Thesis (Ph.D.(Curriculum Studies)) -- University of Limpopo, 2020 / Community education has driven change in societies for time immemorial. The successes of educational services in influencing socio-economic issues in societies across the globe are captured through empirical studies. There are community education services conducted in the Gravelotte community, but they seem not to address socio-economic needs. The level of illiteracy and joblessness is not abated. The purpose of the study was to investigate the extent to which community education services in the Gravelotte community influences socio-economic issues. Qualitative study approach was employed in the study to investigate the subject. The research paradigm engaged was Interpretive within a case study. I used three methods to collect data which were in-depth individual interviews, document analysis and participant observation. Ten participants were interviewed individually using open-ended interview guides. Minutes, journals and related documents were analysed for data triangulation. I participated and observed public meetings and stakeholders’ gatherings within the area under study. The study was conducted in the small semi-urban area of Gravelotte community in Ba-Phalaborwa municipality with a population of about 500 residents of mixed races. The sampling was done purposively as the participants were requested to respond to a matter relative within the community. The generated data was thematically analysed. I interpreted the data generated from informants to make conclusions on answering the main research question. The study brought forth the following findings. There is no secondary school in the Gravelotte community which is detrimental for socio economic development in the area. Community education programmes offered in Gravelotte have significant successes. Several graduates from the TVET college can find employment and some of them start their businesses. The ABET centre in Gravelotte Primary assists mine workers to earn better salaries. There is evidence of success in the education programmes provided in the Gravelotte community. However, the study discovered that the programmes were offered amidst challenges. Planning, participation and partnership were identified as obstacles to proper implementation of education programmes. The use of common planning to deal with educational goals is most required to enhance the success of educational programmes. There is an increased appreciation by the local community to participate in educational matters. Partnerships are being forged between the local community, the municipality and the mines to address the successful implementation of educational programmes. The study recommends that one primary school in the area be empowered to proceed to include a secondary school or provide education up to grade 9. Additionally, that more research is directed into the gap between provision and demand in the future such that the challenges can be extensively investigated. Likewise, that further researches be encouraged to investigate the ability of TVET colleges to collaborate with local communities with intent to find solutions on educational challenges. In conclusion, the study clearly outlines the effects that education has on the socio-economic issues within the Gravelotte community. There are diverse opinions that support each other in areas that are very important for socio-economic development

Asthma among children has become an inherent problem in many communities in the United States, especially among the minority population. The South Bronx has a large minority population and a high prevalence of asthma. However, no study to date has explored the factors associated with this high prevalence rates in this population. Drawing from theories of social ecology and environmental health, the objective of this quantitative cross-sectional study is to investigate the correlates of asthma among children in the South Bronx by studying the sociodemographic and environmental risk factors, including parental occupation; neighborhood and housing characteristics, air quality, and poverty. Study participants included parents of 400 children, aged between 4 and 16 years residing in Districts 9 and 10 in the South Bronx. Descriptive, Chi-square statistics, and logistic regression analysis were used to determine the association between exposure constructs and asthma in children. Hypotheses 2 and 3 examined environmental conditions both inside and outside the homes of study participants and determined one factor, the structure of the home to be significantly associated with asthma, while absence of extractor fan when cooking, showed a strong association. This result suggests that only some of the factors indicating conditions inside the homes have a positive association to asthma. This suggests that asthma is not a combined action of both socioeconomic and environmental factors but a result of conditions in the homes. The implication here is that any intervention to asthma has to start in the homes since most children spend their time indoors. This includes creating awareness to risk factors to help develop community based intervention programs that will help reduce occurrence of asthma.

Philosophiae Doctor - PhD / The major objective of this study was to investigate the nature of the relationship between achievement motivation, autonomous and social achievement values, study habits and attitudes, locus of control and socio-economic status (SES) as independent variables on the one hand and the level of achievement as dependent variable on the other. The subjects were 548 second and third year social science students who were studying in seven different directions at the University of the Western Cape during 1990. The following measuring instruments were used in the investigation: The Ray-Lynn (1980) Achievement Orientation questionnaire; Strumpfer's (1975) questionnaire for the measuring of autonomous and social achievement values; Rotter's (1966) internal/external locus of control scale, as adapted by Collins (1974); The study habits and attitudes subscales of the Brown and Holtzman (1955) Survey of Study Habits and Attitudes (SSHA) questionnaire, as adapted for South African conditions; A brief biographical questionnaire The achievement criterion consisted of the average achievement point, which is constituted of a proportion of achievement obtained in continuous evaluation, and a proportion of achievement obtained in the final examination. The following findings were made: Achievement motivation plays a much smaller role in achievement than can be expected and its influence is gender specific. It explains only about 5% of the variance in the achievement of males, and non in the case of females. Academically successful and unsuccessful students could also not be distinguished from each other in terms of level of achievement motivation. The measuring instrument for achievement motivation, although valid and reliable, probably does not succeed in measuring aspects of achievement motivation which are related to a specific situation such as the academic. While social achievement value is not related to achievement, autonomous achievement value explains 4,8% of the variance in achievement of males but none in the case of females. Successful and unsuccessful students also do not differ from each other with regard to their achievement value orientation. Study habit and attitude do not differ in their ability to predict the achievement criterion and explain 4,1% and 5,3% of the variance in achievement of males respectively, but none in the case of females. Successful and unsuccessful students can be distinguished in terms of their study habits and attitudes. Socio-economic status has a differential influence on achievement. While higher SES females achieve at a higher level than low SES females, males do not differ in this regard. The subjects are predominantly internally orientated as far as locus of control characteristic is concerned. Although internal individuals display more "positive" characteristics compared to external individuals, the two groups do not, however, differ as far as level of achievement is concerned, irrespective of gender or socio-economic status. African students have a more positive attitude towards study compared to English and Afrikaans speaking, as well as bilingual (English and Afrikaans speaking) students. Females in this study are generally more homogenous than males. It is recommended that: The suitability of the average achievement point as a criterion of achievement be studied; A broad investigation be launched into practices and problems which might centre around the system of continuous evaluation at uwc, with specific reference to possible problems that students, lecturers and big departments may experience; The nature of differences which might exist between higher and low SES female, and low SES female and low SES male students be investigated; The nature of debilitating factors which affect the achievement of low SES female students be investigated; The tendency towards greater homogeneity among female influence thereof on university study; The adjustment of African students at uwc be studied with the objective of identifying factors that obstruct their academic progress

<p> The conflict between native people and resource development in the Canadian north is considered within the framework of a colonial model of development. It is hypothesized that the origins of contemporary land use conflicts in the north can be attributed to the colonization of native people, and that the growing discontent among native people can be viewed as a response to the perpetuation of their colonial status. </p> <p> Two phases in the historical relationship between native people and the Canadian government, traditional colonialism and nee-colonialism, are defined and the impacts of these forms of colonialism upon native people, and their role in the future development of the north, are examinedo Alternative native responses to colonial status are identified and each option is discussed in terms of its likelihood as a choice and the effects of that choice upon the native community. Government control over native people is identified as a major constraint on response choice. Various means of government control and their effectiveness are considered. </p> <p> Two alternatives are presented for the future control of political space in northern Canada: continuation of colonial domination or increasing control by natives. It is concluded, on the basis of recent experiences in native communities, that increasing control by natives is the only means through which the political and socio-economic status of native people will be improved. </p> / Thesis / Master of Arts (MA)

A substantial body of research has shown worse health conditions for East- vs. West-Germany in the wake of reunification. In the present study, we investigate how these differences between the two formerly divided regions developed and what maintains them. Specifically, we consider the associations between health status, income satisfaction, and health-related locus of control. In a quasi-experimental and longitudinal study design, we are particularly interested in the differences between individuals who stayed in East-Germany and those who were born in the East but migrated to West-Germany. To this end, we examined data from seven waves of the Saxony Longitudinal Study (2003–2009). Specifically, we tested a cross-lagged panel model with random effects, which evinced very good model fit. Most parameters and processes were equivalent between individuals who stayed in East-Germany vs. moved to West-Germany. Crucially, there was the expected pattern of positive correlations between health, income, and locus of control. In addition, we found substantially lower values for all three of these variables for the individuals who stayed in East-Germany (vs. moved to West-Germany). A possible explanation is the increase in socio-economic status that the internal migrants experienced. These findings present an important contribution of research in order to foster a better understanding on the social dynamics in Germany related to internal/domesticmigrants and implications in the context of health outcomes (e.g., significantly more unemployment in East vs. West-Germany), especially since almost 20–25% of East-German citizens migrated to West-Germany. Until now, there are no similar studies to the Saxony longitudinal project, since the data collection started in 1987 and almost every year an identical panel has been surveyed; which can be particularly useful for health authorities. The study mainly focuses on social science research and deals with the phenomenon of reunification, approaching several subjects such as mental and physical health, quality of life and the evaluation of the political system. Yet even though many people have experienced such a migration process, there has been little research on the subjects we approach. With our research we deepen the understanding of the health consequences of internal migration.

No description available.

No description available.

Does ethnicity of the student prevent equal levels of learning at an equal pace? Are schools required to teach all children effectively, no matter what their socio-economic status, gender, or ethnicity? Educators and researchers have longed for the answers to these questions. For years, educators have been looking for ways to teach children in schools that are racially identifiable and have the highest percentages of children on free and reduced lunch. School districts that have choice as a way of assigning students are increasing the number of racially identifiable schools. In Charlotte-Mecklenburg Schools, a choice plan was implemented in June 2001. That plan created more schools of poverty within the district. The district also offered additional resources, teacher incentives, and financial assistance as a way to leverage the student make-up of the school district and the individual schools at all levels. / Ed. D.

Det finns ett kunskapsgap i mellanstadieelevers matematikprestationer mellan elever med låg socioekonomisk status och resterande elever i Sverige. Lärarens förväntningar visar sig även vara en viktig faktor när det kommer till elevers prestationer i matematik och inte minst för skolor med låg socioekonomisk status. Av den anledningen är det intressant att undersöka hur lärarens förväntningar och elevens prestation korrelerar i socioekonomiskt utsatta områden. Syftet med studien är att belysa hur lärarens förväntningar korrelerar med elevens matematikprestationer för årskurs 6, i socioekonomiskt utsatta områden i en svensk medelstor kommun. Syftet besvaras genom frågorna: hur upplever elever lärarens förväntningar i ämnet matematik och hur ser sambandet ut mellan lärarens förväntningar, elevens motivation och elevens matematikprestationer i en svensk skolkontext? Studien använder Expectancy-Value-Theory som teoretisk utgångspunkt för att undersöka hur elevernas prestationer påverkas av lärarens förväntningar, både direkt och indirekt genom motivation. Studien använder en kvantitativ metod och data samlas in via en enkät som besvaras av 67 elever i årskurs 6. Det insamlade materialet analyseras med hjälp av korstabeller och Chi2-test. Resultatet i studien visar att majoriteten av eleverna upplever höga förväntningar, self-efficacy och uppgiftsinriktade mål, oavsett vilket betyg eleven har. Lärarens förväntningar visar inte ett direkt samband med elevernas matematikprestationer, men har ett signifikant samband med elevens self-efficacy och uppgiftsinriktade mål. / There is a knowledge gap in middle school students' mathematics performance between students with low socioeconomic status and other students in Sweden. Teachers' expectations also prove to be an important factor in students' performance in mathematics, particularly in schools with low socioeconomic status. For this reason, it is interesting to investigate how teachers' expectations and students' performance correlate in socioeconomically disadvantaged areas.  The purpose of the study is to highlight how teachers' expectations correlate with students' mathematics performance in grade 6, in socioeconomically disadvantaged areas in a medium-sized Swedish municipality. The purpose is addressed through the following questions: how do students perceive teachers' expectations in the subject of mathematics, and what is the relationship between teachers' expectations, students' motivation, and students' mathematics performance in a Swedish school context? The study uses Expectancy-Value Theory as a theoretical framework to examine how students' performance is influenced by teachers' expectations, both directly and indirectly through motivation. The study employs a quantitative method and data is collected via a questionnaire answered by 67 students in grade 6. The data is analyzed using cross-tabulations and Chi-square tests. The results of the study show that the majority of students perceive high expectations, self-efficacy, and mastery goal orientation. regardless of their grades. Teachers' expectations do not show a direct correlation with students' mathematics performance but have a significant correlation with students' self-efficacy and mastery goal orientation.

The primary purpose of this study was to determine the effect of socio-economic levels on the sociability of pupils of the Hillcrest High School in Dallas, Texas.