Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 132-136).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M.N.M.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 26, 2006). Includes bibliographical references.

Thesis (Ph.D.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 123-138). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11638

This investigation is concerned with change in school-directed aspirations of middle and upper-middle-class Jewish public high school students over a fifteen-year period of time.

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. / In a review of the literature, no studies were found on the achievement of school-age English-Speaking Caribbean students. This study was initiated to remedy this lack by examining the characteristics of twenty-one 12-18 year old high achieving and low achieving English-speaking Caribbean students and the influence of twenty-one parents' and seventeen teachers' attitudes on the students. Support was found for Bandura's theory that role models influence people's self-efficacy which in turn influences their choice, effort and persistence. The study further supports the resiliency theory which suggests that people can be successful, despite environmental challenges. This study also found that the unidentified bilingual status of English-speaking Caribbean 12-18 year old students and their new environment with unfamiliar teaching styles, regulations and procedures were additional challenges not commonly identified in the literature. In order to support self-efficacy and promote resiliency, 1) better assessment of English-speaking Caribbean students' ability to use Standard English and 2) greater planning and collaboration among parents, teachers and students are recommended. The following are questions to be addressed in future research: 1) What are the similarities and differences among students, parents and teachers regarding expectations of ESC students' school performance? 2) What are ESC students' reading and writing proficiency levels in Standard English? 3) How can schools support self-efficacy and resiliency characteristics in all students? / 2999-01-01

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