<p>The purpose of this study is to research into the role of the citizen and the educational system in Sweden throughout periods of time based on previous theoretic works, and also to deepen the understanding of students with special needs in Swedish education focusing on the primary school years. This shall be carried out by illustrating the different points of view and choices within the educational system that are at hand for students with concentration difficulties and social difficulties.</p><p>I will analyze these points through a cultural and social perspective on contemporary society in order to contribute towards today’s discourse on the norm. The result of this empirical investigation presents a dilemma existing in the democratic educational system of today. Nationally and internationally, the educational system has been structured around a normative system containing both rights and duties that effect everyone working within it. It is not seldom that the rights of the individual collide with collective duties within the school.</p><p>This study shows that the educational system, and society at large, is founded upon a norm shaping the way people exist, behave and act within its boundaries. When an individual cannot live up to it’s ideals society perceives this as a fault that needs correcting. The students that cannot live up to the standards and the ideas of the system become marginalised in society. These students become exposed to various tests performed by the school’s professionals as a means to redefining the individual in question</p>

The purpose of this study is to research into the role of the citizen and the educational system in Sweden throughout periods of time based on previous theoretic works, and also to deepen the understanding of students with special needs in Swedish education focusing on the primary school years. This shall be carried out by illustrating the different points of view and choices within the educational system that are at hand for students with concentration difficulties and social difficulties. I will analyze these points through a cultural and social perspective on contemporary society in order to contribute towards today’s discourse on the norm. The result of this empirical investigation presents a dilemma existing in the democratic educational system of today. Nationally and internationally, the educational system has been structured around a normative system containing both rights and duties that effect everyone working within it. It is not seldom that the rights of the individual collide with collective duties within the school. This study shows that the educational system, and society at large, is founded upon a norm shaping the way people exist, behave and act within its boundaries. When an individual cannot live up to it’s ideals society perceives this as a fault that needs correcting. The students that cannot live up to the standards and the ideas of the system become marginalised in society. These students become exposed to various tests performed by the school’s professionals as a means to redefining the individual in question

Problems with students’ performance in Mathematics at tertiary level are common in South Africa − as it is worldwide. Pass rates at the university of technology where the researcher is a lecturer, are only about 50%. At many universities it has become common practice to refer students who do not have a reasonable chance to succeed at university level, for additional support to try to rectify this situation. However, the question is which students need such support? Because the Grade 12 marks are often not perceived as dependable, it has become common practice at universities to re-test students by way of an entrance exam or the "National Benchmark Test"- project. The question arises whether such re-testing is necessary, since it costs time and money and practical issues make it difficult to complete timeously. Many factors have an influence on performance in Mathematics. School-level factors include articulation of the curriculum at different levels, insufficiently qualified teachers, not enough teaching time and language problems. However, these factors also affect performance in most other subjects, but it is Mathematics and other subjects based on Mathematics that are generally more problematic. Therefore this study focused on the unique properties of the subject Mathematics. The determining role of prior knowledge, the step-by-step development of mathematical thinking, and conative factors such as motivation and perseverance were explored. Based on the belief that these factors would already have been reflected sufficiently in the Grade 12 marks, the correlation between the marks for Mathematics in Grade 12 and the Mathematics marks at tertiary level was investigated to assess whether it was strong enough for the marks in Grade 12 Mathematics to be used as a reliable predictor of success or failure at university level. It was found that the correlation between the marks for Mathematics Grade 12 and Mathematics I especially, was strong (r = 0,61). The Mathematics marks for Grade 12 and those for Mathematics II produced a correlation coefficient of rs = 0,52. It also became apparent that failure in particular could be predicted fairly accurately on the basis of the Grade 12 marks for Mathematics. No student with a Grade 12 Mathematics mark below 60% succeeded in completing Mathematics I and II in the prescribed two semesters, and only about 11% successfully completed it after one repetition. The conclusion was that the reliability of the prediction based on the marks for Grade 12 Mathematics was sufficient to refer students with a mark of less than 60% to receive some form of additional support. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2011

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.

Thesis (Ed.D.)--University of West Florida, 2005. / Title from title page of source document. Document formatted into pages; contains 179 pages. Includes bibliographical references.

Thesis (MTech (Faculty of Education))--Cape Peninsula University of Technology, 2008. / The impact of globalisation on the workplace demands that individuals must be prepared to respond to rapid technological and knowledge changes. While the courses offered by the various Universities of Technology take into account the role of the workplace, very little research exists on the impact of career-focussed programmes and how these meet or do not meet workplace requirements. This thesis discusses a research project conducted with Office Management and Technology students and compares the writing practices of higher education with those of related workplaces. The research problem that is investigated is this thesis is how students transfer knowledge, skills and attitudes learned in higher education to workplaces. In order to address this problem, the research was guided by the questions: 1) what are the business writing practices of 1st and 2nd year Communication students? 2) What are the business writing practices of office managers? 3) What are the ‘gaps’ in the business writing practices between higher education Office Management and Technology programmes and related workplaces? and 4) How can these gaps be addressed to ensure the adequate preparation of Office Management and Technology students for the workplaces of the future? This comparative study used both quantitative and qualitative methods and collected and produced documentary data, questionnaires, observations and interviews at both higher education and workplace sites. The findings show patterns of alignment and non-alignment across the writing practices of higher education and workplaces. Recommendations are made about the alignment of writing practices, for the mutual benefit of students and workplaces. The contribution of this research comprises a theoretical contribution to communication knowledge as well as a number of practical contributions to improve the way in which business writing is taught. A theoretical framework for the analysis and comparison of higher education and workplace communication data has been developed and a comparative study has shown the differences between higher education and workplace communication. Higher education and workplaces are different and their communication practices need to embody these significant differences. This study has shown where there can be constructive alignment between higher education and workplace communication practices to the benefit of both student learning and workplaces. The implementation of the recommendations should result in Office Management and Technology students being better prepared to face the demands and challenges of the different and complex world of the workplace into which they will enter on completion of their studies.

High school noncompleters are those who did not earn a high school diploma. Before their early departure from high school, noncompleters often struggled with challenges (poverty, mental health, addiction, and emotional and physical abuse). Some enter remedial education to earn their equivalency credential. However, in this setting, they experience additional challenges, such as increased responsibility, stress, and anxiety. The problem surrounding the experiences of noncompleters has implications for counseling due to the limited use of and access to counseling as well as the disproportionate amount of mental health concerns and adversity among noncompleters. Current literature informs of the challenges noncompleters face, however more in-depth information on their experiences is still needed. The purpose of this hermeneutic phenomenological study was to address this gap and explore how adult remedial learners experience emotional and psychological challenges before dropping out and while enrolled in an equivalency program. Semi-structured interviews were conducted with 7 noncompleters ages 18-25 who were enrolled in adult remedial education classes in Hawaii, spoke English as their primary language, and self-reported experiencing emotional and psychological challenges. Data analysis through the hermeneutic circle yielded 11 themes: external adversity; interpersonal, emotional, psychological, and school struggles; maladaptive behaviors; high school equivalency is positive; external and internal protective factors; counseling is positive; and counseling limitations. From a social change perspective, results can be used to improve counseling services, reduce adversity, and improve outcomes for noncompleters.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2020 / This study evaluated the application of the ‘process approach’ to writing in secondary schools in Limpopo Province; The initial plan was to involve two rural and two urban schools. However, the urban schools did not cooperate as initially promised when preparations were made. It is for this reason that the sample was made up of two rural and two peri-urban schools. The study investigated English writing as a basic language skill that second language learners needed to acquire, in a process writing context. Related literature was reviewed to develop knowledge in the area of writing as a process. An exploratory research design was employed and a qualitative approach was followed to mainly collect in-depth data in a Grade 12 English language classroom. The Grade 12 learners and their teachers were interviewed and observed in their writing classrooms. The process that learners followed when engaged in writing an assigned essay was scrutinized in line with what is required by Curriculum and Assessment Policy Statement (CAPS) in order to confirm the teachers’ responses and the observations made during writing lessons. Thematic analysis was used for the data emanating from interview responses, an observation checklist and the learners’ essay marking rubric. The study revealed that the method of teaching writing and the learners’ writings resembled the process approach. This implies that teachers and learners implement process writing even though the teachers do so to a varying degree due to overcrowded classrooms and a lack of resources experienced more in rural schools than in the peri-urban ones

Hinds Community College (HCC) engaged in a study that produced the transitional program. This program was in response to high rates of attrition of the college’s freshmen classes because of poor academic performance. This dissertation evaluated the effectiveness of the transitional program’s main component—the learning community created by placing students in the LLS 1151 College Life course based on their status as residence hall students. HCC’s transitional program is a further elaboration of placement policies that have been a part of the community college landscape for many years. The HCC transitional program incorporates learning communities in combination with HCC’s placement policies and provides an element of structure. This research examined the academic progress of a cohort from its inception in the fall semester of 2006 through 4 years until the conclusion of the spring 2010 semester. This examination included a review and analysis of the performance of the transitional program students who were assigned to learning communities as opposed to the performance of developmental students who were not assigned to learning communities (those who commuted). Specifically, the research evaluated how many students completed programs of study out of those who initially enrolled as residential transitional students and out of those who initially enrolled as nonresidential transitional students, how many credit hours the two groups accumulated over a 4-year period, and performance in basic English and mathematics courses. This study used a causal-comparative design that examined a cohort over a 4-year period while at HCC to examine if there were significant differences between those students who were a part of a learning community compared to those students who were not.

This study explored factors that appear to contribute to the growing increase of remedial education in higher education. Participants included teachers and administrators from feeder high schools in northeast Tennessee, local community college instructors of remedial education, and administrators. Participants were experienced and knowledgeable in the field of remedial education. Personal interviews and public domain documents included documentary material, books, magazines, newspaper articles, and use of the Internet to gather data for the study. Data analyses were broken down by participant group response to questions. Findings indicated that most graduating high school seniors are not ready for community college or college level studies. Contributing factors appear to be the No Child Left Behind Act of 2001 (2002), lack of preparation in coursework for elementary and middle school students' entry into high school, lack of communication between the feeder high schools and the local community college, cookie cutter or one-size-fits-all approach to teaching, social promotion with no mastery of coursework, and teaching to tests.