The main purposes of this study were to determine if there were (a) correlational relationships between academic self—concept (ASC), general self—concept (GSC), attendance, (ATT), socioeconomic status (SES), and academic achievement (AA) among grades 7 to 11 students in a band—controlled school in Northwestern Ontario; and, (b) if academic self—concept, global self—concept, attendance, and socioeconomic status were predictors of academic achievement. The population sample was 70 Native students; 20 in grade 7, 27 in grade 8, 13 in grade 9, 4 in grade 10, and 6 in grade 11. The results showed: (1) significant correlational relationships between (a) ASC and GSC and SC and ATT for the grades 7—9 students; (b) ASC and ATT for the grades 10-11 students; and, (2) academic achievement was not predicted by any of the variables. Future research concerning Native education is suggested.

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The main purposes of this study were to determine if there were (a) correlational relationships between academic self—concept (ASC), general self—concept (GSC), attendance, (ATT), socioeconomic status (SES), and academic achievement (AA) among grades 7 to 11 students in a band—controlled school in Northwestern Ontario; and, (b) if academic self—concept, global self—concept, attendance, and socioeconomic status were predictors of academic achievement. The population sample was 70 Native students; 20 in grade 7, 27 in grade 8, 13 in grade 9, 4 in grade 10, and 6 in grade 11. The results showed: (1) significant correlational relationships between (a) ASC and GSC and SC and ATT for the grades 7—9 students; (b) ASC and ATT for the grades 10-11 students; and, (2) academic achievement was not predicted by any of the variables. Future research concerning Native education is suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

This research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT. The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct affront to democratic practice in schools.

This research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT. The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct affront to democratic practice in schools.

This research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT. The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct affront to democratic practice in schools.

Thesis (Ph.D.)--York University, 2007. Graduate Programme in Higher Education. / Typescript. Includes bibliographical references. Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR38993

This research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT. The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct affront to democratic practice in schools.

During the past four decades researchers note that educational institutions fail to “connect” with minority students (e.g. Clark, 1983; Coelho, 1998; Dei, 1994; Duffy, 2003; Ogbu, 1978, 1991). Carr and Klassen (1996) define this lack of “connection” primarily as teachers’ disregard for each student’s culture as it relates to race, and thus, his or her achievement potential. Hence, this disregard encourages minority students to question their ability to be successful. Dei (1994), furthermore, shows a tremendous disconnectedness from schools and education systems being felt by Black students. Few studies give voice to specific groups of Black female high school graduates who opt out of pursuing higher education. I interviewed four Black Guyanese immigrant women to: (a) investigate their reasons and expectations when immigrating to Canada, (b) identify what influenced their decision not to pursue postsecondary education, (c) explore their definitions of success, and (d) investigate how/if their notions of success relate to obtaining postsecondary education in Canada. Critical Race Theory (CRT) was employed in this study to: (a) provide a better understanding of the participants’ classroom dynamics governed by relationships with their teachers, guidance counsellors and school administrators, (b) examine educational outcomes governed by personal and educational relationships and experiences, and (c) provide conceptual tools in the investigation of colour-blindness (Parker & Roberts, 2005) that is disguised in Canadian education, immigration, and other government policies. To support my investigation, I used CRT to guide the research design, modes of documentation, and the process of analysis. It is hoped that my findings and analysis enriches the academy and society by communicating why there is a scarcity of Black Guyanese immigrant women in Canadian postsecondary institutions, making recommendations, to increase their participation in higher education. This study communicates the experiences of four Black Guyanese immigrant women in Canada. It does not intend to make generalizations about the experiences of all Black Guyanese immigrant women in Canada. / Thesis (Master, Education) -- Queen's University, 2009-04-27 11:29:04.43