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A descriptive case study examined the gender differences concerning computer technology (IT) by a convenience sample (N = 180, 76%) of 11 th and 12 th graders at an elite public high school, recently named the "second best high school in America" (Newsweek, 2000), in suburban Northern Virginia. The purpose of the study was to examine the apparent discrepancy in male and female differences in computer use, interests, and attitudes. The research design included a student questionnaire combining the Computer Attitude Rating Scale (CARS, Heinssen, Glass, & Knight, 1987) and the Attitudes toward Computer Technology (ACT, Delcourt & Kinzie, 1993) with demographic and academic data (GPA, PSAT, and SAT I), and the Strong Interest Inventory (Strong, 1994). Chi-square tests of association for categorical data and t tests for independence of means for metric data were used to analyze the data, which resulted in several statistically significant relationships (p = < .05) and meaningful effect sizes (> .70). The results were higher mean scores for the Strong Realistic General Occupational Theme (males) and Artistic Theme (females); the Athletic and Mechanical Basic Interest Scales (males) and Music/Drama, Art, Culinary Arts, and Social Service Scales (females), and Risk-Taking Personal Style Scales (males) and Working Style with People (females). Females also had higher GPAs, levels of computer anxiety, resistance to technology, and avoidance of careers and study in computer fields. Females chose Pre-Medicine majors to help others and males chose Computer Science majors to gain financial rewards. The implications for practice and research included: female technology internships, 9th grade mechanical and technical training, computer anxiety group counseling, cooperative learning and hands on instruction, female-friendly computer and computer science classes, equal access to computers at all grade levels, student-parent information programs concerning the many opportunities and high paying jobs available in computer technology, female orientated computer games, and more non-linear computer programs and activities that encourage females to "have fun" with computers and not view them as machines. A longitudinal study of the current sample and research at other grade levels and locations were recommended. / Ph. D.

It is estimated that by 2025 there will be approximately 8.26 million students enrolled in over 15,000 international schools globally. This increased expansion of international schooling cannot be disconnected from a process of globalisation where neoliberal policies have influenced the growth of education markets. International schooling arrives as a welcomed option to students and families looking for alternatives to national programmes which are perceived to be rigid and unchanging in a new globalised economy. With enrolment rates increasing over twenty percent in the Americas, Asia-Pacific, Africa, Europe, and the Middle East regions, the International Baccalaureate Organisation is perhaps the fastest growing educational group offering international schooling around the globe.  In this qualitative comparative case study, fourteen students enrolled in the International Baccalaureate Diploma Programme (IBDP) across four schools were asked about their experiences in the process of school choice in the Swedish education market. Semi-structured interviews were employed to explore student’s motivations and strategies in choosing the IBDP over national programmes. Utilising a grounded theory methodology linked with Bourdieu’s theories on symbolic capital, the study attempts to understand student’s choice behaviours. Findings revealed that regardless of social or educational background, students share similar motivations and strategies for choice making. Further analysis demonstrated that a collective perception of the IB alongside similar ideals of self-identity and class influence and legitimise their choice behaviours. The implication of these findings demonstrate that choice behaviours in the Swedish education market work to establish a degree of social reproduction and differentiation. / Det beräknas att år 2025 kommer cirka 8,26 miljoner elever att gå i över 15 000 internationella skolor globalt. Denna ökade expansion av internationell skolgång kan inte separeras från en globaliseringsprocess där neoliberal politik har påverkat tillväxten på skolmarknaden. Internationell skolgång framstår som ett möjlighet för studenter och familjer som söker alternativ till nationella program, som uppfattas vara oföränderliga i en ny globaliserad ekonomi. När antalet inskrivna ökar med över tjugo procent i Amerika, Asien och Stillahavs-området, Afrika, Europa och Mellanöstern, är Internationella Baccalaureatorganisationen kanske den snabbast växande utbildningsgruppen som erbjuder internationell skolgång runt om i världen.  I denna kvalitativa jämförande fallstudie utfrågades fjorton elever i IB-programmet (Internationella Baccalaureat, IBDP) vid fyra skolor om sina erfarenheter av skolvalet på den svenska gymnasieskolmarknaden. Semi-strukturerade intervjuer användes för att undersöka studenternas strategier och motivation för att välja IBDP framför nationella program. Med hjälp av metod byggd på grundad teori (grounded theory), kopplad till Bourdieus begrepp symboliskt kapital försöker studien förstå elevernas strategier vid gymnasievalet. Resultaten visade att oavsett social eller pedagogisk bakgrund delar eleverna likartad motivation och likartade strategier vid skolvalet. Ytterligare analys visade att en kollektiv föreställning om IB tillsammans med liknande ideal beträffande självidentitet och klass påverkar och legitimerar deras val. Implikationen av dessa resultat visar att valbeteenden på den svenska skolmarknaden bidrar till viss del till en social reproduktion.

This study analyzed the social and emotional wellbeing of International Baccalaureate Diploma Program (IB DP) students in a North Texas school district. Students were asked about their feelings toward mental health through a short-answer questionnaire and a survey. Teachers were also able to give input about how they handle mental health in their classroom and where they would like to see their students grow in terms of understanding mental health. The data shows that while students in the IB DP have questions about mental health and have an interest in becoming more independent when dealing with their mental health, they have also come up with program-specific coping mechanisms such as relationships with teachers and peers in the program. This project suggests the idea of increasing student involvement with family engagement, a student-led mentor program, and an after school organization which covers topics such as mental health and learning skills.

The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.

近年來，香港有不少國際學校和直資學校開辦國際文憑課程（IB，International Baccalaureate），很多非華語學生選擇學習中文作為第二語言。然而，當中很多學生在使用詞彙上產生偏誤，而在二零零八年，香港教育局發布了《中國語文課程補充指引（非華語學生）》諮詢文件中，指出漢字的字形、聲調、語彙都是中文第二語言學習者的難點（香港課程發展議會，2008），這些難點均涉及語素。以往曾有不少研究，探討語素意識與詞彙知識習得的關係，因此，研究者期望以中文第二語言學習者作為研究對象，探討漢語語素意識與詞彙能力的關係。 本研究為量性研究，以語素意識與詞彙能力測驗和單元評估試卷來蒐集數據，並採用相關度測量研究方法分析數據，從而探討國際文憑課程中學項目學生在詞彙上的偏誤類型以及漢語語素意識與詞彙能力的關係，並提出建議以提升中文第二語言學習者的詞彙能力。本研究目的有三：（一）探究香港國際文憑課程中學項目學生在詞彙上的偏誤類型；（二）探究香港國際文憑課程中學項目學生的漢語語素意識與詞彙能力的關係；（三）歸納研究結果，並就教學和後續研究上提出具體建議，作為對外漢語教學之參考。 研究結果顯示，中文第二語言學習者的詞彙偏誤類型以「語音」為主，發展同音語素意識對於減少詞彙偏誤相當重要，此外亦需要加強發展部件規則的意識以及組字規則的概念，幫助他們掌握字形，對於減少詞彙偏誤亦有相當重要的作用。在漢語語素意識與詞彙能力的關係方面，中文第二語言學習者的語素意識對於詞彙能力有預測作用，同音語素意識對詞彙能力的預測作用大於同形語素意識的作用；而心理詞彙的語素意識、心理詞彙的數量及用詞能力三者有互相影響的關係，但仍需要進一步的研究。 International Baccalaureate (IB) Curriculum is adopted by more and more international schools and direct-subsidy schools in Hong Kong. At the same time, more and more non-Chinese speaking (NCS) students choose to study Chinese Language as a second language in IB curriculum. However, the vocabulary learning is one of the difficulties when they learn Chinese. The Education Bureau has published ‘Consultation Paper on Developing a “Supplementary Guide to the Chinese Language Curriculum for Non-Chinese Speaking Students” ’ and points out those NCS students encounter difficulties in learning Chinese graphemes, tones, vocabulary, etc. These difficulties are related to morpheme. Many researchers have conducted to study on relationship between morphological awareness and lexical knowledge. This dissertation aims to study on the relationship between morphological awareness and lexical ability of IB Middle Year Programme (MYP) students in Hong Kong. This is a quantitative research. Data collection includes two tests of the morphological awareness and lexical ability paper-pencil tests and one summative unit test of Chinese Language subject in a school. IB MYP students of two classes participated in this study and their morphological awareness and lexical ability were tested and analyzed by the statistical analysis software. The objectives of the study are: (1) Analysis on the types of lexicon errors of IB MYP students in Hong Kong; (2) Analysis on the relationship between morphological awareness and lexical ability of IB MYP students in Hong Kong; (3) Suggestions on developing of morphological awareness in learning Chinese Language as a second language. The results find that most of the lexicon errors were related to the tones and radical components of Chinese character, it is suggested to develop the homophone awareness and the orthographic awareness of Chinese character to reduce the lexicon errors. The morphological awareness of students has influence on student’s lexical ability. The homophone awareness has a closer relationship with lexical ability. The morphological awareness of the mental lexicon has an influence on the amount of mental lexicon and the ability of using lexicon. It is suggested to develop the morphological awareness of students in teaching Chinese as a second language to further study the relationship between the development of morphological awareness and mental lexicon in the future. / published_or_final_version / Education / Master / Master of Education

Recently, in an attempt to promote globalization and internationalization, the Chinese government has introduced AP (Advanced Placement) and IB (International Baccalaureate) programs in Chinese high school. Although it is one of the biggest countries to introduce international programs to its secondary education in an effort to prepare more students to go overseas to pursue their higher education, China does not have much research focusing on introduced foreign academic programs. The purpose of this study is to fill in some gaps in the research while providing a better understanding of the depth behind the phenomenon of introducing the AP program and the IB diploma program in China and that introduction’s impact on the existing general Chinese high school program in mathematics. Multiple sources of data were collected and used to make various kinds of analysis such as contextual analysis, cross-curricula comparisons and statistical analysis. The findings illustrated the differences and similarities between the AP program and the IB program in their respective schools in Ningbo, China. It further examined the differences and similarities between the AP program/ IB program and the intended Chinese high school program in mathematics education. It also explored mathematics instructors’ perceptions of the imported AP and IB programs in China. Limitations of this study include the absence of some test scores, the relatively small sample size and the circumscribed selection of interviewees. This study provides a guide to help Chinese students and their parents decide on a learning program based on individual preferences. Also, the results of this study indicate that a considerable gap exists between secondary education and higher education in Chinese mathematics, and also points to possible limitations for individualized learning. The findings imply the need to consider curricular reform and suggest that local teachers and non-local teachers who teach in the imported programs consider reinforcing their teaching by learning from each other. Policymakers need to make adjustments to consider local conditions when introducing international programs so as to offer the most suitable program possible to native students.

Introdução. Essa pesquisa foi desenvolvida conforme as etapas do Arco de Maguerez para problematização do objeto de estudo. Assim, a primeira etapa correspondeu à observação da realidade, incluindo o cenário local e nacional e a leitura crítica de referenciais teóricos sobre o processo ensino aprendizagem. A segunda etapa identificou os postos-chave para problematização, constituindo-se nos Objetivos do estudo - compreender as representações sociais sobre processo ensino aprendizagem de estudantes e professoras de enfermagem, com ênfase nas estratégias de ensino e - descrever aspectos práticos e possibilidades de ajustes no processo ensino-aprendizagem diante das representações sociais identificadas. Na terceira etapa, a teorização, ancorou-se no referencial das representações sociais e do processo ensino aprendizagem, principalmente, à luz da obra freiriana. O levantamento de pressupostos, quarta etapa, teve como Método a pesquisa qualitativa, com entrevistas individuais, apoiadas por fotografias e norteadas pelas questões Para você, o que é processo ensino aprendizagem? e Quais as estratégias de ensino que predominam nesta Escola? Por quê? Foram entrevistadas, 12 graduandas em enfermagem e oito docentes da Escola de Enfermagem da Universidade de São Paulo. Após a análise das entrevistas por meio do Discurso do Sujeito Coletivo, foi realizada a quinta etapa, a aplicação na realidade, desenvolvida por meio da técnica de grupo focal, com a finalidade de discutir os achados na etapa anterior, buscando ações viáveis na prática e compatíveis às representações sociais do grupo. Foram dois encontros de duas horas cada um e participação de quatro graduandas e quatro professoras, o convite foi feito a todas as entrevistadas. Resultados As ideias centrais dos discursos mostraram como representação social do processo ensino aprendizagem: -compartilhar experiências e saberes; -integrado a situações externas ao espaço universitário; -deve ser significativo e -um ciclo dinâmico. Com relação às estratégias de ensino predominantes na Escola, as ideias centrais apontaram: -aulas expositivas: vantagens e desvantagens; -aulas participativas: perspectiva de mudança e outras estratégias: pesquisa e atividades práticas. Nos dois encontros de grupo focal, as participantes elencaram ações exequíveis para alinhar as representações sociais encontradas, com o modo de ensinar na Escola, entre elas, a elaboração de plano de ensino em disciplinas piloto e parada pedagógica semestral para avaliação da estrutura curricular e metodologias de ensino aplicadas. Considerações finais O processo ensino aprendizagem pode e deve ser participativo, contemplando o contexto social. Ficaram evidentes os esforços para implementar mudanças que viabilizem a aprendizagem significativa. A parada pedagógica pode ser um espaço importante para, de fato, programar ações propostas nesse estudo em consonância com as metas Institucionais. A adoção da problematização para condução da pesquisa teve sintonia com a educação emancipatória e iluminou possibilidades para aprimorar o fazer ensino e aprendizagem na Escola. / Introduction This research was developed according to Maguerez` Arch for problematization of the study object. Therefore, first stage was reality review, including local and national scenario and critical reading of theoretical references about teaching learning process. Second stage identified key points for problematization, regarding to aim the Objectives understand social representation about teaching learning process for nurse teachers and student, focused on teaching strategy and describe practical matters and adjusts possibilities face social representation identified. Third stage, the theorization, based on social representation for teaching learning process and major reference on Paulo Freire works. Assumption Rise, fourth stage, qualitative research Method, individual interviews, supported by photographic and the questions: In your understand, what teaching-learning process? - What are the main teaching strategies in schools? Why? Were interviewed 12 nursing students and eight teachers from School of Nursing of University of São Paulo. The interviews were analyzed by Discourse of the Collective Subject. After that, was perform the Fifth stage, apply on reality, developed by focal group method, discuss the previews outputs from others stages, looking for practice and compatible group actions feasible to social representation. The invitation were send to all interviewed. After two sections with two hours each one with four students and four teachers. Results The mainly speech ideas showed as social representation of teaching learning process- share experiences and know how; - integrated external situations to university should be significant and it is a dynamic circle. Regarding to main schools teaching strategy, the main ideas showed: expository classes: advantages and disadvantages participant class: changes perspectives others strategy: research and practical activities. On both focal group meeting, all participants target actions required to align social representation founded on how to teach in school, among then, perform teach plan for assumptions pilots and pedagogical stops for curricular and methodology structure assessments. Final Considerations Teaching learning process should be dynamic and participative, focus on social context. It is clear those efforts to implement changes in the institution teaching learning process. The pedagogical stops could be relevant to implement proposed actions on this study together with Institutional goals. The problematization adopted to conduct this research was aligned with emancipatory.