- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 21 to 27 of 27 (0.109 seconds)Spelling suggestions: "subject:"achool segregation"" "subject:"2chool segregation""
| 21 |
Géographie de la fragmentation urbaine et territoires scolaires à Marseille. / Geography of urban fragmentation and school territories in Marseille.Audren, Gwenaëlle 23 March 2015 (has links)
Cette thèse s’attache à décrire les formes de la fragmentation urbaine à Marseille ainsi que leurs conséquences socio-spatiales à travers les modalités de l’offre scolaire au niveau collège et les pratiques de choix des lieux de scolarisation à l’entrée en sixième, à plusieurs échelles, en 2006 et 2009. La carte scolaire impose aux familles un collège de secteur mais face aux importantes recompositions socio-territoriales qui affectent la ville de Marseille, des décalages s’opèrent entre les collèges, les attentes éducatives des parents et les conditions locales de scolarisation. L’étude porte d’une part sur la quantification et à la localisation du phénomène de l’évitement scolaire à Marseille et d’autre part, sur l’analyse fine de contextes territoriaux, dans lesquels se développent plusieurs types de stratégies scolaires. Les fortes différenciations et les rapides recompositions socio-territoriales urbaines de la ville de Marseille impliquent des pratiques scolaires hétérogènes qui illustrent le creusement des inégalités socio-résidentielles dans la ville et constituent d’excellents indicateurs pour décrypter une fragmentation urbaine croissante. L’analyse des stratégies des différents acteurs institutionnels et individuels, permet d’appréhender les mécanismes de production d’un espace scolaire systémique et hiérarchisé. L’approche territoriale est largement valorisée et l’analyse des contextes locaux souligne l’existence de territoires scolaires multiples et différenciés. / This dissertation aims at describing the forms of urban fragmentation in Marseille as well as its socio-spatial consequences through the modalities of school supply at the middle-school level (collège) and the practices of choosing schools for 6th graders (élèves de sixième), at various levels, in 2006 and 2009. School mapping (carte scolaire) imposes to families a neighborhood middle school, but in the face of important socio-spatial reconfigurations affecting the entire city of Marseille, discrepancies between schools, parent’s pedagogical expectations and local schooling conditions widen. The study focuses on the one hand on the quantification and localization of the phenomenon of school dodging (évitement scolaire) in Marseille, and on the other on the detailed analysis of territorial contexts, where several types of schooling strategies develop. Strong differentiations and quick urban socio-territorial recompositions in Marseille imply heterogeneous school practices illustrating the widening of socio-residential inequalities in the city and representing excellent markers to probe into increasing urban fragmentation. An analysis of the strategies of different institutional and individual actors allows one to grasp the mecanisms of production of a systemic, top-down school space. The territorial approach is largely valued here and the analysis of local contexts underlines the existence of multiple, differentiated school territories.
|
| 22 |
Från “orten” till akademisk framgång : En kvalitativ studie om upplevelser av ungdomars skolmiljöbyte från resurssvaga grundskolor till resursstarka gymnasieskolor i StockholmLlanes García, Stefhan January 2021 (has links)
This study examines young people’s subjective experiences of changing school environments from resource-poor primary schools to resource-rich upper secondary schools in Stockholm. Previous statistics show that resource-poor primary schools located in the most socio-economically vulnerable parts of the city have the lowest grade point average and lower educational quality/standards. Based on young people’s stories (who have had such experience of school environment change), it is the purpose to understand the reason behind their decision to change school environment as well as to analyze their experience of it (with focus on well-being, adaptation and social relationships). The study is qualitative and five semi-structured interviews are conducted. Based on Bourdieu’s theories of capital, symbolic violence, social field and habitus, Collins’ theory of social rituals, and McPherson et. Al’s theory of homophily, the results show that students showing study motivation and high grades are given priority in the field of education, resulting in inequity. Therefore, teachers and school staff have a great deal of influence on peers' school choice. The reasons for the change of school differs between foreign- and Swedish-born. The former group emphasizes integration into the Swedish society, the latter emphasizes the identification with the school’s profile and has greater knowledge of the school system. The adaptation to the new school environment was problematic at first, due to the socio-economical differences between the students. The educational level was also much higher, which shows a deteriorating equivalence in the Swedish school system. In addition, the majority of the students were ethnic Swedes, which reflects the pattern of school segregation in Stockholm. These aspects lead to common feelings of exclusion, showing patterns of homophilic social relationships based on different criteria. Joint activities show that those structural differences can be blurred.
|
| 23 |
Historie nerovných příležitostí v USA: Segregace hispánských dětí ve školách / Historie nerovných příležitostí v USA: Segregace hispánských dětí ve školáchVeselková, Eva January 2015 (has links)
A History of Unequal Opportunity in the U.S. Segregation of Latino School Children Half a century has passed since the U.S. Supreme Court famously stated that separate educational facilities are inherently unequal. After all this time, separate facilities are still the reality and they are still unequal. This thesis examines the educational experience of Latino children in the United States from the twentieth century up to the present, with the main focus on the area of the American Southwest. The history of Latino school segregation is examined from the legal perspective, focusing on the significant court cases in which Latinos fought against segregation and for equal educational opportunities. A special attention is paid to Mendez v. Westminster federal court case, which has ended de jure segregation of Latinos after the World War II. While the topic of school segregation in relation to Latinos is often overlooked by professional literature and little known to the public, it is very important as Latinos represent one fourth of all public school children in the United States today. This paper concludes that, because of school segregation, the educational history of Latinos in the United States is one of unequal opportunity. Moreover, the educational opportunities of Latino children remain...
|
| 24 |
Skolsegregationen I Sverige : School segregation in Sweden / School segregation in SwedenEl Haybi, Omar, Fakhro, Amer January 2022 (has links)
School is compulsory for all children aged between 6 and 16 in Sweden. It is a second home for all children. School segregation is essentially a question of importance in today's society. School segregation shows that the crucial factors leading to school being divided is due to factors such as family background (ethnicity) and socio-economic situation. Therefore, it contradicts the social cohesion and quality that schools strive for. Thus, possibly resulting in schools not maintaining an equally consistent quality because in some school’s children perform better than others. Hence, in the teaching profession, we believe that the school's social cohesion and working methods have very important functions for creating quality in the presentation of the right knowledge and good community. Consequently, this is the reason why we chose to investigate further what research says about school segregation. School segregation is a relevant societal topic to raise in the teaching profession. In order to be able to counteract and know the conditions of the schools, one must have sufficient underlying knowledge about what it is that affects the school's quality. Thus, in this study we want to furthermore explain what school segregation research reports in Sweden. This research overview has managed to collect from search engines like Swepub, Libris and governmental websites as IFAU and Skolverket ten scientific reports on school segregation that have later been discussed further, and a conclusion has been drawn on the project work. The conclusion that we can draw from this research overview work is that there is a rich amount of information sources about school segregation which one can take part in. They are very similar in the form of the presentation about the causes of school segregation, as well as consequences that a larger project work can be very useful from.
|
| 25 |
School choice and commuting in Ladybrand, Free State: a socio-economic analysisMnguni, Phindile Samukelisiwe 06 1900 (has links)
This study explored school choice and school commuting in the town of Ladybrand in the Free State Province. A mixed research method (survey and qualitative interviews) was used. Grade 8 parents from all three public secondary schools in Ladybrand were surveyed. Members of the School Governing Bodies (SGB) and School Management Teams (SMT) were also interviewed. The study found that all three schools are dominated by Black African children, although Ladybrand High (a fee-charging, former Model C, whites-only school), had a multiracial learner profile. Most Black African learners in Ladybrand High came from lower to middle-class working homes in the neighbouring township. Lesotho nationals were also enrolled in this school. Most Ladybrand High learners had parents who are married, financially resourced, educated, and working in skilled or professional jobs. In terms of Lereng Secondary and Sehlabeng Secondary School (both no-fee township schools), most learners hail from poorly educated, single-parent homes, where the parents are either working in semi-skilled or unskilled jobs or are unemployed. None were from Lesotho. Their financial status is weak. These parents said they selected the school based on proximity and low cost, whereas quality of education drove enrolment in Ladybrand High. Thus, the schools in the Ladybrand area demonstrate that class segregation has replaced apartheid race segregation. Learners from Ladybrand High commute using a variety of transport modes, while learners in township schools either use a subsidised government bus or walk – in some cases long distances if they live on neighbouring farms. The township schools complained of poor learner discipline and feeling unsafe due to local gang activities, both of which negatively impact on the functioning of the schools. This was not the case with Ladybrand High. While all the schools offer extra lessons, the two township schools hold extensive extra-lesson sessions and matriculation study camps. / Environmental Sciences / M. Sc. (Environmental Management)
|
| 26 |
A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student PopulationGalindo, Marilys 08 November 2013 (has links)
From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
|
| 27 |
”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden / ”The food is crappy, but the teachers are kind” : Reviews of schools – basis for decision-making for upper secondary school election on a school marketBarakat, Mohammed, Östergren, Rolf January 2019 (has links)
Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information). / Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).
|
Page generated in 0.1167 seconds