No description available.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Moral values are a key element in the development of good character and good citizenship, and they are the focus of this study which examines the values and beliefs and attitudes of students at an international high school. The purpose was to determine if their values reflect good character and good citizenship, and the un iversal core values of tolerance, compassion, and concern for the welfare of others. Other factors of particular interest in this study are nationality, culture, gender, religion, length of stay at the international school, and the effect of the international school experience on international awareness and understanding. A survey questionnaire and one-on-one student interviews provided the quantitative and qualitative data for this study. Although the findings revealed that there are contradictions and inconsistencies in the values and beliefs of ind ividual students, particularly with regard to tolerance and compassion, the find ings also indicate that the students share a large group of traditional moral values which reflect good character and good citizenship. In addition, almost all of the students indicated that the experience of being at the international school helped them to understand and to appreciate people from other countries and cultures. There were also differences in student values, bel iefs and attitudes based on nationality and culture, gender, religious beliefs, and length of stay at the international school. According to the findings, length of stay at the international school may have the least effect overall on the values, beliefs and attitudes of the students. The most significant differences concern nationality and culture, gender, and religious principles to inform right and wrong behavior. Educators concerned with student values and character education in culturally diverse educational settings may find it worthwhile to examine the values and beliefs of international school students. Because of their emphasis on positive intercultural relations based on cooperation, respect, responsibility to the community, compassion and concern for the welfare of others, tolerance, and cultural awareness and understanding -all facets of good character and good citizenship- international schools could provide educators in America's culturally diverse schools with an alternative way of looking at multicultural education. / 2999-01-01

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 140-149).

"It is true that almost every school has some form of organized athletics, clubs, and other activities to aid in consuming some of the leisure hours and in developing desirable characteristics in their members. The field of education recognizes the basic human need for wholesome use of leisure time according to Nash. Modern education also affirms that individual differences in interests are enormous and vary tremendously from individual to individual within a group. With all these variations a great amount of grouping still takes place. It therefore stands to reason that there are certain factors which aid in determining how people spend their leisure time, and how people within a group are similar. Some of these factors are age, sex, intelligence, socio-economic status, and availability of opportunity to participate. This study will endeavor to investigate three factors, namely, sex, intelligence, and the change of participation during the various seasons of the year"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: William J. Tait, Professor Directing Study. / Includes bibliographical references (leaves 51-52).

Abstract not available

This survey study utilized two self-report questionnaires for the purpose of clarifying the interdependent relationship among the following variables: (a) the academic aspirations of junior and senior secondary school students (b) their knowledge about British Columbia public college and university general academic admission criteria, (c) the geographical location of the students (urban or rural). Over all, the students who participated in the study showed high academic aspirations, but little awareness of the nature of post-secondary admissions policies. Few students were fully aware of the open admissions policies of their local community colleges and most students incorrectly identified most of the non-academic items (such as attitude and fitting in socially) as being important for admission. Students with post-secondary academic aspirations and urban students were more aware of the academic expectations of their local universities and colleges. Among males, grade nines, and students not planning to attend college or university, rural students were less knowledgable than urban students about post-secondary admission criteria.

This survey study utilized two self-report questionnaires for the purpose of clarifying the interdependent relationship among the following variables: (a) the academic aspirations of junior and senior secondary school students (b) their knowledge about British Columbia public college and university general academic admission criteria, (c) the geographical location of the students (urban or rural). Over all, the students who participated in the study showed high academic aspirations, but little awareness of the nature of post-secondary admissions policies. Few students were fully aware of the open admissions policies of their local community colleges and most students incorrectly identified most of the non-academic items (such as attitude and fitting in socially) as being important for admission. Students with post-secondary academic aspirations and urban students were more aware of the academic expectations of their local universities and colleges. Among males, grade nines, and students not planning to attend college or university, rural students were less knowledgable than urban students about post-secondary admission criteria. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Call number: LD2668 .T4 1929 J31

Call number: LD2668 .T4 1929 L33