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Toward the successful integration of female immigrant students into secondary physical education classesSchwab, Maria T. 05 1900 (has links)
This two-part study provides a two-faceted analysis of female immigrant
students' experiences in secondary physical education classes, together with an analysis
of the discourse they use to express their feelings about these experiences. This
information is needed to facilitate the process of integrating female immigrant students
into mainstream physical education classes so they have the opportunity for successful
and full participation in these classes. Recent research questions whether immigrant
females are receiving equitable treatment in curriculum planning and in physical
education classes. My research addresses this issue and should be of interest to those
professionals involved in the instruction, design, and promotion of physical education
and physical activity programs in which female immigrant students are involved.
The purpose of the first part of this study was to assess the attitudes of female
immigrant students toward physical education class and their participation rates in
physical activities outside of physical education class. Measures were taken to
determine whether attitudes and participation rates differed depending on ethnic
background, religion, English proficiency, number of years in Canada and achievement
levels. The purpose of the second part of this study was to gain an understanding of
how ESL students use language to express their attitudes, opinions and feelings about
physical education and to identify the main issues E S L female immigrant students saw
as being barriers to their success in mainstream physical education classes.
In order to fulfill the purposes of this study, two types of measuring instruments
were developed and two sets of data were collected. First, a questionnaire that obtained
background information from subjects and measured their attitudes toward physical
education and their participation rates in physical activity was developed and
administered. Second, cooperative activities designed to generate language on attitudes
toward physical education class were developed. Quantitative data were obtained from the questionnaire and qualitative data were obtained from the language activities
subjects were led through.
Results from the quantitative questionnaire indicated that 26% of the female
immigrant sample had limited background experience in physical education class when
they arrived in Canada. Students felt mildly positive about taking physical education
class in Canada but less positive than when taking physical education in their native
countries. Subjects spent about two hours a week on physical activity in Canada,
slightly less than they spent in their native country. While 86% of the subjects
participated in some physical activity in Canada, only eight to 16% participated in
exercise at a level likely to have a positive impact on their cardiovascular health. When
subjects lived in Canada, there was no significant difference in subjects' attitudes
toward physical education depending on their ethnicity, religion, English language
proficiency or number of years in Canada. There was also no significant difference in
subjects' participation rates in physical activity depending on religion. Ethnicity did,
however, have a significant effect on participation rates in physical activity and
participation rates increased significantly as students' English language proficiency
improved and as students spent more time in Canada. Also, attitudes toward physical
education class were strongly related to achievement in physical education while
participation rates in physical activity were not.
Results from the qualitative portion of the thesis focused on how students
articulated their feelings on physical education. Analyzed language data showed that
ESL students had limited lexicogrammatical resources to describe their feelings,
behaviours and reactions. An analysis of the value judgments made showed that
students had varying abilities to support their judgments with good reasons. The issue
students discussed most often was that English language problems prevented them from
communicating with other students and resulted in them disliking physical education
and doing poorly. Another issue of great concern for these E S L students was how difficult it was for them to pair up with native speaking partners. Students felt physical
education teachers could do more to assist students with limited proficiencies in English
and recommended many good teaching strategies for this purpose.
As a result of this study, physical education and ESL teachers are encouraged to
implement strategies which help female immigrant students integrate more successfully
into physical education classes. It is essential that teachers respect the linguistic,
cultural, racial and religious diversities of their students. Teachers should also include
students' heritages in the curriculum as this leads to greater school achievement and to
students feeling more highly valued. By using specific cooperative learning strategies, .
teachers can orchestrate positive interactions between students in their classes in a
structured way. By using the knowledge framework to teach language, content and
thinking skills to ESL students, teachers can minimize English language demands and
access students' first language knowledge. By teaching critical thinking skills, teachers
can help students evaluate present situations accurately and make good choices such as
establishing how to function in physical education classes more successfully. By
teaching ESL students the discourse of value judgments and choice, teachers can help
them effectively communicate their feelings and explain their viewpoints using
institutionally adequate reasons. ESL and physical education teachers should encourage
immigrant females to become involved in extracurricular sport and exercise activities
and actively find or create opportunities for their inclusion. The benefits for new
immigrant students include developing English language competencies, making friends,
improving psychomotor skills, becoming more competent in sports, and feeling better
about their abilities.
This study developed a perspective on one aspect of new female immigrant
students' education and led to a more sophisticated understanding of the physical
education of immigrant students. There is a great need for more studies that examine
the experiences of new immigrant female adolescents in sport and exercise.
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Factors which contribute to eighth grade students’ feelings of mattering in private schoolsKifiak, Darleen M. 11 1900 (has links)
This study examined eighth grade students' perceived degree of mattering in their
private school environments. Mattering, as defined by Rosenberg and McCullough (1981),
is a person's sense that he is the object of interest and importance to others, he is wanted or
serves as an ego-extension for others, and others depend on him. The study included 167
students from three urban private schools in the lower mainland. Students completed The
Ways of Mattering Questionnaire (Individual and Group Forms), and a one page
questionnaire, providing information about students' academic self-concept (Bachman's
scale), student involvement in extracurricular school activities, and selected demographic
variables. Step-wise multiple regression revealed that gender and grade point average were
statistically significant predictive variables on the Group Mattering Scale in student to
teacher relationships, and only grade point average was a significant predictive variable on
the Individual Mattering Scale (student to peer relationships). Recommendations are
provided for further study into students' feelings of mattering in the school environment.
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Of diapers and dissertations : the experiences of doctoral student mothers living at the intersection of motherhood and studenthoodSears, Allison Laurel 11 1900 (has links)
While the literature on the experiences of women in academe generaly, is
growing, the experiences of women student mothers in post-secondary education are
rarely explored. Given the increasing number of women students enroling in university
and the fact that the student population is aging, there is a greater likelihood of these
students being mothers. A study of these women is timely and crucial to understanding
their needs and chalenges within the university.
The purpose of the research was to examine the experiences of doctoral student
mothers living at the intersection of studenthood and motherhood as it was expected that
the demands from the family and university would create specific chalenges. The study
delineates the women's understanding of and the degree to which they accepted the
dominant North American ideology of intensive mothering and the ideology of the good
student. Further, the study sought to ascertain whether the student mothers experienced contradiction between the two ideologies similar to that experienced by the women in
Hay's (1996) study of employed and stay-at-home mothers. The study utilizes the
concept of the public/private dichotomy and the notions of greedy institutions and
competing urgencies in its framework. The design consisted of in-depth semi-structured
interviews with seventeen mothers at various stages in their doctoral programme. The
women range in age from thirty-three to forty-seven and have at least one child, under age of thirteen, living with them full-time.
Findings noted that the women were able to articulate the dominant definitions of
the good mother and the good student but, for the most part, they rejected them. They
preferred to be balanced both as mothers and as students, although almost all of them insisted their children were their first priority. The women experienced a contradiction
between the two ideologies and, using the concept of ideological work developed by
Berger (1981), their experiences were explored. The women engaged in ideological work
to support their alternative definitions of the good mother and the good student. When
they were not as able to sustain their ideological work they tended to revert to the
dominant definitions.
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Purposeful educational relationships : grade 7 students' perceptions of authentic engagementde Grandpré, Sylvie, University of Lethbridge. Faculty of Education January 2010 (has links)
This study explores how developing purposeful relationships with students fosters
engagement. Grade seven students were surveyed, interviewed, and given the opportunity
to reflect on the first seven years of their schooling. Based in Appreciative Inquiry (AI),
the students took a closer look at attitudes, teaching skills and the relationship with an
enjoyable teacher and added their own personal experiences to research-based examples
of factors contributing to engagement. The results confirm that developing purposeful
relationships contribute to raising student engagement and yield numerous examples of
what students value. These examples were compiled and highlight that there is an
undeniable human aspect to teaching. Building purposeful relationships does not solve all
school related issues but provides students with a more positive outlook on schooling. / xiv, 168 leaves : ill. (chiefly col.) ; 29 cm
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Students' lived experience of spiritual nurturing in nursing education : a phenomenological studyKrampl, Gayle, University of Lethbridge. Faculty of Arts and Science January 2007 (has links)
The purpose of this thesis is to explore the phenomenon of spiritual nurturing as experienced by students in their fourth-year of an undergraduate baccalaureate nursing education program in Canada, using van Manen’s (2002) approach to phenomenology. The goal of this study is to describe the lived experience of spiritual nurturing of fourth-year nursing students in order to reflect on how nursing students learn spiritual care. Data were collected via in-depth interviews with seven fourth-year nursing students and analyzed according to van Manen’s interpretive approach. Three themes of spiritual nurturing emerged: spiritual nurturing as exchanging energy (spirituality as relationship with others), spiritual nurturing as recharging energy (spirituality as relationship with self), and spiritual nurturing as receiving energy (spirituality as relationship with transcending). Spiritual nurturing as it applies to nursing education, nursing practice, administration of nursing programs and nursing research are discussed from the students’ perspectives. / vii, 142 leaves : ill. (col. ill.) ; 29 cm
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The relationship between student activism and change in the University : with particular reference to McGill University in the 1960sSheppard, Peggy January 1989 (has links)
No description available.
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The attitudes of chiropractic students towards research at Durban University of TechnologyRieder, Ryan January 2010 (has links)
Dissertation submitted in partial compliance with the requirements for a Masters Degree in Technology: Chiropractic, Durban University of Technology, 2010. / Background: The aim of this study was to determine the attitudes of Chiropractic students
towards research at Durban University of Technology (DUT). The Chiropractic profession has
made significant progress with regard to the production of high quality and clinically relevant
research (Newell and Cunliffe, 2003; Hawk et al, 2008) and the continuation of this research
effort will be the responsibility of the graduates that constitute the future profession (Newell
and Cunliffe, 2003). Furthermore Cull, Yudkowsky, Schonfeld, Berkowitz and Pan (2003) state
that the greatest predictor of this is a positive attitude, therefore it is essential to establish the
present attitudes amongst the students.
Method: The study was a quantitative questionnaire based, self administered, attitudinal
survey. The sample group included all the Chiropractic students registered at DUT (n=185).
Results: There was a response rate of 74,59%. The results indicated that on average
students thought that the research subjects and courses taught at DUT were not interesting
and that they did not adequately prepare them to perform research. The majority of the
students felt that the research process was completely vague to them and that they felt
insecure about their knowledge of research methodology. It was evident that students thought
that DUT staff members placed a great emphasis on research and that they were easy to
approach with regards to research. The area of greatest concern was that although students
thought that the student researcher relationship was of great importance, they indicated that it
was difficult to find a supervisor and they also indicated that inadequate supervision had
delayed their research progression. For the most part students thought that research was
important and they enjoyed listening to and reading research. However, only slightly positive
scores were recorded when students were asked if they wanted to do research in the future,
as they felt it was difficult and time consuming.
Conclusion: Many factors were significantly associated with positive attitudes towards
research at DUT and the strongest correlation between scales was between the importance of
research and positive feelings towards research (r=0.713). Most students felt research was
important and that it made them more knowledgeable however, if given the choice they would
study at an institute where research was not mandatory.
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Factors influencing students' choice of campus and completion or non-completion of courses in FET colleges.Ngcobo, Balungile Duduzile. January 2009 (has links)
The study is about factors that influence students‟ choice of a campus and how those choices influence students‟ decision to complete their courses. Since FET colleges have campuses with different historical backgrounds and unique characteristics, they offer specialised programmes according to the resources they have, relevant to their geographic location. The research focused on answering the following questions 1) What factors influence students‟ choice of campus? 2) What factors influence the students‟ completion or non-completion of courses? The aim of these questions was to determine what currently influences the students‟ choice and what kind of information or sources do students use in their study choice decisions. Some related researchers in other contexts have shown that there is a link between education and socio-economic factors. This study has been primarily informed by Tinto‟s (1987) theory on student retention and no-completion of courses, which suggested that non-completion is a result of a mismatch between the social/academic background, intentions and goals of the student and their institution‟s ability to meet those goals. Chapman‟s model of choice (1991) enabled him to indicate some factors, which influence student‟s choice. The aim of using the model was to check if the same influential factors were important for the current FET students in South Africa. A number of available studies have focused on the student, significant others in their lives, parents and teachers, as well as marketing of colleges or recruitment of students as factors influencing the choice. There is little literature that looks at how the fixed college factors such as program availability, location and reputation influence students, which is the focus of this research. This study falls into an interpretive paradigm and is qualitative in nature. Data has been collected using questionnaires and semi-structured interviews conducted among students of different campuses in one FET College. The sources of information are current students, those who dropped out and students who have completed their courses. Data collected show that the costs factor, academic achievement and significant others influence students‟ choices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.
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Customer care at University of Natal, Pietermaritzburg : an investigation into services received by students from support departments during registration.Sukram, Praversh Jeebodh. January 2002 (has links)
This study examines customer care at University of Natal, Pietermaritzburg (UNP). It investigates the quality of service received by students, from support departments, during registration. Data was collected via a simple random sample within the three libraries (Main, Law and Life Sciences) on campus. This ensured that students from the different faculties had an equal probability of being part of the survey, providing a true representation of the campus population. The research instrument was a questionnaire, 300 of which were administered to establish the attitude and helpfulness of staff from the departments of Finance, Financial Aid, Library, Risk Management Services, Student Admissions, Student Counselling and Student Housing. A total of 287 students responded.
The software package that was used to run all the analyses was SPSS version 9. Results are graphically displayed in the form of bar graphs, tables and a pie chart. Interpretation of the results reveals that the overall rating for all departments ranged from average to excellent.
Recommendations are made in light of the results of the survey and the literature reviewed. / Thesis (MBA.)- University of Natal, Pietermaritzburg, 2002.
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Description of psychiatric nursing students' stereotypical beliefs associated with mental illness labels and the potential mediating effects of information and contact.Mbongwe, Cecilia M. 31 October 2014 (has links)
Aim
To describe psychiatric nursing students‟ stereotypical beliefs associated with mental illness labels and the potential mediating effects of information provided from curriculum content and contact through clinical placement.
Methodology
Four nursing campuses were sampled, resulting in one hundred and thirty two (n=132) participants. Participants remained the same for all three phases of the repeated measure. A quantitative approach, non-experimental survey design with repeated measures made use of a self-report questionnaire. Section A included demographic data (age, gender and cultural group), while Section B consisted of a semantic differential measure (SDM) focusing on three mental illness labels; schizophrenia, major depressive disorder and bipolar mood disorder. Data was collected on the first day of the psychiatric nursing training block, the last day of the training block, and the first day of the second training block, after approximately six weeks of clinical placement in specialist psychiatric settings.
Results
Participant scores suggested greater negative stereotypical beliefs associated with the schizophrenia label in all the three phases of data collection. The bipolar mood disorder label was the least associated with negative stereotypical beliefs. Information given during the initial teaching block and contact during the clinical placement period resulted in a slight reduction of negative stereotypical beliefs associated with the schizophrenic label. In contrast negative stereotypical beliefs associated with the bipolar mood disorder label were increased slightly after information and contact.
Conclusion and recommendation
The results of the study confirmed that health care professionals are not different from the general population in their negative stereotypical beliefs towards mental illness labels. A review of the proposed new nursing curriculum should specifically include emphasis on psychosocial rehabilitation. In addition, clinical placement of the student nurses must be designed to ensure interaction with mental health care users engaged in recovery and community integration to remove perceptions of inability to recover associated with mental
illness labels (Adewuya & Oguntade, 2007; Adewuya & Makanjuola, 2008; Corrigan, 2007; Smith, 2010). / M.N. University of KwaZulu-Natal, Durban 2014
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