Career development interventions have been lacking within disadvantaged contexts in South Africa. This is attributed to the country’s political history under the apartheid system. The predominant career interventions have been standardised on the English and Afrikaans populations, which are not necessarily applicable to the black population, a previously disadvantaged population. This study explored learners’ perceptions of career development interventions, career challenges and career needs within their contexts by using a career intervention vehicle, subject-career information guide titled, “A Guide for Schools into Higher Education”. The study was qualitative in nature and it conducted semi-structured interviews with 12 learners from a school within the disadvantaged context. The research interviews were analysed using the thematic content analysis. The findings of the study revealed that these learners had fairly different experiences of career guidance interventions within their contexts. The study indicated that the main career challenges faced by the learners were mainly externally based within their context. Thus, they needed career intervention resources to address the challenges. The findings of the study indicated that learners have benefited from A Guide for Schools into Higher Education as an intervention resource within their context. The study subsequently recommended that frequent career interventions be more available within schools and people perceived as role models within such contexts would need to be mobilized as career influencers. Furthermore it was recommended that learners within disadvantaged contexts would need to be taught skills towards the building of internal factors to facilitate them to own their career development.

Thesis advisor: Mary Walsh / Recognizing the increasing numbers of English language learner (ELL) students in U.S. public schools and the persistent achievement gap between ELL and English proficient (EP) students, school systems must adapt to better support ELL students (August et al., 2009; García et al., 2009). Previous research has focused primarily on the role of bilingual versus English-only instruction on the achievement of ELL students. Within the framework of developmental systems theory (e.g., Cicchetti, 2006; Lerner, 2012; Masten, 2007; Overton, 2011), the current study extended existing literature by examining how several non-academic factors are related to ELL students' achievement. Utilizing data from City Connects, an innovative school-based intervention that has found improvement in ELL achievement over time, this study sought to identify unique pathways through which the academic outcomes of ELL students can be promoted. Relationships between students' needs and strengths within four developmental domains (academic, behavioral/social-emotional, health, and family) and achievement were examined. Significant differences in the needs and strengths identified for ELL and EP students were found. ELL status also significantly moderated the relationships of needs/strengths and achievement in several developmental domains. Findings support a developmental systems understanding of achievement as a key dimension of children's development. Implications for school-based interventions and education policy are discussed. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

This qualitative study explores the learning conditions of marginalized adult learnrs enrolled at an adult high school. The study also explores the role of mathematics in the adult learning environment. The study collected data from two sources: a survey collected data from 64 adult learners enrolled in a high school mathematics course that leads to graduation; interviews were also conducted with ten of these participants. The findings indicated that although both external and internal factors were identifited by the participants as affecting the learning envoronment, these were not regarded as barriers to learning. The participants had a positive view of their own abilites. Mathematics was regarded by the learners as important and was not regarded as an obstacle to their goal of a high school diploma.

Although Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder amongst school going children, it is often misdiagnosed, misunderstood and mismanaged. This state of affairs does not bode well for the development of the ADHD learner and often leads to long-term impairments in terms of the learner's social and emotional development, academic performance and future vocational success. Therefore, it is essential that teachers fully understand the disorder and know how to optimally accommodate ADHD learners in their classrooms. The aims of the research were as follows: to determine whether a significant difference exists between teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement in accommodating ADHD learners in "regular” classrooms on the one hand, and the frequency of teachers' implementation thereof on the other; and to determine how variables such as gender, age, teaching experience and qualifications affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in "regular" classrooms and (2) the frequency of teachers' implementation thereof. A dual research approach was followed to achieve the aims of the research. First, a literature study was done on ADHD with reference to its aetiology, prevalence, symptoms, co-morbid features and treatment options. The implications of accommodating ADHD learners in "regular” classrooms were discussed against the background of the inclusive educational approach. Second, an empirical investigation was undertaken to determine how important teachers rate various inclusive didactic approaches and strategies and how frequently they implement them. The effect that variables such as gender, age, qualifications and teaching experience could have on teachers' ratings of the importance and frequency of implementation of these inclusive didactic approaches and strategies were also investigated. A structured questionnaire was distributed amongst 115 intermediate phase teachers who are teaching in ex-Model C primary schools in the Klerksdorp and Potchefstroom school districts. The data was statistically analysed and the following conclusions were drawn: Although teachers are aware of the importance of certain didactic approaches, behaviour management strategies and parental involvement for the optimal inclusion of ADHD learners in "regular" classrooms, in practice they do not implement these aspects so frequently. Female teachers rate the implementation of certain didactic approaches, strategies related to teacher behaviour and parental involvement more important for accommodating ADHD learners in their classrooms than their male counterparts, and implement them more frequently than male teachers. In general, variables such as gender, age, teaching experience and qualifications do not significantly affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in regular classrooms, or (2) the frequency of teachers' implementation thereof. Resulting from the findings of the research, practical guidelines were recommended to enhance the teaching and inclusion of ADHD learners in "regular" classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

This qualitative study explores the learning conditions of marginalized adult learnrs enrolled at an adult high school. The study also explores the role of mathematics in the adult learning environment. The study collected data from two sources: a survey collected data from 64 adult learners enrolled in a high school mathematics course that leads to graduation; interviews were also conducted with ten of these participants. The findings indicated that although both external and internal factors were identifited by the participants as affecting the learning envoronment, these were not regarded as barriers to learning. The participants had a positive view of their own abilites. Mathematics was regarded by the learners as important and was not regarded as an obstacle to their goal of a high school diploma.

No description available.

Although Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder amongst school going children, it is often misdiagnosed, misunderstood and mismanaged. This state of affairs does not bode well for the development of the ADHD learner and often leads to long-term impairments in terms of the learner's social and emotional development, academic performance and future vocational success. Therefore, it is essential that teachers fully understand the disorder and know how to optimally accommodate ADHD learners in their classrooms. The aims of the research were as follows: to determine whether a significant difference exists between teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement in accommodating ADHD learners in "regular” classrooms on the one hand, and the frequency of teachers' implementation thereof on the other; and to determine how variables such as gender, age, teaching experience and qualifications affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in "regular" classrooms and (2) the frequency of teachers' implementation thereof. A dual research approach was followed to achieve the aims of the research. First, a literature study was done on ADHD with reference to its aetiology, prevalence, symptoms, co-morbid features and treatment options. The implications of accommodating ADHD learners in "regular” classrooms were discussed against the background of the inclusive educational approach. Second, an empirical investigation was undertaken to determine how important teachers rate various inclusive didactic approaches and strategies and how frequently they implement them. The effect that variables such as gender, age, qualifications and teaching experience could have on teachers' ratings of the importance and frequency of implementation of these inclusive didactic approaches and strategies were also investigated. A structured questionnaire was distributed amongst 115 intermediate phase teachers who are teaching in ex-Model C primary schools in the Klerksdorp and Potchefstroom school districts. The data was statistically analysed and the following conclusions were drawn: Although teachers are aware of the importance of certain didactic approaches, behaviour management strategies and parental involvement for the optimal inclusion of ADHD learners in "regular" classrooms, in practice they do not implement these aspects so frequently. Female teachers rate the implementation of certain didactic approaches, strategies related to teacher behaviour and parental involvement more important for accommodating ADHD learners in their classrooms than their male counterparts, and implement them more frequently than male teachers. In general, variables such as gender, age, teaching experience and qualifications do not significantly affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in regular classrooms, or (2) the frequency of teachers' implementation thereof. Resulting from the findings of the research, practical guidelines were recommended to enhance the teaching and inclusion of ADHD learners in "regular" classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

No description available.

Thesis (M.A.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 39-41).

abstract: ABSTRACT This qualitative study used a survey to investigate the attitudes and experiences of 44 Heritage learners (HLL) and non-Heritage learners (NHLL) in beginning-level Spanish courses with a mixed population (HLLs and NHLLs) in the same classroom. Specifically, the survey elicited data on their attitudes and experiences towards their own language skills in Spanish and English, their mixed beginning-level Spanish course, their personal reactions to mixed classes, and their attitudes toward classmates that belong to the other group (e.g., HLLs view of NHLLs). The findings of this study indicated that HLLs perceived their listening and speaking skills to be better than their literacy (reading and writing) skills, while NHLLs self-assessed their receptive skills (reading and listening) to be higher than their productive skills (speaking and writing). In addition, both groups expressed a positive attitude toward mixed beginning-level Spanish classes and noted specific advantages to learning in such an environment (e.g., the opportunity to learn about each other’s cultures, the fact that each group felt appreciated and valued by the other group) with very few disadvantages (e.g., HLLs had mixed opinions on the effect that a mixed class might have on a teacher’s expectation for how much material is covered and how thoroughly, while NHLLs mostly agreed that a teacher’s expectations would affect the breadth and depth of material covered; NHLLs thought the presence of HLLs in their class might negatively affect their grades). However, both groups indicated they would prefer to be in Spanish classes with members of their own group instead of in mixed classes (NHLLs affirmed this more than HLLs). This study concludes with a discussion of pedagogical implications, limitations of the study, and ideas for future research on this topic. / Dissertation/Thesis / Masters Thesis Spanish 2015