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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 201 to 210 of 210 (0.057 seconds)| 201 |
Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary StudentsHudson, Natasha 14 December 2009 (has links)
To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools.
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Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary StudentsHudson, Natasha 14 December 2009 (has links)
To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools.
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Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement RequirementHorner Schwarz, Kaylan 01 January 2011 (has links)
This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities.
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Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement RequirementHorner Schwarz, Kaylan 01 January 2011 (has links)
This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities.
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Exploring socio-economic, cultural and environmental factors influencing young women's vulnerability to HIV : a study in Sunnyside (Pretoria)Tlhako, Regina Kgabo 04 1900 (has links)
Women face a greater risk of HIV infection worldwide than men. This study explored socio-economic, cultural and environmental factors influencing young women’s vulnerability to HIV. A quantitative explorative study was conducted among young women in Sunnyside, Pretoria. A sample of 158 young women in the age group 18 to 24
years from all language groups was randomly selected to participate in this study. The findings showed that poverty, peer pressure and multiple sexual partners were the main factors that influenced young women in Sunnyside’s vulnerability to HIV. Behavioural change and social change were recommended as long-term processes, which need to be taken into consideration. Findings from the Sexual Relationship Power Scales show that young women between 18 and 21 years experience physical abuse, emotional abuse, sexual abuse and forced sex in their relationships. The study concluded with
specific recommendations for the successful implementation of policy makers and planners to protect women. / Health Studies / M.A. (Social Behaviour Studies in HIV/AIDS)
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Parental involvement in primary schools : a case study of three socio-economic disparate schools in Ile-Ife, NigeriaRofiat Omolola Obayopo 03 July 2018 (has links)
Parental involvement (PI) in three socio-economic disparate primary schools in Ile-Ife in Nigeria was investigated in the study. The study explored the effect of socio-economic status on PI using three schools representing the Lower socioeconomic status (LSES), Middle socio-economic status (MSES) and Higher socioeconomic status (HSES). The study reported how parents of three different income groups practice and perceive PI and how teachers perceive PI at the schools and what their expectations are regarding PI. The data used for empirical investigation was drawn from 15 parents and 15 teachers at each of the three schools. The parents were selected using convenience sampling and were individually interviewed while teachers are selected by purposeful random sampling and data was collected using focus group interviews and survey questionnaires. Results shows that parents’ available time, interest, level of education, social capital, parent-teacher contact and socio-economic status (SES) affected PI of which time, SES and interest were the most important factors affecting PI. PI is evidenced in all SES groups as joint cooperation between parents and teachers in support of children’s scholastic pursuit. The study suggests that, contrary to conventional opinion, parents of LSES generally have high educational goals for their children and evidence noteworthy PI practices. PI should be strengthened by building on existing positive endeavors and addressing areas of PI which are lagging behind. Strategies to strengthen these endeavors are recommended in conclusion of the study. / Educational Leadership and Management / M. Ed. (Education Management)
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Factors influencing the choice of physical science at secondary schools in the Northern ProvinceNukeri, Happy Jabulani 06 1900 (has links)
This study investigates variables that influence choice of Physical Science as a
secondary school subject. The variables are pupil, home environment, teacher and
school environment. A questionnaire was administered to 849 grade 9 pupils. The
following findings are recorded:
The better pupils achieve in Science the more likely that they will further their studies
in Science. If pupils have positive self-concepts, beliefs about, attitudes and interest
in Science and enjoyed Science at primary school they are inclined to choose Science
as a subject. Pupils who choose Science view it as a valuable subject for daily life,
have parents who evaluate Science favourably and come from better socio-economic
backgrounds than those who do not choose Science. These pupils also view the
attitudes, personalities, competencies and methods of assessment of their Science teachers positively. Finally, they perceive the Science curricula and textbooks as beneficial. / Psychology of Education / M. Ed. (Psychology of Education)
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Guidelines for language teachers in assisting disadvantaged learners in the junior primary phaseJoshua, Jennifer Joy 06 1900 (has links)
The Junior primary teachers have the task of catering for the needs of pupils of varying
abilities in their charge. With the admission of culturally different groups of children (many
of them from disadvantaged communities) to schools previously accustomed to having one
cultural group, this task of catering for the needs of pupils presents a problem as teachers
are not trained to deal with disadvantaged children.
The aim of this study was to formulate scientifically sound guidelines according to which
class teachers can plan and implement language programmes for disadvantaged learners.
In order to formulate such guidelines, a theoretical investigation was undertaken on normal
language development and on the effects of disadvantagement on the scholastic and
language performance of the child. Various programmes available for disadvantaged
learners which are being implemented in other countries were evaluated.
On the basis of these findings guidelines were suggested to class teachers for planning
language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)
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A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student PopulationGalindo, Marilys 08 November 2013 (has links)
From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo provinceMafokwane, Moore Fridah 27 July 2018 (has links)
This study aims to investigate the challenges affecting reading in the foundation phase and to explore the different approaches that teachers use to address them. The research is qualitative in nature and used a case study approach. Data was collected through semi-structured interviews, observations, and document analyses. Participants were teachers from two different schools in the rural areas of Bolobedu, Limpopo Province of South Africa. The data collected revealed the challenges encountered by teachers in teaching reading in the foundation phase of schooling. I also analysed documents that teachers used in teaching reading. The documents were used to triangulate the data obtained through observations and interviews. Content analysis was used to interpret and make meaning of the data. The findings revealed challenges of a socio-economic nature, parental involvement, family roles, poverty, teacher competency, availability of resources and language barriers leading to barriers to reading. In addressing these challenges, teachers rely on workshops, phase and grade meetings and their personal experiences. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
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