Source: Dissertation Abstracts International, Volume: 37-12, Section: A, page: 7995. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3862. / Thesis (Ph.D.)--The Florida State University, 1978.

This study examines the differential effects of schooling on attitudinal and achievement outcomes for Indonesian students in two types of classroom: those of conventional primary schools and of an innovative, more open primary school program called SD PAMONG. Multiple regression analysis is used to examine the relationships between characteristics of the individual student and his/her home achievement, school characteristics, attainment of attitudinal modernity and academic achievement. A new theoretical dimension is added through the introduction of sociolinguistic coding characteristics of students as a potential predictor of attitudinal modernity and academic achievement. / A total sample of approximately 900 fourth, fifth and sixth grade students was drawn from five conventional schools and five schools of the SD PAMONG Project. SD PAMONG schools were chosen to represent a cross-section of socio-economic conditions and implementation of the SD PAMONG system. The five conventional schools were chosen as a simple random sample from the population of all public primary schools in Bali, Indonesia in 1982. / The findings indicate that both types of schools lead to attainment of higher levels of attitudinal modernity. By the end of grade six, both conventional and SD PAMONG students have reached approximately equal levels of attitudinal modernity. However, conventional students had reached this level by grade four and maintained it, whereas the scores of SD PAMONG students were progressively higher through each grade level. Academic achievement was approximately the same for both groups of students. / Family background factors had a varying effect on attitude change and academic achievement in conventional and SD PAMONG schools with somewhat more variance explained for SD PAMONG students. Attitudinal modernity showed a consistently strong relationship with academic achievement in both conventional and SD PAMONG schools. / Sociolinguistic coding characteristics did not influence attainment of attitudinal modernity for conventional students. SD PAMONG students in grades four and five had lower levels of attitudinal modernity than their peers in conventional schools. For these students, sociolinguistic coding seemed to have a significant influence upon attitudinal modernity. The indication is that sociolinguistic coding characteristics of students may be important in the more formative stages of attitudinal modernity. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1423. / Major Professor: George J. Papagiannis. / Thesis (Ph.D.)--The Florida State University, 1987.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 3082. / Thesis (Ph.D.)--The Florida State University, 1977.

This study was based on theoretical models surmising a linkage between an ethnic group's infrastructures and cultural maintenance. Its purpose was to test these models by examining student values and cultural continuity or student-parent value system correspondence as a function of type of education (TE), language orientation (LO), religious orientation (RO), and socioeconomic status (SES). The instrument used was Rokeach's Value Survey. / One hundred seventy second generation 11th and 12th grade Greek-American students of Astoria, New York, as well as their parents--forming the entire population--constituted the unit of study. The statistics used included ANOVAS on the 36 values and, for examining cultural continuity, Spearman's rho and the t-test. / The results of the analyses indicated: (1A) Mean cultural continuity of the terminal value systems. The students' scores differed significantly as a function of TE but not LO, RO, or SES. (1B) Mean cultural continuity of the instrumental value systems. Of the four variables, only SES made a significant difference in the student scores. (2) Values. Significant differences were found as a function of (a) TE on pleasure, ambitious, and clean, (b) LO on a world at peace, an exciting life, health, mature love, logical, loyal, and obedient, (c) RO on intellectual, (d) SES on self-respect and obedient, and (e) interactions between TE and LO on clean and LO and RO on a sense of accomplishment. / These findings provided partial support for the theoretical model of this study correlating an ethnic group's social structures and its values. However, it is also noted that whereas the study of student values was based on 70.6 percent of the population, cultural continuity was based on only 30.1 percent of the total, and its generalizability is, therefore, limited. / Source: Dissertation Abstracts International, Volume: 46-10, Section: A, page: 2991. / Thesis (Ph.D.)--The Florida State University, 1985.

This study examined the educational and occupational aspirations of Saudi female college students in Riyadh, Saudi Arabia. A questionnaire was used to collect empirical data from 924 students who were attending four institutions of higher education in Riyadh. In addition, 20 personal interviews were conducted with five students from each school. / The major findings and conclusions from the study were the following: (1) Age, grade point average in high school and college, and college level were the common demographic factors found to have a significant relationship with students' aspirations and choices of a college and field of study. (2) Mother's encouragement, followed by father's encouragement were the two most significant personal influences on both educational and occupational aspirations, while this is reversed for the choices of a college and field of study. (3) Job prestige and reputation followed by type of job were the two most important factors influencing educational and occupational aspirations, while school prestige and reputation followed by diversity of majors offered by the school were the most influential for the choice of a college and a field of study. (4) Teaching was the job most preferred followed by medicine. (5) Although formal education for women is relatively recent, Saudi women seem serious and determined about acquiring as much education as they possibly can in many field and professions, for the sake of learning and as preparation for employment. (6) Marriage and children do not hinder Saudi women from getting a college education if the women have interest and determination as well as support and encouragement from their families. (7) Although the mothers of many women college students are illiterate, and in spite of this educational gap, these mothers are encouraging their daughters to acquire college educations. This encouragement clearly illustrates the rapid change and development that the Saudi women have experienced in only a few years. (8) Educational and occupational aspirations, as well as the selection of a college and a major field of study, appear to be very interdependent, interrelated, and overlapping. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3728. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to develop a model of educational achievement for Greek high school students. Starting with a widely acceptable but general and abstract formulation, it first outlined a testable working model through a synthesis of varying perspectives and specifications. The working model was then tested with data collected from 395 Greek high school seniors randomly selected from all Greek high school seniors using a single stage cluster sampling technique. The analysis showed that family socioeconomic status and gender were the most important background factors. The analysis also suggested that social-psychological and psychological intervening variables were the most important in transforming background differences into achievement inequalities. / Judging from the strengths as well as from the weaknesses of the research findings, a final model was proposed as the most appropriate for studying educational achievement in Greek high schools. The final model depicts the process of high school achievement as a unidirectional causal chain that emanates from gender, family status and residential differences and results in differential educational achievements mainly by transforming those background differences into individual traits and behaviors. / The final model, presented here, seems to be the best representation of the achievement process in Greek high schools, judging from the present study. However, further evaluation, including replications as well as possible alternative modifications and measurements, is recommended before its validity and reliability are fully established. / Source: Dissertation Abstracts International, Volume: 48-09, Section: A, page: 2306. / Thesis (Ph.D.)--The Florida State University, 1987.

No description available.

This qualitative study explored the educational and occupational decisions of emerging adults from a small Caribbean island (referred to as "SCI") during a time of robust socioeconomic and infrastructure development, followed by a sudden change in the labor market resulting from political uncertainty and an economic downturn. What drives this research is the question of how does living in a labour market during a boom and/or bust period of socioeconomic and infrastructure development in a small Caribbean island (herein referred to as the "SCI") contribute (or not) to the educational and occupational (career) decisions of local emerging adults? Using an interdisciplinary conceptual framework, the following key questions that underpin the research were explored: how do students describe and rationalize their post-secondary career choices and experiences; and what other contextual features/forces play a role in these decisions and why? The constant comparison analysis of the participant interviews revealed five overarching themes which describe the career behaviour of participants. These included: shifting, giving back, going with the flow, projecting, and doing it for me. To further explore these themes the author created geographic residency timelines using demographic survey data collected from participants. The timelines provided a linear overview of participants' career stories. An analysis of the residency timelines confirmed the themes of "shifting," "giving back," and "going with the flow." They also illuminated the idea of mobility which is synonymous with migration; referring to the movement of people from one geographic location to another. To visualize the outliers of 'projecting' and 'doing it for me', and perhaps gain additional insights, the author turned to the arts-informed approach of collage work. The analysis of collages in combination with other contextualizing practices validated the idea of mobility and yielded four contextual features that support mobility: birthright, autonomy, networks, and finances. The study concluded that mobility is a necessary behavior of emerging adults from the SCI. Without the institutional infrastructure to support the educational and occupational experiences required to cultivate skilled human capital essential for socioeconomic and infrastructure development, young people must move off-island. Under the themes of "shifting," "giving back," and "going with the flow," the four contextual features connect with mobility as either enabling or limiting the exploration and pursuit of career opportunities of emerging adults. Using the metaphor of a "postmodern nomad," this study explores the ways in which the SCI's development plans can address the demands of the local labour market by facilitating the return migration of its emerging adults. The analysis of the data revealed that nurturing patronage; fostering self-awareness, self-efficacy and self-sufficiency; establishing school, community, and business partnerships; and revising government programs and policies assistance (i.e., scholarships and financial aid) for young expatriate residents and local Islanders can lead to the cultivation and retention of human capital. The study concluded that emerging adults from the SCI are cognizant of the local socioeconomic landscape in relation to the global marketplace, and entrepreneurial in their pursuit of career aspirations. These characteristics point to the urgency in establishing career development programming for both young people and their families, which disseminates relevant information attending to needs of a developing economy. The various analytic approach applied to this inquiry contributes to the knowledge base on life-changing decisions transpiring during school-to-work transitions and provides a descriptive, in-depth understanding of the career decision-making experiences of emerging adults from a part of the world that is relatively under-researched. / Cette étude qualitative a exploré les décisions éducatives et professionnelles des adultes provenant d'une petite île des Caraïbes (dénommé «PIC») pendant une période de développement socio-économique et une infrastructure solide, suivie par un changement soudain dans le marché du travail résultant de l'incertitude politique et un ralentissement économique. L'utilisation d'un cadre interdisciplinaire conceptuel, l'interaction dynamique entre les décisions de carrière et les effets structurants des ressources, la localisation géographique, le développement socio-économique, la race, la classe et le genre ont été éclairés. Quels sont les motivateurs de cette recherche est la question. De découvrir quel impacte à le fait de vivre dans un marché de travail pendant une période de développement socio-économique solide dans une PIC. Est-ce que cela contribue (ou non) aux décisions d'études et de carrières pour les personnes que l'on retrouve dans les PIC ? Les questions clés que l'on retrouve: comment les élèves rationalisent leurs choix de carrière poste-secondaires et leurs expériences; et quelles autres caractéristiques contextuelles jouent un rôle dans ces décisions et pourquoi?L'analyse de comparaison constante des entrevues avec les participantes a révélé cinq thèmes généraux qui décrivent le comportement professionnel des participants. Il s'agit notamment: un renversement, redonner, aller avec le courant, fait saillant, et de le faire pour soi-même. Pour explorer d'avantage ces thèmes, l'auteur a créé une frise chronologique géographique en utilisant les données d'enquêtes démographiques recueillies auprès des participants. Les frises chronologiques ont donné un aperçu des histoires de carrière linéaire des participants. Une analyse des délais de résidence a confirmé les thèmes de «renversement», «redonner», et «aller avec le courant». Ils ont également éclairé l'idée de la mobilité qui est synonyme de migration; se référant à la circulation des personnes d'un endroit géographique à un autre. Pour visualiser les valeurs de «fait saillant» et «le faire pour soi-même», et peut-être comprendre d'avantage, l'auteur s'est tourné vers la démarche de recherche avec le travail de s'exprimer à travers de collages artistiques. L'analyse des collages jumelées avec d'autres pratiques de conceptualisation valide l'idée du rendement de quatre éléments contextuels qui soutiennent la mobilité: droit de naissance, l'autonomie, les réseaux et les finances.L'étude a conclu que la mobilité est un comportement nécessaire pour les adultes qui émergents de la PIC. Sans l'infrastructure institutionnelle pour soutenir les expériences éducatives et professionnelles nécessaires pour cultiver la population qualifiée indispensable au développement socio-économique et les infrastructures, les jeunes doivent se déplacer hors de l'île. Sous les thèmes de «renversement», «redonner», et «d'aller avec le courant», les quatre caractéristiques ont des liens avec la mobilité comme étant le pour et le contre de la poursuite de possibilités de carrière des adultes qui y émergents.En utilisant l'analogie d'un «nomade postmoderne», cette étude explore les façons dont les plans de développement de la PIC peuvent répondre aux exigences du marché du travail local en facilitant le retour dans la PIC des adultes émergents. L'analyse des données a révélé qu'il faut éduquer et entretenir l'autonomie, l'efficacité, d'établir des partenariats scolaires, communautaires et commerciaux, de réviser les programmes gouvernementaux et l'assistance politiques (bourses et aide financière) pour les jeunes résidents expatriés et les habitants de l'île pour ainsi pouvoir conduire à la culture et la conservation du capital humain. L'étude a conclu que les adultes émergents de la PIC sont conscients du paysage socio-économique local dans le marché mondial, et qu'ils ont l'esprit d'entreprise dans leur poursuite de leurs choix/vies professionnelles.

This study examines the criminalization of dissent that is occurring through official anti-terrorism discourse (and associated policies) in Canada. While there is vast scholarly work on the war on terrorism and attendant anti-terrorism campaigns, research on the discourse of terrorism and anti-terrorism is urgently needed, not least because discourse is a key medium of power and social control. To date, very little research exists on Canadian anti-terrorism laws and the criminalization of dissent. By examining the Canadian context and focusing largely on policies, this dissertation adds two important dimensions to the critical study of the war on terrorism. Employing Critical Discourse Analysis, a methodology designed to expose the ideological effects of discourse, the study reveals the hidden power at work behind anti-terrorism discourse in Canada, and the processes by which it hides and reinforces itself. Through a multi-text, critical discourse analysis of official anti-terrorism documents (parliamentary speeches, anti-terrorism laws, and public police documents on terrorism), the research demonstrates how these documents, purportedly aimed at combating terrorism, discursively serve to criminalize particular types of dissent and opposition by conflating it with terrorism and/or terrorist violence. By deconstructing various discursive practices (i.e., Canadian anti-terrorism texts), the study's critical analysis uncovered the larger socio-historical practices, contexts, and interests that inform and guide these practices. The study employs leading CDA scholar Norman Fairclough's three-part analytic method (description, interpretation, analysis) to build a descriptive analytic base, which is then used to build and inform the other two levels of analysis. The novel analytic framework developed—that of threat and threatened—unifies the different texts as well as Fairclough's different stages of analysis. By critically examining who/what the texts construct as a threat and as threatened (i.e., as villain or victim), and how each category is constructed, the study sheds light on the power and interests behind Canadian anti-terrorism discourse. Analytically, the duality of threat and threatened constitutes a powerful motif that can be used descriptively, interpretively, and for larger explanation and social analysis. By uncovering who and what the anti-terrorism texts target, the research reveals who and what it actually serves to protect. Overall, the dissertation demonstrates that Canadian anti-terrorism discourse and associated policies ultimately protect the power and relations of global capitalism, by specifically targeting and criminalizing opposition and/or resistance to it. This has serious implications for civil liberties and political participation in Canada.In addition, the study is related to and informs the field of Educational Studies insofar as it expands the notion of "education" to include the ideological functions of public policy. The anti-terrorism laws and associated discourses illustrate the manner in which the Canadian State is engaged in a broader educational project aimed at shaping individuals' hearts and minds over how to interpret and understand what constitutes terrorism. One intention of anti-terrorism discourse and policy appears to be to "normalize" a particular way of thinking about both terrorism and dissent (in a manner that conflates the two), and thus promote public support for the war on terror abroad and war on dissent at home. / Cette étude examine la criminalisation de la dissidence qui se produit à travers le discours officiel anti-terroriste (et des politiques associées) au Canada. Même s'il existe beaucoup de travaux de recherche sur le terrorisme et sur les campagnes contre le terrorisme, la recherche sur le discours du terrorisme et de l'anti-terrorisme devient une nécessité urgente, étant donné que le discours est un moyen de pouvoir et de contrôle. Actuellement, il existe peu de recherches sur les lois anti-terroristes et la criminalisation des dissidences au Canada. En examinant le contexte canadien et en se concentrant en grande partie sur les lois anti-terrorisme, cette thèse ajoute deux dimensions importantes à l'étude critique de la guerre sur le terrorisme. S'appuyant sur une analyse critique du discours – une méthodologie conçue pour exposer les effets idéologiques du discours – cette étude révèle le pouvoir dissimulé derrière le discours anti-terrorisme au Canada, et les processus par lesquels il est voilé et renforcé. Se fondant sur divers textes, l'analyse critique du discours des documents officiels anti-terrorisme (discours parlementaires, lois d'anti-terrorisme, et documents publics de police sur le terrorisme), cette recherche montre comment ces documents, soi-disant destinés à combattre le terrorisme, servent à criminaliser certains types particuliers de la dissidence et d'opposition en les traitant/ confondant avec le terrorisme et/ou la violence due aux actes terroristes. En déconstruisant ces diverses pratiques discursives (c.-à-d., textes canadiens anti-terrorisme), cette étude met en évidence les contextes et les intérêts socio-historiques qui influencent ces pratiques. L'étude utilise la méthode analytique tripartite de Fairclough Norman (description, interprétation, analyse) pour établir une base analytique descriptive, qui est ainsi employée pour établir et informer les deux autres niveaux de l'analyse. Le nouveau cadre d'analyse développé dans ce travail – celui de la menace et de ces victimes – applique les différentes étapes d'analyse employées par Fairclough sur un corpus varié. En examinant de façon critique qui et ce que les textes considèrent comme menaçant et menacé (c.-à-d., comme vilain ou victime), et comment chaque catégorie est construite, l'étude dévoile le pouvoir et les intérêts derrière le discours canadien anti-terrorisme. L'opposition entre la menace et l'objet de la menace constitue un motif puissant qui pourrait être employé d'une manière descriptive, explicative et analytique. En dévoilant qui et ce qu'est la cible des textes anti-terrorisme, la recherche démontre qui et ce qu'ils servent réellement à protéger. En somme, cette thèse montre que le discours canadien anti-terrorisme et les politiques associées protègent en réalité la puissance et les structures du capitalisme mondial, visant et criminalisant particulièrement toute opposition et/ou résistance. Ceci a des implications sérieuses pour les libertés civiles et la participation à la vie politique au Canada.De plus, cette étude aura une importante contribution en matière d'éducation en permettant d'y inclure les fonctions idéologiques des lois sociales. Les lois anti-terrorisme et les discours associés illustrent la façon dans laquelle l'état canadien est engagé dans un plus large projet éducatif visant à façonner l'esprit des individus et à influencer leur interprétation et compréhension de ce qui est considéré comme terrorisme. Un des objectifs du discours et des politiques anti-terrorisme semble être la normalisation d'une manière particulière de penser le terrorisme et la résistance comme étant identique, et ainsi encourager le soutien public dans la guerre contre le terrorisme à l'étranger et dans la répression de la dissidence domestique.