Thesis (M.S.)--Naval Postgraduate School, 2005. / Title from title screen (viewed 05/10/2006). "June 2005." Includes bibliographical references.

abstract: This descriptive qualitative case study explored undergraduate degree attainment by African American males in football and basketball at a National Collegiate Athletic Association (NCAA) Division I institution in the Southwest. Semi-structured interviews were conducted with four participants at the institution to uncover experiences that helped or hindered their progress toward degree completion. Student perceptions of their environment, the role of athletics in determining future goals, and the role of the athletic institution and its constituent members in promoting or deterring degree completion is explored. Student aspiration to attain a degree, expectations for job prospects and financial opportunity after college is also discussed. Contextual and perceptual elements emerged as salient attributes in their experiences as students and athletes. The study results are consistent with previous findings linking academic engagement and motivation, to family and environment. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

This study evaluates the predictive capacity of sociodemographic variables of the mother over the level of maternal secure base scripts. The participants were 83 mothers from 15 to 45 years old (M = 24.72, SD = 8.70).The level of maternal secure base was evaluated through the Narratives of Adult Attachment (Waters & Waters, 2006). The results show that the participants do not have an adequate level of secure base script. It was found that interaction between the age of the mother and the educational attainment level, partly explains the level of the maternal secure base script (R2 = .19). The protector role of the level of educational attainment for older mothers to have a higher level of secure base scripts isproposed. / Este estudio evalúa la capacidad predictiva de variables sociodemográficas de la madre sobre sus guiones de base segura. Participaron 83 madres de 15 a 45 años de edad (M =24.72, DE = 8.70). El nivel de base segura materno fue evaluado a través de las Narrativas de Apego Adulto (Waters & Waters, 2006). Los resultados muestran que las participantes no cuentan con un adecuado nivel de base segura. Se encontró que la interacción entre la edad y el nivel de instrucción materno explica en parte el nivel de base segura de las madres (R2 =.19). Se postula el rol protector del nivel de instrucción para que las madres mayores, tengan un mayor nivel de base segura en sus guiones. / Esta pesquisa avalia a capacidade preditiva das variáveis sócio-demográficas da mãe, a partir de seu script de base segura. Participaram 83 mães com idades entre 15 e 45 anos (M = 24.72, DE = 8.70). O nível de script de base segura materno foi avaliado através das Narrativas de Apego Adulto (Waters & Waters, 2006). Os resultados mostram que as participantes não apresentam um nível adequado de base segura. Encontrou-se que a interação entre idade e grau de instrução da mãe explica, em parte, o nível de base segura das mães (R2 = .19). Propõe-se que um grau de instrução maior constituiria um papel protetor nas mães mais velhas, para elas apresentarem maior nível de base segura nos seus scripts.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-29T14:48:13Z No. of bitstreams: 1 vanessagomesdecastro.pdf: 1011845 bytes, checksum: 91c51035ad7c87b2a95a33b68b1a7bf8 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Adicionar instituição on 2016-02-01T15:46:51Z (GMT) / Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-01T16:25:22Z No. of bitstreams: 1 vanessagomesdecastro.pdf: 1011845 bytes, checksum: 91c51035ad7c87b2a95a33b68b1a7bf8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-01T20:14:02Z (GMT) No. of bitstreams: 1 vanessagomesdecastro.pdf: 1011845 bytes, checksum: 91c51035ad7c87b2a95a33b68b1a7bf8 (MD5) / Made available in DSpace on 2016-02-01T20:14:02Z (GMT). No. of bitstreams: 1 vanessagomesdecastro.pdf: 1011845 bytes, checksum: 91c51035ad7c87b2a95a33b68b1a7bf8 (MD5) Previous issue date: 2014-03-13 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho investiga os possíveis determinantes do sucesso educacional, considerando como tal a chegada do aluno ao terceiro ano do ensino médio em idade apropriada, sem ter sido reprovado e sem ter abandonado a escola durante sua trajetória. Observam-se os alunos em condições sociais de desvantagem que realizaram, com sucesso, sua trajetória escolar. Investiga-se o perfil e as características do background familiar dos alunos não brancos, com mães menos escolarizadas e com pior nível socioeconômico que chegaram, com sucesso, ao terceiro ano do ensino médio. Para tanto, são revistos alguns argumentos sociológicos sobre a educação na sociedade moderna, pontuando-se, parcialmente, suas finalidades, atribuições e implicações que fornecem os problemas desta pesquisa. Parte-se dos autores clássicos da sociologia, Marx, Weber e Durkheim, em direção às teorias do capital humano, teorias reprodutivistas, teorias neoweberianas e pesquisas empíricas realizadas no Brasil sobre as desigualdades perante o ensino, seguidas de revisão teórica sobre a expansão das políticas públicas para a educação no Brasil e sua relevância para a realização de trajetórias escolares de sucesso. Na parte empírica, os dados utilizados são do Sistema de Avaliação da Educação Básica (SAEB) 2011. Os resultados revelam o perfil e as características do background familiar dos alunos em condições sociais de desvantagem que atingiram o sucesso escolar. / This study investigates the possible determinants of educational success, considering as such the student’s incoming third year of high school at the appropriate age, without having been disapproved and without having left school during his career. Observe students in disadvantaged social conditions that successfully undertook their academic trajectory. Investigates the profile and characteristics of the family background of non-white students, mothers with less education and lower socioeconomic level that successfully reached the third year of high school. To this end, some sociological arguments about education in modern society are reviewed, punctuating partially their purposes, roles and implications that provide the problems of this research. It is part of the classic authors from sociology Marx, Weber and Durkheim, toward theories of human capital, reproductivist theories, neo-weberian theories and empirical research on education inequalities conducted in Brazil. Followed by theoretical review of the expansion of public policies for education in Brazil and its relevance to the achievement of successful academic career. In the empirical part, the data used are from Sistema de Avaliação da Educação Básica (SAEB) 2011. The results show the profile and characteristics of the family background of students in disadvantaged social conditions that hit school success.

This thesis focuses on deaf people’s educational attainment, position on the labour market and sources of revenue. These issues are interrelated, for instance a higher level of educational attainment seems to be associated with a lower unemployment rate and higher levels of income. The national context is Sweden and the Swedish welfare state in 2005. All studies in the thesis compare a deaf population, consisting of 2,144 persons born between 1941 and 1980 who have attended a school for the deaf in Sweden, with a general reference population, consisting of 100,000 randomly chosen persons from the total Swedish population born between 1941 and 1980. Data for all studies consisted of registered information about the persons in the year 2005. The results show that there are differences between the deaf and the reference population regarding level of educational attainment, position on the labour market and sources of revenue and disposable income, with the deaf population having a poorer position than the reference population in all areas. There are also differences between the workplaces of the deaf and the people in the reference population, and it is twice as common for people in the deaf population than for people in the reference population to have a higher level of educational attainment than is required for their occupation. These differences between the deaf and the reference population cannot be associated with differences in the independent factors, as for instance sex, age and immigration background, for which the results have been adjusted. This thesis shows that being part of the deaf population appears to be of importance. Factors in conjunction with deafness that can increase our understanding of the differences between the deaf and the reference populations in an educational context, labour market context and economic context are discussed in the thesis.

Using demographic multi-state, cohort-component methods, we produce projections for 120 countries (covering 93% of the world population in 2005) by five-year age groups, sex, and four levels of educational attainment for the years 2005-2050. Taking into account differentials in fertility and mortality by education level, we present the first systematic global educational attainment projections according to four widely differing education scenarios. The results show the possible range of future educational attainment trends around the world, thereby contributing to long-term economic and social planning at the national and international levels, and to the assessment of the feasibility of international education goals. (authors' abstract)

No description available.

Doctor Educationis / This thesis investigated the leadership approach associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. The research problem addressed the leadership practices and personality traits that characterised the leadership approaches of principals heading high schools which have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions. The main research question was: What leadership practices and personality traits characterised the leadership approaches of principals heading schools who have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions? Thereafter, four subsidiary research questions guided this research. Firstly, what were the leadership practices of principals in selected successful NSL schools? Secondly, what personality traits characterised these principals? Thirdly, what learning and teaching challenges did principals heading these schools face? Lastly, how did these principals address the learning and teaching challenges in these schools? The literature and past research supported and provided information that leadership at schools plays a pivotal role for teaching and learning to be successful. However, the literature does not prescribe a specific leadership approach, but recommended a contingency leadership approach. The contingency leadership approach was used as the theoretical framework for this study. This approach recognises that there is no single preferred style of leadership and that the situational context must be taken into account for leadership to be effective. The study was guided by the qualitative methodological paradigm which is embedded in the interpretivist approach in order to develop rich and in-depth descriptions and meaning, feelings and experiences gathered from respondents. The case study as a qualitative research design was used to collect, analyse and interpret data from principals, teachers and selected members of the School Management Team (SMT). The population comprised of fifteen high schools in the Metro Central Education District, Cape Town that underwent the NSLA intervention. However, the investigation took place at five schools in the Metro Central Education District and participants remained part of this initiative for more than three consecutive years. These schools are resident in a wide area on the Cape Flats. All principals at the time, were permanently appointed. Two research instruments were used. A questionnaire to collect data about the leadership of principals was completed by post level one teachers. This questionnaire covered three areas, the biometric information of the respondent, the leadership behaviour of the principal and the leadership approach promoting teaching and learning. A semi-structured interview was done with the principal and selected members of the Schools Management Team (SMT). Descriptive statistics were used to analyse the questionnaire. To analyse the semi-structured interviews, categories and themes were used to maximise the information collected. Through qualitative research the researcher was able to develop rich and in-depth descriptions of meaning, feelings and experiences through analysis. The study concluded that to achieve long-term academic improvement amongst NSLA schools an integrated leadership approach for principals is recommended. This approach encapsulates the various leadership approaches and the leadership personality traits or characteristics of the principals as well as taking into account the situational context for effective leadership and decision-making. Limitations in respect of this research were enumerated. Finally, recommendations based on the conclusions were highlighted including recommendations for further investigation.

1 UNIVERZITA KARLOVA V PRAZE FILOZOFICKÁ FAKULTA KATEDRA PSYCHOLOGIE DIPLOMOVÁ PRÁCE Klára Englertová Sebekoučování - dosahování cílů metodou "malých kroků" Self-coaching - attainment of goals by "small steps" Praha, 2014 Vedoucí práce: doc. MUDr. Mgr. Radvan Bahbouh, PhD. 2 ABSTRACT: This diploma thesis deals with methods of achieving goals and methods of increasing efficiency within the postponed activities in the context of self-coaching and self-management and this specifically for university population, which is indicated by the high prevalence of this phenomenon. The strategy of "small steps" or "quick wins" is described as possible self- coaching and self-management intervention. The validity of Procrastination scale is verified within the overview study by comparison with different studying strategies divided into those with and without delay. At the same time the techniques increasing students' efficiency are mapped, based on their subjective responses. Within the experimental study is then verified "efficient sprint" method, as a strategy of intense concentration on a short-term actions to achieve the goal. There are observed differences in subjectively rated advance toward the target and perceived difficulty of its attainment, specifically in severely procrastinating students. The results show a...

Social trust is one of the building stones for democratic societies. It builds on mutual understanding of the collective commonly shared norms. However, how it associates to political trust on the individual level is still ambiguous, as such this paper hopes expand the knowledge of how it is related to political trust in Sweden on an individual level.  Aim: This paper aims to explore how political trust in Sweden relates to social trust. Furthermore, it aims to study how the relationship varies by educational attainment. Data and methods: This study has used ordinary least square (OLS) to estimate to what degree political trust associated with social trust. It has also in the regression analysis included an interaction term to see how political trust interacts with educational attainment. Results: It is hypothesized that higher levels of political trust are associated with higher levels of social trust. The result from this study finds significant results that higher levels of political trust are associated with higher levels of social trust. Indicating to a positive correlation. It is also hypothesized that higher educated would express stronger effect of political trust on social trust. The estimations showed no significant interaction term. The relationship between political trust and social trust does not vary by educational attainment. Discussion: This paper found that the first hypothesis was in line with the findings of previous research and theory. As such, it was confirmed. The second hypothesis was not in line with previous findings or theory and suggested that there is no interaction effect, at least not for Sweden. The differences in methods and how the contextual and institutional differences are handled in this study compared to previous studies are discussed and highlighted. These discussions are then culminated into a proposal for future research. / Social tillit är en av byggstenarna för demokratiska samhällen. Den bygger på ömsesidig förståelse för de kollektiva gemensamt delade normerna. Hur det associeras till politisk tillit på individnivå är dock fortfarande tvetydigt, och det är denna studies förhoppning att utöka kunskapen om hur den förhåller sig till politisk tillit i Sverige på individnivå.  Syfte: Denna studie syftar till att undersöka hur politisk tillit i Sverige förhåller sig till social tillit. Vidare syftar den till att studera hur sambandet varierar beroende på utbildningsnivå.  Data och metod: Denna studie har använt minsta kvadratmetoden för att uppskatta i vilken grad politisk tillit relaterar till social tillit. Det har också i regressionsanalysen inkluderats en interaktionsterm för att se hur politiskt tillit interagerar med utbildningsnivå. Resultat: Det hypotiseras att högre nivåer av politisk tillit är associerade med högre nivåer av social tillit. Resultatet från denna studie finner signifikanta resultat att högre nivåer av politisk tillit är associerade med högre nivåer av social tillit. Detta indikerar till en positiv korrelation. Det hypotiseras också att högre utbildade skulle uttrycka starkare effekt av politisk tillit på social tillit. Skattningarna visade ingen signifikant interaktionsterm. Förhållandet mellan politisk tillit och social tillit varierar inte beroende på utbildningsnivå. Diskussion: Denna uppsats fann att den första hypotesen var i linje med resultaten från tidigare forskning och teori. Som sådan bekräftades den. Den andra hypotesen var inte i linje med tidigare resultat eller teori och visade att det inte fanns någon interaktionseffekt, åtminstone inte för Sverige. Skillnaderna i metod och hur kontextuella och institutionella skillnader hanteras i denna studie jämfört med tidigare studier diskuteras och belyses. Dessa diskussioner mynnar sedan ut i förslag till framtida forskning.