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Manners, Lorraine S. "School experiences of successful students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21072.pdf.
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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.
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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
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Schimek, Troy Alan. "Analysis of middle school student bullying experiences and student reported school climate." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.
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Schmidt, Heidi J. "A study to identify middle school students' perceptions of bullying experiences." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005schmidth.pdf.
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Constantine, Megan Eileen Clay. "The High School Musical Experiences of College Students." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1307739987.
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Cooper-Nicols, Marjorie B. "Exploring the experiences of gay, lesbian, and bisexual adolescents in school : lessons for school psychologists /." View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3225315.
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Graham, Archie. "School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166058.
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The focus of this research is what constitutes school ethos for a purposive sample of seven final year students in a Scottish secondary school. A review of existing literature on the topic of school ethos highlighted the importance that policy makers and practitioners in Scotland afford to the notion of a positive school ethos. Yet knowledge of the topic remains limited with only a narrow range of approaches to researching school ethos evident within the literature reviewed. This study begins by considering the ideas of the early twentieth century philosophies of Martin Heidegger (1889 – 1976) and Edith Stein (1891 – 1942). In their ideas about the human person and human relationships the conceptual tools: thrownness; beingwith; care (acts of solicitude); mood; and temporality are identified to investigate school ethos from a different perspective. The hermeneutic phenomenological tradition particularly Maurice Merleau-Ponty’s (1908 – 1961) notion of embodiment and Hans George Gadamer’s (1900 – 2002) ideas of: conversation; fusion of horizons; and the hermeneutic circle provide both the methodology and method to investigate the phenomenon that presents itself as school ethos from the student perspective. Data on the students’ lived experience of secondary school were collected by conversational interview and are presented as participant stories with each story organised around the same five explicative themes. The analysis of the data found that there was little evidence of the school’s declared ethos entering the lifeworld of the participants, rather school ethos is experienced for them as moods which surface from acts of solicitude. Although the small-scale nature of the study precludes wider generalisations from the findings the study highlights issues that may be useful to policy makers and practitioners. In particular, it suggests there is a need to pay greater attention to understanding the lifeworlds of students, to the lived experience of school ethos and on seeking further clarification around what constitutes positive acts of solicitude within the context of school.
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Metze, Melodie Anne. "Teachers' Experiences with Students Who Are Homeless." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1465467608.
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Jacobson, Suzanne E. "Students' Perceptions and Experiences of Secondary Public School Safety." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1819.
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The purpose of this study was to generate in-depth understanding and descriptions of secondary students' experiences of safety in the public schools. Quantitative research has demonstrated that students self-report feeling unsafe in school (Utah State University: Center for the School of the Future, 2006). School violence is decreasing, yet many school districts have sponsored and implemented heightened security measures. It seems a contradiction, but amidst heightened security secondary public school students self-report feeling unsafe in school. This study investigated this phenomenon to provide rich and detailed data, utilizing a grounded theory approach to qualitative research and design. The perceptions and experiences of secondary students in public school were described in focus groups comprised of eighth grade students. Five central and unifying themes emerged from the data informing how and why secondary students feel safe and unsafe in school. Results indicated that students feel most safe in schools when students have trusting relationships with school personnel and peers and when school adults adhere to procedures and policies and respond in meaningful ways to student concerns.
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Cranmore, Jeff L. "Experiences and Perceptions of Students in Music and Mathematics." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500113/.
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Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the experiences of high school students, there are many growth areas for schools in order to meet the needs of their students.
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Foscolos, Theodora. "ESL students' perceptions of their high school learning experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55143.pdf.
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Quinlivan, Kathleen Anne. "Ten lesbian students reflect on their secondary school experiences." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1994. http://hdl.handle.net/10092/2096.
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This thesis comprises part of a parallel study currently being undertaken with a gay male researcher. It investigates the secondary school experiences of lesbian and gay youth and the ways in which these experiences affected young lesbians coming to terms with their emerging lesbian identities. Using qualitative research methodology, two semi-structured interviews were conducted across two urban sites with ten young lesbian women between the ages of fourteen and twenty-five. Various feminist theories and contemporary adolescent developmental theories were drawn on to provide a context within which the participants' experiences could be situated. The research revealed that with one notable exception. Secondary schools do little to support young women who do not conform to the heterosexual norm. As a result the participants felt marginalised and excluded both within the school curriculum and from their peers and teachers. Many felt compelled to suppress their sexual identity. The strategies that they used to do this and their negative effects are then described. Finally I draw upon previous studies and the participants' suggestions to suggest ways in which schools could change to meet the needs of lesbian students more fully.
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Jacobson, Suzanne Elyse. "Students' perceptions and experiences of secondary public school safety /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3084.pdf.
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Ma, Hongyan. "Interpreting Middle School Students’ Online Experiences: A Phenomenological Approach." Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1113584819.
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Spears, Julia Marie. "Experiences of low-income students' transition to graduate school /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456290061&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007.<br>"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 193-203). Also available online.
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Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.
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Student discipline and subsequent placements are a common problem in education. This qualitative phenomenological study addressed a gap in the literature by discovering the experiences of middle school teachers and administrators regarding student discipline, classroom removal, and assignment of students to alternative education. This research describes the development of an interview protocol based on critical incident theory and demonstrates its usage in drawing out thick, rich descriptions which help increase the trustworthiness of qualitative research. Initial interview data are presented to highlight the utilization of critical incident theory to elicit specific information about how participants experienced various critical interactions that influenced academic decisions about the student removal process, the kinds of situations and safety issues they encountered, and training they received for managing student removal. Data were collected using audio recorded and transcribed in-depth interviews using open ended questions with participants. Six teachers and 2 administrators from 3 middle schools in the southern U.S. responded to 15 questions in semistructured interviews that were audio recorded and transcribed. Qualitative analysis of the interviews revealed an overarching theme of managing disruptive classroom behavior. Participants described classroom management difficulties, their methods of dealing with disruptive students, and their emotional reactions to disruptions. Some teachers shared that at times, they reconsidered their decision to teach due to classroom management problems, and some revealed that their classroom management training had been deficient. Recommendations include further research on the degree and kinds of stress resulting from teachers having to deal with student discipline problems. Implications for positive social change include motivating schools to evaluate their programs of continuing teacher education for dealing with classroom discipline and to provide opportunities for teachers to discuss, with their peers, their behavioral and emotional reactions to difficult student encounters, thereby contributing to teacher well-being and retention.
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Jenkins, Ruth A. "STUDENT VOICE REFLECTING SCHOOL EXPERIENCES FOR STUDENTS WITH EMOTIONAL DISTURBANCE WHO HAVE EXHIBITED AGGRESSIVE BEHAVIOR IN THE SCHOOL SETTING." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1163100679.
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McCloud, Jennifer Sink. "Storied Lives: Exploring English Language Learners' School Experiences." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50970.
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Using a qualitative bricolage approach (Kincheloe, n.d., 2008), this study explores the everyday school life of immigrant students enrolled in an Advanced English as a Second Language (ESL) classroom in a high school in southwest Virginia. The overarching objective of this study is to examine how these students"five from Mexico, three from Honduras, and one from China" experience school. I present my research in two manuscripts: "Just Like Me: How Immigrant English Language Learners Experience a Rural High School and "I'm NOT Stupid!" The Trouble with JanCarlos. In Just Like Me, I use figured worlds (Holland et al., 1998) and positioning theory (Davies, 2000; Harre & van Langenhove, 1999) as analytical frameworks to present how the students rely on their positions as English language learners in an ESL program, on the ESL faculty, and on one another to co-construct a variety of practices that create opportunities for agency in the school space. I describe how they co-construct a world, vis-a-vis their everyday practices, in and through which, they navigate the institution, meet academic needs, and establish networks of care. I also examine the "dissonant threads""elements of data that resist perfect codification"to deepen analysis and to portray a complex portrait of ESL II (Lawrence-Lightfoot & Davis, 1997).<br />In I'm NOT Stupid, I trouble the school experiences of JanCarlos, a student in the advanced ESL class. Using dialogue and reflexive internal dialogue, I story two events that altered the trajectory of his school life"an emotional argument with the ESL teacher and punishment for drawing graffiti on a bathroom wall. I present how each of these events represented "critical incidents" (Tripp, 1998; Webster & John, 2010) in my research as they interrupted my objective stance and altered my interpretations (Poulos, 2009). As I "connect the autobiographical and personal to the cultural, social, and political" (Ellis, 2004, xix), I use autoethnography to critically examine each event. As I watched events unfold, I routinely asked the relational ethical question""What should I do now?" (Ellis, 2007, p. 4). In so doing, I make transparent my position and power in creating knowledge (Kincheloe, McLaren, & Steinberg, 2012).<br>Ph. D.
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Adebanji, Charles Adedayo. "Educational and socio-cultural challenges of immigrant students in a South African school." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24764.
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This research set out to explore the educational and socio-cultural experiences of DRC immigrant students in South African schools. Utilising a qualitative case study approach, the study attempted to provide a glimpse of the lived experiences of DRC immigrant students inside South African schools by exploring the following aspects: (1) academic performance, (2) schooling experiences, (3) linguistic disposition, (4) acculturation experiences and (5) how the students constructed their identities within South African society. The theoretical framework applied to this study was threefold in nature, namely Cultural Ecological Theory, Culture-Centred Theory and Critical Race Theory. The Major findings emanating from this study were: First, Cultural Ecological Theory could not explain the low academic performance of DRC immigrant students. Second, DRC immigrant students experienced acts of prejudice, isolation, linguistic adjustment incapability and xenophobic attacks. Third, acts of racism were prevalent at the school because teachers who taught them brought in African languages to explain lessons in class to indigenous students at their expense. Fourth, they were confronted by disrespectful modes of behaviour emanating from indigenous students to teachers. Fifth, the opportunity they had at the school, in terms of having access to education without being able to pay tuition fees, likely became their source of low academic achievement. The school had rapid turnover of teachers because the school governing body could not afford to pay additional teachers. Sixth, the students were exposed to uncommon modes of behaviour originating from indigenous students, in terms of gambling and smoking at the school. Seventh, they were exposed to display of weapons by indigenous students. Eight, the incorporation of culture into their academic work at school seemed to enhance their focus on learning. Ninth, they could not commence acculturation and identity negotiation in mainstream culture.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Curriculum Studies<br>unrestricted
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Knowles, Paul D. "Constructing the Experiences of Gay and Lesbian High School Students in Maine." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/KnowlesPD2005.pdf.
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Delp, Cynthia Dawn. "Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73217.
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The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of Mount Rogers Combined School in 2010. Mount Rogers Combined School was established in Grayson County, Virginia, by the concerted efforts of volunteers and community members who valued education and considered schooling a top priority for the area. The original four-room school was built of rocks and housed grades 1 through 11, taught by four teachers, one of whom also served as the principal (Grayson County School Board [GCSB], 1993). In 1990, it was the smallest school in the Commonwealth of Virginia (United States Department of Agriculture, 1990).
A review of early education in Virginia and early education in Grayson County is documented to place the study in historical context. A brief history of Grayson County is also included in this paper. The qualitative case study documents the experiences and perspectives of the students and staff who went through the school's closure. Both primary and secondary sources were used to complete the study including interviews of students and staff who worked at or attended the school, reviews of official records and documents found in archives, examination of personal manuscripts, inspection of artifacts, and study of general histories.
School divisions close and consolidate schools to improve instructional programs for students, offset student enrollment declines, provide adequate facilities for learning, and for economic savings. Communication, developing relationships, transportation, extracurricular activities and course offerings are variables that should be considered when planning a school closure. While transportation and changes in relationships are particular challenges, the overall benefits for former staff members include better access to more resources and professional development opportunities. Former students tend to adapt better than staff members when schools close due to more course offerings and access to a broader range of extracurricular activities. The findings are aligned with the literature that was reviewed for the study.<br>Ed. D.
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Costin, Dana. "Junior high school students' experiences and perceptions of school violence, explorations and implications." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/MQ50406.pdf.
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Dudgeon, Brian J. "Transition and technology reliance : experiences of youth exiting high school /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7677.
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Hinton, Anna Elisabeth. "Lunchtime Experiences and Students' Sense of Belonging in Middle School." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6890.
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We know that it is important that students feel a sense of belonging in school, but additional research is needed to better understand the influences on belonging, especially for junior high and middle school students. Junior high lunchtime is an ideal space to study as a potential influence on belonging because it is a central part of the secondary school experience and it is a social space for students. The purpose of this study is to connect lunchtime experiences to school belonging by showing that how students experience lunchtime and how this affects their overall sense of belonging in school.Descriptive statistical methods such as SPSS Two-Step Cluster Analysis as well as predictive statistics such as logistical regression are used to evaluate data collected during a schoolwide survey conducted in spring 2014 at a junior high (grades 7-8) located in the intermountain region of the United States. The survey provided responses from 832 students across the junior high. Results indicate that loving lunch significantly positively affects school belonging and that students naturally group into different profiles based on their lunchtime preferences. The results also indicate that these lunchtime activity preference profiles significantly affect belonging. Three recommendations are made based on the findings of this study. (a) Offer a variety of lunchtime activity options for students to choose from aimed at making lunch a more positive experience for all students. (b) Create more structured activities for students to participate in during lunch for those who may have anxiety about what to do during lunch. (c) Involve students in making lunch more enjoyable for themselves and others through a school-wide initiative to improve lunchtime experiences for all students.While this study confirms the suspected connection between lunchtime experiences and school belonging, further research is necessary to better understand how lunchtime is experienced by students and how lunchtime can be used as a space for fostering belonging in junior highs.
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MacDonald, G. Alexander (Gerard Alexander). "Perceptions of school experiences of dropouts and at-risk students." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37855.
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The purpose of this study was to contribute to the research on school dropout by exploring the manner in which school policies and practices affect students' behavior. Four groups, each composed of 12 (6 male, 6 female) secondary students were interviewed. These involved an engaged group, an at-risk group, a group enrolled in alternative programs, and a group who had dropped out of school. The study had two goals. The first was to determine how these participants differed in their perceptions of their scholastic experiences. The second was to compare how males and females perceived their experiences. Significant differences were found by group and gender in perceptions of scholastic abilities. Clear distinctions were also found by group and gender in how the participants made sense of their academic experiences. Suggestions for preventative and remedial programming are offered. Implications for counselling psychology, in general, and school counselling, in particular, are discussed.
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Peterson, Linda F. "School Counselors' Lived Experiences Supporting Students with Mental Health Concerns." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7420.
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Mental health in schools is a growing concern for many school counselors, educators and communities. School counselors are in key roles in the school setting to support students with mental health concerns. This research was done to gain a deeper understanding of the experiences, beliefs, and attitudes of school counselors supporting students with mental health diagnoses. This hermeneutic phenomenology research used n=4 participants school counselors and each has worked in their field for over 6 years. Additionally, each participant worked in the same school building for a minimum of 3 years or more. Semi structured interviews were used to collect the data. Key findings indicated that the participants all identified many of the same mental health diagnoses in their schools. There were five themes that emerged from the data: The themes included: (a) common mental health concerns, (b) desire for education/training, (c) outside resources for students with mental health concerns, (d) barriers to effective student support and (e) limited time to support students with mental health concerns. The results of this study may inform school counselor education programs, inform other school counselors of ways to support students with a mental illness, and begin conversations about mental health funding for schools.
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Goodrich, K., M. Luke, and Janna L. Scarborough. "Professional School Counselors’ Preparation and Experiences with LGBTQ-Identified Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5936.
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Hershberger, Jane Boag. "Authentic field-based learning experiences for EdD students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 134 p, 2009. http://proquest.umi.com/pqdweb?did=1818417441&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Yi, Youngjoo. "Immigrant students' out-of-school literacy practices a qualitative study of Korean students' experiences /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118856037.
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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 311 p.; also includes graphics (some col.) Includes bibliographical references (p. 297-311). Available online via OhioLINK's ETD Center
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Barzee, Sarah Joan. "The school experiences and achievement of black males : the voice of the students /." Link to Dissertations, 2008. http://eprint.cc.andrews.edu/27/.
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Arsenault, Lee Anne. "High school confidential, lesbian students speak of public high school experiences in Nova Scotia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54521.pdf.
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Scheick, Amy. "VIRTUAL VISTAS: HIGH SCHOOL STUDENTS DESCRIBING THEIR EXPERIENCES IN ONLINE COURSES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4012.
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Current research indicates that distance education courses can be as effective as traditional courses when the method and technologies used are appropriate to the instructional tasks. The number of states, counties, and school districts that provide online courses for high school students has rapidly expanded during the last ten years. The number of students, who enroll in these courses, has often grown by double digits each year. Understanding K-12 students' experiences in, and expectations of, online learning is important for many reasons. Online learning is certainly growing and may become a graduation requirement in more states. Currently Michigan requires every student must participate in some form of online learning as a high school graduation requirement. High school students enrolling in online courses may have a measurable influence on higher education courses in the future, as students become more experienced with online learning. A great deal has been written about the development of virtual high schools, some of the issues surrounding them and basic student demographics. There are only a few studies that have interviewed students in detail as to why they have chosen to participate in a virtual school and examined how this choice has impacted them. The purpose of this study was to describe from the student's perspective, why they had enrolled in online courses and allowed them to characterize their experiences. Further, this study sought to identify the personality types and traits of the students enrolled in online high school courses and reported on one measure of the student's cognitive style or cognitive tempo. Forty-three students who were enrolled in a state sponsored virtual high school participated in this study. The study used three online instruments to collect data. The Matching Familiar Figures Test-20 was used to measure the impulsive or reflective responses of the students. The Long-Dziuban Reactive Behavioral Survey was used to determine the students' personality types. The third instrument was an online questionnaire of open-ended questions asking the students about their online experiences. In addition, twelve students participated in follow-up interviews. The study found that the students enrolled in online courses for a variety of reasons; students were concerned about and wanted control over the timing and pacing of their learning. Students' comments suggested that there may be a relationship between cognitive tempo as classified by the MFFT-20, and the students' preference for pacing through the online course materials. In addition, the distribution of personality types and cognitive styles represented in this sample were different from the general school population suggesting that perhaps some students are more interested in online learning than others are. After reviewing the results of the students responses to the MFFT-20, it may be that students may are becoming faster at processing visual information with fewer errors. More research is needed in this area. There does seem to be a trend in this direction and this could have implications for students enrolled in virtual high school courses. Finally, the students in this study characterized their online learning experiences as positive but did not feel that online learning should be a high school graduation requirement for all students.<br>Ph.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education PhD
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McQuillan, Paul, and res cand@acu edu au. "The limit experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.
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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of limit experience among some Catholic High School students in their final year at selected secondary colleges in Brisbane. Limit experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life. The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term religious, although individuals might indeed interpret them as religious. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a limit experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of limit experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for spiritual sensitivity and the context of relational consciousness, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
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Summers, Naomi. "Cyberbullying : experiences and support needs of students in a secondary school." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/cyberbullying-experiences-and-support-needs-of-students-in-a-secondary-school(1294d779-9745-4ee2-b018-bb5b29ba9699).html.
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The arrival of Smartphones has changed the way young people communicate with one another. These devices allow youngsters to have continuous access to their social world away from the prying eyes of adults. Unfortunately, increased access to online networking provides new means through which they can be bullied. Case study methodology employing mixed methods was adopted. The study consisted of two distinct phases and had two separate aims. During phase 1 of the study, a total of 352, Year 7 and Year 10 students were asked to complete a questionnaire, the aim of which was to investigate the prevalence and extent of cyberbullying amongst students. Quantitative analysis of the data revealed that students were reluctant to report their experiences of unpleasant cyber incidents to school staff. Phase 2 of this study investigated this finding further. A total of 18, Year 7 and Year 10 students participated in three separate focus group discussions, the purpose of which was to explore students' views on what actions need to be taken in schools to support the reporting of incidents of cyberbullying to staff. The results from the questionnaire data revealed that Smartphones are deeply embedded in young people's lives even among those from the most socially deprived areas of England. Over a quarter of the students indicated that they had experienced any one of ten different unpleasant cyber incidents. The findings also suggested that much of the cyberbullying occurred within the context of students' social relationships in real life. Data from the focus group discussions highlighted that students wanted access to a diverse range of reporting routes. Notably, students stressed the importance of raising the profile of anti-bullying initiatives within school. Once this was embedded, students perhaps would be more willing to assert their rights and report incidents of bullying. Implications of the findings are discussed in relation to extending the focus of e-safety education beyond both technological solutions and stranger danger. Highlighting the differences between relationships in the real and virtual worlds to students is discussed. There is also a focus on engaging students in debate around ethical questions such as, identifying their rights in relation to bullying and learning to manage their own interpersonal conflicts.
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Trolian, Teniell Leigh. "Considering the influence of high school experiences on students’ college aspirations." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5867.
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This study considered whether participation in several out-of-class experiences during high school influenced the odds that a student will aspire to earn at least a Bachelor’s degree. Additionally, this study considered whether these experiences, considered together, had a cumulative effect on the odds that a student will aspire to earn at least a Bachelor’s degree, and whether the influence of these high school experiences on college aspirations was moderated by a student’s race/ethnicity or socioeconomic status. Results of the study revealed that several high school experiences, including participation in science-related school programs, participation in extracurricular activities, sitting in on or taking a college class, searching the Internet or reading college guides for college options, and talking to a school counselor about going to college, increased the odds that a student would aspire to earn at least a Bachelor’s degree. Additionally, results revealed that participation in four or more of the high school experiences examined in this study had a cumulative, positive influence on students’ eleventh grade college aspirations, and that the relationship between participation in these high school experiences and students’ aspirations to earn at least a Bachelor’s degree was not moderated by race/ethnicity or socioeconomic status.
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Bradley, Teri A. "Middle School Students' Experiences in an Online Problem-Based Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.
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The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.
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Mescher, Sarah E. "Collaboration and experiences of school professionals with students who are homeless." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532423464677568.
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Bukasa, Kadima. "Influence of Intercultural Experiences Abroad on African American High School Students." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636902.
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<p> African American high school students are underrepresented in study abroad programs, and their lack of intercultural skills and international understanding can impede their personal and professional development, and limit their career opportunities. The purpose of this descriptive qualitative case study was to explore the influence of intercultural experiences through study abroad and immersion programs on African American high school students’ intercultural competence. The conceptual framework drew on 2 theories: Bennett’s development model of intercultural sensitivity and Kolb’s experiential learning. Data from interviews and focus groups with 13 African American high school students, 2 parents, and 2 teachers as well as documents and field notes from a Northeast United States urban high school addressed the research questions pertaining to how students perceived travel abroad that fostered intercultural competence skills as well as how teachers and parents perceived students’ personal development. Findings resulted from provisional codes used to identify pattern of codes, and central themes that indicated predeparture seminars and reflective practices enhanced intercultural skills. The portfolios suggested that most students became more reflective and accepting of cultural differences after their sojourn abroad. Recommendations based on the findings suggest increasing homestay experiences and planning and predeparture trainings. Future research is needed on how to attract more male African American students to such programs. The findings may contribute to positive social change by encouraging investment in homestay study abroad and immersion programs with adequate preparation and planning at inner city high schools that might foster intercultural competence skills.</p><p>
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Bergström, Tove. "The Importance of Flow for Secondary School Students’ Experiences in Geometry." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-107156.
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This article is intended to contribute to greater knowledge regarding the importance offlow and the time used to perform an activity, with a focus on students’ mathematicalexperiences of 3D bodies. Thirty-one 9th-grade students took part in the study. Flow andvariation theory was used in the analysis of lesson observations, submission tasks, audiorecordings, logbooks, tests and nationwide tests. The results indicate that the selectedmathematics problem is characterised by seven components, which serve as the basis foridentifying intended critical aspects; a variation is evident in the balance between skillsand challenges that is characterised by the critical aspects that the students discern; avariation is evident in the experience of flow that is dependent upon the students’approach to their work on various activities; the students’ mathematical experiences arebased, both short- and long-term, on discerned critical aspects and on the time spent onthe activity that generates flow. Theoretical contributions as well as implications forteaching are presented at the end of the article.
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Lancaster, Amber F. "A Qualitative Study of Male Students' Experiences in Counseling Programs and Male Professional Counselors' Experiences Post-graduation." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877129.
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<p> Little is known about what attracts men to the counseling profession and what their experiences are in counseling programs and the profession post-graduation. This qualitative case study examines what attracts men to the counseling profession, recruitment strategies, and proposed recruitment strategies that could affect prospective male students. It also reveals the experiences of males in counseling programs and the counseling profession, after graduation. Findings indicated men are attracted to the field for various reasons. Most participants did not notice any specific recruitment strategies directed toward males. The participants shared ideas for future male recruitment. Findings also indicated there are benefits and challenges associated with being a gender minority in counseling programs and the profession. Implications for counselor preparation programs are presented.</p><p>
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Feghali, Molly Nackley. "INTERRACIAL CONTACT AT A DIVERSE HIGH SCHOOL: HOW SCHOOL AND COMMUNITY STRUCTURES SHAPE STUDENTS’ EXPERIENCES." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1547485755859956.
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Talley, Zebedee Jr. "A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/28003.
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This study involved a qualitative investigation of Black middle school students' experiences of teacher characteristics that they saw as influential in their learning and achievement. The sample consisted of 8 students selected from a public middle school in central Virginia . Data collection involved both in-depth individual interviews and classroom observations. Interviews focused on the participants' early educational experiences, middle school experiences with teachers, and experiences of the role that teachers play in learning and achievement. Classroom observations provided additional insight into the classroom setting, participants' actions, and participants' interactions with teachers and other students and were conducted to minimize their influence on classroom activities.
A whole-text analysis of the interview transcripts and field notes generated 5 major categories: elementary school experiences, instructional environment, student motivation, student trust, and racism. For each category, subcategories were also developed. Participants were motivated by teacher trust, encouragement, and expectations. They emphasized the need for equity in the classroom as a prerequisite to academic achievement. They were also motivated to learn by teachers who shared instructional and personal time, spoke positively to them about their future, shared their own educational experiences, and demonstrated a caring attitude toward them. Participants described how they were not motivated to learn by teachers who were viewed as racist, yelled at them, refused to spend time assisting them, or displayed an attitude of apathy. They also expressed how they were sometimes denied bathroom privileges, were separated from White students during class, were treated as if they were "invisible," or were treated like second-class citizens. They also experienced racism as prevalent in teachers' grading practices.
Significant findings include the following: (a) the Black middle school student participants' educational experiences influenced their learning and the classroom environment, (b) duration of instructional time influenced students' learning, (c) high teacher expectations of students and teacher encouragement of discussions beyond course subject matter increased students' motivation to learn, (d) development of a trusting teacher–'student relationship promoted their learning, and (e) various forms of racism decreased students' willingness to learn. Implications of the findings for educational practice and further research are discussed.<br>Ed. D.
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Wang, Yi. "Young Chinese students' teamwork experiences in a UK business school : from a cultural perspective." Thesis, University of Westminster, 2010. https://westminsterresearch.westminster.ac.uk/item/90864/young-chinese-students-teamwork-experiences-in-a-uk-business-school-from-a-cultural-perspective.
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Using a qualitative approach, this study examines young Chinese students’ (born post 1985) perceptions of teamwork and how these perceptions change as a result of their experiences, whilst studying at a UK university. Built from deep and rich data collected from in-depth interviews with an experimental group of students, the research establishes that through direct communication with students from various cultural backgrounds during teamwork, the Chinese students adapt psychologically, cognitively and behaviourally to varying degrees. The decreased wariness of local and other international students and British university staff, increased self confidence and sense of achievement may be categorised as psychological adaptation. Changes are also revealed in their open mindedness, decreased ethnocentrism, increased cultural awareness, and attitudes towards time and assessment, opinions on abiding principles, that is following ethical and moral aspects and regulations. These may be labelled as cognitive adaptation. Further, changes are shown in their ways of expressing opinions, holding ground, handling uncertainties, mixing with local and international students, and studying autonomously. These may be termed as behavioural adaptation. The research finds that the extent of adaptation is moderated by their individual learning approaches, namely surface, deep and achieving. It stresses that creating optimal cultural synergy with diverse cultural contacts/exposure not only facilitates but maximises cultural adaptation, namely fitting in with new social and educational environment. The results are triangulated by the findings from a comparison group of similar students in China, with respect to age, gender and learning approaches, thus aiming to discount any bias. Implications arising from the study suggest that the internationalisation of education should enhance ‘cultural synergy’ so that both the local and international students can enrich their learning experiences and develop intercultural competence.
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Hatch, Jared P. "Fitting in: Exploring the experiences of middle schools students’ transition into an elite international boarding school." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1292916159.
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Stasiak, Megan. "Teachers' Experiences with and Perceived Ability to Serve Students Exposed to Trauma." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533578925321897.
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Belongia, Andrew. "Analyzing student experiences in the Green Bay Area School District's Engineering and Manufacturing Academy." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009belongiaa.pdf.
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Williamson, Susan J. "My music : the music making and listening experiences of seventh and eighth graders not enrolled in school music ensembles /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/11218.
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Hunt, Turonne Kalada. "Exploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiences." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104055.
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This study explored the K-12 teacher-student relationship (TSR) by identifying strategies that teachers use to influence students with emotional disabilities' (EDs) school experiences socially, academically, and behaviorally (SAB). The identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of building teacher-student relationships. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. Data analysis included inductive and deductive coding of the transcribed interviews to identify strategies that teachers use to influence students with EDs SAB and to align the identified strategies within the four phases of building TSRs. Findings of the study suggest five key strategies that teachers are using to influence students socially, five key strategies that teachers are using to influence students academically, and eight key strategies that teachers are using to influence students behaviorally. Additionally, five strategies aligned within the appraisal phase, six strategies aligned within the agreement phase, nine strategies aligned within the testing phase, and nine strategies aligned within the planning phase. The results of this study could provide further insight to scholars to support the need for teachers to use research/ evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).<br>Doctor of Education<br>This study explored the K-12 teacher-student relationship (TSR) by identifying key strategies that teachers are using to influence students with emotional disabilities socially, academically, and behaviorally. Additionally, the identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of relationship building. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. The findings of this study should provide scholars with additional research to support the need for teachers to use research/evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).
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Hansen, Bethanie. "Experiences of three students with ADHD in the middle school band ensemble." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12415.
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Thesis (D.M.A.)--Boston University<br>This dissertation was a qualitative examination of the band participation of three adolescents with Attention Deficit Hyperactivity Disorder (ADHD). This investigation of individual experiences and perceptions could help readers understand what adolescents with ADHD value about their band participation and what academic, interpersonal, and behavioral challenges adolescents with ADHD face during band participation. Research questions included: (a) What is the nature of band participation for three adolescents who have been diagnosed with ADHD? (b) How do adolescents with ADHD, their music teachers, and their parents describe the band participation of adolescents with ADHD? (c) In what ways do adolescents with ADHD interact with their music teachers and peers in bands? Data collection methods included interviewing, observing, and a researcher journaling; analysis involved data coding, selecting representative quotes, sorting thematically, and summarizing. Important themes included isolation from peers, a sense of belonging, the perception of peers as family, music learning and achievement motivations, behavior management strategies such as self-monitoring and hyperfocus, and ADHD-symptoms of impulsivity, inattentiveness, and hyperactivity. All participants were high-achieving musicians. Notable findings included close relationships with band directors, the use of hyperfocus to manage individuals' ADHD impulses or to be musically expressive, diminutive descriptions of individual skills by adolescents with ADHD, unknowingly supportive behaviors of band directors toward students with ADHD, and positive social interactions with peers when advanced musical skills coupled with leadership roles exist for adolescents with ADHD.
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Wright-Stone, Tonya Suzanne. "General Education Diploma Students' Familial Attachment Experiences Influencing Premature High School Departure." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/193.
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Lowered academic achievement and premature departure from high school continue to plague the educational system, creating the need for greater insight into experiences affecting students' classroom performance. Much is known about academic achievement; however, less research has focused on the role of familial attachment on premature departure from high school. Guided by attachment theory, the purpose of this interpretative phenomenological study was to gain insight into General Education Diploma (GED) students' familial attachment experiences influencing premature departure from high school. The research questions focused on GED students' primary caregiver and educational experiences. Participants (n = 14) consisted of current or previous GED students 18-30 years of age. Data were gathered from semistructured interviews and a Life Map used to capture expression of feelings through symbols. Interview transcriptions were hand-coded by bracketing words and phrases for composite textual descriptions. Data interpretations were bolstered by committee member checking and participants' review of extracted data. Findings revealed a close connection between the types of attachment formed with primary caregivers and early departure from high school, but participants were more strongly influenced by external influences such as relationship conflicts, health crises, domestic violence, abuse, loss, and paternal abandonment. This study offers insight to educators, counselors, and those within the criminal justice system on these students' emotional and mental needs.