The problem presented in this study is to determine if any differences exist in the sociometric standing and the scholastic achievement between children from broken homes and children from unbroken homes. The purpose of the study is to make a comparison of the sociometric standing and scholastic achievement of two selected groups of pupils to determine if differences exist and to what extent they exist.

The aim of this investigation was to ascertain the impact of English language proficiency on academic success of first-year black and Indian students in human resources management at Technikon Natal. It was hypothesised that high English language proficiency may possibly predict technikon academic success. The main emphasis of the study is concerned with factors influencing the academic success of black students. The Indian cohort is used mainly as a comparison group. Comparisons with a group of black students who had completed their studies indicated that both past and present groups are essentially similar, but that the groups that had completed their studies had a slightly better overall pass rate. Comparisons with the Indian group of students enrolled for the same course indicated that the Indian group consistently out-performed their black counterparts in all aspects of academic success. The differences between the black and Indian students were such that statistically they may be regarded as two separate groups. Significantly, the Indian group exhibited superior English language proficiency levels, compared to their black counterparts. The hypothesis that English language proficiency is associated with academic success appears to be substantially correct. While traditional selection methods for entry to this course based on matriculation results produced high levels of predictability of academic success for the Indian students, this was not the case for either of the black student groups. The marks for the Indian group, both in their matriculation and matriculation English results, correlated significantly with their first technikon marks. Progressive tests in English language courses for this group (matriculation, first test and final English language marks) showed increasingly high relationships with academic success. By comparison, the matriculation and English language at matriculation results for both black groups were not significant indicators of academic success. It appears that the strongest indicator of success for the black group were the marks they obtained in the English language course at the Technikon, even though these were a weaker predictor of success when compared with the Indian group. In addition, it appears that a number of culturally based variables may act as moderating variables for both English language proficiency and academic success. / Prof. JC Welman

Orientador: Milton Carlos Costa / Banca: Francisco Assis de Queiroz / Banca: Jose Carlos Barreiro / Resumo: A presente pesquisa tem por objetivo analisar a visão a respeito do elemento indígena construída pelos letrados reunidos no Instituto Histórico e Geográfico Brasileiro entre os anos de1838 e 1873. Parto da hipótese de que o discurso historiográfico produzido naquele espaço do saber postulou uma distinção entre passado e presente no tocante aos indígenas, a partir da tese de que eles seriam resquícios de uma antiga civilização que se degenerou. Dessa forma, estudar presença indígena nas terras brasileiras significava investigar uma era recuada na qual se poderia encontrar um precedente civilizacional para o Brasil e, concomitantemente, refletir acerca dos modos de se incorporar os índios contemporâneos ao novo impulso de civilização iniciado pela consolidação do Brasil independente. / Abstract: The objective of this research presentation is to analyze the vision of the indigenous element constructed by scholastic gatherings at the Brazilian Historical and Geographical Institute between 1838 and 1873. Starting from the hypothesis that historiographic discourse was produced in the space of knowledge that postulated a distinction between past and present regarding the indigenous people, based on the thesis that they were remnants of an ancient civilization that degenerated. That way, studying the presence of indigenous people in the Brazilian lands meant investigating a recoiled era in which could be found a civilizational precedent and, concomitantly, reflecting about the ways of incorporating the contemporary Indians into the new impulse of civilization that started with the consolidation of an independent Brazil. / Mestre

This mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not consistently implemented across schools and particularly in STEM-related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Face au consumérisme et à l’individualisme ambiants, à l’érosion de l’autorité éducative et à des manifestations de violence dans certains établissements scolaires, et parfois d’intolérance religieuse et ethnique, cette thèse propose plusieurs pistes de réflexion et des propositions en lien avec un besoin social d’éthique et la demande de clarification des valeurs pour l’école aujourd’hui. D’abord, la thèse propose une historiographie des principes moraux enseignés entre les années Ferry et Mitterrand à l’école primaire ; ensuite elle interroge les philosophes et chercheurs afin de proposer une assise théorique sur l’éducation morale et l’éthique scolaire. Enfin, à l’aide de cet arrière-plan conceptuel et d’un questionnaire national instruit par 120 enseignants, elle développe une réflexion sur les pratiques pour concrétiser dans l’école française deux défiséducatifs :-La proposition d’une éthique minimale, tissée de démocratie et de laïcité, avec l’apprentissage du respect mutuel, de la nature, des règles sociales ; l’éveil à la communication non-violente, le respect des principes moraux indispensables au vivre ensemble.-Un éveil à une spiritualité laïque exempte de tout lien avec la religion, permettant l’éveil aux valeurs humanistes et l’organisation d’activités pédagogiques développant un climat de paix et de tolérance, de non-violence et de solidarité. Redonner du sens à notre existence partagée, dans une école où les savoir-être sont aussi importants que les connaissances à acquérir. OEuvrer pour une « vie scolaire bonne » utile et agréable, où l’attention aux autres et lacoopération sont promues, où le respect de valeurs morales est accepté et appliqué par tous les acteurs de l’école / Faced with widespread consumerism and individualism, the erosion of the authority of the educational system, rising violence in certain schools, and even religious and ethnic intolerance, this thesis explores several paths of investigation and presents several proposals regarding the need for a code of ethics and a clarification of societal values in the educational system of today. To begin with, the thesis presents a timeline, from Ferry to Mitterrand, of moral principles as taught in the primary school system. An examination of positions garnered from philosophers and researchers follows, providing a theoretical foundation for moral education and school ethics. Finally, based on a nationwide questionnaire administered by 120 teachers and the aforementioned theoretical foundation, the thesis discusses possible solutions of the challenges of moral education : --A proposal for ethical practice minimum woven from democracy and secularism, teaching the concepts of mutual respect, nature conservation and implementation of social rules; an emphasis on non-violent communication and the respect of the moral principles essential to living together.- -A school awakening of secular spirituality, free of links to religion, allowing humanist values to develop at the heart of educational activities in a climate of peace and tolerance, of non-violence and solidarity; to give a new sense to our shared existence, in a scholastic environment where life skills are as important as knowledges to be acquired; to strive for a “quality of scholastic life”, useful and pleasant, where caring and cooperation are promoted; where the respect of moral values is accepted and applied by all those involved in school life

This study examines the relationships among student socioeconomic status, school district enrollment, minority enrollment, district expenditure per pupil, and the teaching experience of faculty as these variables influence the achievement scores of secondary students in Texas. Data from a total of 1,061 Texas school districts were used to determine the effects of the indicated district-level predictor variables on three criterion variables: reading, mathematics, and writing scores for the 11th-grade Texas Education Assessment of Minimum Skills (TEAMS). The study led to the following conclusions: 1. Low socioeconomic status of students in Texas, as in the rest of the United States, insures that test scores will be lower if all other variables are held constant. 2. Large minority populations are strong predictors of low test scores, especially in mathematics and reading. 3. Students in districts whose faculty had a high average of years of teaching experience also scored high in achievement tests, especially in mathematics and writing. 4. High average district expenditure per pupil predicts high test scores, especially in reading. 5. School district size or enrollment has low predictive value of test scores. Among several specific recommendations, this study advises that further study be done concerning the most effective ways to educate minority and socioeconomically disadvantaged student populations. The study also recommends that better ways be found to retain experienced teachers in the classroom, including monetary compensation, extra allowances for staff development, and additional resources. The study cautions against simply adding money to a district's budget to increase student achievement scores, asserting that districts should make thorough studies before higher expenditures per pupil are alone used to increase test scores.

Comentadores de várias tendências se dividem quanto a como situar o pensamento político do Doutor de Aquino frente à religião. Seria possível fazer uma interpretação naturalista da política em Tomás de Aquino? Ou o seu pensamento político se encontra influenciado por uma esfera superior necessária para que se possa compreender em profundidade o que o autor propõe? No intuito de se posicionar sobre esse antigo debate, pretendemos pesquisar o pensamento de Tomás para buscar entender o conceito de lei, e daí os limites para a lei humana e alguma possível influência do elemento religioso. Para lançar luz sobre o problema, analisaremos as questões sobre o conceito de lei, a lei eterna, a lei natural e a lei humana presentes na Primeira Parte da Segunda Parte da Suma de Teologia, em comparação com outros escritos de Tomás, notadamente a Primeira Parte da Suma de Teologia, a Suma Contra os Gentios e o opúsculo De Regno. Os comentadores divergem a respeito e a pesquisa busca, a partir da releitura das obras de Tomás e dos principais comentadores do século XX e XXI, uma clara tomada de posição clara a respeito, concluindo pela dependência do pensamento político de Tomás de Aquino de uma ordem superior à esfera humana. / Commentators of several trends split themselves as how to situate the political thought of Doctor Aquinas regarding religion. Would it be possible to do a naturalistic interpretation of politics in Thomas Aquinas? Or is his political thought under the influence of a superior sphere necessary to understand in depth what the author proposes? Aiming to set a position about this ancient debate, we attempt to research the thought of Thomas in order to search understanding of the concept of law, and so forth the limits for the human law and any possible influence of the religious element. To bring light on this matter, we will analyse the questions about the concept of law, the eternal law, the natural law and the human law which are enclosed in the First Part of the Second Part of The Summa Theologica, in comparison with the other writings of Thomas, mainly the First Part of the Summa Theologica, the Summa Contra Gentiles and the opuscule De Regno. The commentators disagree in this respect and the research aims, through the carefull reading of the works of Thomas and of the main commentators of the XX and XXI centuries, a clear view in this respect, concluding for the dependency of the political thought of Thomas Aquinas of a superior order above the human sphere.

This dissertation focuses on two distinct relationships: 1) classroom peer ability and student end-of-course test outcomes and 2) school tracking policy and student end-of-course test outcomes. Utilizing the education production function and hierarchical linear models, this dissertation contributes to the literature in the field of public policy by extending the work of previous scholars and focusing attention on these relationships in three high school subjects (English I, Algebra I, and Biology). In addition, I present a novel method for identifying tracking intensity within schools. The primary research questions addressed in the dissertation include: 1) To what extent does the ability level of classroom peers contribute to student test score performance?; 2) Does the variability of prior achievement within classrooms correlate with student test score outcomes?; and 3) Is there a relationship between school tracking policy and student test scores? Collectively these questions directly relate to policy options at the school, district, and state levels.

Above-level testing is the practice administering a test level—of usually an academic achievement or aptitude test—to a gifted or high achieving child. This procedure is widely accepted in gifted education circles, on the basis of theoretical claims that above-level testing raises the test ceiling, increases variability among gifted students’ scores, improves reliability of data, reduces regression toward the mean, and improves interpretation of data from gifted students. However, above-level testing has not been subject to careful psychometric scrutiny. In this study, I examine reliability data, growth trajectories, distributions, and group differences of above-level test scores obtained from the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED). Subjects in this study were 224 students tested a total of 435 times while enrolled in a gifted magnet program for middle schoolers. Longitudinal analyses performed with hierarchical linear modeling indicate that substantial differences exist between students from overrepresented ethnicities (White and Asian Americans) and those from underrepresented ethnicities (Hispanic and African Americans) in both initial scores and the rate of score gains. Gender differences existed only for the rate of score increases for above-level reading scores. Socioeconomic differences existed, but did not have a unique impact beyond that of the ethnicity variable. A discussion of the place of these results within the wider gifted education research context and suggestions for further research are included. An appendix to the study gives information about item difficulty indexes for every item in the ITBS/ITED core battery for the eighth, ninth, and tenth grade levels of Form C.

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