Thesis (M.S.) in Human Development--University of Maine, 2002. / Includes vita. Bibliography: leaves 53-61.

Thesis (Ed.D.)--University of Tulsa, 1978. / Bibliography: l. 39-41.

Thesis (Ed.D.)--University of Tulsa, 1977. / Bibliography: leaves 78-82.

Thesis (M.A.)--California State University Channel Islands, 2007. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed September 2, 2008).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

The effect of separated home background on students' perception of the school environment as measured by the School Environment Assessment Scales (SEAS) is explored. Three hypotheses are advanced. The first proposes that students from separated homes will have a different perception of the school environment when compared with students of intact homes. The second suggests that there will be a difference in perception depending on the age of the student when parental separation took place. The third hypothesis indicates that there will be a difference in perception between male and female students of separated homes. In the first part of the study, 120 students from separated homes are compared with 120 students from intact homes. Results from this comparison demonstrate that there is a statistically significant difference at the .01 probability level between these two groups of students on Authoritarian Press, one of the eight SEAS scales. Contrary to expectations; students from separated homes perceived the school environment as less authoritarian. On the seven remaining SEAS scales, there is no statistically significant difference between these two groups. However, there is some indication that students from separated homes perceived a few more aspects of the school environment in a more favorable way. This more positive perception, even though conjectural in nature, cannot be neglected; implications of this trend are explored. In the second part of the study, intra-group comparisons on 117 students from separated homes on two variables, age at onset of parental separation and sex, are examined. There is no statistically significant difference on any of the SEAS scales between students whose parents separated when they were age 0-6, and students who were over age 6. On the variable sex, the female group scored significantly higher on two scales. On the Heterosexual Social Expression Scale, the level of significance reached the .01 level. On the Creative Self-Expression Scale, the level of significance reached the .05 level. Females perceived themselves as being more encouraged to interact with members of the opposite sex, and as being more encouraged to express themselves creatively. On the other six SEAS scales, there is no statistically significant difference between male and female groups. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study focused on the identification of patterns of personal relationships that were documented in a series of thirteen investigations involving a Theory of Democratic Processes in Classrooms. Descriptive summaries and analyses of the various investigations were sought with the intent of identifying additional concepts and insights which might contribute to the theory. The investigator sought answers to the following questions: (1) What investigations were undertaken? (2) How were the investigations conducted? (3) What were the major findings of the investigations? (4) What patterns of personal relationships were reported? (5) What implications for the theory have occurred as a consequence of the investigations? A review of related literature dealt with descriptions of personal relationships in classrooms which tended to foster democracy in education. Literary references for such descriptions included the thirteen investigations identified and used in this study. Literary considerations regarding the Theory of Democratic Processes in Classrooms were evolved regarding each of the categories employed as an analytical framework. One chapter of this study was devoted to detailing information regarding the date, author, title, problem statement, assumptions, methods, and findings of each of the thirteen investigations. The data chapters presented the findings of the coded results of the various investigations. In the final chapter, patterns of personal relationships concerning concepts and insights derived from the investigations were reported. Among the concepts and insights concerned with these patterns, the following seemed most heuristic: (1) Democratic processes tend to be experienced in an environment where there is daily interaction; where individuals seem to be in charge of their own choices; and where persons seem to accompany each other in a supportive manner, and (2) When democratic processes are experienced, persons tend to develop their maximum potential; learning appears to involve intrapersonal explorations of interests; and an atmosphere of freedom and trust tends to allow for mutual respect and concern.

Surveillance data from 105 countries indicates that 80% of 13-15 year-olds do not meet the public health guideline of 60 minutes of moderate-to-vigorous physical activity (MVPA) per day. This is problematic as a lack of physical activity in young people is associated with physical, mental, and social health problems. Schools are a place where children and adolescents spend a large amount of their time and where they have several opportunities to engage in physical activity. The built and social environment of the school can influence the physical activity levels of students. The school built environment consists of the facilities that can encourage physical activity such as gymnasia, fields, and fitness rooms. This thesis looked at two aspects of the social environment: 1) school policies, programs, and practices (PPP) for physical activity, and 2) school social capital. School PPP includes things like having intramural sports. School social capital is based on the relationships formed at school. The purpose of this thesis was to determine whether selected features of the school social environment (social capital, school PPP for physical activity) changes the relationship between the school built environment and physical activity among 11-15 year-old Canadians. Information on the school social environment, school built environment and school time physical activity was gathered using a national representative survey called the Health Behaviour in School-aged Children survey (HBSC). The HBSC consists of a survey completed by grade 6-10 students in their classroom and a second 10 minute long survey completed by the principal of the participating schools. Results of this thesis indicate that the school built environment and school social capital were positively associated with school time MVPA, while school PPP had a slight negative association. School PPP altered the relationship between the built environment and physical activity. Specifically, the strongest positive association was between the built environment and MVPA levels in schools with few school PPP. However, school social capital did not alter the relationship between the built environment and MVPA. The results of this thesis can be useful in creating new school physical activity interventions. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2013-10-04 16:14:53.564

The purpose of this study is to explore South African educators’ subjective experiences of school violence within their schools. Educators’ experiences as victims and perpetrators of school violence were examined to gain an understanding of the definitions, contributing factors, impacts and incidents of school violence. An interpretive qualitative research method was used and interviews were conducted with 12 educators selected from two government schools in the low-income community of Alexandra. Participants’ data was then analysed using a thematic content analysis. The findings suggest that current definitions of school violence are too narrow and require expansion so as to include all acts of school violence, victim-perpetrator relationships beyond the confines of the school. Violence in schools was found to increase educators’ dysfunctional coping mechanisms, absenteeism, attrition, burnout and to compromise teaching efficacy and the performance of school. Using Brofenbrenner’s Ecological Approach the principal conclusion of this study was that school violence is a result of the interplay between individual, familial, school, communal and societal factors.