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1
Bravo, Daniela. "Parents' perspectives of undocumented students' transition from high school." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523275.
Full textAbstract:
<p> The focus of this qualitative study was to explore the parental experience of raising an undocumented child, particularly during the transition from high school. The sample consisted of 11 parents. Parents reported several negative feelings, including <i>impotencia</i>, guilt, fear, worry, and frustration. Many stated that their undocumented children's challenges increased as they entered high school. These challenges included school trips, driving without a license, and planning for further education. Coping methods for parents included hope, faith and spirituality, and seeking information about educational and immigration options. Parents spoke of instilling in their children a drive to not give up despite the barriers ahead of them. Several mentioned that their undocumented children's experiences inspired their other children to succeed. The results suggest that social workers should provide information and counseling to these families and should advocate for policy changes to help this vulnerable population.</p>
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LINARES, FABIANE DO NASCIMENTO PAIM. "NARRATIVE, LITERACY AND IDENTITY CONSTRUCTION IN THE PRODUCTION OF TEXTS OF ELEMENTARY SCHOOL STUDENTS FROM PUBLIC SCHOOLS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17141@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>O foco do estudo é a produção de textos narrativos, escritos por alunos do
ensino fundamental de uma escola da rede pública do Estado do Rio de Janeiro.
Os objetivos consistem em investigar, no que tange a produção de textos na sala
de aula, a natureza da relação parafrástica que se estabelece entre o contexto da
tarefa e o texto-motivador e que identidades discursivas e sociais são construídas
nos textos dos alunos. A metodologia da pesquisa é de natureza qualitativa e
interpretativa, de cunho etnográfico, e o corpus foi gerado em aulas de língua
portuguesa, numa turma de nono ano. A sala de aula é concebida, por um lado, como
um contexto importante para a discussão das relações parafrásticas que o aluno
utiliza para produzir o texto, e, por outro lado, como um lugar especial para a
construção de identidades discursivas e sociais. O arcabouço teórico, no âmbito da
Lingüística Aplicada, articula-se com a Análise da Narrativa enquanto lócus de
construção de identidades, em interface com a Análise do Discurso e a
Lingüística textual, em especial, nas questões sobre interdiscursividade e
intertextualidade. A análise revela que, do ponto de vista das relações
parafrásticas, os alunos incorporam características do gênero narrativo motivador.
No entanto, em relação aos contextos sociais e às identidades, os alunos criam
suas próprias histórias, trazendo reflexões sobre família, religião, indicando,
sobretudo, trajetórias de superação. A pesquisa é relevante ao apontar que o
trabalho na sala de aula com textos-motivados não impede o processo criativo do
aluno na construção do texto e de suas identidades discursivas no contraponto
com as identidades sociais.<br>This research focusses on narrative texts produced by elementary students
from a public school in Rio de Janeiro, as part of an activity oftext production in
which a source text was given to students, read and discussed, as a way of motivating
their writing practice. The purpose of this work is to investigate the context of
production of texts written in the classroom; the nature ofthe relationship between the
text written by students and the source text given to motivate the production of the
narrative text; and, finally, to show what sort of identities are constructed in these
texts. The methodology of this research is qualitative and interpretative, based on
ethnographic data, and the corpus is made up of texts produced in Portuguese
Language classes, attended by 9th graders. The classroom is seen as an important
context for the discussion of paraphrastic relations established between the source
text and the text produced by students, but it is also seen as a special site for the
construction of identities and social discourses. The theoretical framework, within the
domain of Applied Linguistics, combines narrative theory (for the investigation of
processes of construction of identity) and textual linguistics, for the investigation of
paraphrastic relations in the students texts, particularly intertextual relations. From
the point of view of paraphrastic relations, analysis of the corpus suggests that
students incorporate, in their own texts, features of the source text. However, analysis
also indicates that, in relation to social contexts and identities, students create their
own stories, introducing ideas about the family, religion, apart from telling personal
stories of resilience in the face of material difficulties and disease. The main
contribution of this research is to suggest that work in the classroom with text driven
activities is not an obstacle to a student s creativity in the process of production of a
text; nor is it an obstacle to the creation of a particular discursive and social identity
for the student.
3
Avalos, Deborah Anne. "Poverty and the public school system: Student persistence from elementary school to college graduation." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/18.
Full textAbstract:
Children living in poverty are at an elevated risk for academic, behavioral and emotional problems compared with children who are in the middle and upper classes (Kim-Cohen et al., 2004). Students living in poverty generally have fewer opportunities in schools as schools are less likely to offer rigorous curriculum or advanced classes for poor children (Burney & Belike, 2008). ). Education can be a sufficient route out of poverty for young people (2009). However, since the 1970's researchers found that family income is a major detriment to higher educational attainment (Jencks 1972; Kelly 1995; Mortimore & Whitty 1997; Bynner & Joshi 2002; Demie, Butler, & Taplin 2002; Bell 2003; UNICEF 2007). The purpose of this study was to better understand the phenomenon that is the process that at-risk youth employ to graduate from college. More specifically, this study described, analyzed, and interpreted the experiences of people who formerly lived in chronic poverty and graduated from college using resilience as a framework. Using a phenomenological approach, I interviewed nine adults who lived in chronic poverty as a child and later graduated from college. Sources of data included audio-recorded interview transcripts, notes and pictorials. Data analysis followed Moustakas' and van Manen's modifications of phenomenological methods. The analysis of the audio taped interviews led to the following emerged themes: Being the other in the family; Moving as a positive route; Helpful counselors and college-preparatory programs; Hiding and disassociating from the poverty identity; Education as utility; Rebelliousness against authority and; Not belonging to a social class. Findings of this study lead to a deeper understanding of the ways in which people who formerly lived in poverty and later graduated from college experiences and how these experiences have influenced their resilience. These findings offer researchers future research opportunities in various areas such as, how cultural and aspirational capital can lead to college graduation for children living in poverty.
4
Gaillard, Nancy Baugh. "Balancing school safety and K-12 public school students' fourth and fifth amendment rights| Court cases from 2004 to 2015." Thesis, The University of Alabama, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127908.
Full textAbstract:
<p> This study examines how the state and federal courts have made decisions regarding public school students’ Fourth and Fifth Amendment rights in 105 cases during the years 2004 to 2015 when school resource officers were involved. Since the Supreme Court’s decision in <i>New Jersey v. T.L.O.</i> (1985), the requirement of only reasonable suspicion, as opposed to the more stringent Constitutional standard of probable cause in school searches and seizures, has resulted in conflicting decisions how school resource officers should work with school officials. This research found that both state and federal courts tend to decide for the school rather than the student in these types of incidents except in cases of egregious violations of students’ rights and dignity. The number and the nature of court cases suggest the need for improved training and communication among students, school personnel and school resource officers.</p>
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Haygood, James L. "A study of the continuum of choral singing from secondary choral programs to selected higher education choral programs in Indiana." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897485.
Full textAbstract:
The purpose of this study was to examine the continuum of choral singing from secondary choral organizations to choral organizations at selected higher education institutions in Indiana. Examined were two large state institutions and two private, liberal arts colleges. Two groups of college students who had high school choral experience were surveyed: 1. non-participants, and 2. participants. Participants in choral ensembles made up 1.33% of the total enrollments of the institutions studied. Thirty four percent of the selected students had high school choral experience. Choral ensemble participants' responses to a questionnaire were compared with non-participants' responses. The state institutions' student responses were compared to the liberal arts institutions' student responses.There do not appear to be universal reasons for students to continue or not continue singing in choral ensembles. The reasons appear to vary with the individual student and institution. However, there were trends observed. Students perceived themselves as being well enough prepared to participate in higher education choral ensembles. There is a discrepancy between the expectations of the college conductors and the students' evaluation of their preparedness. Literature appears to be a highly significant factor in the interest of all respondents. Students preferred to sing all types of music. Neither participants nor non-participants reported that classical literature was the focus of their high school choral programs. Participants perceive that the university is interested in them, while non-participants reported negative responses. Private respondents felt that the university was interested in their participation in choral ensembles more than public respondents. Many students decide before arriving on the higher education campus whether or not they will participate in college choral ensembles. The amount of credit given for singing in ensembles or academic loads seem to be a minor factor. It appears that parents do influence choral participation.Private institutions have a larger percentage of their populations participating in choral ensembles than do public institutions. The higher involvement of liberal arts college students in choral ensembles may be explained by the department's need for adequate manpower and the personalized recruiting policies. The personality of the conductor was important to the students surveyed.<br>School of Music
6
Grinage, Adam L. "Character Education Programs and Student Suspension Rates from School: Do Character Education Programs Decrease Student Suspensions from Regular Instructional Public Elementary Schools in Texas?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4778/.
Full textAbstract:
The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.
7
Curci, Juliet DiLeo. "Understanding student engagement: Insights from an all-girls urban neighborhood public high school." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/155573.
Full textAbstract:
Urban Education<br>Ph.D.<br>Students in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low rate of high school completion predicts future financial and social instability for not only those individuals who drop out of school, but also for their surrounding community. The research on dropouts highlights the significance that students' low levels of academic and social engagement in school have on their decisions to leave school. Advocates for single-sex education argue that students engage and achieve at high levels when learning in this educational model. According to the current literature, students' success in single-sex schools is primarily a result of the proacademic choice that they and their guardians make when electing to attend a single-sex school. Through focus groups, interviews, and observations, this study explores what student engagement looks like at an all-girls urban neighborhood public high school that is non-selective and where the proacademic choice of students is not a factor. With new federal policy measures advocating innovation in public education, single-sex schools - historically inaccessible to minority students from low-income communities - are finding a foothold in urban public school systems across the country. This study aims to illuminate the extent to which a single-sex school serves as a "site of transformation" for young women of color from a low-income neighborhood. The realization of the school's mission, to interrupt the social reproduction of the neighborhood through the education of its young women, depends on its students' graduation from high school and their access to and success through college. Data related to various features of the school are analyzed to highlight how student engagement is promoted and inhibited at the school and ultimately results in transformative and/or reproductive educational experiences for students.<br>Temple University--Theses
8
Christie, Nancy Gail. "Withdrawing from public urban high school: Explanations based on theories of college student departure." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185788.
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This study tested the usefulness of Tinto's (1975) and Hossler and Bean's (1990) models of college student departure in explaining dropout in public urban high schools. The "fit" of the models to high school data was tested using path analysis. The sample consisted of 2,625 high school students from the High School and Beyond Study. The findings showed that Tinto's model alone did not provide a good representation of high school data, but that adding causal paths from the constructs of organizational and environmental variables to other variables in Tinto's model, as proposed by Hossler and Bean (and as modified through the findings of this study), produced a model that was a good explanation of the processes leading to high school dropout. The implications of these findings for theory, policy, and future research concerning high school withdrawal are discussed.
9
Bauchspies, Cynthia. "Teaching high school students the best choral repertoire from the great composers| Masterworks available for immediate, free access from the choral public domain library." Thesis, University of Maryland, College Park, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712082.
Full textAbstract:
<p> Studying the choral works of the great composers of the past is always a worthy endeavor. For those aspiring to create an excellent high school choral program, it is critical to a student's musical foundation and heritage. Choral educators who teach high school are often bombarded with the most recently published new choral works, when they have a trove of excellent pieces right at their fingertips through websites like the Choral Public Domain Library (CPDL), all available at no cost. This project will explore the pedagogical reasons why this canon of public domain choral music should be taught at the high school level. A thorough guide to CPDL and an anthology of 200 works available on CPDL will provide the conductor with resources for programming this music.</p><p> Though choral music in the public domain is free to all, publishers still publish this music and adhere copyright claims. This can create mistrust of legitimate editions on CPDL; why are they available at no cost when publishers are claiming copyright on similar editions? These issues will be thoroughly discussed in this project.</p><p> For any given work on CPDL, there may be multiple editions available on the site. Choosing the right edition requires knowledge about basic editorial principles, especially for works written during the Renaissance period. A detailed discussion of these principles will provide the conductor with the tools needed to choose the best edition for his or her ensemble.</p>
10
Jones, Asia Roche'. "Practices and Procedures that Influence African-American Males to Drop Out from Public School." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26761.
Full textAbstract:
The African-American male national on-time graduation rate data are evidence that systemic changes must occur to address the academic failure they experience. A significant gap in achievement exists when compared to the on-time graduation rate of their White male peers. It is possible that some students do not graduate on-time due to retention that may occur after they have entered the ninth grade.
The African-American male students in this study failed to graduate on-time because they did not persist to successfully complete their twelfth grade year; instead, they dropped out. While factors associated with societal issues and familial dynamics contribute to this problem, factors associated with public school practices and procedures are the focus of this study.
The educational records of 125 African-American male high school dropouts were analyzed to identify school factors that may explain why they did not persist to graduate. These students dropped out from an urban school division in Virginia during the 2009 and 2010 school years. A mixed methods approach was used to answer the research questions posed in this study. The conceptual framework, a road map for the study, proposes discipline sanctions, curriculum programming, instructional experiences and school relationships as factors for review.
Quantitative research methods were used to analyze longitudinal data and qualitative methods were used to analyze survey data on student perception of teacher relationships. Findings from the study will enable school principals, counselors and teachers to make informed instructional decisions that may prevent African-American males from dropping out of one urban school division in Virginia. While not generalizable to all school settings, strategies associated with discipline sanctions, curriculum programming, instructional experiences and school relationships are provided.<br>Ed. D.
11
Luce, Dondi Lea, and Dondi Lea Luce. "The Role of the Principal in Developing a Climate of Academic Optimism in Public Elementary Schools Serving Students from Low-Income Family Households." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626313.
Full textAbstract:
This study described how principal leadership, consisting of both capacities and practices, advanced a climate of academic optimism among faculty to improve the achievement of all students including those from low-income family households within two public elementary schools in southern Arizona. Participants in the multiple embedded replication case study included one principal, five teachers, and one parent from each school. Semi-structured interviews, school observations, and document analysis were incorporated within the study.
Findings revealed that peer observations helped build collective efficacy among teachers and required principal leadership to occur in a systemic manner. Interpretive analysis further demonstrated that principal leadership was valuable in developing academic emphasis within the school. Moreover, the principal was a powerful role model for cultivating trust between teachers and parents. An unexpected finding was that the leadership capacities and practices were not as precisely divided or separated as indicated by the conceptual framework. Rather, the capacities and practices were highly interrelated and mutually reinforcing.
Based upon the analysis of patterns across cases, it was determined that the principals’ leadership capacities and practices influenced the climate of academic optimism. As a specific example, the principals studied utilized the bureaucracies within their schools to enable the work of teachers. Furthermore, the principals’ capacities of self-awareness and internalized moral perspective guided their vision of schooling. Compelling evidence was found for each capacity and practice detailed within the conceptual framework, and they were demonstrated in unique ways based on the specific circumstances of the site as well as the principal’s individual leadership style. The conceptual generalization from this interpretative qualitative case study suggests that, in terms of principal leadership, both “Who you are, and what you do, matter.”
12
Thomas, Kathryn 1948. "Who Leaves and Why: an Examination of Latino Student Attrition from a Selective Public School Thematic Choice Program in San Antonio, Texas." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278796/.
Full textAbstract:
This study was conducted to examine the problem of attrition from a public middle school foreign language enrichment program by students who were admitted on the basis of superior grades, test scores, and recommendations from their teachers, counselors, and parents. The study took place in inner-city San Antonio and involves Latino sixth and seventh graders from mostly low-income families. Literature pertaining to school choice options, education of Latino students, and student attrition was reviewed. Research questions pertained to the differences in characteristics of students staying in the program and leaving it and in the reasons students gave for their decisions to stay or leave. In addition, the efficacy of an existing student attrition model, modified for this study, was tested for organizing data. Data sources included surveys of students and teachers, interviews with administrators and counselors, and school records. Logit regression analysis revealed two factors linked to student persistence in the program to be significant to the .01 level: student involvement in the initial decision to apply to the program, and the presence of a student's best friend at the school the student attended. A third variable approached significance (at the . 10 level): the student's score on the math subtest of a criterion-referenced test given statewide. Recommendations to the district program administrators include incorporating the math subtest score on the statewide instrument into the screening process and providing more and better information to parents and students who are eligible and wish to apply for acceptance into the program.
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Santos, GÃnesson Johnny Lima. "Certain words to the wise are enough: Lexical and discursive analysis of the representations of Spanish language by students from public school." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17190.
Full textAbstract:
Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico<br>Neste trabalho analisam-se as representaÃÃes sociais (RS) sobre o espanhol/lÃngua estrangeira (E/LE), construÃdas e partilhadas, via discurso, por alunos da rede pÃblica cearense de ensino. Para tanto, partimos do pressuposto de que hà RS sobre o espanhol, caracterÃsticas a esse grupo social, que podem depender da escola ou dos seguintes fatores: (1) a modalidade educacional (regular e a profissionalizante) e o (2) contato prÃvio ou paralelo com referida lÃngua ao Ensino MÃdio. Assim, delimita-se um campo associativo geral, constituÃdo por lexias associadas ao termo indutor âlÃngua espanholaâ, evocadas atravÃs de testes de associaÃÃo livre de palavras, a partir do qual figura-se um nÃcleo central das representaÃÃes sobre o objeto investigado, evidenciando-as, portanto. A pesquisa baseia-se, sobretudo, nos trabalhos de Moscovici (1978, 2003), Abric (1994, 1994a, 1994b, 2001), Doise (1992), Jodelet (2001), Harrà (2001) e Sà (1996, 1998, 2002), com relaÃÃo à Teoria das RepresentaÃÃes Sociais; em Moita Lopes (2011) e Guy Cook (2013), no que diz respeito à LinguÃstica Aplicada; em Saussure (2007), Vilela (1979), Pottier (1978) e van Dijk (2003), no tocante ao lÃxico, categoria linguÃstica utilizada como vetor de representaÃÃes; alÃm dos documentos parametrizadores do ensino PCNEM (2000), OCEM (2006) e REM-Seduc/CE (2008), quanto Ãs discussÃes sobre ensino e aprendizagem de lÃngua. A pesquisa conta com a colaboraÃÃo de 24 estudantes, distribuÃdos em quatro grupos focais, selecionados atravÃs da aplicaÃÃo de um questionÃrio sondagem. AlÃm dos testes, os dados foram gerados por meio de entrevistas semiestruturadas realizadas aos grupos. A partir da anÃlise, constatou-se que a base das representaÃÃes construÃdas e partilhadas pelo grupo sobre a lÃngua gravitavam em torno de trÃs principais thematas: âespanhol à CULTURAâ, âespanhol à AQUISIÃÃOâ e âespanhol à LUGARâ. Desse modo, evidenciaram-se representaÃÃes sobre lÃngua espanhola como cultura, cultura espanhola, lÃngua massificada, lÃngua fÃcil, âarmadilhaâ, como saber, sistema/cÃdigo linguÃstico, instrumento de comunicaÃÃo, elo, lÃngua atraente e âlÃngua novaâ. Por fim, pudemos afirmar, porÃm, que as representaÃÃes nÃo sà orientam atitudes e percepÃÃes sobre a lÃngua, podendo se constituir como um fator condicionante da aprendizagem, como tambÃm o inverso à verdadeiro, ou seja, a forma como a aprendizagem do objeto se dà tambÃm condiciona e orienta percepÃÃes e atitudes em relaÃÃo a este.<br>In this research, we analyze the social representations (SR) of the Spanish/ foreign language
(S/FL) which are build and shared via discourse by students from the public education
Network of CearÃ. For that we assume that there's RS about the Spanish language, which are
common in this social group, that may depend on the school or on the following factors: (1)
the educational mode (regular and professional) and (2) previous contact or parallel contact
with the language in High School. Thus, we delimitate a general associative field that is
composed by lexias associated with the inductor term âSpanish languageâ, evoked through
free association tests of words, from which figures a central core of the representations related
to the investigated object that, consequently, highlights them. The research is based on the
works by Moscovici (1978, 2003), Abric (1994, 1994a, 1994b, 2001), Doise (1992), Jodelet
(2001), Harrà (2001) and Sà (1996, 1998, 2002), regarding the Social Representations
Theory; in Moita Lopes (2011) and Guy Coock (2013), regarding Applied Linguistics; in
Saussure (2007), Vilela (1979), Pottier (1978), van Dijk (2003) regarding the lexical aspect, a
linguistic category perceived as a vector of representations besides the documents PCNEM
(2000), OCEM (2006), REM-SEDUC (2008) as for the discussions related to teaching and
language learning. This research has the support of 24 students distributed into four focal
groups, which were chosen through the application of a questionnaire. Besides the tests, the
data was also generated by semi-structural interviews conducted in the groups. Based on the
analysis, it was found that the basis of the representations about the language built and shared
by the group gravitates around three main thematas: âSpanish is CULTUREâ, âSpanish is
ACQUISITIONâ and âSpanish is PLACEâ. Thus, it was possible to identify representations
of the Spanish language as culture, Spanish culture, massified culture, easy culture, âa trapâ,
that is, system/ linguistic code, communication tool, link, attractive language and ânew
languageâ. Ultimately, we can argue, however, that the representations do not only orientate
the attitude and perceptions about the language, since they can also be a conditioning learning
factor, but also that the inverse is a fact, which means that the way the object is learned also
determines and orientates the perceptions and attitude towards it.
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Carnaúba, Fernando Amaral. "Teachers\' grading patterns and student learning: evidence from São Paulo state public schools." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-22022016-104726/.
Full textAbstract:
We propose a new method for measuring teacher grading standards that is based on the Item Response Theory framework, and investigate the relationship between teacher grading standards and student learning in São Paulo State public schools in light of this new approach. We simulate a policy in which student achievement in a standardized examination (Saresp) is used as the passing grade criterion, setting a unique grading standard for each grade and subject that would substitute the current teacher-defined grading. We estimate the optimal standards that maximize student achievement under this policy, and compare them with the standards estimated for each individual teacher. Our estimates indicate that teachers currently apply standards that are, on average, more lenient than the optimal policy standards<br>Neste trabalho propomos um novo método para a medição do padrão de avaliação dos professores, fundamentado na Teoria de Resposta ao Item. Investigamos, com base no novo método, a relação entre o padrão de avaliação do professor e o aprendizado do aluno. Nós simulamos os potenciais resultados de uma política de aprovação de alunos baseada exclusivamente em um teste padronizado (Saresp), que implicaria em um padrão de avaliação único para cada série e disciplina, em substituição à política atual em que os professores são responsáveis pela definição sobre a aprovação de seus alunos. Estimamos os padrões de avaliação ótimos sob esta política, do ponto de vista da maximização do aprendizado dos alunos, e comparamos estes valores com os padrões de avaliação estimados para cada professor. Nossas estimativas indicam que os professores utilizam atualmente padrões de avaliação que são, em média, mais lenientes do que o padrão de avaliação ótimo estimado para a nova política
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Wright, Kristen Dara. "A Case Exploration of Art Therapy from Three Theoretical Perspectives with a Non-Public School Student." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/78.
Full textAbstract:
This case study was conducted with a single elementary student from a non-public school setting with the use of art therapy as a treatment modality. The research explores case material through three different theoretical lenses. Three theories chosen were cognitive behavioral theory, psychodynamic theory, and narrative theory. Four questions were formed from each of the three theories to process the data. During the analysis, it was discovered that the three theories were consistently informing and integrating with each other. The integration demonstrated the potential for the theories to work together. Each theory’s perspective and emphasis was different and the perspectives were enhanced through the integration process. The final theoretical perspectives are explained in the findings.
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Leon, Garcia Maria Alejandra. "Mexican Educational Policy Implementation: A Study on Outward Migration as a Social Influence in the Primary School Classroom." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298661815.
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Pereira, Thiago Ingrassia. "Classes populares na universidade pública brasileira e suas contradições : a experiência do alto uruguai gaúcho." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/98599.
Full textAbstract:
O tema central desta pesquisa é a democratização do acesso ao ensino superior. Pensar a universidade pública brasileira e seu acesso às classes populares é uma tarefa que me implica como pesquisador e sujeito político. Articulando as dimensões ontológicas, epistemológicas e metodológicas, situo minha atividade de pesquisa a partir do campo da Educação Popular. Nesse sentido, tomo a recente experiência de conquista e instalação da Universidade Federal da Fronteira Sul (UFFS), em especial, do Campus Erechim, Rio Grande do Sul, como um “inédito-viável” e procuro discutir os desdobramentos da presença das classes populares na nova universidade, tendo em vista o projeto “popular” que acompanha a gênese da universidade que emerge no cenário educacional brasileiro. Considero que uma nova universidade não nasce no vazio, por isso, situo os primeiros passos da instituição presente nos três estados da região sul do país a partir do contexto do ensino superior em nível nacional e regional, dos propósitos do Plano de Reestruturação e Expansão das Universidades Federais (REUNI), política pública constituída em 2007, e do papel exercido pelo Movimento Pró-Universidade, que é um coletivo de movimentos sociais com atuação na Mesorregião da Grande Fronteira do MERCOSUL. Contudo, nesta pesquisa não procuro realizar uma avaliação da política governamental de expansão da universidade pública e nem historicizar o processo que culminou com a criação da UFFS, mas meu principal objetivo é interpretar a presença da UFFS/Erechim na região do Alto Uruguai gaúcho a partir da compreensão daqueles que historicamente estavam “fora” da universidade: os estudantes do interior do país, de estratos da classe trabalhadora e frequentadores da escola pública. Entendo que mesmo os estudantes que ingressaram na universidade nos seus primeiros três anos (2010-2012) estão, do ponto de vista material e simbólico, “fora” do padrão tradicional do universitário de instituição pública federal. Considero que a relevante presença de estudantes oriundos da escola pública e a instalação de Campus universitário em cidades médias e pequenas do sul do Brasil, nos oferta um interessante cenário que precisa ser sustentado politicamente e entendido cientificamente. Pela minha condição de parte do processo, estranho esse familiar chamado UFFS/Erechim e procuro ouvir as vozes e os silêncios das pessoas que compartilham da possibilidade de realização do projeto popular de universidade. Para essa escuta sensível das classes populares dos municípios que integram a 15ª Coordenadoria Regional de Educação (CRE), adotei três ações: 1) fui até uma amostra de escolas públicas e dialoguei com os estudantes concluintes do ensino médio em 2013; 2) realizei uma pesquisa exploratória acerca do perfil dos calouros da UFFS/Erechim em 2012; 3) examinei dez memoriais formativos de estudantes de origem popular e bolsistas do PET/Conexões de Saberes, que ingressaram na universidade federal em seus dois primeiros processos seletivos. Dessa forma, este trabalho de pesquisa-ação sinalizou para as contradições presentes na relação das classes populares da região com a nova universidade pública. Se por um lado a universidade é gratuita e mais perto do local da moradia, por outro lado as necessidades imediatas de sustento material combinada com a baixa autoestima não tornam, de fato, o acesso ao ensino superior uma tarefa simples.<br>Democratization of access to higher education is the main theme of this research. Thinking about Brazilian public university and its access to the popular classes is a work that involves me as a researcher and political person. Articulating the ontological, epistemological and methodological dimensions, I place my research activity in the field of Popular Education. This way, I have the recent experience achievement and installation of the Universidade Federal Fronteira Sul (UFFS), in particular, the Erechim Campus, Rio Grande do Sul, as an "untested feasibility" and I try to discuss the widespread presence of the popular classes in the new university, having the view of the "popular" project that accompanies the genesis of the university that emerges in the Brazilian educational scenario. I believe that a new university is not born in a vacuum, that’s why, I set the first steps of the present institution in the three states of the southern region of the country, beginning from the higher education context at the national and regional level; from the purposes of the Plano de Reestruturação e Expansão das Universidades Federais (REUNI), public politics established in 2007; and also from the role played by University Pro- Movement, which is a collective of social movements working in the Greater Region of the Great Frontier of MERCOSUR. However, in this research I do not try to perform an evaluation of the government's policy of expanding public university, nor do I try to list the historical process that culminated in the creation of UFFS, but my main aim is to interpret the presence of UFFS/Erechim in the Upper Uruguay gaucho region from understanding of those who were historically "outside" the university: students from the countryside, from the stratum working class and public school goers. I understand that even students who entered the university in its first three years (2010-2012) are; from the material and symbolic standpoint; "outside" the traditional standard of university students of federal public institution. I believe that the significant presence of students from public schools and the University campus facility in medium and small cities in southern Brazil, gives us an interesting scenario that needs to be sustained, politically and scientifically understood. For my condition of part of the process, I find the family called UFFS/Erechim strange, so I try to hear the voices and silences from people who share the possibility of performing the popular university project. For this sensitive listening of popular classes from cities that make up the 15th Regional Coordination of Education (CRE), I adopted three actions: 1) I went to a sample of public schools and dialogued with the graduating high school students in 2013, and 2) I conducted an exploratory research on the profile of freshmen UFFS/Erechim in 2012, 3) I examined ten training memorials of students and scholars from popular origin of PET/Conexões de Saberes, who joined the federal university in their first two selection processes. Thus, this research - action signaled the contradictions present in the relationship of the popular classes in the region with the new public university. If on one hand the university is free and closer to the house, on the other side the immediate needs for material support combined with low self-esteem do not make it, in fact, access to higher education a simple task.
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Vavilov, Elena Maria. "Lessons about activism from a Swedish high school student : A rhetorical analysis of Greta Thunberg’s public speeches on climate change." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Medie- och kommunikationsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46317.
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On the 15th of March 2019, more than 1.6 million students have protested in 125 countries against the climate change effects, as part of the Fridays for Future movement. The manifestations represented the biggest day of global climate action ever taken, according to media outlets. At the core of this movement stands Greta Thunberg, a Swedish 16-year old climate activist and a Nobel Prize nominee, whose actions and speeches serve as inspiration for both students and adults. With a focus on environmental communication and climate activism, this research aims to find how the teenager addressed climate change topics and how she succeeded in conveying her ideas to audiences. It discusses how the rhetoric was constructed within her speeches, and which of the argumentative elements gave Greta Thunberg the ability to convince the public. The study combines frame and rhetoric analysis with a focus on the text of the speeches that Greta Thunberg delivered in three major international events. The purpose is to observe and understand the nature of Greta Thunberg’s activism by analyzing how the high school student used the linguistic tools and tactics in her public speeches, and to explore a few theories within the text: the issue framing of the climate crisis; the argumentative and discursive techniques that helped her to gain media and public attention. The thesis concludes that the evolution of Greta Thunberg’s climate activism, from ‘no attention’ to global reputation, is based on grassroots activism, particular personality features, and efficient use of rhetoric devices combined with moral purpose argumentation.<br><p><strong>Acknowledgements</strong></p><p>I take the opportunity to thank my Master thesis supervisor professor Paola Sartoretto, from Stockholm University, for the valuable professional support that she offered. Additionally, I thank professor Mia Verhoeff Friman from Jönköping University, for her useful remarks and input during this 2-year Master’s Program.</p><p>Last but not least, I want to express my gratitude for all the encouragement I received in my efforts to attend this program and to address special thanks to my mother Otilia for her continuous guidance and love, for always believing in me, and for being my role model as a mother, woman, teacher, and respected professional.</p>
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Clarke, Deborah Anne. "An analysis of lawsuits based on student injuries in public school physical education and athletic programs in the United States from 1980 to 1984." Thesis, Virginia Tech, 1985. http://hdl.handle.net/10919/45716.
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The purpose of this study was to locate, examine, classify and analyze lawsuits based on student injuries due to alleged negligence in public school physical education and athletic programs in the United States during the period of 1980 to 1984. A preliminary investigation of the American Digest System revealed appropriate case citations for this study. Each citation was used to locate the lawsuit in the respective regional reporter of the National Reporter System. Each case was thoroughly studied and reported.
The analysis of cases revealed that 21 sports-injury lawsuits in physical education and 24 in athletic programs occurred during this time period. Twenty-one lawsuits involving playground or other injuries were also examined for related information. Each case was classified and discussed according to the primary area of alleged negligence. These primary areas included standard of care, adequacy of instruction, adequacy of supervision, adequacy and safety of facilities and equipment, adequacy and safety of protective equipment and other related areas.
Of all of the cases discussed in this study, 23 were ruled in favor of the plaintiff, with 15 held for the defendant. The doctrine of governmental immunity was upheld in 28 of the cases. The legal liability of school districts and boards of education and that of physical education teachers and athletic coaches was determined from this analysis. The status of governmental immunity and current trends of the court decisions were also discussed. The study concluded with implications for the field and recommendations for further study.<br>Master of Science
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Ogbu, Chukweumeka, Sheryl Strasser, Casey Morrell, Nicole Holt, and Shimin Zheng. "Association Between Physical Fighting and Risk Factors in Middle School Students in Tennessee: Data from the 2013 Tennessee Youth Risk Behavior Survey." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/116.
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Fišerová, Jana. "Earnings expectations of first year university students and ex ante rates of return to investment in higher education : evidence from English Business Schools and Czech Faculties of Economics." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/11119/.
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This research provides evidence from three Czech Faculties of Economics and one English Business School on students‟ expectations regarding their investment in higher education. It examines the expected earnings from which rates of return are calculated using the short-cut method, and ex ante risk is estimated using the coefficient of variation. Micro-level data have been collected specifically for the purpose of this study using a repeated cross-sectional survey. In addition to personal and socio-economic characteristics, first year students were asked to estimate their earnings with and without a university degree at two points in time – at the point of labour market entry and ten years later, and at three levels of probability – minimum, most likely and maximum. This study aims to investigate the factors that influence the expectations and to determine whether students act rationally as investors and according to the theory of human capital. Earnings expectations have been found to increase with education and experience. Students expect their earnings to grow faster and further thanks to a university degree and expect their earnings at the point of graduation to be similar to the earnings they expected with ten years of post-secondary labour market experience. Students from high income families expect higher earnings than those from low income families. Women have been found to expect lower earnings than men and the gender-pay gap increases with education and experience. Students from England expect higher earnings than their Czech peers. The findings reveal that a very large majority of students act according to the theory of human capital by expecting at least zero rates of return, and that there is a positive relationship between returns and risk and thus that students act rationally as investors. The average rate of return expected by English students is around 23% while those expected by Czech students range from 14% to 18%. Gender differences in rates of return were identified in England with women expecting higher rates of return. Nevertheless, it is concluded that gender differences in rates of return should be reported on in the context of risk-free rates of return otherwise the results may be misleading. Average ex ante risk associated with university education is the coefficient of variation of 0.35, which is similar to a randomly selected financial portfolio of 30 stocks. The expected risk-return trade-off is large; for a 1.1pp increase in risk men expect to be compensated by a 1pp increase in the rate of return while women expect for every 2pp increase in risk a 1pp increase in the rate of return.
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Rodebaugh, Linda S. "Perceptions of nontraditional African American baccalaureate nursing students of their persistence in or departure from an urban nursing program." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063420.
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The purpose of this naturalistic qualitative inquiry was to determine perceptions of experiences of nontraditional African American nursing students regarding their persistence in or departure from a baccalaureate degree nursing program. The literature reflects that although more people of color are enrolling in higher education, graduation rates remain dismal. Many studies have examined the problem from an institutional viewpoint with a focus on retention and attrition. The present study laid out a blueprint for qualitative research and focused on the individual student so that the problem was approached from the angles of persistence and departure. A bi-polar model of this educational issue was proposed to demonstrate this concept.Convenience sampling was used to identify participants who were assigned to separate focus groups. One group was composed of participants who were departers due to academic dismissal. The second group was composed of participants who persisted and were either currently enrolled or had graduated. Interview guides were developed and participants were interviewed in a focus group setting, followed by individual interviews. Data analysis identified emergent themes from the transcribed interviews that fell into the categories of educational climate, myth of homogeneity, and desire for a level playing field.The findings suggest that African Americans attending predominantly White institutions continue to face racism and oppression, supporting the conclusion of previous researchers on these issues. Implications from this study concluded that to reflect the changing demographics in society, higher education and specifically nursing education must become more inclusive.The conceptual framework for this study was based on the theories of McClusky (1963) from the field of adult education; and Tinto (1975, 1993) prominent in the field of higher education. McClusky's Power/Load/Margin Theory was found to be minimally supportive in describing the experiences of nontraditional African American BSN students. Participants identified barriers that related solely to their status as African Americans and thus eroded the level of Margin. Tinto's longitudinal model of institutional departure was found to be applicable to students who leave due to academic dismissal, an area not previously addressed in the model. Recommendations for further research were given.<br>Department of Educational Leadership
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Nield, Robert, and n/a. "Alientated students' perceptions of school organizational health." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060824.130208.
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This thesis explores alienated students' perceptions of the organizational health of a
Year 7 to 10 A.C.T. high school. The study emerged at the theoretical level from a
concern that school effectiveness studies focussed too narrowly on student academic
attainment as an indicator of an effective school. A broader view of effectiveness
would hopefully show that in the case of comprehensive co-educational government
high schools, student alienation could have a powerful effect in undermining the
achievement of academic goals in such schools.
Because these schools have little control over their student clientele and require
compulsory student attendance until age 15, it seemed a degree of alienation was
inevitable. The task for high school administrators, it was hypothesized, lay in
minimizing these alienation levels in order to reduce the impact such student
alienation might have on other school effectiveness indicators like teacher
commitment, teacher morale and time on task in classes.
My experience as a practitioner, in the Student Welfare area of a large ACT
government high school, also indicated that the traditional "top down" strategy of
much research in the field of Educational Administration that concentrated on the
perspectives of principals and teachers only gave one view of the processes within a
school. The other, complementary "bottom up" view came from students. In
particular, it was hypothesized, the perspectives the most alienated students in a
government high school held towards the organizational health of the school might
represent an unusual test of school effectiveness.
This was because the commitment of such students towards the school and its stated
academic goals was most problematic. The promotion of a school "culture" or
"ethos" that could integrate low level and high level alienation students, and thereby
foster school effectiveness, appeared to be possible only to the extent that high level
alienation students could be kept on side or neutralized by high school
administrators.
These speculations were largely confirmed in this study. Apart from the interaction
of sex and year level with alienation, the other major finding was that teacher
consideration, or the extent to which teachers show concern for students as
individuals, was the only organizational health dimension that produced a significant
difference between students on the basis of alienation level.
In short, the study is not concerned with student alienation as such. Rather it is
concerned with understanding how alienated students perceive a relatively effective
school. This would hopefully enable that alienation to be minimized and managed.
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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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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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Hicks, Priscilla Lafond. "Challenges Public School Teachers Face Teaching Military Connected Students." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97905.
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Many military children face obstacles during their lives, and these obstacles can affect their classroom environment due to their mobility, social-emotional behavior, and academics. The purpose of this study was to identify challenges, if any, that teachers indicate exist while educating military-connected students in public schools and teacher actions to address any challenges. Existing literature on military connected students and teacher perceptions of military-connected challenges was reviewed.
This study examined teacher perceptions of the challenges, responses to challenges and training these teachers experienced while teaching military-connected students.
A Likert-type survey of questions was administered through an online survey tool to elementary school teachers in two public school divisions in Virginia. The survey instrument was developed by Mittleberg (2014). After collecting the data, the researcher examined and analyzed data based on the survey responses. The following research questions were addressed: <ol>
<li>What challenges do teachers identify related to educating military-connected students?</li>
<li>What practices do teachers use to address the perceived challenges?</li>
<li>What do teachers indicate as their level of training to teach military-connected students?</li></ol>
The study concluded with eight findings and eight implications. The findings provided teachers with the tools necessary to address the needs of military-connected students as well as provided schools and school divisions with information that could impact their professional learning decisions.
Findings included but were not limited to how teachers perceived that assessment of students' background knowledge was a challenge when teaching military-connected students, how filling in students' knowledge gaps was a challenge, and how adjustment to students leaving and arriving at various times during the school year were a challenge when teaching military-connected students. A few implications were, school leaders should investigate ways to assist teachers in assessing students' background knowledge. It should be a consideration that personnel be provided with resources to help focus on meeting the needs of the students who have knowledge gaps and the development of a handbook of team building and getting to know you resources should be given to teachers to assist in building a strong classroom environment.<br>Doctor of Education<br>There are many public school divisions in the United States that service military-connected students. Of the 132 school divisions in the Commonwealth of Virginia, there is at least one military-connected student in each school division. According to Wykes (2015), Virginia is one of the top 10 states for military presence with 10% (Wykes, 2015, p. 23). Teachers in these school divisions face perceived challenges that need to be addressed. Some of those challenges include mobility, academics, and the social-emotional well-being of the military- connected student. This quantitative study focused on the perceived challenges public school teachers face when teaching military-connected students. Data were collected using a Likert-type survey with participants from two school divisions who service military-connected students. There were limitations in this study beyond the researcher's control such as the accuracy and honesty by the respondents and response rate.
This study produced eight findings and eight implications. Of the eight findings, three were teachers perceived the adjustment to students leaving and arriving at various times, having a routine in place when new military-connected students arrive into the classroom after the start of the school year, and receiving the level of training needed to prepare them to support parents/guardians of military connected students in their classroom were a challenge. A few of the implications included, the need for teacher preparation programs to address the challenges military connected students face, the development of a handbook of team building activities for teachers to use in the classroom as a resource and the need for resources that could focus on meeting the needs of students' knowledge gaps to support those military connected students.
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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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Marsh, Louise, and n/a. "Physical aggression among high school students in New Zealand." University of Otago. Dunedin School of Medicine, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080710.115418.
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Recent New Zealand (NZ) research found rates of physical fighting and weapon carrying among high school students in Dunedin were equal to that of rates for the United States (US). The NZ Government has identified violence as a priority health issue. However, NZ is lacking information on the prevalence of the problem, and the identification of factors which may provide clues for prevention. The current understanding of the social context in which physical aggression takes place, has focused on risk factors that are present in the adolescents� ecological frame. Emerging protective factors are increasingly being recognised as major determinants that can moderate the adverse effects of risk factors. However, little research into protective factors has been conducted in NZ.
The aim of this thesis was to investigate physical aggression among adolescents in NZ. This was explored through four in-depth studies: i) a national survey of secondary school principals and counsellors ii) focus groups with students in Otago; iii) an online survey with students in Otago and iv) a survey with teachers in Otago.
The national survey of secondary school principals and counsellors points to a degree of concern about physical violence in NZ. One in ten reported fights occurred frequently, and over a quarter of principals and over one third of counsellors reported that at least one student at their school had been caught carrying a weapon.
Focus groups with Otago adolescents indicated that fights often began as verbal disagreements escalating to physical fights, that a fight should be defined as serious as opposed to a play fight; and differences were also found between fighting at school and outside of school. Participants suggested that items may be reported as weapons, even though they are not being carried for such purposes. Previous estimates of aggressive behaviours may have been unjustifiably high and possibly hid signifcant differences in the nature of the aggression being reported.
A quantitative cross-sectional online survey was undertaken with Otago secondary school students, and confirmed that physical aggression among NZ adolescents is a significant problem. Mutivariate analyses identified the school as an important factor in the social system of adolescents; in particular feeling safe, not feeling alienated and being treated fairly. The results highlighted the need to concentrate on strategies that improve students� positive engagement with school as a means to reduce physical aggression.
The final study of Otago secondary school teachers showed that while teachers did not consider physical aggression as a major problem in their schools, they did report frequent occurrences of physical fighting. Respondents also reported some teachers experienced significant physical aggression from students.
Physical aggression among NZ adolescents is a significant public health problem that needs addressing. This behaviour impacts directly on the education offered to students, the safety of the environment in which learning takes place, and the stress of the work place for teachers. This thesis has identified school engagement as the most promising protective factors for young people against involvement in physical aggression.
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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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Murphy, Mary Louise. "Public school uniforms : a case study of one school's experience /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7678.
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Checkley, Doug, and University of Lethbridge Faculty of Education. "High school students' perceptions of physics." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, 2010. http://hdl.handle.net/10133/2584.
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There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.<br>viii, 221 leaves ; 29 cm
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Chirimwami, Vincent Kiriza. "Influence of Educational Equity Policies on High School Graduation Rates for Black Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7618.
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The achievement gaps between White and Black students remain prevalent in American public schools. To resolve the problem, many school districts have developed equity-centered practices to improve high school graduation rates. The purpose of this quantitative study was to determine whether the (a) duration of exposure to educational equity policies, (b) percentage of economically disadvantaged students, (c) percentage of students with disabilities, and (d) percentage of limited-English-proficient (LEP) students are predictive of high school graduation rates for Black students in large school districts. This study was grounded in Schneider and Ingram’s social construction of target populations theory. Archival data of 466 case files from the regulatory 4-year adjusted cohort graduation rates and duration of exposure to educational equity policies were evaluated using a one-way ANOVA and a multiple linear regression. A statistically significant ANOVA indicated that large school districts without educational equity policies in place were associated with the numerically largest mean level of high school graduation rates (M = 79.73), while large school districts with 4 or more years of having educational equity policies in place were associated with the numerically smallest mean level of high school graduation rates (M = 75.48). The negative regression relationship between the percentage of economically disadvantaged students variable and the outcome variable predicted that an increase in low income students (22%) results in a 3% decrease high school graduation rates for Black students. While expressing reservation in interpreting the students with disabilities variable, the LEP variable was not significant. The findings of this study could contribute to positive social change through public policy development to increase chances of closing the education divide in America.
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Murray, Kantahyanee Whitt. "Aggression and perceptions of parenting among urban public middle school students." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/7860.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Public and Community Health. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Deschambault, Ryan. "Economizing education : fee-paying ESL students in a public high school." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55539.
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The reliance upon international students in Canadian education has resulted in a growth in research investigating students’ and institutions’ academic, social, cultural, pastoral, and (English) language learning experiences from a range of research perspectives and methodological approaches. Cumulatively these studies have resulted in more informed, better designed, and more reflexive programs and services. However, the majority of research has been conducted in tertiary settings, and thus overlooks the increasingly salient role of international students in K-12 public education in Canada, particularly in secondary schools. This year-long, ethnographic multiple case study examined the category of fee-paying international students (FIS) at the pre-tertiary level as it was realized across multiple actors, sites, and dimensions of the public education system. Broadly situated in a language socialization paradigm, the study first identifies how residency, funding, and English language function as key discursive resources in portrayals of FIS as they occur in K-12 education policy texts and in stakeholder accounts of FIS-related practices. The focus on policy and practices is followed by an analysis of four focal students’ experiences as FIS, which begins with a consideration of students’ homestay, socioeconomic, and (English) language circumstances outside of school. The analysis then concentrates on the most significant cultural process for FIS students’ school-based socialization: ‘getting out of ESL’. It highlights the situated, contingent nature of the process as it was constructed across school- and classroom-specific practices and interactions, but more consequentially, it describes how students’ economizing of the process of ‘getting out of ESL’ was central to their learning, to their varied trajectories, and thus was inextricably linked to the category of FIS. Through the multi-level account of the significance and impact of the category of FIS in a Canadian K-12 public educational setting, and the complexity that characterizes FIS socialization in that setting, the findings of the study underscore the fundamental, though often unacknowledged, relationship between the internationalization of K-12 public education and ESL services, teaching, and learning. In demonstrating how this relationship between FIS and ESL is relevant for students, teachers, and schools, the study identifies an important area for future research in applied linguistics.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Horobin, Margaret Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school /." St Andrews, 2009. http://hdl.handle.net/10023/693.
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Daniel, Alisa S. "Transitioning High School Students between Psychiatric Hospitalization and the Public School Setting| The Student Perspective." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842499.
Full textAbstract:
<p> Transitioning High School Students from Psychiatric Hospitalization into the Public School Setting: The Student Perspective There is evidence to suggest that connectedness to parent, school, and peers influences the student transition between psychiatric hospitalization and public high school (Millings et al., 2012; Murnaghan et al., 2014; Oldfield et al., 2016, Waters et al., 2014; Vaz et al., 2014). Exploring the student perspective of transition revealed practices and connections that strongly influenced the transition experience. The purpose of this study was to understand the experiences of high school students who transition between psychiatric hospitalization and the public high school setting, and the supports they perceived to exist during the transition process, if any. An interpretive qualitative design was considered the most appropriate methodology to understand the retrospective student perspective of the transition between settings (Merriam, 2009). Structured and semi- structured interviews were conducted with ten young adults from three counties in one state. </p><p> The theoretical framework for this study was complexity theory, which allowed a variety of outcomes to evolve from similar experiences. The conceptual framework included the concepts of stigma, academic and emotional supports, and connectedness to school, parents, and peers. Findings from the data analysis revealed three themes: (a) Participants felt little connection to school, family, or peers before hospitalization, which influenced perceptions of the transition experience; (b) Participants perceived a lack of academic support during the transition between hospital and high school; and (c) Participants perceived a lack of emotional support during the transition between hospital and high school. </p><p> This study expanded the literature by providing the student voice to the discourse regarding transition between psychiatric hospitalization and public high school. It is vital for district and school leaders to understand how to support students when they transition between psychiatric hospital and public school in order for them to successfully reintegrate into school and meet their academic potential.</p><p>
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Gronn, Donna, and res cand@acu edu au. "Teachers Mentored by Students in Using ICT." Australian Catholic University. Trescowthick School of Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010.
Full textAbstract:
Despite considerable expenditure by school systems on ICT in terms of hardware, software, and related professional development programs, the impact on classroom practice remains disappointing to many. Current models of teacher professional learning in ICT appear to have had minimal impact. Based in the interpretative paradigm, this thesis describes the experience of the participants in a unique professional development program in which students in Grades 3 and 4 mentored teachers in their school in the use of ICT. The study was undertaken in two schools in Melbourne, Australia, and involved the professional development of teachers in the use of digital cameras and related software. Following their initial training with the researcher in one school and a focus teacher in another, the children worked in pairs to conduct three semi-structured sessions with a teacher, mentoring them in the use of the technology. The children were also available to the teachers for further consultation or assistance. It was intended that the mentoring program would enhance teachers’ knowledge of the technology and also their classroom practice. This thesis reports the benefits of student mentors in ICT as seen by teacher mentees involved in the project. In particular, the focus of this study is on the teachers’ perceived effect of the student mentoring approach to professional development in relation to their skills and confidence with ICT, their classroom practice with ICT and their recognition of other values inherent in the program. Data were collected throughout the project in the form of surveys, interviews, observations and student and teacher journals. Using NVivo, these data were analysed into themes to ascertain teachers’ reported benefits of the program in relation to their skills, confidence and classroom practice with ICT. Findings of the project included the improvement in teachers’ skills and confidence and an impact on their thinking and practices with technology in the classroom. As well as these intended outcomes, teachers also reported a greater knowledge of their personal learning preferences, which influenced the way they saw the children’s learning and therefore their classroom practice. Child mentors flourished in the mentoring relationships, showing their prowess in mentoring teachers with ICT, with several surprising their teachers with their capabilities. Overall, the teachers were very positive about the mentoring experience and the influence it had on their confidence, skills and classroom practice. This study showed the potential impact of children as mentors of teachers in ICT, and offers a model for consideration by schools and school systems in the way in which they approach professional learning in ICT of their teachers.
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Jones, Irving Cornelius Sr. "Case Studies of Students Transitioning From an Alternative School Back Into High School." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28981.
Full textAbstract:
The purpose of this study is to identify critical elements that impact the transition of students who return from an alternative program back into their high school. In order to address the purpose of this study the following research questions have been investigated:
a. What are the critical elements that are reported as having impacted students' success or failure in making the transition from an alternative program back into high school?
b. What types of intervention strategies occur when students return to high school from alternative programs?
c. How are students returning from alternative programs achieving in terms of their grades, attendance and behavior?
In this study students and parents, along with administrators, counselors and teachers, share their understandings about the value of interactions and interventions. Their descriptions will help explain why some students achieve success and why some experience failure when they return to high school from an alternative setting.<br>Ed. D.
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Hancock, Kenneth Lee. "Funding inequity of Oklahoma's common schools from school year 82 to school year 89 /." Access abstract and link to full text, 1990. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9111083.
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Parent, Amy. "Bending the box : learning from Indigenous students transitioning from high school to university." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46127.
Full textAbstract:
The purpose of this study was to understand how the unique social, historical, cultural, and Indigenous knowledge contexts of Aboriginal communities in British Columbia shaped high school to university transitions for Aboriginal youth. To this end, the Northwest Coast bentwood box acted as a metaphor that framed the theoretical inquiry and methodology for this study, which examined four Aboriginal Early University Promotion Initiatives (AEUPI) and three Aboriginal University Transition Programs (AUTP) in British Columbia. In addition, I utilized Archibald’s (2008) storywork and Kirkness and Barnhardt’s (1991) 4Rs of Indigenous methodologies, with an additional 5th R (relationships). The study also drew upon Martin Nakata’s (2007) concept of the cultural interface, to analyze 32 interviews conducted with Aboriginal youth, and faculty and staff from the AEUPIs and AUTPs.
Key findings from the Aboriginal youth in this study suggest that learning about university through real-life experience offered by the initiatives/programs was meaningful. Second, both the AEUPIs and AUTPs provided youth with concrete opportunities to explore future academic and career pathways. Third, ensuring that the youth were provided with opportunities to develop relationships with positive Aboriginal role models in the university was seen as a success factor. Fourth, the AEUPI youth shared stories about the important leadership skills they developed as role models and mentors to younger youth in the initiatives, which in turn assisted them with their visioning process for university. Fifth, the students’ sense of belonging at university was fostered by relationships with AEUPI and AUTP staff, Indigenous student support staff, Elders, and faculty. Sixth, the AEUPI youth overwhelmingly agreed that the experiences they had in these initiatives led them to feel wholistically successful. However, the AUTP youth had a conflicting experience. Ultimately, insights from the youths’ stories suggest that the future of AEUPIs and AUTPs is a promising one if universities take heed. To this end, all participants in the study critically detailed how Canadian universities can apply a wholistic conception of the 5 Rs to Indigenous high school to university transition programs.
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Rickard, Megan L. "Public school superintendents' perceptions of schools assisting students in obtaining health insurance." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1262895549.
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Dissertation (Ph.D.)--University of Toledo, 2010.<br>Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Health Education." "A dissertation entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 160-181.
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DeLeo, Charla Brenta Spurlin. "Transitioning Students with Autism Spectrum Disorder from School to Society." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3438.
Full textAbstract:
High school administrators in a rural school district were providing transition planning to students with autism spectrum disorder (ASD) in order to meet postschool transition goals. Despite these efforts, few students with ASD were employed or enrolled in postsecondary training, and parents reported that they were dissatisfied with the postschool transition process. The purpose of this collective case study was to explore parental and staff perceptions of the postschool transition processes of students with ASD to increase the understanding of the practice related to postschool transitions. Guided by Tinto and Pusser's institutional framework, research questions were focused on the experiences of parents and staff, including teachers and support personnel, with the postschool transition process of students with ASD. A purposeful sample of 25 participants, including the first 10 parents of students with ASD who applied and the staff who supported them, were interviewed. Teachers were also observed during the postschool transition process. Archival postschool transition survey data were also analyzed. Themes were identified through application of open coding and thematic analysis to interviews, observations, and survey data and included: parents and teachers need support [reference guide and professional development (PD)] and stakeholder collaboration is crucial to success even though time is a constraint and skills prioritization is evident in Individualized Education Plans (IEPs). Teachers used IEPs to guide the postschool transition process, but parental concerns remained. Therefore, a PD for teachers and reference guide for parents were created for the local site to improve parental trust of the postschool transition process for students with ASD.
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Ochalski, Heather. "Inuit Students' Journeys from High School into Post-Secondary Education." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42772.
Full textAbstract:
Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada.
At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society.
This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.
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Ozsoy, Sibel. "Effects Of Eco-school Application On Elementary School Students'." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611706/index.pdf.
Full textAbstract:
This study was conducted to investigate the effects of eco-school application on elementary school students&rsquo<br>environmental literacy levels. Besides, effects of the
application on students&rsquo<br>views about environment were explored. The study was carried out during the spring semester of 2008&ndash<br>2009 academic year. Data of the
study were gathered from 316 students (grades six to eight) enrolled to two elementary schools. One of the schools was determined as experimental group (n = 156) and students attending this school received eco-school application. The
other school was set as control group (n = 160) and students enrolled to this school received traditional school application.
Environmental Literacy Questionnaire with four subscales<br>environmental knowledge, attitudes, uses and concerns, was used to determine students&rsquo<br>environmental literacy before and after the eco-school application. Also, students&rsquo<br>views about environment were clarified with a draw-and-explain task. At the end of the treatment, interviews were conducted with some eco-school students and teachers to determine their views about the application.
The results revealed that there were significant differences between control and experimental groups of different grade levels in terms of the all subscales of Environmental Literacy Questionnaire in the favour of experimental group. Additionally, students&rsquo<br>pre- and post- drawings showed that elementary school students&rsquo<br>views about environment mainly focus on three major themes<br>clean, polluted and both clean and polluted environment. The Chi-Square analysis revealed that there were significant associations between treatment groups and their views about the environment.
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Antestenis, Gwendolen K. "An Examination of the Effects of Students SES, School Funding, and Teaching Resources on Test Scores Among Ohio High School Students." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1175781770.
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Jasinksi, Jennifer Anne, and n/a. "Teaching adaptive behaviour to 'behaviour problem' high school students : an exploratory study." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060801.160735.
Full textAbstract:
The purpose of this study was to determine whether the
Adaptive Behaviour group intervention effected a greater
immediate positive change on 'poorly adapted' student locus
of control, self esteem, group evaluation and perceived
behaviour than Helping Skills, Relaxation Training or No
Intervention group after eight weeks.
The three independent variables - Adaptive Behaviour, Helping Skills and Relaxation Training Group Interventions
- were devised and led by the Researcher and two school
counsellors respectively.
Measurement of the dependent variables was by the use
of the following instruments pre-test and post-test: Locus
of Control Scale for Children (Nowicki Strickland 1972);
Coopersmith Self Esteem Inventory (Coopersmith, 1982); and
researcher designed questionnaires.
A pre-test post-test group design was used in the
study. The subjects were years 7-9 High School students
identified by Student Year Advisers and the Assistant
Principal Student Welfare as being 'poorly adapted' and
'well adapted' to the school environment. Students were
randomly allocated - in year groups - to the intervention
and control groups.
Results indicated no short term significant positive
change in locus of control for any intervention or
controlgroup; no short term significant positive change in
self esteem for any intervention group; no significant
correlation between locus of control and self esteem scores
for any intervention group; positive pre and post-test
group evaluations for all groups; some positive short term
change in teacher and student perceptions of student
behaviour in regard to all three interventions. In some
cases students' behaviour in the experimental group (Group
A) was perceived more positively by teachers and students.
Some recommendations for further research are:
replication of the study over a longer period of time with
some modification to the experimental programme, the
research design and methods of measurement.
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Pearson, Adrian D. "Media influence on deviant behavior in middle school students /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/pearsona/adrianpearson.pdf.
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Hayward, Peter C., and n/a. "From individual to social foresight." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20061108.153623.
Full textAbstract:
To this point in time humanity has successfully responded to the challenges to its
existence. A viewpoint becoming widespread is that humanity will have to respond
to even greater challenges to its existence in the future. If adequate responses are
not formulated to these emerging challenges then a dystopian future for humanity
is a strong possibility. While experience can teach us how to act in the future it is
the express intent of this research that we should not have to experience dystopia
in order to learn how to prevent it. The innate human capacity for foresight has
played a pivotal role in responding to past challenges, however, a more extensive
form of foresight will need to be developed to respond to these future challenges.
That form of foresight will need to be both individual and social in nature.
Part I of this thesis generates an original theory of how foresight could develop
in individuals beyond our innate capacities. The theory argues that foresight ca-
pacities develop through the expansion of individual consciousness, particularly the
individual's sense of `self'. The theory is synthesised from the work of a num-
ber of psychological researchers including Jean Piaget, Jane Loevinger, Lawrence
Kohlberg, Clare Graves, Susan Cook-Greuter and Ken Wilber.
Part II is a two year study of students undertaking a postgraduate course in
strategic foresight. The study is utilised to add preliminary empirical support to
the theory proposed in Part I.
Part III integrates the previous two parts to further elaborate the attributes and
dynamics of individual foresight development before describing how social foresight
capacity can emerge from individual development. Expanded individual and so-
cial foresight capacities are achievable, but cannot be assumed. The contribution
of this thesis is to give a theoretical base to such development and to outline fur-
ther research. The development of individual foresight and the emergence of social
expressions of foresight can offer preferable, and not dystopian, futures for both
current and future generations.
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Hayward, Peter. "From individual to social foresight." Australasian Digital Thesis Program, 2005. http://adt.lib.swin.edu.au/public/adt-VSWT20061108.153623.
Full textAbstract:
Thesis (PhD) -- Swinburne University of Technology, Australian Graduate School of Entrepreneurship, 2005.<br>Submitted to the fulfillment of the requirements for the degree of Doctor of Philosophy - Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2005. Typescript. Includes bibliographical references (p. 294-308).
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Parent, Jennifer Suzanne Stokes. "Students' Understanding Of Quadratic Functions: Learning From Students' Voices." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/376.
Full textAbstract:
The objective of this multiple case study was to examine how three pairs of high school students from a northern Vermont high school approached quadratic functions through traditional and multiple representation tasks. Four research questions were examined: 1) How do students think about the quadratic function as they work on a series of tasks? 2) What mathematical strategies do students employ when they work on a series of tasks related to the quadratic function? 3) How does the type of task, traditional versus multiple representation, impact students' understanding of the quadratic function? 4) What kinds of knowledge (procedural or conceptual) do students utilize when completing a series of tasks about the quadratic function? Qualitative research methods that utilized think-aloud protocols while students were engaged in four tasks pertaining to the quadratic function were employed in this study.
Results suggested that students tend to think about isolated parts of the problem when solving quadratic problems. Early on in their learning about quadratics, students primarily relied on procedural strategies such as think-alouds, gestures, algebraic formulas, converting equation forms, process of elimination, dissecting problems, backtracking, and drawing pictures. In addition, students preferred the standard form to the vertex form when solving quadratics and often confused the y-intercept of the standard form with the y-coordinate of the vertex when the function was in vertex form. Results also indicated that students preferred to algebraically solve a problem versus tabular or graphical strategies. By exploring how students approach the quadratic function through their own voices, this study offers some insight into the conceptions and strategies that students use for solving problems that involve the quadratic function as well as possibilities for how quadratics may be taught in high school.