Thesis (Ed. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 170-182). Print copy also available.

Academisch Proefschrift--Universiteit van Amsterdam, 2007. / Publication of book was made possible by a grant from WOTRO (Science for Global Development) of the NWO (Netherlands Organisation for Scientific Research) and AMIDSt (Amsterdam Institute for Metropolitan and International Development Studies, University of Amsterdam. Description based on print version record. Includes bibliographical references (p. 279-298).

A dissertation submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Curriculum and Instructional Studies, Faculty of Education at the University Of Zululand, 2018. / Physical Sciences continue to be one of the subjects that yield poor results in Grade 12 every year. Many factors have been said to contribute to the poor Grade 12 results including resources and teaching methods. This study however, investigated the educators’ and learners’ views on factors that contribute to poor performance in Grade 12 from a rural UMkhanyakude district of KwaZulu Natal. A questionnaire with both closed and open-ended questions was used to determine learners’ views, while an interview schedule was used to delve into the educators’ views. Frequency results from learner questionnaires revealed that learners viewed issues such as overcrowded classrooms, lack of parental support, lack of support from education local office, lack of resources, and a negative attitude towards Physical Science as the main factors that contribute to poor performance in Grade 12 Physical Sciences. The inductive analysis of the teachers’ interview transcripts revealed that teachers believed that giving extra support without resources such as well-resourced laboratories, and parental support is sometimes impossible. These key findings can contribute to programmes that seek to strengthen the teaching of Sciences in rural contexts; thus this study makes a contribution to what is known about the factors that contribute to poor performance in Grade 12 in a rural context.

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Thesis (Ph. D.)--Duke University, 2008. / Includes bibliographical references (leaves 430-461).

Poverty, specifically child poverty, has been an area of great concern impacting the United States for decades (Chen & Corak, 2008; Douglas-Hall & Chau, 2008; Fajth & Holland, 2007; Germany, 2007; Raphael, 2005; Wight, Chau & Aratani, 2010; Wilson, 2010). This paper explores the differing views, experiences and perceptions of poverty through interviews with three impoverished families: one child and mother each located in an (1) urban (2) suburban and (3) rural community. By looking at children and parents living in impoverished homes in diverse neighborhoods I sought to investigate the societal, social, and emotional perceptions and experiences of children and parents living in urban, suburban, and rural poverty. Children between the ages of 6 and 7 years old were interviewed, as were their mothers, utilizing a qualitative, case study methodology. Research found parental themes of overall concern regarding child well-being due to past personal and peer experiences, a fear of the future, and the differences in variations of family, community, and financial support. Child themes included an awareness of the financial burdens of their families, knowledge of crime and violence and perceptions of wealth and home. / Department of Elementary Education

Thesis (M.A.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / "Under the leadership of the Southern Christian Leadership Conference (SCLC) between 3,000 and 5,000 African American, Mexican American, American Indian, Puerto Rican and white Appalachian poor people caravanned to Washington, D.C., and built a temporary city-- Resurrection City-- on the symbolic space of the National Mall, where they remained for over six weeks as part of the 1968 Poor People's Campaign"--p. xiii. Includes bibliographical references (leaves 557-573)

Thesis (S.T.M.)--Yale University, 1985. / Includes bibliographical references (leaves 84-86).

Thesis (M.Soc.Sc. Psychology)--University of Waikato, 2006. / Includes bibliographical references (leaves 82-94)