The problem of this study is the examination of a high school group situation in which two broad background elements exist, the rural and the urbanwith the aim of seeking the statistical importance of these elements in their influence upon the peer acceptance within the group.

This research investigation examined high school students' attitudes toward drug testing prevention programs, and examined the extent to which those attitudes vary according to gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, alcohol use, and involvement in extracurricular activities at school. The results of this exploratory study are intended to help school administrators and counselors have an increased understanding of high school students' attitudes toward drug testing prevention programs. The participants in this study were drawn from a convenience sample comprised of high school students in grades 8, 9, 10, 11, and 12 at a co-educational, parochial school located in the metropolitan New Orleans, Louisiana area during the 2002-2003 school year. Each participant completed survey packets which contained the Attitudes Toward High School Drug Testing (ATSDT) survey and personal demographic data. The results of this study indicated that high school students generally have neutral attitudes toward drug testing prevention programs. There appear to be significant statistical differences between high school students' attitudes toward drug testing prevention programs based on their gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, and alcohol use; however, students' involvement in extracurricular activities at school was not related to their attitudes toward drug testing prevention programs. This information may be used to assist school administrators and school counselors in designing drug-free schools that engender respect and approval from the greatest possible number of students, faculty, and public, and provide needed information for school counselors in providing drug related prevention services, interventions, and after-care to adolescents

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Thesis (Ed.M.)--Boston University / Vast amounts of published and unpublished materials concerning the implications of television in the field of education are available. A glimpse into the literature indicates a great deal of controversy over the uses, purposes, advantages, and disadvantages of television and its role in the lives of school children. The purposes of this survey are to find out the television viewing habits of a group of high school students, and the impact of television on some of the educational activities of these students. [TRUNCATED]

In August, 1968, after a series of confrontations in the city parks between young dissidents and the police, the Mayor of Portland called upon the Metropolitan Youth Commission to form a special study committee to explore the areas of conflict and to recommend ways in which municipal government might constructively respond to the young people in the community. The independent research project on the alienation of youth, the results of which are reported here, was an outgrowth of the interest generated by the request from the Office of the Mayor. Under the auspices of the Metropolitan Youth Commission (MYC), a special office within the executive branch of city government concerned with the needs of youth, a questionnaire was constructed measuring both the attitudes of young people toward established social institutions and measuring the degree of personal alienation of the respondent. A research consultant from the Department of Psychiatry of University of Oregon Medical School, Dr. John Marks, directed the development of the questionnaire. The items measuring personal alienation have been drawn from the “alienation cluster” on a scale constructed and refined by Chain and Associates in their research on juvenile heroin .research in New York City. In addition, items were included which would provide substantial information on personal background of the individual, e.g. family cohesiveness, social class, delinquent history, and drug use. In spring, 1969, data was collected in four high schools in the metropolitan area (pop. 380,000). The student members of the MYC arranged for students in each school to distribute the questionnaires in classrooms and to interpret the nature and purpose of the research project to those in the sample populations. Student rather than teacher-administration of the questionnaire was considered an important factor in assuring those participating of the confidentiality of individual responses. However, since the students were free to select the specific classes to be sampled, the population was not carefully randomized. The questionnaire was also completed by a small number of persons who were contacted at the Charix Coffee House, a popular meeting place for young people identified with the city’s hippie community. The Charix sample permits a comparison of the attitudes of those still attending school with a slightly older group of peers who have "dropped out" of the mainstream of community life. In the fall of 1969, when the present writers became involved in the project, the research sample was extended to include a fifth public high school and a special ungraded secondary school, Vocational Village, whose enrollment includes high school drop-outs and youth referred by school or juvenile court officials. The respondents from the fifth high school were a random sample of the total school population which, in turn, is a cross-section of the middle and lower income groups in this community. The composition of this school and unique features of its program will be more fully described in a later section of this paper. The sample drawn from Vocational Village is also considered unbiased because the questionnaire was administered in English classes, a required subject for all enrollees. The data collected during the two time periods, spring 1969 and fall 1969, has been analyzed separately. Since the four schools of the original sample differ in terms of the ethnic and socio-economic status of their enrollments, a comparison of responses by schools to ascertain relationships between social status and alienation has been a major focus of the data analysis. Factual information about the socio-economic characteristics of the individual schools has been drawn tram city census reports and research conducted by Portland's School District #1.

The major purposes of this Field Study are twofold: firstly, to examine, briefly, the major issues in the transition of Australian secondary students from school to the world of work, and secondly, to examine one school-based and school-developed program which has been produced in response to perceived student needs in one particular school within one particular community. Whilst the emergence of school to work transition has only recently been recognized as being of major importance, it is now, as an educational issue, receiving widespread attention both in Australian and overseas. Transition programs are now also receiving considerable funding from Commonwealth Government Sources. The opening two chapters of this Field Study focus on the process of this raising of consciousness, both from the point of view of the initiating forces in Australian Society, as well as from some of the policy proposals and recommendations emerging from a national examination of the problem of transition. In addition some attempt is made to establish a particular philosophical stance - a stance which embodies those characteristics of a program considered, by this writer at least, to be essential components of any attempt by schools to come to grips with the needs of their students who are facing the process of transition. The middle section of this Field Study examines the approach that one particular school has adopted in the development of such a program - an examination which highlights such areas as the process of curriculum change, the clarification of expressed student needs, development of philosophical bases, sources and significance of Commonwealth funding and the political ramifications of program adoption. The final section of this Field Study commences an evaluation of this particular school's transition program based loosely upon evaluation guidelines developed by Robert Stake. Whilst this can only be a part evaluation (both because of the on-going nature of the program and the writer's involvement in the program as its director. )it is hoped that such an evaluation will produce a set of useful recommendations - useful both for the effective continuation of the program and useful for the implementation of possible future programs designed to assist Australian youth facing this major, and often traumatic, transition form school to the "real life world" outside school. The reader's attention is drawn to the range of possible future audiences of this report - audiences ranging from the academic examination of the project as part of a masters' degree to the clients of the actual program reported. Given this range of audience, it has been the intention of the writer to produce as "readable" a document as possible. It is the hope that in so doing all audiences will be served.

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xvi, 155 p. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Taiwan has undergone significant social change, particularly in the last forty years, due to economic and industrial growth. Career development intervention is increasingly urgent in helping students face upcoming challenges. This study investigates the implementation and perceived helpfulness of career development interventions in Taiwanese comprehensive high schools. A total of 153 questionnaires were mailed, and a total of 119 guidance directors responded to the questionnaire, resulting in a response rate of 78 percent. Results indicated that Advising career interventions were the most school-implemented interventions and were perceived as the most helpful interventions by guidance directors, followed by Awareness, Curriculum, and Field career interventions. Limitations of the study and implications for guidance programs and for future research in the area are given. / Graduation date: 2004