No description available.

M. Ed. / Aggression in schools has become the order of the day as incidents of learners stabbing, bullying and killing each other are reported. Parents, educators, learners, the Department of Education, the Department of Correctional Services and the Department of Social Science are concerned about the escalation of aggression in secondary schools. Current research on learners‟ experience of other learners‟ aggression in a secondary school has identified it as a major concern as it interferes with normal schooling. Aggression begets aggression. One of the goals of this research study was to provide guidelines for learners to manage aggression in a constructive manner. The participants in this research study were learners between the age of sixteen years and eighteen years in a secondary school in the Ekurhuleni area. The researcher‟s objectives were as follows: to explore and describe learners‟ experience of other learner‟s aggression in a secondary school; and to describe guidelines for the learners which will assist learners in dealing with learner aggression. The qualitative research approach helps the researcher to understand and interpret the learners‟ aggression. Phenomenological interviews were conducted and naïve sketches were written. The data was analysed by means of open coding. The major themes are set out below. 1. Learners experience other learners‟ aggression as being out of control. 2. Learners experience that cultural differences contribute to other learners‟ aggression. 3. Learners experience inadequate supervision and support of educators. 4. Learners experience other aggressive learners to be challenged in their lives. 5. From the interviews conducted; guidelines were made in line with the findings, to assist learners in dealing with learners‟ aggression.

Thesis advisor: Theresa A. O'Keefe / Thesis (STL) — Boston College, 2016. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

Thesis (Ed.M.)--Boston University

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. / This study investigated the concept of syntactic awareness as a reading strategy for complex sentence comprehension and the relationship between instruction in syntactic awareness and improved reading comprehension among mainstream high school students. When given the insight that sentences are important and when given simple rules to map syntactic structures onto thematic roles, with discussion and practice in simplification and restructuring of complex sentences, 91h and lth grade students demonstrated that they could significantly improve their reading comprehension abilities. The results support the concept that many high school students default to simple reading heuristics which work well on canonical sentence types, but which can fail with complex content-area texts. Sixty-three eleventh grade and forty-seven ninth grade mainstream students participated in a study in which one group of ninth and one group of eleventh graders, the experimental groups, were given a sentence comprehension strategy to help them when confronted with text that they block on, in many cases typical texts that are part of the high school curriculum. The control groups were given regular instruction in reading comprehension skills and strategies. Eleventh grade students who were enrolled in a SAT Preparation elective class were pre-tested and post-tested using both Real SAT tests from The College Board and the Stanford Diagnostic Reading Test (SDRT). A third group, the maturation group, was pre-tested and post-tested using the SDRT to control for normal academic growth. Ninth grade students who were enrolled in a reading elective course were pre-tested and post-tested using the SDRT. For the Eleventh Grade Experiment results were significant at the .01 level for the SDRT and at the .01 level for the SAT. The difference between the maturation group and the intervention group was significant at the .01 level but was not significant between the control and maturation group. The Ninth Grade Experiment results were significant at the .05 level for the SDRT. / 2031-01-02

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Not available

The purpose of this study was to examine the effects of a modified LORS technique on the ego identity formation of adolescent high school students. In order to investigate this relationship, a group of eighty volunteer high school students was randomly divided into an experimental and a control group. The experimental group was further divided into four sub-groups, each consisting of ten members. Both groups completed a battery of personality inventories comprised of 1) the Dignan Ego Identity Scale; 2) the Inventory of Psychosocial Development; and 3) the Personal Orientation Inventory. The group of experimental subjects took part in dramatizing typical adolescent crises, involving situations such as self-consciousness, sexuality, values clarification, vocational choice, and conflict with authority. The situations were designed to utilize the LORS Experiential Technique (Hollis, 1975), and were facilitated by trained process involvers. While the experimental subjects participated in the LORS situations, the control group members continued their regular school schedule. Following the completion of the treatment for the experimental group, both experimental and control group subjects repeated the aforementioned battery of personality tests. Statistical procedures were then applied to the data in order to test hypotheses written concerning the relationship between the variables involved.The analysis of data first required a preliminary test in order to determine whether or not the four experimental sub-groups were sufficiently enough alike that they could be pooled into one group. The results of the preliminary test showed that the four experimental subgroups could be treated statistically as one group. The preliminary testing was followed by a regression analysis to determine whether the covariates were related sufficiently to be useful as covariates. The results yielded an F value of 6.3376 and a P of less than .0001. Using the factors of "sex" and "grade level" as blocking factors, a three-way multivariate analysis of covariance was conducted. With an F value of 6.102 and a P of less than .0001, the major hypothesis concerning the relationship between experimental and control group vector of means was rejected. To determine which of the dependent measures (adjusted covariates) contributed to the overall rejection of the major hypothesis, the univariate F statistics were computed. The F values indicated that all of the dependent measures, except one, contributed to the rejection of the null hypothesis. The one exception was the reduction of identity diffusion as measured by the Inventory of Psychosocial Development.The purposes of the study were, first, to investigate current theory and empirical knowledge about the relationship between ego identity formation in adolescence and a treatment designed to help facilitate this development. A second purpose of this study was to provide data for use by teachers and counselors who work with adolescent high school students. To an important degree, both of these purposes were achieved in the present study.

Thesis (M. Med. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 79-82).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.