Thesis (M.Psych.Ed.) - University of Queensland, 2005. / Includes bibliography.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 122-129).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Ethnocentrism is a cognitive bias whereby people and practices of other cultures are viewed and judged according to what is right and wrong in one's own cultural group. Social studies teachers, when teaching about peoples and cultures, implicitly, if not explicitly, try to prevent the development of an ethnocentric attitude in their students. The purpose of this study was to develop a valid and reliable ethnocentrism scale for use by social studies teachers to gain feedback of how a particular unit of study effected their students. The scale can be used as a pre-post test measure before and after a course or unit of study. The known California E-scale, British Ethnocentrism Scale, and Australian Ethnocentrism Scale became the models for the construction of this scale. The developed ethno-centrism scale is a 30 item Likert summated rating scale using six response steps ranging from "agree very much" to "disagree very much". To insure content validity, test items were based on interviews with members of several minority groups in the Lower Mainland of British Columbia to gather information about practices and customs particular to their culture. The whole study was conducted using grade eight and nine students from four junior high schools in one Lower Mainland School District. The pool of test items were administered to approximately 550 subjects to gain data for item and factor analysis. Two ethnocentrism scales were constructed using items with high reliability rankings. The two forms were administered to groups of students to establish whether the forms were statistically parallel. The forms were not statistically parallel. One form using items with high item reliability rankings was constructed. An intervention study was conducted to check for construct validity. Eight social studies classes in one school were divided into experimental and control groups. The experimental classes were exposed to a three day lesson on ethnocentrism. The developed scale was used as a posttest measure. A significant difference between the two groups was reported. The experimental group means were significantly lower (p < .05), less ethnocentric, than control group means. Finally, the scale was administered to 215 students to gather data for test-retest reliability. At this stage the students were also administered a dogmatism scale and a self concept scale to check for concurrent and construct validity. Test-retest coefficent was high (p = .83) and the Hoyt reliability coefficent for test consistency was high for all administrations of the form ranging from .87 to .94. Recommendations for use of the developed ethnocentrism scale and areas for future research were based on the findings. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

"It is true that almost every school has some form of organized athletics, clubs, and other activities to aid in consuming some of the leisure hours and in developing desirable characteristics in their members. The field of education recognizes the basic human need for wholesome use of leisure time according to Nash. Modern education also affirms that individual differences in interests are enormous and vary tremendously from individual to individual within a group. With all these variations a great amount of grouping still takes place. It therefore stands to reason that there are certain factors which aid in determining how people spend their leisure time, and how people within a group are similar. Some of these factors are age, sex, intelligence, socio-economic status, and availability of opportunity to participate. This study will endeavor to investigate three factors, namely, sex, intelligence, and the change of participation during the various seasons of the year"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: William J. Tait, Professor Directing Study. / Includes bibliographical references (leaves 51-52).

No description available.

This is a study to determine to what extent the social needs of the rural high school students of Parker County, Texas, are being met by the present school program.

This qualitative dissertation conducted a critical discourse analysis of youth and adult discourses about the transition to high school. Despite being a well-researched field, studies of the transition to high school and interventions in the transition to high school do not prioritize youth perspectives. To remedy this shortcoming and examine youth discourses, I collected data from youth giving advice about beginning high school on TikTok. By conducting a critical discourse analysis of these videos and comparing discourses from school website data and school counseling textbooks, I developed findings that showcase the complexities of the transition to high school and call into question views based solely on academic measures. Youth and adult discourses agree that timeliness, organization, and self-knowledge are important for a successful transition. Youth discourses uniquely focus on advice to avoid relational violence and present an ambivalent view of friendship. Discourses of school tours that showcase amenities and serve as advertising for the school are uniquely adult. I used these findings to theorize the transition to high school as a curriculum and call for a vision of youth and adults co-creating the transition-as-curriculum.

Kim, Ji Hye. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 68-74). / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES AND FIGURES --- p.v / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF STUDY --- p.1 / Chapter 1.2 --- LAYOUT OF THESIS --- p.4 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- DEFINITION OF SCHOOL LIFE SATISFACTION --- p.5 / Chapter 2.2 --- STUDENTS' SOCIAL RELATIONS AND SCHOOL LIFE SATISFACTION --- p.8 / Chapter 2.3 --- SOCIAL RELATIONS AND KOREAN CONTEXTS --- p.19 / Chapter 2.4 --- FOCUS OF THESIS --- p.20 / Chapter CHAPTER THREE --- THE EMERGENCE OF THE HIERARCHICAL SCHOOL SYSTEM IN SOUTH KOREA --- p.21 / Chapter 3.1 --- EDUCATIONAL EXPANSION DURING THE COUNTRY'S ECONOMIC DEVELOPMENT --- p.21 / Chapter 3.2 --- THE EMERGENCE OF ELITE HIGH SCHOOLS AND THEIR REPID DEVELOPMENT --- p.22 / Chapter 3.3 --- VOCATIONAL HIGH SCHOOLS EDGED OF THE HIERARCHY OF HIGH SCHOOL SYSTEM --- p.25 / Chapter CHAPTER FOUR --- METHODOLOGY AND RESULTS --- p.30 / Chapter 4.1 --- HYPOTHESES --- p.30 / Chapter 4.2 --- DATA AND SAMPLES --- p.30 / Chapter 4.3 --- VARIABLES --- p.31 / Chapter 4.4 --- METHOD AND ANALYTICAL STRATEGIES --- p.33 / Chapter 4.5 --- RESULTS AND FINDINGS --- p.38 / Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION --- p.51 / Chapter 5.1 --- MAJOR FINDINGS AND DISCUSSION --- p.51 / Chapter 5.2 --- ADDITIONAL FINDINGS --- p.56 / Chapter 5.3 --- THE SOCIOLOGICAL IMPLICATION --- p.58 / Chapter 5.4 --- LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH --- p.59 / Chapter 5.5 --- CONCLUSION --- p.60 / APPENDIX A --- p.62 / APPENDIX B --- p.65 / REFERENCES --- p.68