The purpose of this study was to discuss and validate the benefits of surf camps. Additionally, the results of this study will aid the further research of adolescents achieving higher self-esteem levels, increased positive self-worth, and behavior change through non-traditional sports. The primary research question asked for this study is "How do non-traditional sports, such as surfing, affect self worth, self-esteem, and positive behavior change?" A survey was used to collect data among surf camp subjects. The participants, ranging from ages 8 to 18, consisted of two focus groups totaling 33 participants, with 17 subjects used for the final data collection. Participants were enrolled in the week long surf camp with Titus International Surf School in Virginia Beach, Virginia. Results suggested that obstacles, such as funding and legislation continue to challenge educational leaders, so the physical education systems that have been put into place must be reevaluated. Non-traditional sports can increase self-esteem, self-worth levels, and behavior change. This exploratory study begins with the development of alternative health and physical education programs, which will help the advancement of health regimens already in place. Some progress has been made in schools since the late 1990's, but advancement in new programs and research are slow and minimal. The results of this study also indicated the need for more positive role models in education, physical education classes, and sports. There is a need for increased parental involvement at home as well as the implementation of year-round health, exercise, and new non-traditional sport programs. / Ph. D.

This research study examined perceptions of contemporary effects of colonialism among education professionals in Ghana, and the extent to which education professionals express awareness of colonialism in Ghanaian school systems and contemporary Ghanaian society. An overview of literature in Critical Race Theory, Social Justice Education Theory, Oppression Theory and Post-Colonial Theory provided the theoretical foundation that was used to guide this study. Five factors emerged from this literature review as a framework for analysis of study data. These five factors included discourse, cultural imperialism, linguistic hegemony, racism and internalized racism, and oppression. The study participants included education policy makers, administrators, counselors, teachers, and teacher educators in the educational system of Ghana. A set of thirty-two individual interviews and six focus groups comprised of twenty-seven participants were conducted in which educators described their perspectives of Ghanaian society and Ghanaian educational systems in their own words in response to a predetermined set of twelve questions. A document analysis established a baseline of data regarding the curriculum of Ghanaian schools as presented in curriculum guides, textbooks, and policy statements, handbooks and reports that describe the educational systems in Ghana today. Ghanaian educators expressed the most awareness of colonial legacies related to cultural imperialism, linguistic hegemony, internalized oppression and discourse. The findings suggest that educational professionals in Ghana demonstrate limited awareness of colonial legacies of racism and internalized racism, sexism, classism, ethnoreligious oppression and neocolonialism.

Racial/ethnic differences underlying the illicit use of prescription stimulants (IUPS) were examined. A 2 X 2 (African American/Caucasian and male/female) design with n = 120 per group (mean age of 19.23, SD = 1.30) was used to evaluate survey responses regarding IUPS and their ADHD symptoms (using the Adult ADHD Self-Report Scale; ASRS). First, African Americans endorsed IUPS less frequently (p < .001) and reported lower levels of ADHD symptoms (p < .01). Second, participants rated three domains of risk for IUPS. African Americans perceived higher social risk (p < .001). No significant differences were found for legal or health risks. Third, African Americans perceived lower benefits for IUPS for concentration (p < .001), alertness (p < .001), and help with studying (p < .001). Minor gender differences are discussed and implications for targeting risk/benefit beliefs in IUPS prevention and treatment programs are discussed.

The purpose of the study was to examine the impact of using AR in the Computer Architecture unit for male 11th grade students in a school in the eastern area of Arar City in Saudi Arabia through monitoring its impact on student achievement and students' perceptions of the learning environment. Two research questions are explored: What is the effect of using AR on student achievement, and what are students' perceptions of the learning environment when they use AR? Two instruments were used to collect the data in this study: an achievement test taken from the official teacher book issued by the Ministry of Education in Saudi Arabia and the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) modified questionnaire "actual form." Statistical analyses employed to answer the first research question included an independent-samples t-test and descriptive statistics. To investigate the second research question, descriptive statistics and a paired t-test were used. These results from the first question indicate a statistically significant difference (p < 0.05) between the two groups' mean values: the students who used AR achieved a higher level of learning compared to the students who learned in the traditional way. The study found that using AR helped the students to increase their achievements through many aspects, one of which was being able to feel in contact with objects and events that were physically out of their reach. In addition, AR offered a safe environment for learning and training away from potential and real dangers. The results for the second research question show statically significant increases in seven out of eight TROFLEI scales. This suggests that there was a positive feeling among the students regarding the teacher's interaction and his interest in providing equal opportunities to the students to answer the questions.

This study investigates possible reasons why parent's perceive that their kindergarten child complains about school. Using data in the parent questionnaires from the Early Childhood Longitudinal Study ' Kindergarten Class of 1998-1999, this research looks at a nationally representative sample of boys and girls and specifically targets those children whose parents indicated that they complained more than one time per week during the first two months of school. Looking at factors both from home, including socioeconomic status, maternal education levels and family structure, and from school, including length of the kindergarten day, transition practices received by the child and prior pre-school experience, Chi square tests were employed to examine the relationship between these factors and the amount of complaining. Basic findings support the premise that when good transition practices are employed by schools, parents perceive that their children complain less about going to kindergarten. The small effect sizes suggest, however, that the statistically significant relationships may be an artifact of sample size. Good transition practices, however, are key to effective transitions and if implementing these practices will help make this important transition smoother, educators should utilize this relatively easy strategy to help new students.. When there were good transitioning practices done by the kindergarten program, the child experienced greater success and complained significantly less about school regardless of all other factors.

Brain development in children has always been fascinating to me; it was the reason I chose to major in Early Childhood Education. I have often wondered how the expectations and behavior of parents and teachers affect young children academically. Specifically, how do early gender messages from adults, peers, and the popular media have a powerful impact on the development of young brains? The professional responsibility of all educators is to help every child reach their full potential. This thesis explored the potential impact early childhood educators have in developing and reinforcing stereotypes that can affect children academically by surveying teachers about their own backgrounds, thoughts and feelings about their male and female students. Confirming my belief that most teachers had similar backgrounds I was able to find that among the 59 respondents surveyed; 98% were female, 81% attended mixed gender public schools, 85% grew up in a two-parent home and 90% had a father working full-time outside of the home. While looking for similarities in descriptive language I was able to find that given a choice of 14 words from a word bank teachers used the same terms over and over to describe their male and female students. Teachers chose words that described physical characteristics when recalling their male students and chose emotional words when they were asked to describe their female students. When teachers were asked to recall which students they believed to be the most challenging in their classrooms and to identify the gender of these students, they identified male students three times more than their female students. I was left wondering if the mostly female teachers who all shared similar backgrounds were transferring unconscious bias onto their students. Why was the descriptive language they used so similar? Why were males students identified as challenging so much more than female students?

This study comprised of a survey of 807 students in geosciences classes at Mississippi State University to determine the perceived level of threat from eight natural hazards: hurricanes, hail, lightning, tornadoes, earthquakes, ice storms, floods, and wildfires. Responses were analyzed to detect spatial differences in perceptions of threats across the state of Mississippi for comparison. Actual occurrences of the natural hazards and preparations for dealing with these hazards were recorded by county and MEMA districts. Threat perceptions for hurricanes, ice storms, floods, and lightning showed spatial differences, whereas threats from hail, tornadoes, earthquakes, and wildfire showed no spatial differences. All perceived threats except ice storms paralleled the actual recorded occurrences of the respective hazards spatially. Preparations for each hazard included the adoption of MEMA’s Basic Plan for the entire state.

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