Dissertationen: „High school students“

1

Guzel, Okan. „High School Students“. Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608863/index.pdf.

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The purposes of this study were to explore students&rsquo
perceptions of the extent to which constructivist approaches are present in chemistry classes at high school level in Turkey, to assess students&rsquo
perceptions of their chemistry teachers&rsquo
communication behaviours in their classroom learning environments and to investigate the learning strategies of students in chemistry classes considering school type, gender, and grade level differences. In this study, the Constructivist Learning Environment Questionnaire (CLES), the Teacher Communication Behaviour v Questionnaire (TCBQ) and the Motivated Strategies for Learning Questionnaire (MSLQ) were used as measuring instruments. In addition, the questionnaires included some questions for demographic characteristics of participants. The study was conducted in conveniently selected two schools (private and public) in Ankara with a total of 994 ninth and tenth grade students in the second term of 2006-2007 semesters. Data obtained from the administration of measuring instruments by using the analysis of multivariate analysis of variance (MANOVA) The results of the study indicated that school type, gender and grade level of the students had significant effect on perception of classroom learning environment, teacher&rsquo
communication behaviour and perceived use of learning strategies. For instance, students in private schools perceived their classroom-learning environment more constructivist than student in public school. In addition girls rated that, their learning environment and teachers&rsquo
communication behaviours more favourably than did boys. The study also showed that students use rehearsal-learning strategy mostly in their chemistry classrooms.

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2

Sanner, Beth. „Perceptions of violence among high school students /“. View online, 2006. http://repository.eiu.edu/theses/docs/32211131326312.pdf.

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3

McQuillan, Paul, und res cand@acu edu au. „The limit experience of senior high school students: A study across four catholic high schools“. Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of limit experience among some Catholic High School students in their final year at selected secondary colleges in Brisbane. Limit experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life. The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term religious, although individuals might indeed interpret them as religious. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a limit experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of limit experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for spiritual sensitivity and the context of relational consciousness, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.

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4

Dunnavant, Heather Elise. „High School Graduation Coaches| Supporting At-Risk High School Students“. Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.

In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.

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5

Bryant, Michael Hugh. „A comparative analysis of factors contributing to the biblical worldview among High School students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina“. Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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6

Mert, Ozge. „High School Students&#039“. Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605275/index.pdf.

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The purpose of the study was to investigate the high school students'
beliefs about mathematics and the teaching of mathematics. The study was conducted in Ankara with 425 tenth-grade students enrolled to general, Anatolian, foreign language and vocational high schools. Two measuring instruments were utilized: 1.Beliefs about Mathematics Scale (BaMS)
2.Beliefs about the Teaching of Mathematics Scale (BTMS). The validity and reliability of these scales were tested. The design of the present research is a casual-comparative study. The hypotheses of the present study were tested by using multivariate analysis of variance at the significance level 0.05. The results of the study indicated that:1. There are statistically significant differences among the mean scores of students enrolled to different kinds of high schools with respect to beliefs about mathematics and beliefs about the teaching of mathematics
2. There are statistically significant mean differences among students who have different mathematics achievement levels in terms of beliefs about mathematics and beliefs about the teaching of mathematics
3. There are statistically significant mean differences among students who are in different branches in terms of beliefs about mathematics and beliefs about the teaching of mathematics
4.There is no statistically significant mean difference between the male and female students on beliefs about mathematics. On the other hand, there is statistically significant mean difference between the male and female students on beliefs about the teaching of mathematics in the favor of female students.

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7

Bracy, Nicole L. „Learning locked down evaluating the treatment of students' rights in high security school /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 272 p, 2009. http://proquest.umi.com/pqdweb?did=1818417591&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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8

Young, Robert D. „Exploring the ethical mindset of students“. Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0146.

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9

Musser, Kimberly. „Comparison of healthy lifestyle habits in high school students“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007musserk.pdf.

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10

Boettcher, Jean M. „The nutrition and health habits of Mosinee High School students“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998boettcherj.pdf.

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11

Klein, Tracy A. „The Wisconsin drinking culture perceptions and drinking patterns of high school students /“. Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009kleint.pdf.

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12

Mason, Kimberly. „Drug Testing in Schools: Attitudes of High School Students“. ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/23.

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This research investigation examined high school students' attitudes toward drug testing prevention programs, and examined the extent to which those attitudes vary according to gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, alcohol use, and involvement in extracurricular activities at school. The results of this exploratory study are intended to help school administrators and counselors have an increased understanding of high school students' attitudes toward drug testing prevention programs. The participants in this study were drawn from a convenience sample comprised of high school students in grades 8, 9, 10, 11, and 12 at a co-educational, parochial school located in the metropolitan New Orleans, Louisiana area during the 2002-2003 school year. Each participant completed survey packets which contained the Attitudes Toward High School Drug Testing (ATSDT) survey and personal demographic data. The results of this study indicated that high school students generally have neutral attitudes toward drug testing prevention programs. There appear to be significant statistical differences between high school students' attitudes toward drug testing prevention programs based on their gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, and alcohol use; however, students' involvement in extracurricular activities at school was not related to their attitudes toward drug testing prevention programs. This information may be used to assist school administrators and school counselors in designing drug-free schools that engender respect and approval from the greatest possible number of students, faculty, and public, and provide needed information for school counselors in providing drug related prevention services, interventions, and after-care to adolescents

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13

Cooper-Nicols, Marjorie B. „Exploring the experiences of gay, lesbian, and bisexual adolescents in school : lessons for school psychologists /“. View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3225315.

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14

Husby, Stacey J. „Students' perceptions about students at risk“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbys.pdf.

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15

Wong, So-Kam Sally. „An investigation of the relationship between socio-economic status and parental influence towards physical activity patterns in Hong Kong secondary school students“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25248820.

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16

Wong, Siu-ping. „Listen to what students say : students' perceptions of the characteristics of a good teacher /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25139253.

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17

Jensen, Michelle Kirstina. „School engagement in Latino high school students : ecological factors and academic outcomes /“. view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102169.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 87-99). Also available for download via the World Wide Web; free to University of Oregon users.

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18

Sias, Betty A. „Marginalized students' perspectives of school consolidation: a case study in rural West Virginia“. [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=860.

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19

Zencirci, Nilufer. „The Attitudes Of High School Students“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611974/index.pdf.

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The purpose of this study is to investigate 11th and 12th grade high school students&rsquo
attitudes towards philosophy course and to examine whether their attitudes show significant differences with respect to certain background variables such as gender, school type, grade level, GPA of previous semester, philosophy course grade from the previous semester, mother&rsquo
s and father&rsquo
s education level, number of books available at home, and numbers of books read in the previous year. The sample consisted of 1322 high school students from 11th and 12th grades from 11 public and private high schools in the Province of Ankara. Data were gathered from the participants via Philosophy Course Attitude Scale developed by the researcher. Data were analyzed using both descriptive and inferential statistics. ANOVA was employed to investigate whether there were significant differences among students&rsquo
v attitude towards philosophy course with respect to certain background variables. Descriptive Statistics were used to analyze the background of information of the sample and attitudes of students towards philosophy course. The findings indicated that the students have moderate level of positive attitude towards philosophy course. The findings also showed that with the exception of the mother&rsquo
s education, each of the variables examined (gender, grade level, school type, GPA of previous semester, philosophy course grade from the previous semester, father&rsquo
s education, number of books available at home, number of books read in the previous year) created a significant difference in student attitudes towards the philosophy course.

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20

Checkley, Doug, und University of Lethbridge Faculty of Education. „High school students' perceptions of physics“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, 2010. http://hdl.handle.net/10133/2584.

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There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.
viii, 221 leaves ; 29 cm

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21

Kilrea, Timothy B. Lugg Elizabeth T. „A study of the relationship between extracurricular activity participation and the academic achievement of high school students“. Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924349.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Larry McNeal, Ken Strand, David Tucker. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.

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22

Lake, Johnny A. „Constructing Success for Black Students in Suburban High School“. Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11526.

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x, 138 p. : ill. (some col.)
Considerable literature supports that teachers are important to student achievement, but few studies have assessed the student voice to determine what specific teacher behaviors and interactions affect achievement. This study is a secondary analysis of existing data from a local implementation of a national survey of student appraisals of teacher-student relationships, school experiences and their impacts on achievement. Data were analyzed to explore differences in perceptions for White and Black students, for higher- and lower-performing Black students and for Black males and females who attend suburban, high SES, high-performing, predominantly White high schools. Findings indicate an achievement gap between Black and White students, Black higher- and lower-performing and Black male and female students in predominantly White high schools. Students' perceptions of specific teacher interactions, school experiences and achievement differed and were impacted by race and gender effects, but more positive appraisals of student-teacher interactions and school experiences were positively related to improved achievement for all students.
Committee in charge: Dr. Charles Martinez, Co-Chair; Dr. Gerald Tindal, Co-Chair; Dr. Scott Pratt, Member; Dr. Gerald L. Rosiek, Member

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23

Boswell, M. Alison. „School Level Predictors of Bullying Among High School Students“. UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/44.

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Bullying is a universal problem affecting the emotional, social, and physical wellbeing of school-age children worldwide. Individual level correlates of bullying have been well-documented; however, there is limited research identifying variables at the school level which contribute to bullying involvement, especially among high school students. In this dissertation, school characteristics associated with bullying were investigated using an ecological systems framework. In the first paper, a comprehensive review of the bullying literature was conducted. Research in the following areas were summarized: definitions of bullying, measures of bullying, individual correlates, influences of cognitive development and social context across age groups, contextual variables (family, school, and community), evidence-based interventions, and bullying from a socio-ecological perspective. In the second paper, research findings are presented for an original study investigating school level predictors of bullying involvement across Kentucky high schools. The study used aggregated data from a survey of 9th to 12th grade students in 26 high schools across the state, combined with existing school datasets, in order to examine: (1) the prevalence of bullies, victims, and bully-victims across Kentucky high schools and (2) school characteristics associated with elevated rates of bullying involvement. Results revealed important differences in school bullying incident reports and student reports of bullying experiences, as well as unique differences between school environments with high and low rates of bullying involvement. Overall, academic performance and parent involvement were the strongest predictors of bullying involvement at the school level; however, the relationships between these variables and prevalence rates were not as expected. In several analyses, individual level findings from the bullying research did not translate to the school level as hypothesized. Overall, these findings have important implications for researchers when using multilevel analyses in the school context, when investigating the impact of bullying interventions at the school level, and when investigating how the school environment contributes to bullying. Results also provide important information for schools developing or revising bullying data collection procedures.

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Ostrander, Lorie Coleen. „Voices a case study of early school leaving /“. Diss., Online access via UMI:, 2009.

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25

Wong, Wai-ling. „Students' perceptions on the enrichment program in a secondary school /“. View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

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26

DiBiasio, Anthony J. „The status of drug and alcohol prevention activities in Ohio high schools : implications for the Ohio high school athletic association and the student athlete /“. Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1210867759.

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27

Rondon, de Nunez Leonor Mariasole. „United States and Venezuelan high school students' knowledge of and attitudes towards biodiversity“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000rondonl.pdf.

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28

Patton, Janet Spencer. „Superintendent leadership behaviors influential in creating and sustaining high performing, high poverty middle schools /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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29

Boz, Burcak. „Investigation Of Estimation Ability Of High School Students“. Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/12605271/index.pdf.

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The purpose of this study was to investigate the high school students'
ability on estimation and computational estimation. The study was conducted in Denizli with 153 ninth grade students who enrolled to general, Anatolian and foreign language high schools. The Estimation Ability Test was utilized. The three formats which are number format, answer format and problem format of the test were analyzedby with respect to school types and gender. The design of the present research was one group pretest-posttest design. The hypotheses of the study were tesetd by using analysis of covariance at the significance level 0.05. The results of the study indicated that: 1. There were statistically significant differences among the mean scores of students enrolled to different kinds of high school with respect to estimation ability and computational estimation in favor of Anatolian High School students. 2. There were statistically significant mean differences of students enrolled to diffrent kinds of high school with respect to sub-categories of the estimation ability test in favor of Anatolian High School students. 3. There was no statistically significant mean difference between boys and girls on estimation ability. 4. There was statistically significant mean difference in some sub-categories of the estimation test in favor of boys.

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30

Lau, Wing-yee. „The explicit teaching of reading strategies : students' perceptions /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754373.

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31

Tillery, Amy Dutton. „The Moderating Role of Adult Connections in High School Students' Sense of School Belonging“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/44.

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Researchers have demonstrated that students who had a strong sense of school belonging exhibited greater academic motivation and performance (E. Anderman, 2002; Faircloth & Hamm, 2005), had fewer emotional and behavioral difficulties (Furrer & Skinner, 2003; McMahon, Singh, Garner, & Benhorin; 2004), and were less likely to dropout of school (Fredricks, Blumenfeld, & Paris, 2004; Knesting, 2008). Limited attention has been given to the potential factors that promote school belonging, especially in high school students. The purpose of this research was to examine the unique influence of adult connections on high school students’ sense of school belonging utilizing the framework of self-determination theory. The role of adult connections was examined as a moderator of the relations between five student risk factors (behavior problems, peer problems, minority ethnicity, male gender, and poverty) and school belonging. This cross-sectional study analyzed data from a survey completed by 368 ninth grade students. The survey consisted of items from existing instruments, including the Psychological Sense of School Membership (Goodenow, 1993a), the Strengths and Difficulties Questionnaire (Goodman, Meltzer, & Bailey, 2003), and the Basic Need Satisfaction in Relationships Scale (La Guardia, Ryan, Couchman, & Deci, 2000). Hierarchical regression analyses confirmed study hypotheses by indicating that adult connections was a significant predictor of the students’ sense of school belonging and significantly moderated the relationship between school belonging and behavior problems (p < .05). Additional analyses indicated that adult connections accounted for more of the variance in school belonging for males than for females. These findings supported the importance of adult connections in high school students’ sense of school belonging. Future research should address the relationship between adult connections and school belonging as it evolves over students’ high school careers.

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Nung, Tai-fai Paul. „Subject department effectiveness a case study of three secondary schools in Hong Kong /“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2345717X.

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Gibson, Greg Camp William E. „School resource allocation in Texas public schools study of high-poverty, high performing schools and high-poverty, low performing schools /“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9927.

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Jantz, Carrie. „Transition programs for new high school students“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CJantzPartI2006.pdf.

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Kayhan, Emine Banu. „Investigation Of High School Students&#039“. Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.

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The purposes of the study were
to investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.

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Varner, Edward Lee. „Why High School Students Participate in Band“. Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640288.

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The purpose of this study was to examine the factors that motivate high school students to participate in school band. The relationships between music education, academic success, and social engagement in school were explored. A survey questionnaire and interview questions were used to generate response data from 45 high school band members. Data were gathered, coded, and analyzed using qualitative survey and structured interview design techniques. A systematic approach was used to create a viable narrative that, when added to existing literature, provided a better understanding of the topic for those decision makers struggling to find justifications for how and why band is an important option for high school students. Findings from this study support earlier research and provide a strong case for the claim that many students are intellectually, emotionally, expressively, and musically nurtured by membership in school band. Stress relief was a powerful theme throughout student responses and many students indicated that band was an important place where they were able to build their strongest support relationships. The information acquired from this study provided insight into student perceptions about the value of band participation from environmental, behavioral, and cognitive viewpoints and highlighted the importance of band as a social and emotional support space where students are able to find sanctuary from the stressors of their lives.

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Chow, Chin, und 鄒駿. „Code-mixing phenomenon among high-school students“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3196364X.

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Smith, Beverley R. „Gifted Students' Perceptions of High School Transition“. VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/194.

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This study examined the perceptions of gifted middle school students who attended one of two middle school gifted service options as they transitioned into high school. Gifted middle school students from either a center-based gifted service option or a school-based gifted service option from middle schools in a suburban district in Central Virginia participated in the study. Participants who had completed three consecutive years within the gifted service option were purposively selected for the study. Students completed a pre-transition survey at the end of their eighth grade year and a post-transition survey early in their ninth grade year. The survey asked students to identify their high school program choice and provide a reason for their choice in order to establish high school program choice trends among the different gifted service options. The surveys also assessed the differences in the students’ perceptions of the transition from middle school into the chosen high school as it pertains to academic, organizational, and social constructs of the high school program. Students from the center-based gifted program were more likely to choose to attend one of the regional Governor’s schools, and chose to do so because of personal interest and the perception of academic rigor. The students from the school-based gifted service options were more likely to choose to attend one of the district’s specialty centers, and chose to do so because of personal interest and parental encouragement. Prior to transitioning into high school, both the center-based gifted and the school based gifted students had high perceptions of the grades they earned. However, after transitioning into high school, only the center-based gifted students continued to have a high perception of grades earned. Prior to the transition into high school the center-based gifted students had higher perceptions of the academic, organizational, and social constructs. Differences were not found among the post-transition perceptions of the academic, organizational, and social constructs between the two gifted middle school groups; however, the extremely small sample size of the post-transition survey may have impacted these results.

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Borchert, Michael. „Career choice factors of high school students“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002borchertm.pdf.

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Fitzgerald, Robert P. „An urban high school's mentoring program for Latino students“. Thesis, Boston College, 2009. http://hdl.handle.net/2345/bc-ir:107660.

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The primary goals of this qualitative case study were to analyze and evaluate the perceived benefits of a mentoring program on Latino mentees, mentors and school culture. A secondary area of interest was that of the interpersonal and programmatic dynamics that presented themselves during the implementation of a mentoring for urban Latino high school students. Data collection instruments included interviews, observations, questionnaires, journals and program documents. The findings suggest that mentors perceived the programmatic features of training, monitoring and Mentor Mingles as being very supportive of their mentoring role. Mentor qualities that fell into the Trust Theme, Personal Concern Theme, and Approachable Theme were considered to be very effective in building positive relationships with the mentee. The study found that there were four significant challenges that faced this mentoring program: time, financial resources, recruiting mentors and the building and maintenance of effective mentor/mentee relationships. Additionally the study found that Latino students had many perspectives on how to improve their high experience and build school culture. Implications for practice include ensuring that mentoring programs are built around programmatic features that constitute best practice; making mentors aware that certain qualities are more effective in building quality relationships with the mentee; developing strategies for the challenges of time, recruiting mentors, financial resources and building and maintaining effective mentor/mentee relationships; and developing the schools ability to assess school culture among certain student populations. Limitations of this study included the researcher's role as headmaster, researcher bias, small sample size and the relatively brief study time. Recommendations for future study include monitoring the mentored Latino students and reporting on their graduation rates, conducting an additional study with a control group of Latino students who do not have the benefit of participating in a mentoring program, studying the impact of family configurations as they relate to the success of the mentees, an analysis of the mentor's age and success of the mentoring relationship, a similar mentoring program study on a different ethnic group, and a study and analysis of students mentored by teachers as opposed to non-teachers
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
Thesis advisor:
Thesis advisor:
Thesis advisor:

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Pettibone, Susan Carole. „A study of the values, beliefs, and attitudes of students at an international high school“. Thesis, Boston University, 2001. https://hdl.handle.net/2144/32817.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Moral values are a key element in the development of good character and good citizenship, and they are the focus of this study which examines the values and beliefs and attitudes of students at an international high school. The purpose was to determine if their values reflect good character and good citizenship, and the un iversal core values of tolerance, compassion, and concern for the welfare of others. Other factors of particular interest in this study are nationality, culture, gender, religion, length of stay at the international school, and the effect of the international school experience on international awareness and understanding. A survey questionnaire and one-on-one student interviews provided the quantitative and qualitative data for this study. Although the findings revealed that there are contradictions and inconsistencies in the values and beliefs of ind ividual students, particularly with regard to tolerance and compassion, the find ings also indicate that the students share a large group of traditional moral values which reflect good character and good citizenship. In addition, almost all of the students indicated that the experience of being at the international school helped them to understand and to appreciate people from other countries and cultures. There were also differences in student values, bel iefs and attitudes based on nationality and culture, gender, religious beliefs, and length of stay at the international school. According to the findings, length of stay at the international school may have the least effect overall on the values, beliefs and attitudes of the students. The most significant differences concern nationality and culture, gender, and religious principles to inform right and wrong behavior. Educators concerned with student values and character education in culturally diverse educational settings may find it worthwhile to examine the values and beliefs of international school students. Because of their emphasis on positive intercultural relations based on cooperation, respect, responsibility to the community, compassion and concern for the welfare of others, tolerance, and cultural awareness and understanding -all facets of good character and good citizenship- international schools could provide educators in America's culturally diverse schools with an alternative way of looking at multicultural education.
2031-01-01

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Kuanda, Tayari Atiba Azikiwe. „Social Class of High School Students and Influences on Student Engagement“. Thesis, University of Redlands, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687634.

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This qualitative study focused on social class and its influences on student engagement in high school settings. The study employed a narrative inquiry approach. Through the examination of narratives of the participants, this study sought to discover the ways in which students, parents, teachers, and administrators think about, view, and act upon their understanding of social class as it relates to student engagement. The researcher conducted the study at three high schools in the Desert Mountain region of San Bernardino County located in Southern California. The schools were selected based upon their socioeconomic makeup as measured by the percentage of students who qualified for free and/or reduced lunch (PFRL). The narratives were all screened for emerging themes related to social class and student engagement. In addition, the narratives were analyzed to find instances of commonalities and differences. The results of this study revealed that social class is identified in various manners; it also revealed that although social class plays an important role in education, social class alone does not predict academic achievement. The results of this study may aid in increases to graduation rates, thereby an obvious reduction in dropout rates especially as it relates to social class.

Keywords: social class, engagement, influences, high school, policies, dropout rate.

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McFadzen, Kathryn, und University of Lethbridge Faculty of Education. „What makes school a positive experience for 12 junior high school students?“ Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/135.

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This study examined the perceptions and needs of junior high school students considering the question, What makes school a positive experience for 12 junior high school students? Previous research indicates that many students view school negatively (Bibby & Posterski, 1992). This conclusion is an alarming statement considering the significant number of years students spend in school. Using student written responses and interviews, this study explored the peceptions of junior high school students in relation to school. Qualitative research method was used as it allowed the researcher to collect and document rich data that helped to shed light on students' views of junior high school. Twelve students, 2 males and 2 females, from each of the three junior high grades (7,8, and 9) participated in the study. The students were asked to respond, in writing, to five prompts: 1) Junior high school is...2) What do you think can make junior high a positvie place to be? 3) What do you think can make junior high a negative place to be? 4) The best thing about my school is...5) The worst thing about my school is... . Those same students then met in grade level groups for an interview used to clarify and expand upon the themes that emerged in their written responses. The final data-gathering technique was for the students to reflect upon what the ideal school might look like. Overall, the results of this study indicate that students value relationships with both teachers and peers and wish to belong to the safe and student-centered community of school. The insights of junior high school students about their schooling experience will assist in the organization of programs designed to meet the needs of adolescents within an educational setting.
vii, 154 leaves ; 28 cm.

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Franklin, Keri. „Blogging about books writing, reading, and thinking in a twenty-first century classroom /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4809.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 13, 2008) Vita. Includes bibliographical references.

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Green, Amy. „Barriers and facilitating factors to high school students' school engagement“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003008.

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Howard, Ann Marie. „High School Students' Perceptions of Safety Concerns Predicts School Avoidance“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6793.

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School violence is a growing concern and an impending danger for American youth. Students' perceptions of violent school incidents may lead to fear and this fear may lead to school avoidance. Although researchers have found that teenage pregnancy and working to support family are two of the main reasons that students stay home from school, there has been no research conducted on whether students' perceptions of safety concerns, solely focusing on the presence of guns, gangs, student bullying, and fear of victimization, predict their decision to stay home from school. Therefore, based on social disorganization and resilience theories, the purpose of this quantitative study was to examine the role of high school students' perceptions of safety concerns in school on avoidance behavior, specifically, their decision to stay home from school due to thinking they may be attacked or harmed in a school building, on school property, on a school bus, or going to and from school. Archival data from a sample of 4,767 American youth, 12–18 years of age, who participated in the 2015 School Crime Supplement Survey were analyzed using logistic regression. Findings revealed that students' perception of gangs, student bullying, and fear of victimization led to school avoidance. This study has important implications for positive social change: The findings can be used by government entities, communities, schools, administrators, students, and parents to inform efforts designed to maintain a safe school environment.

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Cavazos, Jose Marcelo. „The instructional leadership of high school principals in successful Hispanic majority high schools /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Swanson, William Russell Kennedy Larry DeWitt. „Perceptions of Illinois high school athletic directors relative to the effects of Proposition 48 upon selected elements of the academic preparation of Illinois high school athletes“. Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918626.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Larry Kennedy (chair), William Piland, Kenneth Strand, Joel Thirer, William Tolone. Includes bibliographical references (leaves 218-228) and abstract. Also available in print.

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Jutrakul, R. (Rada). „Self-regulated learning:key strategies of high-achieving high school students“. Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201801131074.

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This study identified the key strategies of Self-Regulated Learning (SRL) from High Academic achievers among high-school students between Grade 9 to Grade 11 in Language Arts (English)class (N = 46). These High Achievers in Language Art were discovered through their high scores on the Motivated Strategies for Learning Questionnaires (MSLQ) and there school average grade of the class. Students were first requested to fill out the MSLQ questionnaire based solely on how they think and feel about themselves in learning situations. They were made aware that results of the questionnaire would be anonymously revealed for the purpose of the study and that it wouldn’t affect their grades. As for the interview, students were briefed beforehand about what they will do and some basic knowledge was established before the interviews occurred to ensure optimal data. The results of the MSLQ was first compared and evaluated in conjunction with the students’ scores for their Language Arts class. The Self-Regulated Learning Interview Schedule (SRLIS) was later used to obtain information on SRL strategies used and their frequencies in different contexts from the selected group (N=9). The findings of this study suggested that there is no direct correlation between the MSLQ results and the Language Arts (L.A.) subject grades score, but that there is a relationship between the specific Self-regulation skills to the L.A grade scores. Furthermore, Goal-setting and planning were reported to be the most used strategies among high achieving students. This suggests goal-setting and planning might be one of the keys to success in academic areas. The empirical findings of this study supported many theoretical aspects of SRL. Towards the end of the studies, the implementations for teaching practice and suggestions (in addition to future research directions) were discussed to further increase the understanding of teaching methodology.

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Creel, James R. „The religious beliefs, moral beliefs, and lifestyle practices of the high school students who attend Berean Academy“. Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Dissertationen zum Thema „High school students“

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