Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 69-72). Also available in print.

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This study was to determine the extent to which the use of high-level questioning, through eliciting responses to selected poems, affects children's value claims. Twenty-seven seventh-grade boys comprised the control group, and twenty-seven eighth-grade boys comprised the experimental group. The experimental group took part in values-clarification experiences for sixteen weeks. The control group received no value instruction. The Values Inventory was administered to both groups at the beginning and at the end of the sixteen weeks. Testing of the hypotheses resulted in eight of the hypotheses being significant at the .01 level, indicating that values-clarification experiences using high-level questioning and selected poems did affect children's value claims.

This study is concerned with the problem of determining whether there is a relationship between achievement and specific ethnic and profile characteristics of Anglo-American and Mexican-American junior and senior high school students who are enrolled in a large metropolitan public school district. The purposes include (a) delineation of demographic data on these students in terms of specific group membership, gender, age, and educational concerns; (b) identification of the attitudes and values of these students; (c) evaluation of the relationships between the demographic data and the degree to which ethnic membership and interpersonal concerns impact participation in the classroom.

Bakgrund: Restriktionerna som infördes under Covid-19 pandemin påverkade ungdomar på olika sätt. Aktiviteter begränsades och skolor stängde till viss del ner. Enligt Bris har barn och ungdomar uppvisat försämrat psykiskt mående i samband med Covid-19 pandemin. Enligt skollagen ska det finnas tillgång till elevhälsa som har till uppdrag att främja hälsa och förebygga ohälsa. Alla elever ska erbjudas hälsobesök hos skolsköterskan och utöver det ska skolsköterskan finnas tillgänglig för lättare sjukvårdsinsatser.   Motiv: Psykisk ohälsa bland ungdomar upplevs öka. Skolsköterskor träffar eleverna vid hälsosamtal och antas därför kunna bidra med viktig kunskap.   Syfte: Studiens syfte var att belysa skolsköterskors erfarenheter av högstadieelevers mående under Covid-19 pandemin.      Metod: Studien genomfördes med åtta individuella semistrukturerade intervjuer med skolsköterskor som arbetat på högstadium under pandemin. Analysen gjordes med kvalitativ innehållsanalys.   Resultat: Skolsköterskorna har varierande erfarenhet av högstadieelevernas mående under pandemin. Under analysen framkom tre huvudkategorier med totalt sju subkategorier. Första huvudkategorin: uppmärksammande av hälsotecken, med subkategorierna förstå vad som påverkar elevers psykiska hälsa och definiera psykisk ohälsa. Andra huvudkategorin: upprätthållande av stödfunktioner med subkategorierna följa upp elevers psykiska hälsa och stödfunktioner som kan stärka elevers psykiska hälsa. Tredje huvudkategorin: faktorer som påverkat måendet med subkategorierna förutsättningar för studier, tillgång till aktiviteter och känsla av sammanhang.   Konklusion: Skolsköterskorna upplever att den psykiska ohälsan ökar men är inte säkra på orsaken till det. Många vuxna kan finnas tillgängliga för eleverna men det saknas tydliga riktlinjer för på vilket sätt arbetet med psykisk hälsa ska skötas. De elever som tycks ha drabbats hårdast av pandemin och dess restriktioner är de som redan innan var utsatta. Slutsatsen är att samhället behöver vara bättre förberedda när det gäller att hantera psykisk ohälsa och riktlinjer behöver utformas för hur eleverna ska kunna ges rätt stöd. / Background: Restrictions introduced during the Covid-19 pandemic affected the adolescents in various ways. Activities were restricted and schools partly closed. According to Bris, children and adolescents have shown impaired mental health during the Covid-19 pandemic. According to the education act, students must have access to student health service whose obligation is to promote health and prevent illness. All students must be offered health visits and the school nurse must be available for easier medical care.     Motive: Mental illness among adolescents is perceived to increase. School nurses meet the students during health visits and may therefore be able to contribute with important knowledge.     Aim: The aim of this study was to highlight school nurses’ experiences of junior high school student frame of mind during the Covid-19 pandemic.    Methods: Individual semi-structured interviews with eight school nurses who worked in junior high during the pandemic were conducted. Qualitative content analysis was used.   Result: School nurses experience of students’ mental health during the pandemic varied. During the analysis three main categories and seven subcategories emerged. First main category: attention to health signs with subcategories understand what affects students’ mental health and define mental illness. Second main category: maintain support functions with subcategories follow up students’ mental health and support functions that can strengthen students’ mental health. Third main category: factors that affected the frame of mind with subcategories conditions for studies, access to activities and a sense of coherence.    Conclusion: School nurses experience that mental illness is increasing but are not sure of the cause. Many adults may be available to students’ but there are no clear guidelines for how to work with mental health. The most vulnerable students seem to have been most affected during the pandemic and by the restrictions. The conclusion is that the society needs to be better prepared when it comes to handle mental illness and guidelines needs to be designed so the students can be given the right support.

The purpose of this investigation was to develop a curriculum guide to be made available to junior high schools in the state of Arkansas. A study of the amount of health knowledge possessed by eighth grade students in Arkansas was made to assist the investigator in the construction of the curriculum guide. The objective of the study was to determine the quality of the health education possessed by the eight grade students in Arkansas, in terms of teacher qualifications and number of hours heath education is taught per year, and compare it with students across the nation to build a suggested curriculum guide in health education. The following conclusions were reached: 1) Arkansas eight grade students are one school year behind national norms, relative through the AAHPER Cooperative Health Test results. 2) Female students scored higher than male students. 3) There is little variance between the different sizes of schools and the knowledge possessed by students in the several content areas on the AAHPER Cooperative Health Test. 5) The instruction of health education varied greatly in quality among Arkansas schools in the study. 6) Instructors teaching health education to eighth grade students in Arkansas were usually teachers not prepared to teach health education.The culminating activity of this investigation was the development of a curriculum guide from the data in the study of Arkansas students. The most widely accepted model in health education was chosen, the School Health Education Study Model. The nature of the model is such that new findings in health education do not invalidate the model.

Uppsatsen bygger på en kvalitativ studie genomförd med fokusgruppsintervjuer och klassrumsobservationer för att undersöka hur högstadieelever formulerar feedback på det pedagogiska ledarskapet i undervisning. Studiens utgångspunkt är socialkonstruktionistisk och undersöker elever och lärares konstruerande av det pedagogiska ledarskapet och feedback, med fokus på dialogen, utifrån ett aktör-och strukturperspektiv. Studien har en delvis kritisk analys då den beaktar maktperspektivet i skolkontexten. Syftet med studien är att synliggöra högstadieelevers formulering av feedback på det pedagogiska ledarskapet, samt hur i anspråkstagande av elever kan utgöra incitament för subjektifiering i skolkontexten. Resultatet av studien visar att högstadieelever på de undersökta skolorna både reflekterar över det pedagogiska ledarskapet och formulerar feedback i syfte att medverka i utveckling av detsamma. En slutsats som studien kommer fram till är att möjligheten för elever att medverka i det pedagogiska ledarskapet till stor del är beroende av lärares och övrig skollednings strategier och attityd gentemot elevers uttryck för feedback. / The essay is based on a qualitative study conducted with focus group interviews and classroom observations to examine how junior high school students formulate feedback on pedagogical leadership in teaching. The study is based on social constructionist principles and examines the construction of pedagogical leadership and feedback by students and teachers, with a focus on dialogue, from an actor-structure perspective. The study has a partially critical analysis as it considers the power perspective in the school context. The purpose of the study is to make visible junior high school students formulation of feedback on pedagogical leadership, as well as how students involvement can serve as an incentive for subjectification in the school context. The results of the study show that junior high school students in the surveyed schools both reflect on pedagogical leadership and formulate feedback with the aim of contributing to its development. One conclusion the study arrives at is that the possibility for students to participate in pedagogical leadership is largely dependent on teachers and other school leaders strategies and attitudes towards students expression of feedback. / <p>PE207G. Exainationsdatum: 2023-06-08.</p>

The problem set forth in this study is to determine the relationship of certain factors to the popularity of students in the eighth grade of the Junior High School at Ozona, Texas. The factors to be considered in this study are as follows: 1. The socio-economic status of the parents; 2. Each of the factors measured by the California Test of Personality; 3. The intelligence quotient; 4. Scholastic achievement; 5. The length of family residence in the community; 6. Physical attractiveness of the students as evaluated by three teachers; 7. Athletic ability as evaluated by the physical education teachers; 8. Conduct in the classroom as evaluated by the home room teacher.

In this dissertation, I present an examination of the economics of education through three chapters. In the first paper, I study the overrepresentation of elite university graduates in senior positions in public administration. Using rich administrative data from Chile, I employ a stacked fuzzy regression discontinuity design to estimate the causal effect of attending elite universities versus non-elite institutions on the likelihood of working in the public sector and attaining top positions within it. The findings suggest that while the observed disparity in top positions within public administration is largely a result of selection rather than inherent advantages of elite education, attending elite universities may enhance social mobility for students from lower socioeconomic backgrounds, particularly within specific majors. In the second paper, my coauthors and I propose an alternative approach using algorithms to predict college readiness and guide course placement. Drawing on experimental data from seven community colleges, the study shows that algorithmic placement increases placement rates into college-level courses without sacrificing pass rates. Moreover, algorithmic placement shows promise in narrowing demographic disparities in placement rates and remedial course enrollment, outperforming traditional placement tests in terms of predictive accuracy while mitigating discrimination. In the final chapter, I explore the relationship between school counselor availability and disciplinary outcomes in middle and high schools across the United States. Leveraging exogenous variations in student-to-counselor ratios driven by state recommendations and mandates, I employ administrative data from 26 states to estimate the causal impact of counselor availability on disciplinary actions such as suspensions, expulsions, and transfers. The results indicate that increased counselor availability reduces school disciplinary actions, with larger effects observed in high schools compared to middle schools. Moreover, speculative analyses suggest that the effectiveness of counselors in mitigating disciplinary issues may be complemented by the overall staffing levels in high schools. This dissertation contributes to our understanding of how educational policies and practices shape individual outcomes and societal inequalities, shedding light on avenues for promoting social mobility, improving educational access and equity, and fostering conducive learning environments.

The problem of this investigation was to make a rating of the following factors which pertain to boys in three distinct residential districts of the W. C. Stripling Junior High School, Fort Worth, Texas: (1) intelligence quotient, (2) civic attitude, (3) academic achievements, (4) Sunday school attendance, (5) club membership, (6) after-school employment, and (7) the number of broken homes.