Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 141-144). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1983. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 82-87) Also available in print.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Robert Hampel, School of Education. Includes bibliographical references.

<p>This master's thesis examines information literacy and students in secondary education. The study is framed within a sociocultural perspective of learning and the method used is questionnaires. The major question posed is how and where students seek information. Other questions are if the students critically evaluate and analyse in­formation sources and if teachers and school librarians cooperate with each other in order to help the students with their assignments.</p><p>The findings indicate that most students regard information seeking as fact-finding or finding the right an­swers to the question. Only one third of students experienced information seeking as seeking and using informa­tion for understanding a topic. The first place the students look for information is the Internet. Half of the stu­dents think they have been trained in information seeking. More boys than girls believe they have been trained. Three quarters of the students do not think they need more training in information seeking. Two thirds of the students think they have been sufficiently trained in source evaluation and more boys than girls believe they have been sufficiently trained. Just over half of the students do not think they need more training in source evaluation.</p><p>A good half of the students think the school library is quite important and almost half of the girls and one third of the boys visit the library once or twice per month. The cooperation between the teachers and the librari­ans does not work as well in the schools as the teachers and librarians wish but is improving. The majority of the teachers and librarians think their cooperation needs to be improved. The majority of the teachers think there is a correlation between information seeking and learning outcomes. All the librarians think the library is a resource that ought to be integrated in the students' education.</p><p>My conclusion is that the majority of the students are not information literate. To be information literate, the students need to have the ability to locate and evaluate the required information. Information seeking as scruti­nizing and analysing is a pre-requisite for lifelong learning.</p>

Oregon educational reform efforts are moving ahead with the support of legislation, business and industry, and education. There has been little apparent consideration given to the readiness of tenth graders to make career choices even though the research in the area of career maturity indicates that students at this period in their career development are not prepared to make mature career choices. This study examined the perceptions of selected eleventh graders, parents, and teachers of the factors that influenced the students' readiness to make their career choices. The perceived factors found by each participant included: experience and information, interest in the career area, and personal values. Students and parents identified the need for personal satisfaction. Students and teachers identified skills and abilities. Students, solely, identified the importance of parental support as a factor in their readiness. The factors were comparable to those found in current literature on career maturity and career choice. However, the emphasis placed on certain factors was in contrast to the literature. Participants emphasized the importance of work experience in the area of career choice. Students did not find value in career education classes. They wanted career experiences to provide individualized career information. Each student discussed television as a means of obtaining career-related information. Students stressed the essential nature of positive parental support. This study showed a strong connection between the self-described self-concept of the student, perception of parental support, and career choice readiness. The participants believed that the students were ready to make individual career choices. However, this readiness was presented within the boundaries that students be allowed the flexibility to change their minds at any point in the process, without penalty. Further research was indicated in relation to: the importance of television as a means of obtaining career-related information; the link between self-concept, perception of parental support, and career choice; and the need to examine current approaches to career development and guidance practices in light of educational reform mandates. / Graduation date: 1997

An investigation of the individual perceptions of selected students, teachers, and parents toward the use of computer-assisted instruction (CAI) in a careers program was undertaken to provide information about the role CAI plays in the career education curriculum and other curricular areas utilizing CAI. A qualitative methodology was selected which utilized the informal conversational interview, allowing the researcher to be responsive to individual differences and situational changes to establish in-depth communication. Data analysis consisted of a constant comparative process approach, which allowed for analysis of data from different sources, within a data triangulation design across the three subject groups. The subjects were from a small rural school district and consisted of five high school students, six of their parents, and their teacher. As a result of the research, several significant factors about CAI, career programs, and computer usage were formed into the following hypothesis: 1) Students who have access to computers on a regular basis and are provided with training will be comfortable and enthusiastic about their use. 2) Computers are an essential information and communication tool whose access and use by students gives them an advantage in school and later in life. 3) Students feel the use of the computer for word processing and publishing is significant in that it enables them to be better and more creative writers. 4) The computer is an educational tool which should be utilized in all areas of the curriculum. 5) Careers curriculum is essential and enhanced by the use of CAI for accessing information and providing search and other functions. / Graduation date: 1995