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In 1957 at the University of Chicago, Robert Heinlein asserted that through science fiction humanity can wonder upon important questions without causing harm to the real world. Through such speculative experiments science fiction can warn against dangerous solutions, urge toward better solutions. Science fiction joyously tackles the real and pressing problems of our race, wrestles with them, never ignores them—problems which other forms of fiction cannot challenge. For this reason I assert that science fiction is the most realistic, the most serious, the most significant, the most sane and healthy and human fiction being published today. (Davenport, 1959). Preservice teachers enrolled in the education program at a large metropolitan university were surveyed to determine if they had preconceived notions about science fiction, if they would use science fiction within their classrooms and if science fiction would be available to the students in their classrooms. Also explored was if these future educators believed science fiction was too complex for English language learners and students with exceptionalities. Analysis of this survey revealed that although most preservice teachers believe science fiction literature has value within the classroom and they planned to use it at least part of the time, about one in five believed the concepts and themes were too complex for English language learners and students with exceptionalities. The researcher of this study hopes the information contained in this study can help educators encourage students to read science fiction as well as provide the educators with a resource of science fiction literature book titles which are grade level and ability level appropriate for their students.

A sample of 817 Grade 4-5 mathematics students in the diverse school district of Miami-Dade County Public Schools (MDCPS), Florida, USA was involved in an evaluation of the use of hands-on activities in terms of students' achievement, students' attitudes and students' perceptions of the mathematics classroom environment. Other aims included validating generally-applicable measures of classroom learning environments and students' attitudes to mathematics, and investigating associations between the classroom learning environment and the student outcomes of performance and attitudes. The study was conducted in two phases. Phase 1 had a sample of 442 participants and classroom environment was assessed with scales selected from the My Class Inventory, Questionnaire on Teacher lnteraction and Science Laboratory Environment Inventory. Factor analysis provided a degree of support for the factorial validity and internal consistency reliability (using Cronbach's alpha coefficient) for each of five classroom environment scales. Because of the small number of items per scale (15 items in five scales for the My Class Inventory, 12 items in four scales for the Question on Teacher Interaction and 15 items in five scales for the Science Laboratory Environment Inventory) in Phase I, it was not possible to replicate the a priori factor structure of each instrument scale. Scale reliabilities generally were acceptable. Phase 2, involving a sample of 375 Grades 4 and 5 students in four elementary schools, was necessary because questionnaires in Phase 1 had too few items to enable the researcher to establish satisfactory levels of reliability and validity. / The What Is Happening In this Class? (WIHIC) was modified to four scales and 29 questions for use in Phase 2. Factor analysis supported the structure of the WIHIC and internal consistency reliability was satisfactory for two units of analyses, namely, the individual and the class mean. In Phase 1 of the study, differences between an experimental group (that used manipulatives for 60% of the time) and a control group (that used manipulatives for less than 40% of the time), were described in terms of the effect size (magnitude of the difference in standard deviations) and statistical significance for each learning environment, attitude, and achievement scale. Differences between the pretest and posttest for the set of six dependent variables (Student Cohesiveness, Teacher Support, Task Orientation, Cooperation from the WIHIC and Adoption of Mathematical Attitudes and Enjoyment of Mathematics Lessons for the TOMRA) were analyzed in Phase 2 using a MANOVA for repeated measures. Effect sizes were used to describe the magnitude, as distinct from the statistical significance, of prepost changes. In Phase 2, associations between student attitudes and their perceptions of the learning environment were relatively weak for both pretest and posttest data with either the individual or the class mean as the as the unit of analysis. These results were unexpected and are inconsistent with past research, therefore highlighting the need for further research.

This study examined issues related to the development of English as a major for gifted students in Vietnam and current and former students' perceptions of the program. The data were collected through an online survey and analyzed through descriptive statistics in order to identify patterns of agreement and disagreement between two groups of 60 current and 30 former gifted students. The results showed that the majority of the participants came from well-educated families and that family influences and traditions had a great impact on their choice of the program. The major reasons for the program selection were identified as its high prestige and students' interest in learning English as a tool for career advancement. Based on current and former students' evaluations, their initial expectations were met as the majority of them expressed satisfaction with the quality of the English education at the school and appreciated its usefulness for their further study and career. The only area of slight dissatisfaction concerned the lack of opportunities to acquire native like pronunciation. The findings were interpreted in view of their implications for the maintenance and further development of the specialized English major program in Vietnam.

abstract: One in five college women report being sexually assaulted (National Sexual Violence Resource Center, 2015) with college being the time when men are more likely to commit a sexual assault (Burgess, 2007). Victimization detracts from their college experience, leading to poor academic performance or less institutional commitment. College women who are victims of sexual assault are also at a higher risk of participating in risky sexual behavior. To reduce the prevalence of sexual assault at universities, it is important to develop effective prevention programs that can target and change attitudes and beliefs that contribute to the continued perpetuation of sexual violence on college campuses. Although there are multiple studies that examine the perspectives of sexual assault among college students, specifically rape myths, the majority of that research is quantitative and does not provide an in depth understanding of their beliefs and the potential factors that contribute to those beliefs. The purpose of this study was to provide an in depth analysis of the attitudes and beliefs about sexual assault among college students. Twenty-five female and 20 male college students participated in semi-structured focus groups or interviews. Open coding was used to gain an understanding of their beliefs concerning sexual assault. Results demonstrated that students possess multiple and often contradictory beliefs about sexual assault and issues that contribute to those beliefs that can be addressed and changed using sexual assault prevention. Three of those broad themes included barriers to talking about sexual assault, social and cultural norms that contribute to sexual assault and how college students communicate their sexual needs and desires, including consent. This research reveals that researchers and advocates do not have a complete understanding of perspectives of sexual assault among college students. Prevention programs may have been developed based on incomplete information and assumptions about what college students believe. Therefore, this study provides information that can be used to develop intervention programs that specifically target the most relevant ideas about sexual assault that are most relevant to the experiences of college students. / Dissertation/Thesis / Doctoral Dissertation Social Work 2018

Low-income subsidy housing production is not satisfying the current housing need, leading to increasing backlogs and significant impacts on many poor people's health and safety. Traditional methods for producing these houses have not been sufficient for meeting the low-income housing need, particularly in aspects concerning time, cost, and quality of construction. There has been enough evidence supporting the adoption of innovative building technologies to enhance the South African government's ability to deliver low-income housing by reducing the times and costs of construction while substantially improving the quality of construction products. However, the implementation of low-income housing produced using innovative building systems has been primarily unsuccessful owing to the low levels of acceptance by South African communities. This study explored consumers’ attitudes and perceptions towards low-income housing produced using innovative building technologies. Data was collected from seventeen semi-structured interviews with potential low-income housing beneficiaries. The results showed that participants had limited knowledge about housing constructed with innovative building technologies. The lack of knowledge enhanced participants’ perceptions of risk and led them to develop negative attitudes towards the housing systems. The negative attitudes primarily were related to increased perceptions of performance, financial and psychosocial risk. However, the results also showed that participants were still willing to accept housing produced using innovative building technologies because of their potential to improve participants’ living conditions. The study contributes new knowledge to the debate about the role of innovative building technologies for improved housing delivery in South Africa. The study also helps the government, decision-makers, and stakeholders formulate effective strategies for developing and promoting housing produced with innovative building technologies. / Mini Dissertation (MBA)--University of Pretoria, 2021. / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

Student Number : 8908713V - M Ed project report - School of Education - Faculty of Humanities / This research report focuses on educators’ current attitudes, skills and knowledge in relation to democracy in South African education today. The research report also considers what needs to be done to make democracy a reality that informs education as opposed to simply adhering to policy and legislation that speaks of fine ideals but may well have limited impact on the lives of the majority of South Africa’s citizens. I contend that one of the main barriers between democratic theory and practice is ambiguity and the resulting uncertainty and insecurity. I believe that many South Africans, many world citizens in fact, struggle to articulate what democracy actually means. If this grey area is to be addressed and ambiguity defused then educators need to be clear about what it is they are trying to educate learners for. This can only be realised when educators have internalised ‘lived democracy’ and, as a result, feel both an ownership and commitment to democracy as a lived practice.

The differences in attitudes toward African American English (AAE) and Mainstream American English (MAE) were investigated among elementary students (N=34) and middle school students (N=40) using the Speech Evaluation Instrument (SEI). Participants listened to audio recordings of speakers of AAE and MAE and then completed the SEI. Both elementary and middle school students perceived MAE positively (p =.005), as hypothesized. However, for both hypotheses related to AAE, the researcher hypothesized that both groups would perceive the language negatively; however, in both cases, the researcher failed to reject the null hypothesis. Comparing how each group perceived the two languages, it was found that both groups perceived MAE more positively than they did AAE. With regard to perceptions of AAE, middle school students did not perceive AAE more favorably than elementary students did, as had been hypothesized. On individual scales of the Speech Evaluation Instrument, both elementary and middle school students perceived speakers of MAE more positively than they did speakers of AAE. Students felt that speakers of MAE were better readers, smarter, and more likely to be rich than speakers of AAE. Although, middle school students were more likely to feel that speakers of MAE were more intelligent and more likely to be leaders than speakers of AAE; elementary students did not feel the same way. For middle school students there was a statistically significant difference in how they perceived speakers of the two languages. Middle school students perceived speakers of MAE to be more helpful, more friendly, nicer, and kinder than speakers of AAE. The study concluded that both elementary and middle school students perceived MAE more positively than they did AAE. There appeared to be a shift in perceptions the longer students are in school. The study also revealed that perceiving MAE more positively than AAE did not indicate the participants perceived AAE negatively.

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