Global ETD Search

41	Creating Community in Isolation: the History of Corpus Christi’s Molina Addition, 1954-1970 Gurrola, Moisés A. 12 1900 (has links) “Creating Community in Isolation: The History of Corpus Christi’s Molina Addition, 1954-1970” examines the history of the Molina Addition in Corpus Christi, Nueces County, Texas, and its serving district, the West Oso Independent School District, from 1954 to 1970. Specifically, this essay begins with an analysis of the elite-driven campaign to annex the blighted Molina Addition in September and October 1954. The city intended to raze the neighborhood and develop middle-class homes in place of the newly annexed neighborhood. Following the annexation of the Molina Addition, African American and ethnic Mexican residents initiated protracted struggles to desegregate and integrate schools that served their area, the West Oso Independent School District, as detailed in the chapter, “The West Oso School Board Revolution.” The chapter examines the electoral “revolution” in which Anglo rural elites were unseated from their positions on the school board and replaced by African American and ethnic Mexican Molina Addition residents. The third chapter, “Building Mo-Town, Texas,” focuses on residents’ struggle to install indoor plumbing, eliminate pit privies, construct paved roads, and introduce War on Poverty grants to rehabilitate the neighborhood. This chapter also offers a glimpse into the social life of Molina youth during the 1960s. Molina Corpus Christi barrio border hood Corpus Christi (Tex.) -- History. Corpus Christi (Tex.) -- Race relations.
42	The Politics of Educational Policy-Making: The Legal and Political Implications of the Rodriguez Decision Cox, Mabry C. 08 1900 (has links) Legal data for the study come from briefs of state and federal court decisions. Political information is drawn from various governmental reports to the Sixty-third Texas Legislature on public school finance reform. Other material is from minutes of the House Committee on Education and interviews with members involved in the legislative process. The study describes and analyzes competing forces which try to influence policy decisions and attempts to identify the salient issues in the political process of educational policy-making. This information is incorporated into a systems model for heuristic purposes. The study pays special attention to state and federal court decisions, with emphasis on the "Burger Court" and President Nixon's influence upon the court. The latter part of the study concentrates on the Sixty-third Legislature and post-Sixty-third Legislature of Texas, and its efforts to write a public school finance reform program. The findings of the study show that the disparity in educational opportunity in Texas is a reality. The study also shows that school districts with the greatest need for reform are often least effective in influencing educational decision-makers. Finally, the study reveals that the inequities in public school finance are inherent in the ad valorem tax system used in most states for public school financing. Further study is recommended into the politics of public school finance reform, with particular attention to the Texas Constitutional Convention's efforts to reform the state's funding formula. A study of the governor's role in public school finance should also be made, with special attention to the reasons for his refusal to call a special legislative session to deal with the problem. Finally, it is recommended that a study be made of the Fort Worth et al. v. Edgar case, since it represents a new dimension in the conflict over the use of the ad valorem property tax in funding public education. educational policy-making Education -- Texas -- Finance. public school finance reform
43	An Empirical Study of Whether the Direct Involvement of Classroom Teachers in the Decision-Making Process of a Public School District in Conjunction with Their Locus of Control Orientation Affects Their Perceptions of Job Satisfaction Smith, Don L. (Don Lee) 12 1900 (has links) The problem with which this investigation was concerned was that of gaining a better understanding of factors which promote public school teachers' job satisfaction and the determination of the degree of impact of two specific organizational factors upon such job satisfaction. The two organizational factors are those of involvement in the decision-making process of the school district and the locus of control construct. This study had two purposes. The first was to determine if the direct involvement of classroom teachers in the decision-making process of a public school district affected their perceptions of job satisfaction. The second was to determine the relationship of locus of control on job satisfaction when teachers were directly involved in the decision-making process of a public school district. public school teachers job satisfaction locus of control Control (Psychology)
44	What Role of God and National Curriculum in School life? : A Comparative Study of Schools with a Muslim Profile in England and Sweden Brattlund, Åsa January 2009 (has links) The purpose of this study is to gain a better understanding of principles and ethics that dominate four schools with a Muslim profile, two in Sweden and two in England. The specific objectives of the study are: to examine educational policies with regard to primary schools with a confessional orientation in Sweden and England; to compare two primary schools with a Muslim profile in Sweden with two such schools in England; and in these four schools to describe and examine the manner in which school heads, teachers and other staff deal with the encounters between the values found in the national curriculum of Sweden and England respectively and the principles and ethics embodied in their private philosophy of life; to describe and examine the views of school heads, teachers and other staff on school leadership and any educational, ideological or personal role model they emulate; to describe and examine the expectations and views of parents with regard to the school with a Muslim profile; and describe the views of the pupils regarding their schools and the norms and values in school and; finally, to examine the attitudes of some local authority politicians in Sweden to MP schools. The findings indicate great difference between the two schools with a Muslim profile in Sweden, on the one hand, and the two schools in England, on the other. The fundamental reason for that lies in the parameters which had been established in these countries as the conditions for being permitted to establish and run a school with a confessional orientation. Since the schools in both countries had conformed to the relevant legislation and framework in their respective countries with regard to such schools, they had therefore consequently developed in different directions. / Partly financed by Vetenskapsrådet (Swedish Research Council) Islamic school Muslim Muslim school Primary school comparative study International Education independent school school leader intercultural confessional school faith school religious education confessional school head islamiska skolor muslim muslimska skolor grundskolor jämförande studie internationell pedagogik interkulturell konfessionella skolor religiösa skolor skolledare International education Internationell pedagogik
45	Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent school Kirchner, Valerie Ann 11 1900 (has links) This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling) Learning problems Childhood stress Independent school Inclusive classroom Stresses Transactional model of stress School related stress 371.90460968
46	The relationship between student academic achievement and student learning styles in a multicultural senior school Bosman, Anne 12 1900 (has links) Since 1994 South African classrooms have become more culturally diverse. In order to teach effectively in such an environment, teachers need to use strategies which meet the needs of all the students. One way of addressing this challenge is to consider learning styles theory. Teachers need to understand how individual students of all cultures learn, and which specific learning styles are significantly related to academic achievement. In order to investigate this relationship, a study was conducted at an independent multicultural senior school in the North West Province of South Africa. The aim of the research was to gather information on the learning style preferences of the students at the school; the relationship between the students’ academic achievements in English and mathematics and their learning style; and finally, the relationship between the students’ nationality, gender, form and age and their learning styles as well as their academic achievements in English and mathematics. A mixed methods research design was used. Data was collected by means of a structured questionnaire that was completed by a sample of 240 students of different forms, genders and nationalities. This was followed by individual interviews with ten top achieving students. The study found that the predominant learning style amongst the students in the school was individual learning. This particular learning style was also most significantly related to academic achievements in English and mathematics. The study further determined that nationality did not significantly influence students’ learning styles but gender and age did. Female students were found to be more inclined to be individual learners. Younger students were also found to be auditory learners to a greater extent than older students. Regarding the studying of English and mathematics, it was found that female students generally used auditory learning styles whilst male students preferred kinaesthetic learning styles. Lastly, the study found that the average achievements in mathematics deteriorated as the students got older and the worst performing form was the Form 6s. To this end, various suggestions were made as to how learning styles could be considered to improve learning. Recommendations for further study were highlighted along with the limitations of this research. / Psychology of Education / D. Ed. (Psychology of Education) Learning Learning styles Learning theories Academic achievement VARK model Multicultural independent school North West Province, South Africa Mixed methods inquiry 373.1264096824 Learning, Psychology of -- Case studies
47	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727
48	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727
49	Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent school Kirchner, Valerie Ann 11 1900 (has links) This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling) Learning problems Childhood stress Independent school Inclusive classroom Stresses Transactional model of stress School related stress 371.90460968
50	The relationship between student academic achievement and student learning styles in a multicultural senior school Bosman, Anne 12 1900 (has links) Since 1994 South African classrooms have become more culturally diverse. In order to teach effectively in such an environment, teachers need to use strategies which meet the needs of all the students. One way of addressing this challenge is to consider learning styles theory. Teachers need to understand how individual students of all cultures learn, and which specific learning styles are significantly related to academic achievement. In order to investigate this relationship, a study was conducted at an independent multicultural senior school in the North West Province of South Africa. The aim of the research was to gather information on the learning style preferences of the students at the school; the relationship between the students’ academic achievements in English and mathematics and their learning style; and finally, the relationship between the students’ nationality, gender, form and age and their learning styles as well as their academic achievements in English and mathematics. A mixed methods research design was used. Data was collected by means of a structured questionnaire that was completed by a sample of 240 students of different forms, genders and nationalities. This was followed by individual interviews with ten top achieving students. The study found that the predominant learning style amongst the students in the school was individual learning. This particular learning style was also most significantly related to academic achievements in English and mathematics. The study further determined that nationality did not significantly influence students’ learning styles but gender and age did. Female students were found to be more inclined to be individual learners. Younger students were also found to be auditory learners to a greater extent than older students. Regarding the studying of English and mathematics, it was found that female students generally used auditory learning styles whilst male students preferred kinaesthetic learning styles. Lastly, the study found that the average achievements in mathematics deteriorated as the students got older and the worst performing form was the Form 6s. To this end, various suggestions were made as to how learning styles could be considered to improve learning. Recommendations for further study were highlighted along with the limitations of this research. / Psychology of Education / D. Ed. (Psychology of Education) Learning Learning styles Learning theories Academic achievement VARK model Multicultural independent school North West Province, South Africa Mixed methods inquiry 373.1264096824 Learning, Psychology of -- Case studies

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