Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 187-203).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 187-203). Also available in print.

Thesis (Ph. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 31, 2005. Dissertation Committee: Paul J. Baker (chair), Ronald S. Halinski, Mary Ann Lynn, William C. Rau, Clayton F. Thomas. Includes bibliographical references (leaves 176-185) and abstract. Also available in print.

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. / The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process. This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education. The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence. The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age). / 2031-01-01

This study modifies Cummins' (1997) theoretical framework of minority student achievement and social power relations to account for differences in educational achievement among different identifiable subgroups of the ESL population. This framework provides the conceptual structure for a multidimensional understanding of ESL academic achievement (e.g. Gonzales, 2001) whereby the mediating influence of the broad social power relations between dominant and minority groups, students' individual characteristics, including personal abilities, experiences and socio-demographic backgrounds, interacts with ecologies, including educational structures such as curricula, curricular organization, school populations and the policy environment to influence educational trajectories. This study employs descriptive, bi-variate, and logistic and multiple regression to perform secondary analysis on data describing the academic trajectories of the ESL students (n=7 527) of British Columbia's 1997 grade eight cohort (n=48 265). It compares the results to a native English speaker (NES) baseline. ESL students are disaggregated by ethno-cultural background, English proficiency, gender, age on entry to the BC school system, and socio-economic status. School population effects are also considered. The dependent variables are five and six-year graduation rates, and participation and performance across academic subjects. Results show that identifiable ethno-cultural subgroups of ESL students navigate widely varying academic trajectories. English proficiency and gender differences also affect achievement, more so in already under-achieving ethno-cultural groups. Later ages of entry generally prove advantageous for some groups in mathematics and the sciences but predict diminished outcomes in the humanities for all groups. Socio-economic effects only partially account for differences among ethno-cultural groups. School composition also has minimal effect. Most ethno-cultural groups have higher academic participation rates but lower performance scores than NESs. ESL graduation rates are more stable across socio-economic strata than NES graduation rates. The need to disaggregate data for research and decision-making, and to target support toward under-performing student groups is discussed. While ESL students perform well in aggregate, lower outcomes of identifiable subgroups are masked. The study concludes with a call for more refined data, and for further methodologically advanced research. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

"New math" has drastically changed secondary mathematics and the demands on the secondary ma thematics teacher. The changes and e ffects of changes w re studied with emphasis on suggested programs in teacher preparation. Questionnaires were given to one hundred four secondary mathematics teachers in Utah. Fifty-e ight w rt: returned, of which fifty were usable. The questionnaire contained twenty-six mathematics courses offered to mathematics education majors in Utah universities . The teachers indicated which courses were valuable to them in teaching secondary school mathematics . Rank order correlation coefficients were calculated among subgroups of the questionnaire to determine internal consistency. All coefficients were above the 1 per cent significance level. The first fifteen courses listed in rank order according to the percentage of teachers who fe lt each course was valuable are: college algebra, trigonometry, analytic geometry, differential calculus, modern algebra, metltods for secondary mathematics teachers , mathematics for secondary school teachers, foundations of mathe matics, integral calculus, number theory, history of matltematics, foundations of geometry , solid geometry, logic , and foundations of algebra. On the basis of the courses generally recommended for prospective modern matltema tics teachers by nationally interested groups and the results of the evaluations of courses by Utah mathematics teachers , the following program in mathematics was proposed for prospective matltematics teachers in Utah . Mathematics education majors should take: College Algebra (or equivale nt) Trigonomentry (or equivalent) Analytic Geometry Differential Calculus Abstract Algebra (at least one course ) College Geometry (a t least one course other than Analytic Geometry) Mathematics for Secondary School Teachers Methods course (may be taken under the Department of Education) After completing tltis basic program, teachers intending to teach grades seven, eight, or nine s hould choose three or more courses from tlte following: Foundations of Mathematics Additional courses in Abstract Algebra Additional courses in College Geometry (other than Analytic Geometry) Number Theory Logic History of Mathematics Probability and Statistics A teacher intending io teach grades ten, eleven, or twelve should complete integral calculus and choose three or more courses from the following: Foundations of Mathematics Additional courses in Abstract Algebra Additional courses in College eometry (other than Analytic Geometry) Number Theory Logic History of Math matics Probability and Statistics Additional Calculus courses

This project is divided into two parts. It is argued in Part I that the teaching of mythology to students in English programs at the secondary level provides a foundation for their study of literature. The mythology of the ancient Greeks, the legends and myths of Europe, and native North American folklore are a rich source for students, both in the characters, plots and themes they present, and also for the structures that have becom1e archetypes upon which much literature is based. In order to show that the mandate set out by the Ministry of Education for this development of curriculum is satisfied by this project, an examination of the relevant literature is presented. A critical analysis of the curriculum theories of Joseph Schwab is presented in some detail. The suitability of his theory of deliberation as the basis of the development of this curriculum project is explained. The implementation of these units in one particular school is recounted. The concluding chapter of Part I describes the data collection that has been used in evaluating and revising of these units. Part II contains one unit of mythology for the advanced level English program in each of grades 9, 10, 11 and 12. These units reflect and contain the ideas developed and expanded upon in Part I. Each unit is the first one taught at that grade level and informs the way in which the students read the other literature on the course. These units identify objectives, strategies and suggested evaluation procedures. Each of the units also includes a resource list, and a bibliography. In addition, each unit represents a balanced selection of literature, language and media, in keeping with the guidelines established by the Ministry of Education. Part II also presents specific lesson plans and activity sheets for individual lessons. The instruction strategies suggest a variety of pedagogical activities for individuals, pairs, small groups and whole class instruction. An independent study component is provided with each unit. / Thesis / Master of Arts in the Teaching of English (MATE)

The concept of design of secondary school in Barcelona responds to an existing build - up area, topography, to what was here, but sthe school system is different. The diversity of the environment I translate into surrounding of school, in every corner is taking place a different activity, a different movement.

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. / This study examined three upper middle class suburban high schools to investigate whether there were differences in the way students with special needs were educated. Did the schools embrace an inclusionary philosophy where by students with special needs were integrated regular academic classes? In addition did these students participate in co-curricular, school-sponsored activities? All three schools relied on the use of paraprofessionals who played a prominent role in working with students with special needs and were closest to their day-to-day experiences. Moreover, the study investigated whether there are differences in the way the schools delivered these special education services. The study also asked whether there are differences among schools in the levels of paraprofessional job satisfaction in four areas of job satisfaction cited from the literature. These included role clarity, task consistency, effective communication, and adequate supervision. Student academic success was measured by student MCAS ELA and MCAS Math scores. Co-curricular success was measured by a student Co-curricular Involvement Inventory. The latter is important because special education students who are sufficiency supported have a greater opportunity to become integrated members of the school community and the larger society when they transition from school. Data gathered were analyzed using one-way ANOV A, correlations, and linear regressions. Results did not support that high levels of paraprofessional satisfaction contribute to student academic success as measured by MCAS. However, there were highly significant differences among schools in levels of paraprofessional job satisfaction and in the rates of student participation in co-curricular activities. Schools with more inclusionary practices had high rates of job satisfaction among paraprofessionals and high rates of participation in co-curricular activities among students with special needs. The qualitative results were corroborated by interviews, focus groups with administrators, teachers, special education students and paraprofessionals; questionnaires completed by paraprofessionals and students; as well as evidenced gathered from each school's most recent Massachusetts Department of Education Coordinated Program Review. The findings from the study suggest that paraprofessionals who reported higher degrees of satisfaction are more likely to aid in facilitating co-curricular opportunities for students with special needs. It is through participation in these school-sponsored activities where students with special needs may experience greater opportunities for social success both in school and eventually in the larger community. / 2031-01-01

One of the major challenges facing special and general classroom teachers stems from the current educational movement towards inclusion, a process that emphasizes providing special education services to students with disabilities within the regular classroom. Studies reviewed indicate that difficulties occur in instituting integrated programs within general classrooms because educators working in inclusive settings lack knowledge of strategies needed to implement such programs effectively. The purposes of this study were to determine whether secondary special and general education teachers working in inclusive settings in Virginia had: (a) a positive attitude towards inclusion and students with disabilities; (b) perceived themselves capable of adapting instruction to students with disabilities; (c) had the resources and support needed; and (d) perceived themselves knowledgeable of pertinent information required for teaching students with disabilities in inclusive classrooms. Information collected was also designed to identify: (e) whether these special and general educators collaborated in their inclusive classrooms; (f) the type of support received in working with students with disabilities; and (g) areas of needs the two groups of teachers have in working with students with disabilities in inclusive classrooms. A total of 400 questionnaires, consisting of 36 Likert-statements and 19 open-ended items, were mailed to a stratified random sample of 200 special and 200 general classroom teachers working in inclusive settings in Virginia. Out of this total, usable questionnaires were received from 84% (n = 167) of the general education and 62% (n = 124) of the special education teachers, for an overall response rate of 73%. An analysis of data collected, using descriptive statistics, thematic analysis, and analysis of variance, indicated that special educators, compared to general educators: (1) had more positive attitudes towards inclusion and students with disabilities; (2) perceived themselves more capable of adapting instruction to students with disabilities; (3) felt resources and support needed to work with students with disabilities were available; 4) had a greater sense of efficacy when it comes to knowledge required for teaching students with disabilities; and (5) worked more collaboratively in providing assistance to each other regarding students with disabilities. Both groups of special and general educators had a negative attitude towards educating: (6) most students with disabilities (regardless of the level of their disability) in the regular classroom; especially (7) students with behavioral disorders, mental retardation, and multi-disabling conditions. These teachers also felt: (8) students with disabilities lack skills needed to master the regular classroom course content; and that (9) the large teaching load in the regular classroom makes it hard to meet the needs of students educated in inclusive settings effectively. Furthermore, both groups of teachers indicated they: (9) predominantly received support from other teachers and guidance counselors in working with students educated in their inclusive classrooms. Information focusing on areas of needs in working with students with disabilities indicated the two groups of teachers identified different areas of needs. The special educators noted they need: (10) more influence in the placement and decision making process, extra time for collaborating with others, reduced class loads, a clarification of the roles and responsibilities of special and general educators working in inclusive classrooms, and guidelines for meeting the new standards of learning. In contrast, the general educators indicated they require: (11) support from their administrators and parents, more resources and instructional material, assistance in dealing with school administrators who hold all students to equal standards, and training in special education and strategies for working with students with disabilities, behavior management, discipline, and anger management and conflict resolution. Implications this information has for school districts and teacher training institutions are discussed. / Ed. D.