To see the other types of publications on this topic, follow the link: State secondary school.
Dissertations / Theses on the topic 'State secondary school'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'State secondary school.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Seeli, F. D., and A. M. Rambuda. "MANAGING INEFFECTIVE SECONDARY SCHOOLS AT LEJWELEPUTSWA DISTRICT IN THE FREE STATE PROVINCE." Interim : Interdisciplinary Journal, Vol 13, Issue 1: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/283.
Full textAbstract:
Published ArticleThis study reports the findings of the masters studies on management styles that are adopted in effective secondary schools and examined how the effect of participative management styles could positively change the status of ineffective secondary schools. Two hundred educators and five school principals were sampled for the study. Questionnaires and semi-structured interviews were used to collect the data for the study. The respondents argued that their school principals adopted democratic, transformational, situational, and behavioural styles of management. They further believed that the adoption of participative management styles would positively change the status of ineffective secondary schools. They argued that by adopting democratic, transformational, situational and behavioural styles of management will encourage educators to: i) develop effective teaching and learning in their classrooms as they will be highly motivated; ii) adopt participative teaching methods that encourage learners to take part in classroom activities with confidence; and, iii) adopt team teaching which contributes to better performance in the classroom.
2
Bruen, Charles James. "Secondary school computing in the State of New Jersey /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11586102.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1994.Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Bruce R. Vogeli. Dissertation Committee: J. Philip Smith. Includes bibliographical references (leaves 110-116).
3
Hunt, Janet Joy. "Adults working with autistic children in a state secondary school." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438381.
Full text
4
Koenig, Dagmar. "Czech teachers as "bearers of change" : teacher inspiration and attitudes toward change in secondary state and non-state schools /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7774.
Full text
5
Francis, Rick. "Secondary school principals' perception, attitude, and knowledge of religious activities in Missouri public schools /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974628.
Full text
6
Greenwood, Susan Lindsley. "A Study of Washington Secondary Principals' Perceptions of Effective Dropout Prevention Policies and Programs." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1191.
Full textAbstract:
This study examined what Washington high school principals perceive to be the most effective dropout prevention policies and programs. The population included all public high schools in the State of Washington. Five questions were posed: 1. (a) What preventative measures, intervention programs or student services designed to enhance environmental and personal factors are perceived to have reduced dropout rates? (b) Does the availability of those services and programs account for a significant difference in the actual dropout rates? 2. (a) What personal/psychological factors characterize potential dropouts? (b) Do these identifying characteristics account for a significant variance in the actual dropout rates? 3. (a) What environmental factors influence dropout rates in the schools? (b) Do these factors account for a significant variance in the actual dropout rates? 4. What intervention programs or student services are available in the sample? 5. What demographic factors in the sample schools significantly affect dropout rates? The study incorporated both quantitative and qualitative methodology. Ninety six questionnaires were returned for a response rate of 64 percent. The survey gathered information about each school's demographics, opinions about potential dropouts' identifying characteristics, opinions about the school environment availability of services and programs in each building and district, and which programs they felt to be the most effective, ranking the top ten from a list of twenty possible programs, policies, or services. Six schools were visited and their principals were interviewed to get additional information about their programs and effectiveness. Data was statistically analyzed using ANOVA, multiple regression, and paired comparisons. The policies, services, and programs felt to be most effective were: In-house progressive discipline, vocational programs, a written building attendance policy, out-of-building alternative programs, cooperative work programs, freshman bonding programs, small group advisories, in-building alternative programs, a written district attendance policy, a required life skills class, honors courses, and alcohol/drug-related programs. Available programs accounting for a variance in actual dropout rates were: Monetary incentives, child care facilities, English taught as a second language, honors courses, and parent effectiveness programs. Identified personal characteristics accounting for a variance in actual dropout rates were: Working full-time, low self-esteem, parents' background, low grades, teen pregnancy, and being of a racial minority. Environmental factors accounting for a variance in actual dropout rates were: High parent and community involvement with the school, self-esteem classes and small-group advisories, and the Excellence reform. Demographic factors accounting for a variance in actual dropout rates were: economic stability, gender of principal, and use of free school lunch. The research suggests that those programs and practices accounting for a variance in actual dropout rates should be examined for their interaction of involved factors. If the discussed personal and environmental factors are present, those effective interactive practices should be implemented in order to reduce dropout rates.
7
Mphunngoa, Molatoli Ezekiel. "Perception of some secondary school educators towards inclusive education in Maokeng." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/115.
Full textAbstract:
Thesis (M. Ed.) - Central University of Technology, Free State, 2008The purpose of this study is to investigate the perceptions of secondary school educators towards inclusive education in Maokeng.”Inclusive education defined as schools, centres of learning and educational systems that ensure that all children learn and participate” (Van Rooyen & De Beer, 2006). Two secondary schools were chosen for this study, with eight respondents who are mainstream educators. There were four male educators and four female educators in the sample. The qualitative methodology, in particular Textual Orientation Discourse Analysis (TODA), was used as the tool to obtain information from the respondents. The respondents, as educators at secondary schools, were selected according to their level of education, experience at work, their age and the way that they perceive inclusive education in secondary schools. The main finding shows that there are educators who favour inclusive education and there are those who are not in favour of inclusive education. Some contributing factors for not being in favour were reported as, lack of information regarding inclusive education, the time factor, lack of resources, inadequate knowledge and skills of educators, need for training, lack of teacher support, efficiency of the support teacher, disruptive and unchallenged learners and their impact on schools. Given the above findings and conclusion, the study recommends that educators should be sufficiently supported by well informed para-professionals, in order to make inclusive education a success. Resources should be well distributed to various institutions where inclusive education is going to be instituted. Government experts should work in collaboration with experts from the university with regard to the attainment of skills, in order to improve the work of educators at schools, particularly those who work with disabled learners. At school level, specialized educators and those who are able to identify learners with problems should be hired. The number of educators needs to increase, in order to reduce large numbers of learners in each class, which will enable educators to reach each learner.
8
Campbell, Jeffery R. "High school teachers' knowledge of legal parameters regarding church/state issues." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280132.
Full textAbstract:
This study considered the nature of a disconnect that appears to exist between high school teachers' understanding of church/state legal parameters and actual church/state legal parameters in the public school context. A survey was given to the 175 high school teachers in a Southwestern high school district. 115 teachers (approximately 66%) from each of the two high schools in the district responded. The survey described thirty-three church/state scenarios in the public school context and teachers were asked to indicate whether they thought scenarios characterized situations that were constitutionally appropriate, constitutionally inappropriate, or whether they didn't know. It was concluded that respondents in this sample had considerable misperceptions about church/state legal parameters. Rather than disclosing what specific topics were least and most understood, it was found that teachers classified scenarios sometimes correctly and sometimes incorrectly within the same topic area. Consideration of these findings in light of communications theory, particularly as it pertains to theories of Supreme Court influence, suggests that teachers' knowledge of church/state legal parameters could be more accurately described as a set of cognitive heuristics (rules of thumb), as opposed to a deep understanding of case law. Narrative responses and analysis of specific church/state topic areas also lent credence to this conclusion. Potential kinds of heuristics emerging in the data were also considered. Implications for teacher training teachers were discussed. Areas for future research were suggested.
9
Alye, D. S. "The management role of the secondary school principals in Benue State, Nigeria." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356157.
Full text
10
Maduagwu, Samuel Nwankwo. "Job Satisfaction of Secondary School Principals in the Rivers State of Nigeria." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331272/.
Full textAbstract:
This study addresses these questions: (1) What is the relationship between secondary school principals' job satisfaction and their ages, educational level, salary, and years of experience on the job, size of school, and location of school? and (2) What is the relationship between two instruments that measure job satisfaction--The Job Descriptive Index (JDI) and The Job in General (JIG).
11
Campbell, Danielle Holmes. "Integrating the Common Core State Standards for Mathematics in a Secondary School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5000.
Full textAbstract:
The problem that anchored this study was district leaders' and administrators' lack of clarity regarding teacher concerns about the Common Core State Standards for Mathematics (CCSSM) implementation in high school math. The purposes of the study were to (a) examine the perception of high school math teachers regarding the barriers for successfully implementing the CCSSM, and (b) to elicit recommendations for teacher preparation. Ely's theory of change was utilized to relate the entity of the CCSSM to this new shift in education. To better understand this phenomenon, 2 research questions accompanied this study. The research questions were geared to not only understanding teacher perceptions but also discovering strategies to assist educators with implementing the new CCSSM. Using purposeful sampling, 5 participants participated in this case study; the data collection components were an open-ended survey, interviews, and field notes. Data were analyzed by hand, using inductive reasoning and the process of coding to determine themes. The results indicated that teachers needed to know more about the standards and needed the time to gain this efficacy. Based on the themes of the study, a professional development was chosen to represent the project. Implications for positive social change are to bring awareness to teachers who are implementing the CCSSM in secondary schools, by ensuring teachers articulate consistent conversations with stakeholders, gain a form of self-efficacy, and think not only procedurally but conceptually to implement the standards. Teachers will acquire knowledge and skills to effectively educate students to become thinkers and problem solvers. This outcome will contribute to the development of college and career ready individuals.
12
Seipobi, Thebe T. "Challenges and training needs of promoted school managers in Xhariep district secondary schools : Free State Province." Thesis, Bloemfontein : Central University of Technology, Free State, 2012. http://hdl.handle.net/11462/157.
Full textAbstract:
Thesis (M. Tech. ( Education)) -- Central University of Technology, Free state, 2012In Xhariep District, promoted school managers are left alone to find their way out. This exposes the school managers to stressful working conditions such as being unaware of the school policies and procedures. The overall aim of this study is to explore challenges faced by promoted school managers in Xhariep secondary schools and identify the type of training they would require. The objectives of the study were to identify challenges that promoted school managers in Xhariep secondary schools face and also identify the type of training needs that promoted school managers require. This descriptive study is quantitative in nature because it collects mostly numeric data and employs mainly quantitative techniques in analysing the data. The population under investigation consists of secondary, and high school principals, deputy principals, and heads of departments in Xhariep District in FSDoe in South Africa. The FSDoe Xhariep district office keep a database of schools under their jurisdiction . From this database, a purposeful sampling method was used to select 80 promoted school managers from the 23 listed schools in Xhariep District. Purposeful sampling method was used in order to prevent under or non-representation of parts of the population (Brynard & Hanekom, 2006:56; Scheaffer, Mendenhall & Ott, 2006). A structured, Likert-scaled questionnaire with closed ended questions was used to collect information from the respondents. Part one of the questionnaire was used to collect demographic data, part two focused on induction, part three questioned about the role of the mentor and part four zoomed in on nature of support offered by FSDoe. The results of the study showed that the majority of the respondents (97%) urgently needed induction. There was also a feeling that induction instilled a feeling of belonging by 67% of the respondents. The study also revealed that promoted school managers are offered very little support.
13
Kalend, Steven L., and n/a. "The evolution of secondary school representative sport in Australia (1977-1983)." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060804.124742.
Full textAbstract:
For many years, considerable time and effort was devoted by
teachers in Australian schools to the organisation of sporting
activities for students. As a result, School Sports Associations were
formed in most Australian States early this century. These
Associations provided intra state and inter state competition on a
limited scale.
It was not until the early 1970's that any co-ordinated effort
was made to bring together all the States' and Territories' activities.
Regular meetings of Association Secretaries led to the formation of
the Australian State Secondary Schools Sports Council in 1973.
This was the beginning of a new era in secondary school
representative sport in Australia. The creation of a forum for States
to discuss matters of mutual interest resulted in a greater awareness
within school communities of the benefits provided by sporting
activities.
This generation of interest eventually led to the formation of
the Australian Secondary Schools Sports Federation in 1977. This
body, representing all States and Territories became identified as
the controlling body of secondary school sport in Australia and has
continued to develop this role over the years.
Since the formation of the Australian Secondary Schools Sports
Federation, there has been significant growth in representative
sporting activities, greater liaison and improved relations with
community groups and systematic generation of relevant policies aimed
at the betterment of school sport.
After several years of operation, the role of the Federation
was supplemented by the establishment of the Australian Schools Sports
Council. This body represents both Primary School and Secondary School
Sports Associations throughout Australia. After considerable effort,
the Council was successful in obtaining Commonwealth Government funding
for the employment of a National Executive Director to work full-time
on the promotion of school sport.
The years 1977-1983 saw dramatic growth in school sporting
activities in Australia. Many problems were encountered some of which
were ultimately solved. Other problems continue to occupy those who
work within the organisation and their solution would appear to be the
main task for the future.
14
Lombo, Mzimkhulu Solomon. "An investigation into the present state of school guidance in Ciskeian secondary schools in the Keiskammahoek area." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003495.
Full textAbstract:
Although school guidance and counselling services were established in Ciskeian Secondary Schools in the early 1980's, little appears to be taking place. One is continually hearing the plea for an improvement in the system, but once again little is happening. Before such improvement can take place, however, it needs to be known what exactly is and isn't taking place. Furthermore, the problems preventing the services from operating successfully need to be clarified. This research aims at describing the state of guidance in a group of five secondary schools in the Keiskammahoek area of the Ciskei, and elucidating the problems experienced by practitioners in the field. An open-ended questionnaire was administered to 98 pupils and 18 guidance teachers, and the five principals of these schools were interviewed. The findings, which are discussed in detail, confirm the suspicions of the researcher that little guidance indeed is taking place. Many reasons for this state of affairs are given. Finally, suggestions are made as to how this unsatisfactory situation may be improved.
15
Brinson, Helen S. "Effective teaching strategies of foreign languages in secondary diverse classrooms." Master's thesis, Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-04212005-142302.
Full text
16
Tam, Fook-kei. "Views of secondary school teachers on curriculum change after the reunion." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B3196123X.
Full text
17
Nielsen, Jonathan. "Inquiry-Based Student Learning Activities for Upper Secondary School Chemistry." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31661.
Full textAbstract:
Läroplanen för gymnasiets Kemi 1 och Kemi 2 förespråkar elevplanerade laboratorieövningar. Men de nuvarande populära kurslitteratur som används för att undervisa Kemi 1 och Kemi 2 beskriver primärt bara elevlaboratorier med fullständiga instruktioner för eleverna att följa. Denna litteraturstudie listar och beskriver 15 undersökande elevaktiviteter för i Kemi 1 och Kemi 2. Beskrivningen fokuserar på elevaktivitet, förutsättningar och läranderesultat. Varje aktivitet hittades i en publicerad referentgranskad artikel. Dessa 15 elevaktiviteter kan sammanlagt användas till undervisning av 11 av de 19 screenade centrala innehåll från läroplanen för Kemi 1 och Kemi 2.The state prescribed curriculum for the two chemistry courses Kemi 1 and Kemi 2 for Swedish upper secondary school, advocates student planned laboratory exercises. But the current popular course literature book systems used for teaching Kemi 1 and Kemi 2 primarily describe student laboratory exercises with complete step-by-step instructions for the students to follow. This literature study lists and describes 15 inquiry-based learning activities for students attending Kemi 1 and Kemi 2, the descriptions focus on student activity, preconditions, and learning outcome. Each activity was found in a published peer-reviewed article. Combined these 15 student activities can be used for teaching 11 out of the 19 screened core contents listed in the state prescribed curriculum for Kemi 1 and Kemi 2.
18
Coble-Neal, Fiona. "Post-compulsory curriculum reform and teachers' work : a critical policy ethnography in a Western Australian state secondary school /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20091117.130012.
Full text
19
Heymans, J. H. "The implementation of Technology Education in Secondary Schools in the urban areas of the Free State Province." Interim : Interdisciplinary Journal, Vol 6, Issue 1: Central University of Technology Free State Bloemfontein, 2007. http://hdl.handle.net/11462/398.
Full textAbstract:
Published ArticleSouth Africa has had no formal subject known as Technology Education in its schools until the introduction of Curriculum 2005. The introduction of Curriculum 2005 meant that educators at schools were caught unprepared, as they had to teach a subject that most were not conversant with. The purpose of this study was to determine how successful the introduction of Technology Education (in Secondary Schools in the Free State Province urban areas) was, how the subject is being taught and what problems are experienced. Furthermore, the study aimed to investigate the perceptions of educators of Technology Education, their training to present the subject and whether schools are equipped and resourced to present the subject effectively. The approach was mainly qualitative and nonexperimental research was conducted. The population (schools) were selected by means of cluster sampling and the sample (Technology educators) by means of simple random sampling. Data were collected by means of questionnaires and structured interviews. From an international perspective the investigation revealed that the way in which Technology Education has been organised differs from country to country, but that they had similar experiences and problems when they introduced the subject for the first time. The investigation revealed that a low percentage of educators feel that the implementation of Technology Education was successful and that schools were ready for the implementation. Furthermore a need exists for specialised trained teachers, appropriate equipment and physical facilities to present Technology Education. The study further revealed that a high percentage of educators feel that the subject Technology Education does have a place in the Further Education and Training sector.
20
Adolphus, Telima. "Investigation of school-based factors affecting the enrolment and attainment of senior secondary school physics students in Rivers State, Nigeria." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15562/.
Full textAbstract:
This study addresses the question what school-based factors influence enrolment and attainment in physics in the senior school certificate examinations in Rivers State, Nigeria? In Nigeria, low enrolment in physics is coupled with concerns about levels of attainment. One outcome of this situation is interest in effective teaching and learning in the subject in Nigeria. Purposive sampling was utilized to select 8 schools in high and low performing local government areas of Rivers State to ensure boys’, girls’ and co-educational schools were represented. All 14 physics teachers in the schools participated in the study, together with 248 physics students and 116 non-physics students. A mixed methods research design was adopted for the study. The research instruments comprised questionnaires for teachers and students, interviews, classroom observations and a Physics Attainment Test developed specifically for the study. Descriptive statistics and correlations were utilised for quantitative data analysis alongside qualitative data coding and analysis. The study found that teachers’ qualifications, resource availability and utilization and the teaching strategies that teachers adopt all significantly influence students’ physics enrolment and attainment. However, particularly for attainment, teachers’ years of teaching do not significantly influence student attainment. Also, there was no significant difference in the correlations of teacher and resource factors with attainment and enrolment by gender. The study proposes a number of recommendations. To boost students’ interest in physics, teachers need to present content in ways that connect physics ideas to the everyday experiences of students. Policy makers should consider making the study of science compulsory in all classes in secondary schools with the introduction of ‘science for arts’ for the non-science oriented students. Of particular importance is the need for a consistent and conscientious government policy to provide schools with qualified physics teachers and science laboratory facilities.
21
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.
Full textAbstract:
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 more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
22
Harrison, Michael Ernest. "An investigation into the implementation of national curriculum design and technology in a state secondary school." Thesis, Open University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307591.
Full text
23
Tan, Fuji, and 譚福基. "Views of secondary school teachers on curriculum change after the reunion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196123X.
Full text
24
Hess, Robert Thomas. "Tension generators : how principals of secondary schools in Oregon process the demands for excellence, equity, and efficiency /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113009.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 134-147). Also available for download via the World Wide Web; free to University of Oregon users.
25
Mabunda, Moisés Eugénio. "Nation building in Mozambique an assessment of the secondary school teacher's placement scheme, 1975-1985 /." Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-142414/.
Full text
26
Malinovskaya, Olga. "Teaching Russian classics in secondary school under Stalin (1936-1941)." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:b23fbd00-e8d5-4889-abfa-fe74626d5e72.
Full textAbstract:
This thesis contributes to existing discussions of Soviet subjectivity by considering how the efforts of the Party leadership and state agencies to shape personal and collective identities were mediated by the teaching of Russian classics to teenagers. It concentrates in particular on the history of literature course provided by Soviet schools for the upper years. The study addresses the following questions: (1) How was literary expression employed to instigate children's emotions and create interpretive habits as a way of inculcating a Soviet worldview? (2) What immediate effects did the methods have on teenagers? (3) What were the long-term effects of this type of indoctrination? Answering these questions required close reading of material produced by official authorities, such as methodological programmes, teachers' aids, professional journals, and textbooks for class instruction, and also of material produced by those at the receiving end of Stalinist literary instruction, including both sources contemporary to the period under scrutiny (i.e. diaries written between 1936-1941), and later autobiographical material (memoirs, oral history). I argue that for many teenagers growing up during this period, indoctrination in the classroom blurred the boundary between reality and fiction, and provided a moral compass to navigate their social environment, to judge others as well as themselves along prescribed lines, and model their lives on the precepts and slogans of the characters and authors they encountered, particularly the 19th-century radical democrats. Retrospective accounts - interviews, memoirs, and written responses to questions - expose the durability of the moral and ethical lessons derived from Russian classics and reveal the enduring Soviet emotional complex formed by this literary instruction. Investigating the impacts of the study of Russian classics on Soviet recipients, particularly from elite groups such as the city intelligentsia, my discussion highlights the political traction of the literary in, for instance, forming feelings of group belonging and strong emotional responses to differing views. I conclude with a discussion of the relation of this to long-term political effects, including the re-appraisal, in the twenty-first century, of Stalin-era teaching methodology as an effective way of instilling patriotic sentiments in students, and the legacy of Soviet perceptions and practices in the expression of personal and collective identities in the post-Soviet period.
27
Askevik, Josef. "Career choice:The relationship between personality, state anxiety and the career decidedness among Swedish upper secondary school students." Thesis, Blekinge Tekniska Högskola, Sektionen för management, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1165.
Full textAbstract:
The main purpose of this study was to inquire into personality and the state anxiety in relation to career decidedness scale among students in upper secondary school. The participants were 124 students in three grades and respectively non vocationally oriented classes. The participants were asked to grade themselves on a scale in relation to the statements regarding, state of decidedness for career choice, personality (NEO FFI, Costa & McCrae, 1985. Sweden, Gerontologic Center) and anxiety (AnTI, Wells, 1994). The results showed no significant relationship between personality and state of anxiety that could be connected to the decidedness for career choice. Ecologic validity is brought up in the discussion part.josef.askevik@ltblekinge.se 0705-547 109
28
Van, Wyk Debri. "Burnout of secondary school teachers in the Goldfield region of the Free State Province / Debri van Wyk." Thesis, North-West University, 2004. http://hdl.handle.net/10394/218.
Full textAbstract:
The future of South Africa depends largely on the type of education that it offers. If the
quality of education is good, the quality of the workforce will be good. For any education
system to be of good a quality, quality presenters, i.e. teachers, must present it. But with the
constantly changing organisational and educational environment, the well-being of these
teachers is under serious threat. The whole system of transformation causes teachers to be
uncertain of their jobs, which leads to high stress levels. Constant stress may lead to
sicknesses which in turn may lead to increased rates of illness and decreased levels of job
satisfaction and job performance. Chronically high stress levels may eventually lead to
burnout, rendering teachers unable to do their jobs and causing them to quit their profession.
The prevention of burnout could save the education department substantial amounts of money
and time, but there is a lack of empirical research regarding burnout among teachers in South
Africa.
The present research in the Northern Free State is a first step in studying burnout among
teachers in this province. In this regard, it is important to use a reliable and valid instrument
to measure burnout. The validation of such a measuring instrument formed the first objective
of this study. Furthermore it was also investigated if there are any relationship between
biographical variables and burnout, and whether differences exist regarding burnout for
different demographical groups.
The research method consisted of a brief literature review and an empirical study. A crosssectional
survey design was used. Random samples (N = 469) were taken from teachers in
the Goldfields district of the Northern Free State. An adapted version of the Maslach Burnout
Inventory and a biographical questionnaire were administered.
A three-factor structure of burnout was confirmed in this study. It was also found that a
model incorporating Depersonalisation fitted the data better than one of Cynicism.
Differences regarding burnout were found in respect of marital status, intentions of quitting,
perceptions of availability of equipment and skills, knowledge and abilities.
By way of conclusion, recommendations for future research are made.Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.
29
Aman, James R. "Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330854/.
Full textAbstract:
Test items supplied with seven textbooks approved for use in Computer Science I and II curricula in Texas public schools were categorized by Bloom's taxonomy of educational objectives. Eating was done by a panel of ten judges selected from a group of participants at a taxonomy workshop. The selection criterion was demonstration of at least 80 percent competency in item classification. Judges received a small stipend for completing the rating task.
Of 2020 possible items, 998 were randomly selected for analysis. Equal percentages of items from each text were then randomly assigned to each rater. All statistical analyses were computed using SPSS/PC+ (version 2.1).
In both courses, CLD frequencies decreased through the three lower levels. The percentage of questions falling in these levels was approximately 83 percent for both courses. However, the higher-level course contained almost 10 percent more Knowledge level questions than did the lower course. At the higher taxonomic levels, the decline was roughly five percent per level in CS I but erratic in CS II. Analysis by book also revealed wide differences within each course.
30
Long, Leanne Freeman. "Instructional leadership perceptions of Mississippi career and technical education administrators and teachers /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10212008-204201.
Full text
31
Van, der Merwe Mariette. "Perceived levels of teacher efficacy and locus of control at secondary schools in Lejweleputswa school district." Thesis, Welkom : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/214.
Full textAbstract:
Thesis (M. Ed. (Educ. Psych.)) - Central University of Technology, Free State, 2013ABSTRACT The aim in doing this study was to consider what research reports about efficacious teachers and the extent of their locus of control. Teacher Efficacy and Locus of Control was evaluated as part of the teacher’s personal characteristics. Specifically, individuals with a high self-efficacy and internal locus of control believe that outcomes are a result of their own actions. Individuals possessing low self-efficacy and an external locus of control will conclude that external factors of which they had no control, such as luck, contributed to the specific outcome. Research shows that efficacious teachers are capable of changing learners’ attitudes about school, increasing their motivation to learn, and boosting academic achievement. Teachers provide school education and teacher efficiency is reflected in the teaching process and practice. Teacher effectiveness ultimately determines the success of long lasting learning in the classroom. Teachers’ successes are also displayed in learner outcomes. The role of the teacher is to teach his or her learners through interacting with them and to provide an ultimate learning climate. During this interaction, there are various factors that affect the effectiveness of the teacher. Some of these factors, amongst others, include influences of the environment, learner attitudes, the status of the teaching profession and utmost the teacher’s personal characteristics. Combined with teacher personal qualities, teaching will pursue an educational perspective for the development of such learners that will perform to societal expectations, demonstrating comprehensive academic skills for the promotion of quality education. The study ascertained the perceived levels of Teacher Efficacy and Locus of Control with regard to classroom teaching among Further Education and Training (FET) teachers in the Lejweleputswa district inclusive of the underlying reasons for the latter. As a result, this study attempted to outline the challenges facing education in South Africa today. Applied Teacher Efficacy and Locus of Control will enhance teaching and learning in our schools and; simultaneously, elevate our schools to a status of our education system in South Africa to a competitive edge internationally. This study followed a concurrent explanatory approach whereby a quantitative analysis was followed by a qualitative approach. The data was thus integrated to lend itself to reliability and validity. Various tests were done in this regard complimented by tests of normality and homoscedasticity. The analysis of results was taken on a ‘step-down’ approach where the researcher conducted Multivariate analysis (MANOVA) tests, Univariate analysis of variance (ANOVA) tests, t-tests and item analysis for the purpose of further explanation. Statistical significance was substantiated by practical significance through item analysis and qualitative analysis of results. Although levels of Teacher Efficacy and Locus of Control statistically satisfied the desired outcome, item analysis indicated that extraneous variables were present, impinging on these levels. These variables, inclusive of job satisfaction, training programmes, parental involvement and leaving the teaching profession, amongst others, were discussed as part of the results of the study. Significant variations were found in the different age groups of teachers whereby the researcher in addition analysed ‘age’ as an independent variable to the study. This study recommends revisiting of essential aspects pertaining to the teacher and the educational environment that will facilitate effective functioning of the teacher workforce, complimenting levels of teacher efficacy and locus of control.
32
Adams, Taiesha Marie. "Evaluation of the State of Georgia's School Instructional Extension Program (SIEP) at One Middle School." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/99.
Full textAbstract:
This study examined the implementation of the State of Georgia's School Instructional Extension Program (SIEP) at one middle school in a rural school district. SIEP was adopted in this district in an effort to improve outcomes for students who demonstrate deficiencies in core-academic subjects. For the past 2 years, SIEP has been used at this study site to address low academic performance in the area of mathematics. However, to date, school leaders have not developed a system to evaluate the efficacy of the program. The purpose of this project study was to conduct a comprehensive program evaluation that addressed the program's strengths and weaknesses in terms of student achievement. Bandura's self-efficacy theory was used as a theoretical framework. The formative component of the evaluation used a concurrent, mixed-methods design to analyze data from program stakeholders through student surveys (n = 36), teacher surveys (n = 8), and a teacher focus group (n = 5). The summative component used 2 years' scores for the mathematics Georgia Criterion-Referenced Competency Test (GCRCT) to conduct 2-way ANOVAs that compared the SIEP students' mean gains scores to the mean gains score of low-performing students who qualified for SIEP but did not participate in the program. Summative findings indicated that the program did not significantly impact students' mathematics GCRCT gains scores. Moreover, formative data revealed suggestions for the program's insignificant impact including lack of teacher preparation time and program schedule time. Implications for positive social change that should follow program reform include: (a) improving student achievement in mathematics, (b) making evidence-based decisions regarding best practices for teachers, and (c) using data to implement effective academic programs.
33
Westraad, Susan Fiona. "An investigation of the key mechanisms that promote whole school development in a secondary school pilot project context." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003291.
Full textAbstract:
Providing relevant and quality schooling for all South African learners is the paramount goal of the South African National Department of Education. South Africa 's historical and current socio-economic contexts provide many challenges for both the Department of Education and schools in this endeavour to provide quality teaching and learning. These challenges impact directly and indirectly on what happens in the classroom. Since 1994 a plethora of education and training policy has been introduced in South Africa to redress historical imbalances; to introduce a new education and training framework and approach; and to provide guidelines, principles and procedures for addressing some of the challenges that impact on schools. The National Whole School Evaluation Policy provides the legislative framework for the establishment of a quality assurance process in South African schools based on accountability and support. The subsequent Integrated Quality Management System attempts to provide a framework for integrating school evaluation and performance measurement. Policy frameworks are in place to guide quality assurance and school improvement, however, the reality of implementing this at a grass roots level is particularly challenging. The General Motors (GM) South Africa Foundation, a non-governmental development organisation, established by General Motors (GM) South Africa, commenced with the piloting the Learning Schools Initiative to investigate some of the challenges of whole school development and evaluation. This research documents the Learning Schools Initiative's intervention with the initial two pilot secondary schools situated in Port Elizabeth (Nelson Mandela Bay) over a four-year period. It reviews the relevant school reform and school development literature and adopts a critical realist evaluative research approach to investigate the key mechanisms that promote whole school development and change in this context. In keeping with this approach, the results of the research are analysed and discussed within a context-menchanism-outcome configuration that involves the identification of the key mechanisms that bring about desired outcome/s in a specific context. Seven key generative mechanisms are identified as critical at a school and classroom level (i) school culture, (ii) school structures, (iii) effective leadership and management, (iv) personal growth and meaning, (v) restoration of relationships, (vi) professional development of educators, and development of capacity to work together, and (vii) support and accountability. The need to structure school development interventions around the triggering of identified key mechanisms is also identified as an important overarching mechanism. Suggestions are made for further research required to facilitate a deeper understanding of how to bring about meaningful change that results in quality teaching and learning in South African schools.
34
Willis, Keith L. "The State of Missouri A+ program : internal and external panel member perceptions of likely and desirable change /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099645.
Full text
35
com, coble-neal@bigpond, and Fiona Elaine Coble-Neal. "Post-compulsory curriculum reform and teachers' work: A critical policy ethnography in a Western Australian State Secondary school." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20091117.130012.
Full textAbstract:
This thesis set out to examine how teachers understand, experience and respond to mandated curriculum reforms in English in years 11 and 12 at a Senior High School in Western Australia over the period 2004 2005. The time period is significant as it is a halfway point between the commencement of the new policy driving reform of senior secondary education and the partial settlement of the policy and curriculum reform. The research is conceptualised using labour process theory as a means of analysing how teachers are being separated from their intellectual work throughout this curriculum reform process. The methodology chosen to inform this research is a dual approach using critical ethnography of lived individual experiences and critical policy ethnography to analyse the changing landscape of education policy in Australia. This dual approach offers a system level of understanding of mandated curriculum reform with an emphasis on the individual experience of expert teachers implementing the contested curriculum reform.
Several central themes emerged over the course of the research: growing deprofessionalisation of teachers work; intensification of workload and curriculum creation; technocratisation of teacher roles; diminishing autonomy, increased accountability and responsibility; and heightened external surveillance and control. Significantly, the data also captured and analysed in this research demonstrates how teachers are continually experiencing the processes of reprofessionalisation as a consequence of sustained critical reflective practice and the imposition of mandated curriculum reform. The data also relates the need for an authentic consultation between teachers and policy makers/government authorities in order for curriculum reform to be successfully established and taken up in secondary State schools. The processes of reprofessionalisation are a source of continued professional renewal and reinvigoration for the teachers involved.
36
Ohlsson, Henrik. "Teaching About Religion in a Post-Soviet State : An Examination of Textbooks in Kazakhstan's Upper Secondary School System." Thesis, Stockholms universitet, Religionshistoria, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119864.
Full textAbstract:
The search for new identity factors and shared values in the post-Soviet region has given rise to a process of reevaluation of the role of religion in society. Not least the Central Asian countries are struggling with these issues in their nation building processes. They share important parts of their history with other Muslim dominated nations, but the Soviet heritage sets them apart. The focus of this study lies on the way religion as a general concept and Islam in particular are treated in four textbooks used in Kazakhstan’s school education. The contents of the textbooks are analyzed within a historical and societal context as well as a framework of contemporary secularity theory. The results elucidate a contrast between the discourse on religion found in the textbooks and the official legal status of religion in Kazakhstan today, which is taken as an indication of an ongoing reevaluation of religion leading away from the staunch Soviet secularity and possibly towards a situation where religion is seen as a natural part of societal developments. At the same time, however, the normative effect of official discourse is a double-edged sword, which, while shaping ideas of what religion is and ought to be, may also undermine the credibility and authority of a religion too closely associated with political authority.
37
Van, Wyk Debri. "Work wellness among secondary school teachers in the Goldfield region of the Free State Province / Debri van Wyk." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1180.
Full textAbstract:
The only constant thing in today's world is change. Change is everywhere, even in the education sector.
The education system has undergone tremendous changes in the past 10 years. This includes several
curriculum changes. Change always contributes to stress, which individuals in the education department
are experiencing quite intensively, judging by the popular media. Stressful events may lead to ill-health
and might negatively impact the workforce and the overall well-being of these educators.
The emergence of positive psychology has contributed to the increased research of well-being, rather than
the negative antipode of illness, in relation to occupational stress. One of these positive aspects of wellbeing
is work engagement, which is considered to be the opposite of burnout. Thus, describing burnout,
engagement and stress is a first step in facilitating the work-related wellness of educators. Furthermore,
individual dispositions that may act as resources or buffers in the handling of stress and burnout, facilitate
engagement and protect educators7 health are also of interest. To measure burnout, engagement, stress
and health, it is important to use reliable and valid instruments. Various studies are available on the
reliability and validity of the burnout and engagement scales, but it is rather limited for educators in the
South African environment. Furthermore, little information exists regarding the causes and effects of
work stress, health, burnout and engagement of educators in South Africa.
The first objective of this research was to standardise the Maslach Burnout Inventory-General Survey
(MBI-GS) and the Utrecht Work Engagement Scale (UWES) for educators in the Goldfield region of the
Northern Free State province. The second objective was to determine if biographical variables can be
used to describe educators' burnout and engagement. The third objective of this research was to
determine causes of stress among educators, and again to investigate the role of biographical differences.
Lastly, the focus in this research fell on the determination of the role of optimism in predicting the health
of educators in the Goldfield region of the Northern Free State province.
A cross-sectional survey design, in which a sample is drawn from a population at one point in time, was
used to attain the research objectives. Participants were randomly selected from the total population of
educators in the Goldfield region of the Northern Free State province. A sample of 469 educators was
used from the total population of 1014 (i.e. 46,25% of the total population). Schools in the Goldfields
region of the Northern Free State province were randomly selected to participate in this research.
The MBI-GS, the UWES, the Educator Stress Questionnaire (which was developed by the author for the
purpose of this research), the Health Subscales of the Asset, the LOT-R and a biographical questionnaire
was administered. Descriptive statistics, Cronbach alpha coefficients, inter-item correlations, exploratory
and confirmatory factor analyses, Pearson correlations, multivariate analysis of variance, one-way
analysis of variance, t-tests, dummy coding and multiple-regression analyses with interaction terms were
used to analyse the data.
Structural-equation modelling confirmed a three-factor model of burnout consisting of Exhaustion,
Depersonalization and Professional Efficacy. All three factors showed acceptable internal consistencies
for three main language groups. A three-factor model of engagement was also confirmed, consisting of
Vigour, Dedication and Absorption. These scales also indicated acceptable reliability. Results of a
second order factor analysis indicated that the work wellness of educators can be described as consisting
of two dimensions. The Burnout dimensions of Exhaustion and Depersonalisation can be grouped
together on one factor, while the Burnout dimension of Professional Efficacy can be grouped with the
Engagement variables of Vigour, Dedication and Absorption.
Results showed that biographical variables that consist of the gender, marital status, home language, age
and years work experience of educators could be used to describe educator burnout and engagement. It
was found that Exhaustion could be predicted by gender. Educators who speak an African language
scored lower than Afrikaans-speaking educators in terms of Exhaustion. Marital status could also be used
to predict exhaustion. Educators between the ages of 37 and 46 measure lower on depersonalisation than
educators between the ages of 22 and 30 years. Educators who have between 13 and 20 years of
experience, have higher levels of depersonalisation than participants with 6 or less years of experience.
Both English and African-language-speaking educators measure lower on Professional Efficacy than the
Afrikaans language group. Language remains a significant predictor of Professional Efficacy. Educators
who are older than 31 years of age measure higher on Professional Efficacy than those younger than 31
years of age. Professional Efficacy could be predicted among educators who are English speaking and/ or
older than 31 years of age. Additionally, being married or divorced measure lower on Professional
Efficacy when compared to their single counterparts. The eldest educators measure higher on Professional
Efficacy. Female educators measure lower on Vigour than their male counterparts. Educators between the
ages of 47 and 64 measure higher on dedication than educators between the age of 22 and 30 years.
Married educators measured lower on dedication, when compared to single educators.
The ESQ, a measure of educators' occupational stress that consists of 48 items, was developed and
administered. During analysis, 4 items were discarded due to non-loading, and a further 8 items were
discarded due to significant secondary loadings. Five factors were extracted and were labelled Rewards
and Participation, Support and Communication, Job Insecurity, Role Overload and Task Characteristics.
Furthermore, the biographical variables that were used to describe burnout and engagement among
educators (language, age, gender, work experience and marital status), could also be used to describe
educator stress. The various stress factors that were identified through the ESQ, could also be used to
determine well-being among educators. This includes Support and Communication, Rewards and
Participation, Role Overload, Job Insecurity and Task Characteristics.
In terms of predicting the physical and psychological health of educators, separate analyses were carried
out for the burnout and engagement components. It was shown that that educators' home language, their
experience of optimism, role overload and task characteristics predicts physical health, and home
language, participants' levels of optimism, experiences of rewards and participation, support and
communication, job insecurity, role overload and task characteristics predicts psychological health.
Additionally, the interaction terms Professional Efficacy and Optimism, as well as the interaction
between Vigour and Optimism, proved to be significant predictors of physical health. The interaction
term of Depersonalisation and Optimism, as well as the interaction term of Support and Communication
and Optimism, proved to be significant predictors of psychological health. Language was also shown to
be a constant predictor of physical and psychological health, where educators speaking an African
language experienced significantly better overall well-being than Afrikaans and English-speaking
educators.
By way of conclusion, recommendations for future research and the education department are made.Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.
38
Wells, Pamela C. "Primary and secondary school funding in the state of New Hampshire and the effects on the university system." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045632.
Full textAbstract:
This study presents the significance of primary and secondary school funding in the State of New Hampshire and its related effects on the University System. Two main research questions are examined. Does the primary and secondary school funding structure impact University System of New Hampshire funding? What impact has the debate around the terms "adequate" and "equitable" had on educational funding? Comparisons between primary and secondary school funding and the University System of New Hampshire funding are examined.With New Hampshire's unique history and large Legislative body, educational funding at all levels can become an often discussed topic. A seventy-five person sample is analyzed and presented in the thesis; as are recommendations for further study.Department of Secondary, Higher, and Foundations of Education
39
Szabo, Kenneth A. "THE CURRENT STATE OF HIGH SCHOOL FOOTBALL STRENGTH AND CONDITIONING ACCORDING TO OHIO HIGH SCHOOL ATHLETIC DIRECTORS." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1501622891057784.
Full text
40
Robertson-Smith, Misty. "Implementation of the American School Counseling Association National Model: readiness level of Mississippi school districts based on school counselor perceptions /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-04042007-130742.
Full text
41
Mahlambeni, Ntombikayise Sylvia. "School stakeholders’ perceptions on the mainstreaming of pregnant learners in two East London secondary schools." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006236.
Full textAbstract:
Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
42
Kellum, LaNell Bagwell. "A study of Mississippi community and junior college dual enrollment collaboration practices with secondary schools and parents of home-schooled students." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06022009-194909.
Full text
43
Dawson, Lynda Margaret. "Girls behaving badly? : an ethnographic exploration of girls' micro performances of gender and behaviour in a state secondary school." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28102.
Full textAbstract:
Previous academic research which focused on girls’ behaviour tended to do so by looking at behaviour in terms of the extremes: by either exploring the perceptions and experiences of girls who appear to behave well, or alternatively, by researching girls who are categorised as extreme misbehavers, in institutions such as Pupil Referral Units. This ethnographic study was undertaken in a state secondary school setting over one academic year. The research centred on girls who were in Years 10 and 11, and is an exploration of the micro performances of their behaviour in the school. The ethnographic nature of the research allowed an in depth focus on girls’ micro performances in school. The feminist influenced thesis seeks to explore girls’ constructions of gender, how this is negotiated alongside their wider performances as pupils in the school and is subsequently recognised (by themselves and others), as performances of particular behaviour. The research draws on Goffman’s (1959) conceptualisation of performance and impression management, Butler (1990), theoretical notions of performativity and Foucault’s (19757:1978) theories of power, discourse and surveillance, to explore how gender and behaviour are being understood in this context. The study sought to explore the world from the girls’ viewpoint to understand the complexity of their experiences more fully. The research examines not only how the girls were positioned in terms of their perceived behaviour, but also how they responded to this positioning (their resistance and accommodation of these positions, and the shifting nature of these positionings across time) and how these were often perceived in relation to particular gendered expectations. The originality of the research stems from findings about issues of self-harm, panic attacks, authenticity, social media, middle class girls and fighting, which lie in the rich and detailed empirical data arising from the study. The significance of these findings draws these multiple threads together, giving insight into gender positioning and behaviour, and the study privileges the girls’ voices as they discuss their feelings and the effects of these issues on them, complicating previous research.
44
Adeyemi, Tunji Olusola. "School and teacher variables associated with performance of students in the senior secondary certificate examinations in Ondo State Nigeria." Thesis, University of Hull, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297384.
Full text
45
Alazemi, Abdullah. "The impact of socio-economic factors and home environment on secondary school students' achievement in the State of Kuwait." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287155.
Full text
46
Young, Roy Henry. "A case study of secondary school cooperative education programs in the province of Ontario and the state of Ohio." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250105390.
Full text
47
Lam, Hing-sang. "An evaluation of the development and implementation of the school places allocation policy in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19710045.
Full text
48
Emmanuel, Abraham Enoima. "An investigation into the applicability of corporate responsibility accounting in private secondary educatonal institutions in Akwa Ibom State, Nigeria : a case study of Topfaith International Secondary School." Thesis, University of Buckingham, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549726.
Full textAbstract:
This research is aimed at investigating the applicability of Corporate Responsibility Accounting in private secondary educational institutions, with a focus on Akwa Ibom state, Nigeria. Using a case study of Topfaith International Secondary School, an investigation was conducted into the importance of Corporate Social Responsibility, importance of Corporate Responsibility Accounting, the motivation behind Corporate Responsibility Accounting and if the Global Reporting Initiative provides a suitable format for the preparation of Corporate Responsibility Accounts. This research is focused on the stakeholders of Topfaith International Secondary School, namely the board of governors, the management, the employees and the parents. Through interviews and questionnaires the opinions of these stakeholders were collected and used to test the hypotheses set for this study and reach the relevant conclusions. The research finding confirmed that there is high demand for Corporate Responsibility Accounting by the stakeholders in Topfaith International Secondary School but in terms of the preparation of Corporate Responsibility Accounts, the accountant did not have the required knowledge and skills, even with the Global Reporting Initiative as a guide. However there was a felt need for the accountant and the staff of the accounting department to be exposed to the knowledge and skills for appropriate corporate responsibility accounting in the school. In view of the position of the stakeholders of Topfaith International Secondary School, it is obvious that this research shows that stakeholders in the Nigeria educational sector have a demand for Corporate Responsibility Accounting but the technocrats or administrators in charge of the preparation of the corporate responsibility accounts do not have the relevant skills.
49
Senoge, Wani Venus. "The impact of HIV/AIDS on learners in intermediate and secondary schools in Botshabelo area." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/29.
Full text
50
Clark, LaKisha R. "Examining the Relation Between High School Science Coursework and Performance in College Chemistry." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11966.
Full textAbstract:
xi, 73 p. : ill.Recent studies have demonstrated a clear gap between the skills that high school graduates obtain by the completion of high school and those that are necessary for success in college as well as the workforce. Demands for more rigorous preparation at the high school level have prompted some states to make changes to state standards and high school graduation requirements. This dissertation used a prediction study to examine the coursetaking patterns of high school students in science and their subsequent success in chemistry 1A at the college level. Analysis of obtained data using a two-way ANOVA was used to estimate the main effects of (a) number of semesters of science courses and (b) the type of science courses and (c) the interaction effect on college performance as indicated by the final course grade. The results of this study indicate that the main effect of type and the main effect of number of semesters are both significant statistically. Taking more semesters of science in high school is positively associated with the final grade in first-year college chemistry. Taking higher level science coursework in high school is also positively associated with final grade. The interaction of type by number of semesters is not significant, however. Taking more semesters of higher level science coursework does not increase the likelihood of doing well in college chemistry, as there is no observable significant influence on final grade in chemistry, beyond the main effects described previously.
Committee in charge: Paul Yovanoff, Chairperson; David Conley, Member; Kathleen Scalise, Member; Kenneth Doxsee, Outside Member