"It is the purpose of this study to attack one phase of the leisure-time problem: that phase which deals with the recreation program of secondary schools. As effort will be made to determine whether changes are needed in the recreation program of the secondary schools of Hill County Texas in order that they may meet the demands of the new leisure in the light of young people's activities and interests and accepted standards of the present day."--leaf 1.

"The purpose of this study was to formulate a recommended program to aid in the social integration of Latin-American and Anglo-American children in the secondary schools of Texas. In preparation for the development of this suggested plan, some of the more serious problems involved in the education of Latin-American children in schools designed primarily for the instruction of Anglo-American pupils were studied in available literature, and a set of psychological, sociological, and democratic criteria was formulated to serve as sound principles upon which to base the suggest program."--Leaf 1.

Consumers can shape social environments through their clothing and thereby influence the perception of clothing consumption. However, the human desire of belonging and connectedness within a consumer culture has led to the severity of overconsumption. This is particularly apparent in the dynamic and trend-sensitive field of clothing. Such acts of consumption have a strong impact on the transformation of the Earth’s climatic condition. Nevertheless, global environmental issues are often an elusive picture of the climate crisis what makes it difficult for individuals to associate own lifestyles to it. To combat this dissonance and with Generation Z as the consumers of change, this study focuses on teachers of upper secondary schools and the ways they can be supported in the education on sustainable clothing consumption. For this, eight specific categories of investigation have been crystallised through the data collection, such as sustainable development, teaching and transdisciplinarity, sustainable clothing consumption, lifestyles, social anxiety, overconsumption, mindfulness and teaching materials for sustainable clothing consumption. Within those categories, teachers provided their understanding of how sustainable development is implemented in the Swedish education system and how sustainable clothing consumption could interlink individual contributions to environmental issues. A desired collective shift is facilitated through knowledge development that on the one hand is significant in the students’ perspective but on the other hand is also relevant for teachers within their proficiency and beyond. With a resulting concept of education on sustainable clothing consumption and transdisciplinary teaching, teachers shall be aided in their duty to encourage their students to become responsible citizens.

This was a quantitative study designed to determine the role orientation and role behavior of school resource officers in public secondary schools in a metropolitan area of central Texas. The perception of role orientation and role behavior was assessed by two relevant groups: secondary school principals and school resource officers. Each group's perception of role orientation and role behavior was compared to determine if role conflict was an inhibiting factor in the job performance of the recently created school resource officer position. This instrument relied heavily on the work of James Telb who conducted a 1982 study involving the role perceptions of public safety officers in public institutions of higher learning as viewed by senior patrol officers and campus judicial officers. A questionnaire was distributed to both groups to assess perceptions of role orientation of school resource officers as either service oriented or law enforcement oriented. A statistically significant difference in role orientation was identified between groups on two factors: maintenance of traditional police values and police discretionary powers and handling of behavioral scenarios.

The aim of this work is to determine the extent to which the cultural context of a word problem influences its solution by pupils of the 9th grade of secondary schools. Two research questions were set. The first: Will the different cultural context affect the solution of the word problem? How? The second: What do pupils think about word problems with different cultural contexts? The thesis consists of two parts: the theoretical and the practical. In the theoretical part, the general concepts such as culture and the word problem are addressed, followed by a discussion of the cultural context of word problems and their analysis in chosen textbooks. Furthermore, a significant part is devoted to ethnomathematics and multiculturalism in Czech schools. Finally, the difference between the word problem with a typical Czech context and the word problem with a different cultural context is established based on the results of textbooks analysis and the pre-research. The research, which is described in the practical part was conducted qualitatively, and the data were obtained from written tests and semi-structured interviews. The results have shown that the different cultural context of a word problem affects the time needed to solve the problem. In addition, the choice of the type of solution and the type of...

Based on the narratives of young people this research explores the rise in youth violence in Kenya¿s secondary school system and wider society and the potential for peacebuilding to address youth violence. Of particular concern is the gradual change in the profiles, patterns and intensity of the conflict, as evidenced by the increase in the number of youth militias. This increase is often attributed to unemployment and poverty ¿ yet, to date, no systematic research has been produced on the extent to which the youth participation in violence occurs through choice or coercion, or indeed both. Worryingly, a significant number of young people involved in this violence are secondary school students. The findings of this research indicate that despite responses to youth violence in the school and wider Kenyan society, the violence is unabated. Notably, approaches continue to be top-down, generic, superficial and ineffectual. By marginalising the narratives of the youth who participate in and/or observe the violence, current institutional policies and approaches are decontextualised - from both the particular and the wider Kenyan context. This leaves intact the root causes of the violence. This research raises important questions concerning generic, top-down, quick-fix, outmoded cultural paradigms, hierarchical and questionable homogeneous pedagogical approaches to peacebuilding in both the schools and wider Kenyan context. In attempt to address these deficiencies the research seeks to find out approaches to peacebuilding and the Kenyan education systems that can respond to youth violence. This research proffers three key dimensions that can be incorporated in order to ensure effective and sustainable peace: experiences, worldviews and attitudes of the actors. The research, which utilises a constructivist grounded theory approach (Charmaz, 2006), was conducted in fourteen secondary schools in Nairobi and the Rift Valley provinces ¿ two provinces that have been at the centre of youth violence and militia activities. These provinces were also selected in order to reflect the multi-cultural and multi-ethnic character, and the different types of schools in Kenya.

Anti-bullying policies are effective in reducing bullying victimization in secondary schools when they are written precisely, have a clear description of what bullying entails and how the school responds, and maintains a high priority through regular updating. Research on anti-bullying policies in the United Kingdom is not very extensive and has thus far only been done qualitatively. This research aims to utilize an in-depth content analysis to investigate trends and patterns within secondary schools anti-bullying policies in London, England. The purpose of this research is also to find preliminary results of the difference between public community schools and international schools. The documents are coded and counted systematically per keyword of each definition and then compared and averaged. The data was then analysed using descriptive statistics and compared by other school and policy characteristics, such as location of the school, the Ofsted educational inspectorate rating, the number of pages of the policy and when the policy was last updated. The findings of this research indicate that there is an underrepresentation of aspects of relational bullying, weight-based bullying, and the role of bystanders as stated in the policies. The main focuses in the selected policies are on the responsibility of school staff and parents, a reporting system and updating of the policy. This implies that anti-bullying policies should be improved further to include relational bullying, weight-based bullying, and the role of bystanders more. This study contributes to the field of International and Comparative Education by filling a research gap in the investigation of anti-bullying policies in England and providing an updated and quantitative insight into the status of these policies. This research also adds to the field by examining differences between community schools and international schools and comparing various school and policy characteristics, contributing to the understanding of how bullying is addressed by different types of schools.

As digital reading has become ubiquitous in society it is reasonable to expect it in schools. Digital reading has not been without its controversies though. Using a sociocultural perspective this thesis examines attitudes, perceptions, and access to digital books among Swedish upper secondary school pupils, focusing on e-books. Through a survey study involving 308 participants, the research addresses two key questions: what are the attitudes of upper secondary school pupils towards e-books in general and within the school context? And, to what extent do Swedish upper secondary schools provide access to e-books? Adopting a sociocultural perspective, the study emphasises the influence of cultural experiences on individuals.  Employing a mixed-methods approach, the study combines quantitative and qualitative data, gathering official statistics and employing cluster sampling. The survey results revealed diverse attitudes and practices towards digital reading among pupils, with a minority preferring e-books. Frequent readers exhibited lower interest in alternatives to printed books, and choice of reading device influences e-book reception. Despite a strong preference for traditional printed books rooted in cultural values, a majority supports e-book use in schools, acknowledging their practical benefits in education. However, access to e-books in schools remains limited, indicating a need for schools to address the challenges of digital reading. The thesis emphasises varying pupil attitudes towards e-books, influenced by sociocultural factors, and underscores the need for a nuanced approach to integrating digital reading in educational settings.

The purpose of this study is to see how secondary schools in Skellefteå County market themselves in order to attract students. How the schools portrait themselfs, what is in focus in the information material and how the schools communicate their message to the students who are about to choose schools are the questions asked. The study contains both municipal secondary schools and independent secondary schools. A text analysis has been implemented on texts from the schools websites and interviews were conducted with five respondents from the municipal secondary schools. The independent secondary schools were unable to participate in interviews. The study is based on theories regarding communication, marketing and campaigning. The study shows that the municipal secondary schools are in the progress of presenting a united profile and identity. This is something that this study found is not really anchored with everyone who works with marketing the schools. Furthermore they want to be perceived as the serious and stabile alternative and this also is the main focus in the material from all municipal secondary schools. The independent schools seemingly wants to be perceived as caring and their main focus in the material lies in the employability of the students. They also seem to find it important to uplift the fact that it is possible to get the competence needed to carry on to university through their educational programs. Both municipal secondary schools and independent secondary schools communicate their message mainly with a sensemaking view on communication, in other words they seek a kind of relationship with the students in order to get their message through.

Primarily, the purpose of the study was to show the immediate effects of the depression on the educational program in the United States. Secondarily, the writer hoped to encourage teachers not only to ward off another similar catastrophe but also to make the present educational program take care of the devastating effects of the past depression as far as possible.