The purpose of this study is to examine the problems that pregnant teenagers encounter at school and at home while they are trying to complete their high school education. Data were collected by in-depth interviews. Twenty pregnant adolescents, who were between the ages of 15 through 18, and were participants in a special teen pregnancy program were interviewed. The major findings in this study included the respondents': 1) unstable family life histories, 2) denial that they were pregnant, 3) need for self-identity as an adult, 4) conflict with parents and 5) motivation to complete their high school education. This study points to the need for more research on the problems that pregnant adolescents encounter in their everyday lives.

Digitized by Kansas Correctional Industries

M. Ed.

M.A. / none / Dr. W. Roestenburg

D.Phil. / Education in South Africa is currently in a process of transformation. The transformation is aimed at facilitating equal opportunities for all learners. All educational institutions are primarily involved in the realisation of the human potential of each and every prospective citizen of this diverse country. This research was conducted with the ultimate aim of determining whether Biology as subject could unlock processes of thought in learners, resulting in the development of certain essential skills. The attainment of these mentioned skills might contribute to the optimal cultivation of human potential. A comprehensive study, in which relevant literature was scrutinised, was conducted in order to explore concepts concerning the field of human potential, as well as aspects concerning the discipline of Biology as subject. Qualitative- and quantitative research methods were used. The qualitative research entailed interviews with a focus group. For the purpose of the comparative study, a questionnaire was developed. This represented the quantitative component of the research. The questionnaire was designed to determine to what extent skills of grade 12 Biology learners were developed regarding the following domains: • Cognitive- and psychomotor domains • Affective- and ethical-normative domains • Social domain The results obtained from the empirical study indicated significant statistical differences concerning the extent of skills development in learners studying Biology as opposed to learners not studying Biology as a subject. It can be concluded that the extent of the development of cognitive-, psychomotor-, ethical-normative- and affective skills of Biology learners statistically exceeds those of the non-Biology learners. The extent of development of skills regarding the social domain did not reflect statistically significant differences between the two groups. Regarding the development of additional essential skills, the Biology learners selected Biology in particular as the specific subject contributing extensively towards the development of these additional skills. Post-hoc statistical analysis indicated disparities regarding schools with different languages of instruction. The extent of development of skills of Biology learners attending schools with Afrikaans as medium of instruction significantly exceeds the level of development of learners attending English schools. Results of this research confirm the fact that Biology as subject develops skills in learners across a broad spectrum of domains. With the proposed implementing of the 2006 Further Education and Training (FET)-Curriculum it is imperative that the training of teachers, teaching methods, the positioning of Biology/Life Sciences in the curriculum and the selection of curriculum content are amongst the important issues which have to be addressed. In conclusion it can be stated that, according to the judgement of the learners, Biology as a subject develops an exceptional range of skills and thus contributes to cultivating essential aspects of human potential. The skilful and effective application of the subject Biology can enhance self-discovery in learners and aid them in fostering positive prospects concerning their future.

M.A., Faculty of Arts, University of the Witwatersrand, 1995

No description available.

The primary goals of this qualitative case study were to analyze and evaluate the perceived benefits of a mentoring program on Latino mentees, mentors and school culture. A secondary area of interest was that of the interpersonal and programmatic dynamics that presented themselves during the implementation of a mentoring for urban Latino high school students. Data collection instruments included interviews, observations, questionnaires, journals and program documents. The findings suggest that mentors perceived the programmatic features of training, monitoring and Mentor Mingles as being very supportive of their mentoring role. Mentor qualities that fell into the Trust Theme, Personal Concern Theme, and Approachable Theme were considered to be very effective in building positive relationships with the mentee. The study found that there were four significant challenges that faced this mentoring program: time, financial resources, recruiting mentors and the building and maintenance of effective mentor/mentee relationships. Additionally the study found that Latino students had many perspectives on how to improve their high experience and build school culture. Implications for practice include ensuring that mentoring programs are built around programmatic features that constitute best practice; making mentors aware that certain qualities are more effective in building quality relationships with the mentee; developing strategies for the challenges of time, recruiting mentors, financial resources and building and maintaining effective mentor/mentee relationships; and developing the schools ability to assess school culture among certain student populations. Limitations of this study included the researcher's role as headmaster, researcher bias, small sample size and the relatively brief study time. Recommendations for future study include monitoring the mentored Latino students and reporting on their graduation rates, conducting an additional study with a control group of Latino students who do not have the benefit of participating in a mentoring program, studying the impact of family configurations as they relate to the success of the mentees, an analysis of the mentor's age and success of the mentoring relationship, a similar mentoring program study on a different ethnic group, and a study and analysis of students mentored by teachers as opposed to non-teachers. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration. / Thesis advisor: / Thesis advisor: / Thesis advisor:

This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (p<.001). There was a significant negative correlation between perception of preparation and student GPA with honors science courses (n=55 and Pearson’s r=-0.336), while AP courses (n=47 and Pearson’s r=0.0016) and IB courses (n=17 and Pearson’s r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

丘海雄. / Thesis (M.A.)--香港中文大學, 1987. / Reprint of manuscript. / Qiu Haixiong. / Thesis (M.A.)--Xianggang Zhong wen da xue, 1987. / 導論 --- p.1 / Chapter 第一章 --- 研究的問題 --- p.8 / Chapter 第二章 --- 理論與假設 / Chapter 第一節 --- 理論回顧 --- p.14 / Chapter 第二節 --- 變項與假設 --- p.21 / Chapter 第三章 --- 研究的方法 / Chapter 第一節 --- 自陳法 --- p.55 / Chapter 第二節 --- 樣本與資料收集過程 --- p.59 / Chapter 第三節 --- 概念的操作化和量度 --- p.63 / Chapter 第四章 --- 研究結果與分析 / Chapter 第一節 --- 兩變項分析 --- p.75 / Chapter 第二節 --- 多變項分析 --- p.79 / Chapter 第三節 --- 男女兩個群體的比較 --- p.98 / Chapter 第五章 --- 結論 / Chapter 第一節 --- 研究結果 --- p.107 / Chapter 第二節 --- 局限性 --- p.112 / Chapter 第三節 --- 討論與建設 --- p.114 / 注釋 --- p.117 / 中文參考資料 --- p.1 / 英文參考資料 --- p.1