in the age of AIDS. Besides the paucity of research on Indian youth and sexual violence, the methodologies which have been used produced research which is descriptive in nature and hence a methodological shift from traditional methodologies to a participatory visual methodology which has the potential for critically engaging the Indian youth on the issues of sexual violence, could contribute to research which has a social change focus. This qualitative research therefore uses a visual participatory methodology within a critical research paradigm, to explore and contribute to addressing the problem of sexual violence in the age of HIV and AIDS. The participants in the study, a sample of 20 Indian learners (10 boys and 10 girls), from a secondary school in Durban which has predominantly Indian learners, was purposively selected from Grade 11 classes. Participatory video enabled them to voice how they understand sexual violence and in doing so move towards reflecting on their own agency. The theory of triadic influence with its three streams, i.e. cultural attitudinal, social normative and intrapersonal, was used to make meaning of the findings. It also provided a frame for a fourth path, namely the preventive intervene. While participatory video enabled exploring Indian youths’ understanding of sexual violence in their community in the age of AIDS, it at the same time enabled them to reflect on, and perhaps begin to disrupt their understanding of the cultural attitudinal, social normative and the intrapersonal influences and how these influence their thinking about sexual violence. Two a priori themes were established prior to the analysis, to respond to how Indian youths understand sexual violence in the age of AIDS, and how participatory video can address sexual violence. The findings suggest that their understanding of sexual violence stems from a culture of concealment in which veiling sexual violence is the norm; that the vulnerability of youth increases as the experience of pressure from peers to engage in sexual violence increases; and that sexual violence is traumatising. The use of participatory video increased the youths’ reflexivity and created a space for them to explore how to take action. The findings imply that addressing sexual violence with Indian youth should begin with interrogating the cultural norms of masculinities and femininities, and the cultural practices rooted in traditional structures of the family and community which perpetuate gender disparities and the restriction of the autonomy of women and girls. Addressing issues of vulnerability and sexual violence should be the focus of all school and community interventions to ensure learners’ well-being and ability to resist negative peer pressure. These interventions should encourage self-reflection and raise social awareness through active participation and in so doing bring about social change in the Indian community. Vigorous participatory interventions which draw on the voices of the Indian youth as agents of social change in addressing sexual violence in the age of HIV and AIDS, is therefore urgent. The significance of this study as research as intervention is useful in enabling the exploration - with the Indian youth - of how cultural and religious norms, gender disparity, Indian masculinities and femininities, and social peer pressure feed into youth’s understanding of sexual violence and at the same time getting them to begin rethinking, challenging and disrupting these understandings where necessary. The study demonstrates that engaging youth affords them an opportunity to draw from their own experiences and through their own voices and actions create knowledge through participatory video, thereby making a contribution to visual methodologies and research around sexual violence and HIV and AIDS in their world.
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Hui, Shun-wing. "The prediction of physical activity levels of Hong Kong primary six and secondary three students from their attitudes toward physical activity : a partial test of Ajzen's theory of planned behavior /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23426020.
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Leung, Ka-hung. "The relationship of stress & depression : a study among secondary students in Hong Kong /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991620.
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Wong, King-man Corina. "Perception of young people in requesting help over personal problems /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13117063.
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Pierson, Gina Lee. "Program manual for international business academies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2865.
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This project is a Progam Manual for the International Business Academy of La Sierra High School for at-risk students to show how to successfully run an academy and graduate students in compliance with the California High School Exit Exam.
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Smolinas, Marijonas. "Nepilnamečių nusikalstamumo prevencijos realizavimo kokybė bendrojo lavinimo vidurinėje mokykloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100304_160844-75661.
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Atsižvelgiant į kriminogeninę Lietuvos situaciją bei įgyvendinant nusikalstamumo prevencijos politiką, nepilnamečių nusikalstamumo prevencija yra viena iš svarbiausių prioritetinių nusikalstamumo prevencijos krypčių. Ilgametė teisės pažeidimų analizė rodo, kad kuo anksčiau žmogus padaro pirmąjį teisės pažeidimą, tuo didesnė šių pažeidimų recidyvo tikimybė vyresniame amžiuje.
Tyrimo tikslas – ištirti nepilnamečių nusikalstamumo prevencijos realizavimą bendrojo lavinimo vidurinėse mokyklose.
Tyrimo uždaviniai:
· Apibūdinti nepilnamečių nusikalstamumo sampratą;
· Išnagrinėti nepilnamečių būklę Lietuvoje;
· Išanalizuoti priežastis, skatinančias nepilnamečius įvykdyti nusikaltimus;
· Nustatyti nepilnamečių nusikalstamumo prevencijos bendrojo lavinimo vidurinėse mokyklose vadybos gaires;
· Įvertinti nepilnamečių nusikalstamumo prevencijos Kėdainių rajone realizavimo kokybę.
Mokslinės literatūros analizės pagrindu teoriniu aspektu gilinamasi į nepilnamečių nusikalstamumo prevencinių programų bendrojo lavinimo vidurinėse mokyklose realizavimo kokybę, atliekama nepilnamečių užimtumo ir prevencijos įtakos nusikalstamumui Kėdainių rajone analizė remiantis gautais Kėdainių rajono Policijos komisariato ir savivaldybės administracijos švietimo ir kultūros departamento duomenimis.
Lietuvoje įgyvendinama nepilnamečių nusikalstamumo prevencijos politika yra daugialypė, įgyvendinama įvairiose institucijose ir lygmenyse. Nepilnamečių nusikalstamumo prevencijos politikos įgyvendinime dalyvauja... [toliau žr. visą tekstą]<br>The current crime situation in Lithuania and the implementation of criminal policy reveals that youth crime prevention is one of the most important priorities’ in crime prevention policies. Many years offenses statistics shows that if the earlier a person commits a first offense, the greater likelihood of such abuse relapse later.
The aim of the paper is to analyze the prevention of youth delinquency, the realization in comprehensive secondary schools.
Objectives of the study:
· Describe the concept of youth delinquency;
· Examine the status of minors in Lithuania;
· Analyze the reasons for encouraging minors to commit a crime;
· Estabslish the Prevention of Youth Delinquency in secondary schools;
· Evaluate the Prevention of Youth Delinquency in Kedainiai district.
Scientific literature, analyzes the theoretical aspects of youth delinquency prevention programs in secondary schools, the quality of the youth employment and the prevention of crime in the area Kedainiai, in the police, district and municipal administrations is done.
Lithuania has implemented youth crime prevention policy which is multifaceted, implemented in different institutions and levels. Youth delinquency prevention policy involves state agencies, institutions and non gonvernmental institutions. However, the analysis revealed that this policy has one major deficiency - it has no single concept, which makes it uncoordinated.
The investigation revealed the growing youth delinquency, and in this... [to full text]
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Yu, Mei-fong. "A study of physical fitness and academic performance of teenagers." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13786982.
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Yuk-ping, Pun. "The role of social support in the relationship between stress and depression : a study among early adolescents in Hong Kong /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991073.
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Sin, Kuen-fung, and 冼權鋒. "Self-concept amongst high and low achievers in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627097.
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Root, Monica Rose. "The Effect of Teacher-Identified Classroom Management." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1544.
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The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors.
There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly.
Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves.
The results of these coaching sessions and the use of the strategies are presented in this study.
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Leung, Ka-hung, and 梁家雄. "The relationship of stress & depression: a study among secondary students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B4389351X.
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Thorsén, Frida, and Sara Liljegren. "Att vara ung och anställningsbar : En kvalitativ studie om hur arbetslösa ungdomar uppfattas vara anställningsbara ur ett kommunalt arbetsgivarperspektiv." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31222.
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Ungdomsarbetslösheten i Sverige är i förhållande till den totala arbetslösheten, i landet, hög och är en av svenska regeringens högst prioriterade frågor inom arbetsmarknadspolitiken. För att komma in på arbetsmarknaden idag måste du visa dig anställningsbar. Syftet med denna studie är att undersöka vad kommunala arbetsgivare har för uppfattning om arbetslösa ungdomars anställningsbarhet. Syftet konkretiseras med hjälp av tre frågeställningar som syftar till att se vad betydelsen av deltagandet i aktiva arbetsmarknadsåtgärder har för anställningsbarheten, samt vad gymnasieexamen och de personliga egenskaperna betyder för anställningsbarheten. Studien utgår från en kvalitativ forskningsansats och besvarar syftet utifrån åtta kommunala arbetsgivares uppfattningar om arbetslösa ungdomars anställningsbarhet. Resultatet visar att anställningsbarhet enligt de kommunala arbetsgivarna är betydelsen av erfarenheter, kompetenser och utbildning. Studien visar även att praktik i en kommunal arbetsmarknadsåtgärd, vars syfte är att ge arbetslivserfarenhet, inte nödvändigtvis kan likställas med arbetslivserfarenhet. Deltagandet i en kommunal arbetsmarknadsåtgärd kan minska anställningsbarheten, likaså kan avsaknaden av en gymnasieexamen försvåra chansen till en anställning och en individs personliga egenskaper anses avgörande. Därför uppfylls heller inte den grundläggande anställningsbarheten.<br>Youth unemployment in relation to overall unemployment is high and is one of the Swedish government´s priorities in labour market policy. The purpose of this study is to investigate what idea the municipal employers have of unemployed youths ́ employability. The purpose is embodied by three questions, designed to see what importance of participation in active labour market programs, upper secondary school diploma and personality have on employability. The study is based on a qualitative research approach and answers the purpose with eight municipal employers' perceptions of unemployed young people's employability. The result indicates that employability, according to the municipal employers, is the importance of experience, skills and education. The results also indicate that the internship in a municipal labour market program, which aims to provide work experience, cannot be equated with each other. Participation in a municipal labor market program could reduce employability, as well as the lack of an upper secondary school diploma reduces the chance of an employment. The personality of an individual that is considered crucial for employment does not meet the requirements of the essential employability.
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Borucki, Suzanne Janette. "Parent involvement at the secondary level? It can be done!" CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1665.
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McClary, Nancy Hill. "“Be a Voice, Not an Echo”: Understanding the Urban Youth Call for High School Literacy Reform." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304970452.
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Castro, Adam. "An effective educational development curriculum for Mexican-American high school students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1879.
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The purpose of this project was to design a year long course curriculum in educational development. The curriculum will serve the educational needs of many Mexican-American high school students who academically need it.
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Calloway, Joanne Jewell. "THE EFFECTIVENESS OF NUTRITION EDUCATION USING A COMPUTERIZED DIET ANALYSIS PROGRAM WITH SEVENTH GRADE STUDENTS AT COOLIDGE CENTRAL SCHOOL (HOME ECONOMICS, METHODOLOGY, MEDIA)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275323.
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Mitchell, Moana Erika. ""All we got to see were factories." : scoping Maori transitions from secondary school : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1244.
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