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Career decision making self-efficacy and outcome expectations in secondary student school-to-work transition. / CUHK electronic theses & dissertations collectionJanuary 2007 (has links)
Based on the social cognitive view of the school-to-work transition proposed by Lent, Hackett and Brown (1999), the study presents a comprehensive conceptual framework for career counselling, with special emphasis on enhancing adolescents' career-exploration behaviours and work-related motivations and attitudes. The career readiness model proposed in this study deals with interactions among a number of variables that affect career decision-making self-efficacy, career decision-making outcome expectations, career decision-making intentions, career-exploration behaviour, vocational identity and performance goals. It explains and illustrates the paths and factors that play a significant part in the development of career readiness. / The findings of this study may be used to develop individual and group interventions that will nurture students' school-to-work transitions. / The purpose of this study is to explore the relationships among students' performance goals, vocational identity and career-exploration behaviours and to examine the effects of their personal attributes on these variables. / The results support the hypothesis that career decision-making self-efficacy in plays a significant role in career decision-making outcome expectations, career decision-making intentions, exploration behaviour, performance goals and vocational identity of secondary school students. Most of the structural paths in the model were found to be significant. / The study also shows that a strong intention to develop one's career decision-making capacities may significantly enhance exploration behaviour, which Phillips and Blustein (1994) have found to be a vital element of career readiness and job choice. Exploration behaviour is directly correlated to the development of realistic career expectations (Stumpf & Hartman, 1984) and it enables individuals to determine the suitability of certain work environments (Stumpf et al., 1983). The process of career exploration should therefore be essential preparation for students' job searching. / The study concludes that students' self-efficacy in career decision-making is a crucial factor, which, together with outcome expectations, significantly affects performance goals and exploration activities, and strengthens subsequent effort. Students develop an affinity for career-exploration and decision-making activities when they have sufficient self-efficacy and expect positive outcomes. They normally establish goals for sustaining or increasing their involvement in these activities and maintain high performance goals, which, turn, increase the likelihood of active engagement. / The target population was secondary fourth form and secondary sixth form students in Hong Kong. A total of 1216 students from 14 secondary schools participated in this study. Gender had a more significant impact on scores than the effects of different backgrounds. Male respondents generally had lower mean scores than female respondents in most variables. It was also found that the standard deviations of the male students' scores from were greater than those of female students. Apart from gender differences, there were no significant differences among students from various grade levels and streams of study. / Chui, Yat Hung. / Adviser: Alvin Leung. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0584. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 224-246). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.
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Relevance of written English ability of Hong Kong school leavers to employment demandsWebb, Anthony Edwin January 1974 (has links)
published_or_final_version / Education / Master / Master of Philosophy
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African American High School Graduates' Perceived Academic Success FactorsHarris, Paula Williams 01 January 2016 (has links)
A large number of African American students attending a low performing, urban high school in Tennessee demonstrated a lack of understanding in reading/language arts by scoring below proficient on the end of course (EOC) exam in reading/language arts. The purpose of this case study was to examine the perceptions of 10 African American graduates who scored proficient on the reading/language arts EOC exam to seek factors they associated with their academic success. This study was guided by Deci and Ryan's self-determination theory. The research question addressed the perceived factors that African American graduates associated with their academic success. Purposeful sampling was used to select 10 African American graduates who scored proficient on the EOC reading/language arts exam and who were 18 years or older. The data were collected through one-on-one interviews and were analyzed using qualitative content analysis. The data revealed that all the participants had a positive adult figure who motivated and encouraged them to continue to succeed. Based on the research findings, a project on mentoring was developed. Implementation of a professional development workshop on mentoring could bring about a positive social change for more African American students because the project provides a mentor for more African American students at this high school, which may lead to more African American students improving their academic success.
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Transition of school leavers into the labour market from Ga-Rankuwa high schoolsDichabe, Sello Caleb January 2006 (has links)
Thesis (MTech. degree in Education) - Tshwane University of Technology, 2006. / The primary objective of this study was to find out about the employability of
school leavers. In order to conduct this study the researcher applied quantitative and
qualitative approaches as methods of collecting data. The study was conducted
among learners, school leavers (employed and unemployed), SMT members and
HRD staff of the sampled schools and company respectively.
It is clear from the study that:
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Please understand me : effective leadership practices and strategies that increase graduation ratesTymensen, Wilco, University of Lethbridge. Faculty of Education January 2006 (has links)
The primary purpose of this study was to examine how leadership strategies and
practices contribute to student retention and sustained improvement in student graduation
rates. The issue of students' success and graduation is important because educational
attainment is positively correlated with every single important life outcome, and high
school completion is widely regarded as the minimum education qualification needed to
be able to earn an adequate income in the labour market (Levin, 2006). The conceptual
framework of the study was built on Leithwood's transformational leadership model:
setting direction (visions, goals and higher expectations), developing people
(individualized support, intellectual stimulation and modeling), and redesigning the
organization (culture, structure, policy and community relationships). Nine principals,
were interviewed from four zone six Alberta school jurisdictions with significantly larger
than provincial average three and five-year completion data, to determine how these
formal leaders relate or support leadership strategies and Leithwood's Leadership
practices to positively effect retention and graduation.
Although many of the factors that impact on educational outcomes lie entirely
outside the scope and responsibility of the school system, school leaders can utilize
Leithwood's transformational leadership practices to increase the commitment of
teachers to boost graduation rates. Leaders can and should seek to engage the support of
teachers for this vision for the school and to enhance their capacities to contribute to
achieving this goal. In general, leaders need to recognize the multi-faceted nature of the
concept of at-risk and its affect on retention and graduation rates, and need to develop
broad, multi-faceted prevention strategies and practices. / x, 160 leaves ; 29 cm.
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The benefits of GED graduation : a study of Indiana GED graduatesStiffler, David C. January 1994 (has links)
The purposes of this study were to ascertain and categorize the benefits of GED graduation as reported by recent Indiana GED graduates, and to produce a report on these benefits for local adult educators to use in their ongoing counseling and teaching of current and future Indiana adult learners who are preparing to take the GED tests. An additional purpose was to provide demographic data on the population being studied to local, state, and national systems which can benefit from having research data on what types of individuals tend to use TV to prepare for GED tests.Data collection involved the administration of a sixty-five item questionnaire developed for the study, utilizing questionnaire items from three previous studies of GED benefits conducted in New Jersey, Wisconsin, and Iowa. The questionnaire was mailed to 1,172 GED recipients who received their credentials during 1990-91 school year through the GED ON TV Program administered by the LEARN AT HOME Division of the Muncie Community Schools Adult Education Department. Responses were received from 294 respondents to the initial and follow-up mailings, which accounted for an adjusted response rate of 30.3%. The average age of the respondents was 44.6 years. The respondents were 81.6% female and 91.5% Caucasian-American.Analysis of the data was performed utilizing simple descriptive statistics, including frequency distributions and means, to determine demographic characteristics and benefits perceived by the population. Benefits were empirically reduced by factor analysis, utilizing oblique rotation, into smaller groups of factors of benefit.The findings indicated that there were significant benefits, both tangible and intangible, to be attained by successfully passing the GED Test. The tangible benefits were further education, self-improvement, occupational advancement, and GED participation of others. The intangible benefits were empowerment, improved self-image, higher aspirations, and personal satisfaction. Although the findings of this study confirmed many of the findings of previous studies of GED graduates in other geographical areas of the United States, three types of benefits were newly identified: self-improvement, empowerment, and personal satisfaction. / Department of Educational Leadership
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The impact of economic growth on the matric pass rate in South AfricaThobakgale, Khutso Oupa January 2017 (has links)
The study provides an econometric analysis of the impact of economic growth on the matric pass rate in South Africa. The model used provincial pass rates from the year 2008 to 2013 as well as the economic growth rates of each province from the same period. A panel data random effects model was used to run the model and produce the results. An extensive literature review was conducted to analyse the pass rate in the Eastern Cape which has been the lowest in South Africa for some years. The results of the model suggest that economic growth in the different provinces has a positive effect on the matric pass rate except for the Eastern Cape, Limpopo and Mpumalanga. The model also produced a low R2 indicating that economic growth does not sufficiently explain the matric pass rate in the different provinces and other factors which were not included in the model are important.
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A survey of the perceptions of lecturers and English Second Language students regarding ESL students' language-related problems at Technikon NatalJohnston, Graham Francis January 1993 (has links)
The shortage of manpower in South Africa with technological skills is a widespread problem. Technikons are under extreme pressure to develop these skills in the student population. Admission statistics at Technikon Natal show a marked increase in ESL students enrolling in a wide variety of national diploma courses. The inadequate education received by the majority of ESL students in South Africa has not prepared them for the demands of tertiary education. As English is the medium of instruction at Technikon Natal, underdeveloped language skills tend to hinder the students' progress. Technikon Natal is currently considering an Educational Development Strategy designed to assist students. In order for a response to perceived language-related problems to be meaningful, a survey of such issues was considered a practical starting point to establish that these issues were in fact problematic. The survey was intended to probe certain perceptions held by students and staff regarding attitudes, which might have been preconceived. It also provided clarification that some of these perceptions are inaccurate, and in some cases, incorrect. In addition to this, it established that there is considerable support among students and staff for departmentally-integrated support programmes. In terms of Technikon Natal's present position on an ESL educational development continuum, the findings indicate that much benefit could be derived from the research carried out in other tertiary institutions with regard to academic support programmes. Areas in which there was a considerable disparity of views held were identified and commented upon. In conclusion, it was felt that attention should be focussed on the following: recognition of the need for an integrated ESL programme; departmental reinforcement of academic skills; decentralisation of the ASP programme. The survey concludes with a brief comment on current developments in response to ESL needs at Technikon Natal.
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An Occupational Follow-Up of Male Graduates of Denton High School, 1936-1940Windham, Manly Thurman 08 1900 (has links)
"The first part of the study is devoted to a comparison of those graduates who stay in Denton with those who move away. The marital status of each group, where they live, and why they chose the cities in which they live are shown in this section. A study is made to determine if those graduates who have moved away choose cities larger or smaller than Denton. The second aspect of the problem is developed by making a comparison of the quality of work done in high school and amount of education of the two groups. To make this comparison, a study is made of the quartile rank in high school ; the number that attended college in each group; the schools they attended; and the number that graduated from college. The third part of the problem is a comparison of the degree of success attained by each group. the occupations of the graduates, the number who have their own businesses, the financial success of each group, and the relationship of education to financial success attained are shown. The fourth division of the problem is the presentation of suggestions given by the graduates for improving job opportunities in Denton. It is hoped that this study will show whether or not Denton is losing its potentially more valuable citizens to other communities."-- leaf 2.
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Community college attrition of GED certificate holders and regular high school graduates : a comparative study using national BPS dataLong, Angela C. 06 May 2004 (has links)
This study was purposed to extract, collate, and statistically format data contained in
the national Beginning Postsecondary Students (BPS) Longitudinal Study: 1996-2001
database that pertained to persistence and attainment rates of GED recipients who began their
postsecondary education at a community college during the 1995-96 academic year. The
primary objective was to reckon the attrition rate of GED recipients during their first year of
enrollment (FY 1995-96), and to measure degree or certificate attainment rates of that
particular cohort of GED enrollees at the end of a 6-year study period (FY 2000-01).
Several significant findings related to the academic prowess and characteristics of a
cohort of GED students who enrolled in public 2-year educational institutions during the
BPS:1995-96 study period are presented in this study. One of those findings is that the
attrition rates of the GED recipients and the high school graduates who concurrently enrolled
full-time at community colleges during the 1995-96 academic year were closely proximate
by the end of their first year of enrollment (52.6% HS dropout rate versus 54.8% GED
dropout rate). Another interesting finding is that accumulated GPAs of GED recipients who
participated in the BPS:1996/2001 and who persisted through their first academic year as
full-time enrollees in community colleges were slightly higher than their counterpart
BPS:1996/2001 cohort of high school graduates who concurrently enrolled at community
colleges.
The statistical data reported in this study were garnered from a database administered
by the US Department of Education; however, because this study presents its findings in the
form of raw, unweighted data, it does not statistically reflect national representativeness. / Graduation date: 2004
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