The intent of this study was to compare the attitudes toward school of elementary Indian and non-Indian students living in Northwestern Saskatchewan as these attitudes related to grade, school location, race and gender differences. <p>The literature was reviewed with two main themes, that of the history of Indian education and the development of Indian control of education and the relationship of academic self-concept to performance of children in an academic atmosphere. <p>To assess the differences in attitudes, the Student Attitude Measure developed by Dolan and Enos with the scales including <b>motivation for schooling, academic selfconcept performance based, academic self-concept reference based, sense of control over performance, and instructional mastery</b> were used. This instrument was administered to 1443 grades four, five and six students. All the data from the questionnaires identified as Indian (N=610) were used, but only a matched random sample of non-Indian (N=176) questionnaires were used from the students located in provincial schools. The various group mean scores were analyzed statistically by one-way analysis of variance and a Student Newman-Keuls multiple comparison was used to determine significant differences among group responses. The Canadian Test of Basic Skills was obtained for the reserve attending students and the composite score was correlated with the various measures of the Student Attitude Measure. <p> The results of the study were that:<br> 1. Non-Indian students had significantly higher scores on all five measures of the Student Attitude Measure.<br> 2. Differences by grade level were minimal with the Indian students scoring higher at the grade six level than the grade four, whereas, with the non-Indian student the grade six students scored significantly lower on one measure- that of self-concept performance based.<br> 3. Gender differences for Indian students were minimal with females having higher motivation for school scores and males having higher self-concept performance based scores. With the non-Indian students, the females scored significantly higher on motivation, self-concept reference based and control over performance.<br> 4. For the Indian students, the location of the school did make a difference. Students located in the Band controlled or rural provincial schools scored significantly higher on most SAM measures as compared to the Federal or city attending Indian students. Students in the city schools had the lowest scores.<br> 5. For the non-Indian student, school location did not produce significantly different scores on the SAM.<br> 6. There was a significant correlation between the Canadian Test of Basic Skills and the scales measuring motivation, self-concept reference based, sense of control over performance and instructional mastery.

The purpose of this study is to develop a curriculum which integrated life education and music and to examine the effects of this integrated curriculum on senior high school students¡¦ sense of purpose of life and attitudes toward death. Using a quasi-experimental design, two freshman classes were selected from a Junior high school in Pintung County. Then the two classes were randomly assigned to the experiment group and the control group. The former received a 10-week long integrated life education/music curriculum, while the latter did not receive any treatment. Before and after the experiment, both groups of students were tested on the purpose of life and attitudes toward death, and they answered several open-ended questions about life and death. The experimental group also gave feedbacks about the curriculum. The results of this study found that, after the intervention, the two groups showed no difference in their changes in their sense of the purpose of life and attitudes toward death. However, the students evaluated the program positively; they considered the topic discussed important and liked the way it is integrated into the music curriculum. They also reported that they are inspired to contemplate the complex issue of life and death. Based upon the findings, the implications of this study were discussed.

ABSTRACT The educational system now in Taiwan is multi-phased and completely different from the previous elitist educational system. It has been 14 years since educational reform was conducted by the 410 Educational Reform Movement in 1994. This movement believed in modifying the old previous system for the benefit of more students. The research is to better understand the parents¡¦ views towards education, and how much education from craming schools is actually needed. The researcher interviewed the children grade one to grade nine in Pintung City, who go to craming schools regularly. This research was conducted through questionnaires and with available statistics. It was discovered that, according to 393 parents interviewed, students showed differences in the following items ever since the implementation of the Grade 1 through 9 Curriculum: 1. Attitudes towards the new policies: More females have recognized the benefits and more teachers had more flexible time with students. 2. Attitudes towards education: A better economy means more opportunities for some students to have lessons at craming schools. Parents have discovered that it is not easy to help their children with their studies. 3. Education from craming schools many parents value how well their children perform academically. Therefore, before they decide on a certain craming school, they investigate the teaching quality and reputation of different craming schools. 4. Cram schools offer a variety of courses and parents pay extra money for supplementary courses. 5. Medium income families depend more on craming schools. 6. Parents with higher education know better how to make the most of craming schools. 7. Lower income families and those with lower education are in greater need of supplementary classes from craming schools. The Grade 1 through 9 Curriculum educational system aims at integrating students¡¦ learning abilities, developing students¡¦ compassion for the less privileged, and to help students acquire more knowledge about international affairs. These goals are for keeping the students competitive internationally. In addition, our government expects that the new system can be integrated with the future 12-year compulsory educational system in order to provide students from poor communities and families with more access and opportunities for higher education. It is true that the government has provided various accesses to higher education: however, this has resulted in a wider variety of classes being offered by craming schools. Now there are classes on developing learning skills, courses on dealing with tests and exams, how to win intercampus competitions, and a wider variety of classes in core subjects. Craming schools are needed by society however; they now play a role of supervising the quality of our educational system. They also are widening the division of access to a complete education between the poor and the rich Thus cram schools and educational policies should target customer satisfaction and student and teacher approval. Now what is highly expected from the policy makers is to keep cram schools competitive in a good way so that the students can obtain the most benefits.

Despite the fact that boys and girls in the US perform at equal rates on most standardized math exams, girls report lower self-confidence in, positive affect toward, and valuation of this subject. Internationally, the gap between girls’ and boys’ math scores is mostly accounted for by gender socialization and the rights of women in society. The present research uses Eccles’ (Parsons [Eccles] et al., 1983) Expectancy Value framework in considering the importance of math self-confidence, math valuation, and sex role egalitarianism on math achievement. Multiple regression will be used to determine the predictive ability of the independent variables. It is proposed that sex role egalitarianism and attitudes toward math will each significantly predict math achievement scores. Additionally, sex role egalitarianism will add to the prediction of math scores above what attitudes towards math contribute. Implications and future directions are discussed. / text

Using a mixed-method design, the purpose of this research was to understand interest in the elementary science classroom as affected by different teaching methods. Of particular concern was the state of interest in junior level (Grades 4-6) science classrooms. Research conducted on science interest and attitudes toward science has identified significant declines in student interest and engagement across grade levels. To remedy these concerns, it has become imperative that researchers and science educators gain a greater understanding of the growing literature in the field of interest and how this research might improve student engagement, especially at the elementary level. Questionnaires were administered to 178 students from Grades 4-6 measuring their individual interest in science, the frequency at which they were exposed to different teaching methods in science, and the level of interest they held for each instructional approach in science class. In addition, student interviews were conducted with six students from both genders representing each grade to better understand what makes for interesting and effective teaching of science in the eyes of the students. The quantitative and qualitative components yielded largely similar findings. Results indicated that passive learning tasks, such as written work and note taking, became less popular as grade level increased, that female students maintained a greater interest in passive learning tasks than males, and that passive learning tasks had the greatest impact on predicting student interest in science. Furthermore, students reported that they were best engaged by instructional strategies that were characterized by experimentation, cooperation, relevance, and novelty. These results were used to shed light on previous research in the field, and to suggest directions for future research and practice. / Thesis (Master, Education) -- Queen's University, 2009-04-09 11:04:44.967

Šiame magistro darbe buvo lyginamos religijos studentų, katalikų ir musulmonų, nuostatos savižudybių atžvilgiu. Tyrimo tikslas: Palyginti religijos studentų, išpažįstančių skirtingas religijas (Romos katalikų bažnyčia ir islamas) ir gyvenančių šalyse (Lietuva ir Turkija), kurių savižudybių rodikliai smarkiai skiriasi, nuostatas savižudybių atžvilgiu. Tyrimo metodika. Tyrime dalyvavo 131 katalikas (religijos studentai, Lietuva) ir 97 musulmonai (religijos studentai, Turkija). Empirinis tyrimas buvo atliktas naudojant ATTS (Attitudes Towards Suicide – Nuostatos savižudybių atžvilgiu) klausimyną. Pagrindinę šio klausimyno dalį sudaro teiginiai, kuriuos tyrimo dalyviai turi įvertinti naudodami 5 punktų Likert skalę. Tyrimo rezultatai. Tyrimo rezultatai parodė, kad religijos studentų, katalikų ir musulmonų, „Priimtinumo“, „Įsitraukimo / pasirengimo padėti” „Nepateisinimo / nesuprantamumo“ faktorių reikšmių vidurkiai statistiškai reikšmingai skyrėsi (p < 0,05). „Nenuspėjamumo / Nureikšminimo“ ir „Mitų“ faktorių reikšmių vidurkiai statistiškai reikšmingai nesiskyrė (p > 0,05). Remiantis faktorių palyginimo rezultatais daromos šios išvados: (1) katalikų ir musulmonų religijos studentų nuostatos savižudybių atžvilgiu skiriasi; (2) katalikų ir musulmonų religijos studentų žinios apie savižudybę ir jos rizikos įvertinimą nesiskiria. / Religion students’ (Catholics and Muslims) attitudes toward suicide were compared in this research. Objective: To compare religion students’, who confess different religions (Roman Catholic Church and Islam) and who lives in countries (Lithuania and Turkey) with very different suicide rates, attitudes toward suicide. Methods. 131 Catholic (religion students, Lithuania) and 97 Muslims (religion students, Turkey) participated in this research. The questionnaire ATTS (Attitudes Towards Suicide) was used for this empirical study. This questionnaire mainly consisted of statements to be scored on a five-point Likert scale. Results. The results of comparing Catholics and Muslims evidence statistical significant difference between means of „Acceptability“, „Preparedness” „Condemnation“ factors (p < 0,05). There is no statistical significant difference between means of „Unpredictability” and „Myths” factors (p > 0,05). On the ground of these results are made a few conclusions: (1) religion students, Catholics and Muslims, differ in attitudes toward suicide; (2) religion students, Catholics and Muslims, do not differ in knowledge about suicide and suicide risk evaluation.

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Research Doctorate - Doctor of Philosophy (PhD) / Why do young women still choose to marry in the new millennium? Although conjugal diversity in Australia has increased and crude marriage rates have decreased, the majority of young women still desire marriage. Marriage clearly remains important. The institution of marriage, despite high divorce rates, continues to exist as the most powerful and widely acknowledged form of social contract. Few empirical studies have focused on the meanings young women ascribe to marriage. Rather, marriage tends to be regarded as a stable concept around which to research and investigate. The meanings and definitions of marriage, particularly how young people identify marriage within their wider identity, has been ignored in much of the literature. This acceptance of marriage and its meaning within existing literature universalises and reinforces marriage as a dominant social and societal norm, whereby prestige is attached across cultures and through time. Marriage has sustained its centrality within social science research, yet without justification or adequate problematising. Meanwhile, in gender studies there is a tendency to assume that marriage is an outdated concept which has been superseded by the sexual revolution and by second wave feminism. As a result, feminist studies have not addressed the apparent persistence of marriage as a goal for young women. This thesis project contributes to filling that identified gap by addressing the apparent persistence of marriage as a goal for young women in Australia. This mixed methods study maintains a focus on qualitative methodologies and feminist epistemologies, aiming to provide rich subjective accounts of marriage. The study comprises data from 225 surveys. It also includes data from in-depth semi-structured interviews and focus group discussions with 75 of the survey participants. All three kinds of data collection asked about the meanings of marriage for young women. The participants were women aged 18 to 35 years, of various relationship statuses, from the Newcastle and Lower Hunter region of New South Wales, Australia. Participants were purposefully sampled to allow a spread of age and relationship status. Although this was not specifically intended, as a cohort they can be described as predominantly white and middle class. A grounded theory approach in line with Glaser and Strauss (1967) was employed to uncover subjective narratives that revealed attitudes and feelings towards the place of marriage and intimate relationships in the young women’s life trajectories. The findings of this study result from descriptive statistical analysis of survey data, and from content and discourse analysis of interviews and focus groups that indicate participants’ discursive constructions of marriage. The study finds that participants position marriage as a marker of status, as important for child bearing, as well as the major factor in achieving a competent and legitimate mature feminine identity. This study presents an overview of young Australian women’s aspirations for, and experiences of marriage and intimate relationships. It offers fresh insights into the ways these women imagine marriage and the marital relationship within their life trajectory. An integrated account of feminist critiques of marriage, and theorising on individualization and detraditionalization, allows us to see how gender inequalities are maintained in marital relationships under the discourse of individualization. This study offers evidence that emphasises the need for continuing feminist critiques of marriage and the family. The findings of this study suggest that the neo-liberal discourse of individualization has encouraged of the idea of gender neutrality, equality and autonomy within the marital relationship. At the same time the young women indicate that they expect to put the interests and wishes of a future husband ahead of their own. High levels of personal compromise are foreshadowed. Yet their imagined futures include more than marriage. They do wish for self-fulfilment and many want careers. However, marriage is constructed as the anchoring status and identity that makes those goals legitimate and achievable. The study finds evidence of both detraditionalization and retraditionalization trends in the aspirations, expectations and lived realities of the young women interviewed. It is argued that attitudes towards marriage reflect the detraditionalization process to some extent, yet concurrently indicate the retraditionalization process; for example in the desire for full church weddings and in the defence of women taking responsibility for housework and raising children.

Research Doctorate - Doctor of Philosophy (PhD) / Why do young women still choose to marry in the new millennium? Although conjugal diversity in Australia has increased and crude marriage rates have decreased, the majority of young women still desire marriage. Marriage clearly remains important. The institution of marriage, despite high divorce rates, continues to exist as the most powerful and widely acknowledged form of social contract. Few empirical studies have focused on the meanings young women ascribe to marriage. Rather, marriage tends to be regarded as a stable concept around which to research and investigate. The meanings and definitions of marriage, particularly how young people identify marriage within their wider identity, has been ignored in much of the literature. This acceptance of marriage and its meaning within existing literature universalises and reinforces marriage as a dominant social and societal norm, whereby prestige is attached across cultures and through time. Marriage has sustained its centrality within social science research, yet without justification or adequate problematising. Meanwhile, in gender studies there is a tendency to assume that marriage is an outdated concept which has been superseded by the sexual revolution and by second wave feminism. As a result, feminist studies have not addressed the apparent persistence of marriage as a goal for young women. This thesis project contributes to filling that identified gap by addressing the apparent persistence of marriage as a goal for young women in Australia. This mixed methods study maintains a focus on qualitative methodologies and feminist epistemologies, aiming to provide rich subjective accounts of marriage. The study comprises data from 225 surveys. It also includes data from in-depth semi-structured interviews and focus group discussions with 75 of the survey participants. All three kinds of data collection asked about the meanings of marriage for young women. The participants were women aged 18 to 35 years, of various relationship statuses, from the Newcastle and Lower Hunter region of New South Wales, Australia. Participants were purposefully sampled to allow a spread of age and relationship status. Although this was not specifically intended, as a cohort they can be described as predominantly white and middle class. A grounded theory approach in line with Glaser and Strauss (1967) was employed to uncover subjective narratives that revealed attitudes and feelings towards the place of marriage and intimate relationships in the young women’s life trajectories. The findings of this study result from descriptive statistical analysis of survey data, and from content and discourse analysis of interviews and focus groups that indicate participants’ discursive constructions of marriage. The study finds that participants position marriage as a marker of status, as important for child bearing, as well as the major factor in achieving a competent and legitimate mature feminine identity. This study presents an overview of young Australian women’s aspirations for, and experiences of marriage and intimate relationships. It offers fresh insights into the ways these women imagine marriage and the marital relationship within their life trajectory. An integrated account of feminist critiques of marriage, and theorising on individualization and detraditionalization, allows us to see how gender inequalities are maintained in marital relationships under the discourse of individualization. This study offers evidence that emphasises the need for continuing feminist critiques of marriage and the family. The findings of this study suggest that the neo-liberal discourse of individualization has encouraged of the idea of gender neutrality, equality and autonomy within the marital relationship. At the same time the young women indicate that they expect to put the interests and wishes of a future husband ahead of their own. High levels of personal compromise are foreshadowed. Yet their imagined futures include more than marriage. They do wish for self-fulfilment and many want careers. However, marriage is constructed as the anchoring status and identity that makes those goals legitimate and achievable. The study finds evidence of both detraditionalization and retraditionalization trends in the aspirations, expectations and lived realities of the young women interviewed. It is argued that attitudes towards marriage reflect the detraditionalization process to some extent, yet concurrently indicate the retraditionalization process; for example in the desire for full church weddings and in the defence of women taking responsibility for housework and raising children.

A media studies survey was conducted among university graduate students to study immigrants' attitudes toward advertising under various acculturation conditions. A total of 358 valid responses were collected. The study supported our hypothesis that immigrants have more positive attitudes than Americans do and it also showed that the level of positiveness varies according to different acculturation status. The study also found a larger third-person effect for immigrants than for Americans.