Thesis (Ed. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 1, 2005. Dissertation Committee: Ronald L. Laymon (chair), Frank T. Chiodo, Norman T. Endsley, Patricia Klass, Mary Ann Lynn. Includes bibliographical references (leaves 115-127) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 230-235).

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3241865."

The use of social networking sites (SNS) is a relatively new field of academic enquiry. Growing concern over adolescents’ and children’s internet use has spawned research on the possible effects of internet use on adolescent and child development (Shen, Liu, & Wang, 2013). This research thesis is designed to explore what social networking sites and apps are being used by children in two UK secondary schools. To investigate when they are accessing their social networks, to measure what extent the use of SNS occupies young people’s minds and to gain a deeper understanding of the experience of being in secondary school, immersed in the use of social networking. A mixed methods, two phase, research design was employed. The first phase of this study employed the use of questionnaires incorporating an adapted internet addiction Test (Young, 1998). The 1148 participants in phase 1 were from across 2 UK secondary schools, in Years 9, 10 and 11 (aged 13 – 16 years old). Phase 2 of this research thesis identified 8 individuals (4 males, 4 females) who scored highly on the adapted internet addiction test (Young, 1998) used in phase 1. These participants took part in semi-structured interviews which were analysed using interpretative phenomenological analysis. The results of this study showcase a breadth and depth of data regarding the uses of SNS. Phase 1 of this study indicated that 2% of participants are experiencing significant problems in their life because of their social networking usage (SNS occupies their minds to a severe extent). 41% of participants reported experiencing occasional or frequent problems because of social networking (SNS occupies their minds to a moderate extent). 45% of participants may use social networking a bit too long at times, but they have control over their usage (SNS occupies their minds to a mild extent). 12% of participants report that it is very rare for social networking use to have any negative impact on their life (SNS occupies their minds to a normal extent). Phase 2 results identified a number of key themes experienced by children whose minds are occupied by SNS to a moderate or severe level, including: *Connection to others: Social connection; Relationship maintenance; The monitoring of others *Identity and Construction of the Self: Change over time; A part of you; The role of parent *Cyber-bullying: Group Judgement & Reaction; A venue/channel for negativity; ‘Blocking’ as protection *From online to in-school: Interference of work; Threats, intimidation or violence. This research thesis adds to the growing body of research regarding the uses and experiences of social networking sites. This thesis concludes with an exploration of the limitations of this research, future directions for study and the implications for educational psychology practice.

The purpose of this study was to explore workload allocation, what informed workload allocation in secondary schools and analyse documents relevant to educator workload. A qualitative interpretive approach using a case study as a research design was used to complete the study. Sixteen educators which consist of 6 heads of departments, principal and 9 post level one educators were purposively sampled and interviewed from different types of schools( rural, township and former model C schools). The findings of the study suggested that, workload in the secondary schools under study was allocated in a transparent and flexible manner. Educators were consulted and their inputs were regarded imperative in decision making. Further, it was found that experience, specialisation and qualifications informed workload allocation in schools. During the analysis of data, themes such as educator reputation meaning their competence, learner results and commitment emerged as factors that also informed workload allocation in schools. Allocators considered factors like the number of subjects, number of preparations and number of classes but ignored the number of learners in classes when allocating work in schools. Therefore, the differences in terms of number of learners would mean there was no equity in allocation of educators because the number of learners affected marking of assessments, feedback to learner, reaching gifted and not gifted learners, discipline in classrooms, timeous submissions of marks, and regular control of learner books. Majority of educators were allocated teaching time below the requirements as stipulated in the Personnel Administration Measures (PAM) Government Gazette No. 24948 dated 21 February 2003. Therefore workload of most educators was manageable. The majority of post level one educators were allocated teaching time below 85%. Only one post level one educator from school A and B was allocated within the stipulated teaching time as expected by the department and most educators were allocated below. From the allocation of school C only 3 post level one educators out of a maximum of twenty five paid by the government were allocated within the stipulated time. Allocation changed throughout the year because promotions and redeployment of educators were done at any time during the year. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Education Management and Policy Studies / MEd / Unrestricted

Design is supporting the urbanism of the block and the whole city. So the koncept of urbanism point out the idea of reconstruction some the old halls. The new building of the clasrooms represent the identity of the whole secondary school and point out the diagonal.

Mathematical manipulative materials (manipulatives) invite students to explore and represent abstract mathematical concepts in varied, concrete, tactile, and visually rich ways. Considering the prominence of the use of mathematical manipulatives in current K-12 curricula, pedagogical resources and professional development, research studies show that few secondary school teachers use them. While these studies do not examine this issue from the teachers’ perspective, they posit that some teachers lack the mathematical knowledge connected to manipulatives, are uncomfortable with or uncertain how to use them, or do not believe that manipulatives have value in the teaching of secondary school mathematics. As a result there is a great need for research that provides further detail as to why and how secondary school mathematics teachers use manipulatives in their classrooms. This study, guided by the research questions: ‘How do secondary school teachers view the use of manipulatives in teaching mathematics?’ and ‘How do secondary school teachers describe their use of manipulatives in teaching mathematics?’, sought to examine these issues through semi-structured interviews with six secondary school mathematics teachers. This study supports the notion that the use of manipulatives in secondary school mathematics classrooms is influenced by teachers' views and experience with manipulatives. It highlights some of the challenges that teachers face, and supports from which they gain confidence and competence in their efforts to integrate the use of mathematical manipulatives into their teaching practice.

No Abstract Provided. / Thesis / Master of Science (MSc)

The goal of this paper is to evaluate commonly held criticisms of the practice of ability tracking in high school mathematics. To do so, I employ data from the National Education Longitudinal Study of 1988 and follow-ups to model classroom selection and education production. This paper will focus only on the causes and effects of tracking on students who were tracked as low-ability in eighth grade. From this, we can see how many students, if any, switched out of the low-ability track by tenth grade and how various switches have affected their test scores in mathematics. I find that students exercise mobility between ability-tracks as late as tenth grade and that ability-track placement is largely determined by test scores. In addition, I find evidence that there would be minimal, if any, test score improvement among low-ability students if they were all moved to a class of heterogeneous ability. / Master of Science

No description available.