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131	Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students Hudson, Natasha 14 December 2009 (has links) To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools. Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451
132	Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students Hudson, Natasha 14 December 2009 (has links) To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools. Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451
133	Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland Mhlanga, Eugene Sabelo 16 January 2018 (has links) This exploratory study sought to determine how the current science education curriculum at Nazarene Teachers College contributes to the final (third) year’s students’ career readiness from their own perspectives. A self-administered questionnaire was used for data collection. The target population was 150 third year students; 110 responded to the questionnaire which had a response rate of 79%. To describe the biographical information of the respondents, frequencies and percentages were used. Tables of frequency distribution were then used to deduce the respondents’ responses to the group of questionnaire questions that probe the various career readiness concepts. Scale reliability testing was also used to determine the reliability of career readiness concepts. An overall measure of career readiness was calculated for each respondent and the effect of biographical properties as part of evaluation of respondents. The empirical (quantitative survey)showed that the science education course at the Nazarene Teachers College indeed prepares the students for their career readiness with specific reference to the teaching profession although some aspects can be improved. Therefore, it was recommended that there should be increased time allocated to science education and its teaching approaches; that a suitable science laboratory with all the required equipment for experiential learning should be constructed; the current curriculum content with regards to the relevance for primary school science should be reviewed; and the lecturers should be workshopped on the use of interactive methods of teaching science to facilitate active engagement with students. This study reveals that the science education course at the Nazarene Teachers College strengthened the students’ attitudes towards teaching science; improved their skills and confidence to teach science and enabled them to focus on a learner-centred approach. Students indicated that the use of specific teaching methods and the use of teaching aids contributed in a significant way to their preparation as teachers in the classroom. However, the students rated the contribution science makes to society as of minor importance / Curriculum and Instructional Studies / M. Ed. (Natural Science Education) Curriculum evaluation Student’s evaluation Students’ perceptions Career readiness Course effectiveness Primary school science education course Science education programme Teachers College students 507.116887

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