Thesis (D.Ed. (Education Policy))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.S.)--Eastern Illinois University, 1960. / Includes bibliographical references (leaf 24).

Thesis (M.Ed.)--University of Hong Kong, 1983. / Includes bibliographical references (leaf 107-117). Also available in print.

Thesis (Ed. D.)--Oregon State University, 1971. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis (M.A. in human development)--Washington State University, May 2007. / Includes bibliographical references (p. 73-83).

Thesis (M.Ed. (Education for Community Building)) -- University of Pretoria, 2005. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.Phil.)--City University of Hong Kong, 2006. / "Submitted to Department of Applied Social Studies in partial fulfillment of the requirements for the degree of Master of Philosophy" Includes bibliographical references (leaves 114-129)

The primary foci of the study were to determine the relationships among perceptual modality, temporality, and academic achievement, and to develop implications for the academic counseling of middle school students based on the findings. The sample was composed of 613 students enrolled in Prineville Junior High School. The Edmonds Learning Style Identification Exercise, the metronome, and the Iowa Tests of Basic Skills were the instruments used to collect data. Five statistical tools were used in the analysis of data. The findings at the .05 level of significance were as follows: 1. There were no significant differences in perceptual modality mean scores for the three temporal groups. 2. There were no significant relationships between sex and temporal grouping (slow, medium, fast). 3. A significant relationship existed between grade level and temporal group. There was a higher concentration of sixth graders in the slow temporal group. 4. There was a significant difference between sex and the perceptual modality score of visualization. Males scored significantly higher. For the other three perceptual modality scores and sex, there was no significant differences. 5. There was no significant difference for grade level and perceptual modality mean scores. 6. There was no interaction for grade level and sex on perceptual modality mean scores. 7. There were no significant relationships among perceptual modality scores within each temporal group. 8. There were no significant relationships among academic achievement scores, preferred temporal pace, and perceptual modality scores. Implications for the academic counseling of middle school students stressed the importance of using visual materials in the curriculum for males, and the varying of instructional pace to accommodate differences in students' temporal paces. / Graduation date: 1984

<p>A favourable school atmosphere, in which adolescents behave positively, is one of the greatest concerns for teachers, administrators and parents. Although there are several different pressures leading to adolescent misbehaviour at school, the most contributing factors are peer pressure and the socio-economic status of the school. As adolescents enter the school, the peer group then functions as an important socializing agent for them. As peers socialize within their different school environments, individuals are forced to conform to the practices and opinions of the group. Usually this conformity is unconstructive and clashes with the parents&rsquo / and teachers&rsquo / expectations. The aim of this study was to examine the influence of peer pressure on adolescent misbehaviour in advantaged and disadvantaged&nbsp / schools. A quantitative methodological approach was used to conduct the study. The study was conducted with adolescents aged from&nbsp / 13 to 17 years in both advantaged and disadvantaged secondary (high) schools in Windhoek, Namibia. A sample of 300 participants was randomly stratified across the schools. The Exposure to Peer Pressure Control Scale (Allen &amp / Yen, 2002) and Child Behaviour Checklist&nbsp / questionnaires (Achenbach &amp / Edelbrock, 1987) were used to collect the data. Ethical considerations were carefully considered before and during the research procedure of data collection. The reliability of the instruments was checked by means of a pilot study. The data was analysed by means of the Statistical Package for Social Sciences (SPSS) version 18 to reveal descriptive and inferential statistics. Results showed a significant positive relationship between peer pressure and adolescent misbehaviour in schools. In addition, misbehaviour was also positively predicted in both advantaged and disadvantaged schools, with disadvantaged schools being significantly more influential. When comparing peer pressure and adolescent misbehaviours in both advantaged and disadvantaged schools, adolescents in&nbsp / is advantaged schools engaged significantly more in misbehaviour activities and also responded positively more to peer pressure than their counterparts in advantaged schools. Implications for further research were suggested.</p>

The argument presented here is that individual trust acts facilitate mutual exchange and are, therefore, the ground for the creation, elaboration and sustainability of organisations; specifically, democratic, educational organisations within Canada. The researcher assembles a composite definition of trust, which informs an analysis of themes found in the literature on both leadership and trust. The author argues three propositions based on trust to support the conclusion that trust determines follower receptivity to diverse leader behaviours. Proposition 1 is that, trust and leadership require the free participation of agents. The degree to which agents perceive themselves as free with respect to their interests is a measure of the utility of trust. Proposition 2 that, trust and leadership are relational phenomena necessary for the creation and sustainability of organisations: trust is causative in this regard than is leadership. Proposition 3 is that, the objects of trust and leadership may be concrete as in trust of another person or abstract as in trust in an institution (i.e., in a democracy). Trust is a paradox since the institutionalization of distrust is required for its function. This distrust takes the form of laws, sanctions, customs and norms. Trust is defined by the researcher as a particular item of experience or reality; specifically, the expectation that one will be treated justly in exchanges with others. To trust means to make oneself vulnerable for the purpose of entering into such exchanges, expressly or through an act of law.