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1
Lau, Wai-lan, und 劉蕙蘭. „A study of subject choices among third year secondary school pupils“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959519.
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Lau, Wai-lan. „A study of subject choices among third year secondary school pupils“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811267.
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3
Hughes, Gwyneth. „Gender, power and resistance in post-sixteen science education : the production of student subjectivities within competing curriculum discourses and practices“. Thesis, University of East London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.480919.
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Markgraaff, Ronelle. „Parental perceptions : choosing Dramatic Arts as a Grade 12 subject“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80466.
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Nationally there is a high pass rate in Dramatic Arts (DA), and this subject offers many benefits for the development of young people, especially in terms of equipping them with the twenty-first century skills required for an entrepreneurial market (Olaniyan, 2015). However, few learners choose to continue with this subject beyond Grade 9. Inadequate enrolments result in fewer teaching posts being available, which also affects the entertainment industry. Parents are identified as primary sources of social support in influencing their children’s decisions and the development of their interests, career options and future goals (Kenny & Medvide, 2013). This study aims to sample parental perceptions about choosing DA as an academic subject as provided by parents, teachers of DA and Life Orientation (LO) teachers. This study establishes to what degree parents understand the value of drama education, and how their perceptions of the DA may influence their children’s school-exiting subject choices. The study comprises aspects of one theory, namely, parent role development theory (PDT).
A mixed-methods study was designed within an interpretive paradigm. A sample of 36 parents who had children in high school in South Africa in 2019 completed an online mixed-method questionnaire that consisted of three parts, each dealing with parental perceptions and experiences in the field of education. The responses were coded and analysed through a convergent parallel design, and the findings were triangulated for deeper understanding, validity and transferability. The findings of this study pointed out that parental perceptions are shaped by prejudice, social influence, and school communication, among others. Furthermore, parents showed genuine interest and support for their children’s career plans and the skills that DA promote.Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted
5
Stables, A. W. G. „Pupil' approaches to subject option choices : A study of differences between schools and between the sexes“. Thesis, University of Bath, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374616.
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Phiri, Francinah Liseko. „An investigation into the making of subject choices from middle school phase to senior secondary phase“. Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-05182005-145856.
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7
Cleaves, Anna. „Forming post-compulsory subject choices in school : a longitudinal study of changes in secondary school students' ideas, with particular reference to choice about science“. Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10006653/.
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The research in this thesis examined the basis of young people's decision making. A longitudinal study involving periodic interviews addressed questions about how changes in secondary school students' ideas led to decisions about elective education by individuals in mid-adolescence, particularly with reference to science. Analysis of interview data captured changes in students' ideas over time and a new way of looking at post- 16 choice was developed that gives a more indepth picture of how students' ideas are formed than has hitherto been achieved. The ways in which students' educational objectives were driven by different ideas and the ways in which students engaged with influences on decisionmaking were used to develop a typology of choice trajectories. The typology unearths variations in the temporal characteristics of young people's thinking about choice. Five types of choice trajectory were identified. Students with a 'directed' trajectory had a demonstrably stable commitment to a specific career direction inspired by a critical influence at an early age. The 'partially resolved' trajectory was that of a student with identifiable vocational leanings prompted by positive dispositions towards some school subjects and related careers. The 'funnelling identifier' trajectory was shaped by a gradual identification with a domain of interest whereas that of 'multiple projection' was characterised by favouring different careers at different times. The student with a 'precipitating' trajectory lacked critical influences, had diffuse ideas and aimed for broad and versatile choices. Application of the typology to four portraits of students who chose science demonstrated that science was chosen in a variety of ways. In conclusion, the thesis raises issues for discussion about the impact of choice support mechanisms in schools, particularly in relation to careers guidance and within science teaching.
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Hsu, Chiu-Yen. „Choosing to study science in Taiwanese schools : perceptions of science and other influences on students' choices“. Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512322.
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There is widespread concern in many Western countries over the declining levels of uptake of science at the upper levels of high school. In contrast, Taiwanese senior high school students have a greater tendency to choose science rather than social studies and achieve highly in international comparative tests. The well-developed technology industries in Taiwan also suggest that science education in Taiwan has been a success. However, the attitude toward school science, unlike the promotion of scientific attitudes, has received little attention in Taiwanese schools. This paper firstly investigates 729 students’ attitudes toward both school and real-world science. The results show that the high level of uptake of science is not strongly associated with positive attitudes towards science as a subject. Few differences were found in the affective responses to school science between the Natural Sciences programme (NSP) and Social Studies Programme (SSP) students, with only a minority expressing a positive attitude to science in both cases. The research findings challenge the simplistic linking of attitudes and uptake in this context. This research then seeks to understand this unusual phenomenon by exploring the nature of and influences on students’ subject choice decision-making. Through focus group discussions with students and interviews, this research explores the sources of students’ perceptions of science and social studies, identifying influences derived from the teaching of school science itself but also those arising from ‘external’ contexts of wider society, including cultural and economic influences. The results show highly complex relationships between students and the surrounding actors, i.e. parents, teachers and the media. The findings also demonstrate possible explanations why students are doing well in school science and in industry but have not produced prominent discoveries or achievements in the world’s academic research. Drawing on Taiwan’s distinctive socio-cultural context, this research provides a different perspective from that in western science education research literature on the factors that shape science uptake.
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Kitchen, Rebecca Jane. „How do ethnic minority students represent geographical knowledge? : exploring the stories that relate to representations and link with post-14 subject choices“. Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267923.
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Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.
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Rushing, Randal. „Gustav Mahler's Kindertotenlieder subject and textual choices and alterations of the Friedrich Rückert poems : a lecture recital, together with three recitals of selected works of F. Schubert, J. Offenbach, F. Finzi, and F. Mendelssohn /“. view full-text document, 2002. http://www.library.unt.edu/theses/open/20022/%5F/index.htm.
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Thesis (D.M.A.)--University of North Texas, 2002.Accompanied by recitals: cassettes recorded June 24, 1996 and Dec. 8, 2000; compact disc recorded Mar. 11, 2002; videocassettes of Offenbach's The Tales of Hoffmann performed Dec. 8-9, 1995. Includes bibliographical references (p. 50-51).
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Rushing, Randal. „Gustav Mahler's Kindertotenlieder: Subject and Textual Choices and Alterations of the Friedrich Rückert Poems, A Lecture Recital Together with Three Recitals of Selected Works of F. Schubert, J. Offenbach, G. Finzi, and F. Mendelssohn“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3215/.
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The bulk of scholarly research and discussion of Mahler's Kindertotenlieder deals with musical concerns and analyses. This study explores the significance of Mahler's selection and use of the poetry of Friedrich Rückert and, in particular, the personal significance of the textual treatment to Mahler. A comparison of the original Rückert text with Mahler's and his textual alterations, as well as a literal translation of the text, is included. The results revealed through the process stated above provides the vocal performer of Gustav Mahler's Kindertotenlieder with a study and performance guide for the artist intent on a more complete textual understanding and delivery.
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Hultberg, Ingridz Kristine. „”Utvecklas i sin egen takt” En aktionsforskningsstudie om förskolepedagogers reflektioner kring sina val och handlanden ”Develop at one ́s own pace” An action research study on preschoolteachers reflections about their choices and actions“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32949.
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This is a qualitative actions research study of pre school teachers’ reflections about their choices and actions. The qualitative actions research study is combined with semistructured interviews, mind map-conversations and a videocamera in order to bring awareness about the pedagogs actions. The theory i use to analys the results is poststructural discourse. The aim is to understand and investigate how and if teachers in preschool change their analyses and reflections practice, during their action research process. Another purpose, during this process, is to understand how the pre school teachers reflect and value their knowledge in the context of their profession and practice. The questions i aim to answer are:1. In which ways does the action research process change the pre school teachers reflectionspractice?2. How do the pre school teachers reflect upon and value their knowledge about their profession within their practice?The conclusion is that action research, semistructured interviews, mind map- conversations and the observered material from the videocamera led the preschool teachers to develop at their own pace, and from their own problemed based questions and thoughts. They go from a structure view on the pedagogical practice to a subjective self evaluation view, where change is possible and their own knowledge about their profession becomes visible.
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Davey, C. „Gender & subject choice in second level education“. Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403189.
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Garratt, Linda. „Subject choice and student perceptions of A-level courses“. Thesis, University of Wolverhampton, 1991. http://hdl.handle.net/2436/90259.
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Despite a plethora of proposals and counterproposals, the framework of the A level system has remained largely unchanged for forty years. This study reviews the historical context of sixth form education and provides an insight into students' perceptions of A level courses in the late 1980s. It also examines the reasons behind students' choices of subjects for study at A level and students' subsequent satisfaction with their chosen courses. The variables which most strongly influenced students' choice of subjects for study were the subject's perceived interest value, previous success in the subject and its compatibility with other subjects chosen. Also important, in some subject areas, was the perceived career value of a subject and its necessity for higher education. The students began their A level courses with very positive perceptions. The overwhelming majority view was of students' confidence in their ability to cope and high expectation of their courses. Unfortunately this initial positivism was not sustained. As students progressed through the course an increasing proportion reported that A level work was boring and became more sceptical about the utility of A levels. This growing disillusionment was probably partly responsible for some of the dissatisfaction evident in this study, gauged partly in terms of drop-out rates. It is concluded that A levels in their present form do not seem to be meeting the needs of a proportion of those who are studying them.
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Gustafsson, Johan E. „Preference and Choice“. Doctoral thesis, KTH, Filosofi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-34690.
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16
Johnston, Sarah Eowyn. „Gender, identity and academic subject choice at school and university“. Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301718.
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Alwedinani, Jawaher. „Gender and subject choice in higher education in Saudi Arabia“. Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15372/.
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This study explores women’s views and attitudes towards the traditionally masculine subjects in higher education in a Saudi Arabian context. It investigates the factors that influence women’s subject choices. It also addresses the implications of limited subject choices in women’s experiences in higher education. The study adopted an inquiry approach to understand women’s experiences in relation to their educational choices. The study was conducted at two universities located in two major cities in Saudi Arabia. The data in this study were collected through interviews with women. Snowball sampling was used to recruit 100 female students and lecturers. The findings of this study demonstrate how the internalisation of gender norms and gender stereotypes shapes women’s views and attitudes towards these subjects. It also shows how patriarchal structures influence women’s subject choices and how such influences vary depending on the father. Women who come from traditional families are more likely to accommodate the patriarchal influences, whilst those who come from non-traditional families are more likely to bargain or negotiate with the patriarchal system. This study reveals how fathers’ influences on women’s education differ according to their attitudes towards Ikhtilat. The study addresses the sensitivity of the Ikhtilat issue in the Saudi context and how the prohibition of Ikhtilat has shaped women’s experiences in Saudi higher education. It shows how women exercise their agency through bargaining, resisting and negotiating with the patriarchal system. Furthermore, it identifies factors that influence women’s subject choices and how these factors differ amongst women.
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Malekana, Marumo Moses. „Factors influencing the choice of agricultural science as a school subject“. Diss., University of Pretoria, 1999. http://hdl.handle.net/2263/30399.
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Agriculture plays an important role as the basis of economic development of many countries. One of the ingredients for accelerating agricultural development is the provision of adequate knowledge through education. Schools where agricultural science is taught play an important role, but the problem that gave rise to this study is the lacking interest and poor performance in agricultural science. The main aim of this study was to investigate factors that may influence the choice of agricultural science as a school subject. In order to attain this aim, six high schools in the Temba District were sampled to represent urban, semi-urban and rural schools. All agricultural science pupils and, for purposes of comparison, forty five pupils doing physical science and twenty seven from home economics were interviewed. The overall image of agriculture appeared quite positive in that 62 percent of the students rated it as high or very high, and only the medical practitioner received a higher average status rating than the agricultural professional. The findings indicated that non-agriculture students had the most intensive association with a farming background, which seems to indicate that a close association with agriculture is a deterrent rather than an incentive to choose agriculture as a school subject. Exposure to agricultural science as a school subject appeared to increase the interest in the study of agriculture at tertiary level, although the possibility that the interest in tertiary studies in agriculture stimulated the choice of agriculture science as a school subject, cannot be ruled out. Amongst agricultural science pupils there is general agreement that agriculture provides good access to tertiary education, although physical science was rated much higher. The assessment of teachers does not favour agricultural science. Agricultural science teachers were assessed significantly lower as far as personality, teaching quality, accessibility and knowledge is concerned. However, the less the influence and assessment of the teacher, the bigger the influence of parents appeared to be. Somewhat alarming is the finding that about 20 percent of respondents claimed to have been forced to study agricultural science at school. Those that received counselling did not have a better image of agriculture, which seems to indicate that agriculture is not a field of study recommended by teachers during counselling.Dissertation (M Inst Agrar (Extension))--University of Pretoria, 1999.
Agricultural Economics, Extension and Rural Development
unrestricted
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Rudolph, Katja. „The politics of choice in education, theorizing a post-liberal choosing subject“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0007/NQ41303.pdf.
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Bait-Almal, Ali Ali Mohamed. „What should I study? : factors affecting student choice of subject at Libyan universities“. Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12711/.
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This thesis focuses on the analysis and discussion of issues and factors influencing Libyan students’ subject choices at undergraduate level. It reviews the literature in the field, situating the study firmly in the context of educational research. However, it is noted that this literature has mainly emerged from Western contexts, and hence cultures. Nonetheless, the body of literature is used as a framework to analyse the Libyan case. The main research question focuses on the main factors influencing the choice process in respect of the field of study for first year undergraduates at Libyan universities. Further questions regarding why students choose to attend university, their perceptions of subjects, and the concerns and influences brought to bear in the choice process are posed. A mixed methods approach is adopted in which the research sample comprises first year students at four different universities in Libya, in order to identify any differences and similarities in the choice process among the students in different regions and different disciplines. Both questionnaire survey and interviews are used to secure fact and opinion regarding the mechanisms employed by students to make their choice of subject. Four different subjects are considered so that comparisons can be made of the influences that are brought to bear in student choice. Underpinning the research instruments is the theoretical framework consisting of cultural capital, social capital, and human capital, as obtained from the comprehensive literature review. The research was conducted in two phases, the first being quantitative, in which 2,209 questionnaires were completed by first year students at two coastal city universities and two rural city universities in Libya. The second phase was qualitative, and involved 65 individual interviews, together with a focus group discussion to cater for female students who excused themselves from participating in the individual interviews because of their religious and cultural beliefs. The research findings show that the subject choice process is influenced by multiple factors and that substantial differences between subject choices are seen among urban and rural students, the latter being destined to study in poorly equipped rural universities. As evidenced in the responses, there is no equity in the provisions of Libyan universities. A further result is that the student’s academic ability has little influence on the selection process, and that other factors such as the parents’ level of education, institutional infrastructure, career prospects and geographical location play important parts in influencing the decision. More interestingly, the study established that students from urban areas with educated parents are more likely to take courses offered in long established universities in the cities. The thesis concludes by highlighting the pertinent points in the research, and makes recommendations for Libyan policy-makers and higher education institutions on how to facilitate the improvement of the student subject choice process. Additionally, it suggests possible avenues for further research area around the topic of this thesis. As a final note, the thesis offers a brief explanation of the socio-political, economic and cultural changes that have taken, and continue to take place, since the overthrow of the previous regime on 23rd October, 2011.
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Ismail, Latifah. „The social constraints influencing the subject choice of Malaysian University students inthe United Kingdom“. Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446368.
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Scott, Michael Bennet. „An analysis of the decision making processes and criteria applied by adolescents selecting A level subjects and place of study“. Thesis, University of Bedfordshire, 2002. http://hdl.handle.net/10547/325203.
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The research was stimulated by involvement in leading elements of an Education Management programme. Developing part of the teaching material led to the realisation that while pupils' choice of school has been extensively researched it appeared that subject choice, particularly at A level had not. It also became apparent that ideas and models concerning decision making, extensively adopted within the Consumer Behaviour literature had not been applied in this context. Extensive reviews ofthe literature confirmed this position and indicated that the post sixteen school choice was also under researched and further that it was not possible to apply extant consumer behaviour models directly to the A level or School choice contexts. The research programme consisted of a mixture of qualitative and quantitative techniques. Building on elements of theory, from the literature, exploratory research employing focus groups was used to develop an initial model of adolescent pupil decision making. Early in the exploratory research it was found that the decision for adolescents choosing where to study their A levels was inextricably linked to choice of subjects. Choice of A level subjects was added to the research programme. Based on the exploratory results a quantitative study, using questionnaires, was developed to test the model on both single (choosing a school) and multiple (choosing A level subjects) choice situations. The study investigated differences between single-choice and multiple-choice decision making, an area neglected by consumer research, which provides at least a partial explanation of the process used by the pupils when they choose schools/colleges and A level subjects. Findings identify that although some aspects ofthe choice process are similar, there are important differences between the two types of decision. Evoked set are larger for multiple-choice decisions, and multi-choice decisions are likely to involve more stages in the decision making process than single-choice decisions. The results also identified that the parents' role has changed from 'decider', when their children were younger, to 'influencer', with the adolescent pupils becoming the decision makers. Concomitantly, choice criteria are shown to have evolved with 'discipline' decreasing markedly in importance and subject range increasing. The pre-eminence of personal sources of information is confinued but co-orientation emphasised.
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MacPhail, Ann. „The social construction of higher grade physical education : teacher curriculum decision making and pupil subject choice“. Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/3766/.
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This study centres on understanding teachers' curriculum decision making (CDM) and pupils' subject choice in physical education. The curriculum reform chosen to illustrate these two central issues is Higher Grade Physical Education (HGPE), a nationally available qualification in physical education that has been available to fifth and sixth year (16 to 18 year olds) Scottish secondary pupils from 1993. The focus on teacher CDM and pupil subject choice contributes more generally to our understanding of the social construction of physical education as a school subject. The framework used to investigate the social construction of knowledge, teacher CDM and pupil subject choice is Basil Bernstein's model of the social construction of pedagogic discourse. Bernstein's three fields of knowledge production and reproduction and his notion of pedagogic discourse allowed the framing of the examination of the development, mediation and reproduction of the HGPE course. The study illustrates how the dominant model for innovation in Scottish schools continues to be external leadership by the centre and how agents operating at this level constructed HGPE as a science-based, sport-performance-oriented discourse. The findings suggest that teachers' and pupils' interpretations of the HGPE discourse are not explicit reasons for the decision to offer or study the subject but are more likely to be embedded in the context in which individual teachers work and in pupils' enjoyment and future vocation. Emerging issues that are discussed include the process of managing HGPE by the SEB and the extent to which the SEB exercised power to mandate precisely the form HGPE should take as it was implemented in secondary schools. A lack of external support in delivering HGPE, teacher de-professionalisation and de-skilling and professional development support for teachers are all identified and discussed. The study concludes with suggestions for the future construction of knowledge within the Scottish education system and ideas regarding what can be done to promote HGPE.
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Huntley, Ray John. „Primary trainee teachers' choice of mathematical examples for learning and the relationship with mathematical subject knowledge“. Thesis, University of Gloucestershire, 2010. http://eprints.glos.ac.uk/3206/.
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When teachers plan to teach mathematics, they draw on many examples to either demonstrate a concept or provide opportunities for learners to practise skills and procedures. The examples used by primary trainee teachers, it is suggested, are often chosen without suitable consideration of learners' strengths, weaknesses or misconceptions. Whilst there has been research on the choice of examples by teachers in secondary mathematics, detailed empirical research of primary mathematics or for trainee teachers is relatively scarce. In this study, two cohorts of final year trainee primary teachers were invited to submit lesson plans for analysis and a sample group was interviewed to try to identify the theoretical frameworks trainees use for planning mathematics and their approaches to choosing examples for learning. The data collected was then analysed using a multiple case study approach against a conceptual framework based on the Knowledge Quartet research of Rowland et al. (2009) and the development of the notion of example spaces by Watson and Mason (2005). The analysis sought to identify commonalities in the way the group of trainees approached planning mathematics and draw insights on their rationales for choosing mathematical examples. Each trainee's planning was scrutinized against the theoretical background in the literature and conclusions were drawn regarding the methods of planning adopted, the examples chosen and the possible links between these actions and the trainees' levels of mathematical subject knowledge. Evidence from the study appears to show that trainees do not make use of theoretical frameworks when planning mathematics lessons, examples are chosen from existing sources such as textbooks and websites, and any modifications are made with differentiation as a key factor rather than mathematics pedagogy, with trainees' subject knowledge playing a minimal role in the planning process.
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Cheung, Sin Yi. „Meritocracy revisited : a disaggregated approach to the study of educational and occupational attainment in Britain“. Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389564.
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Castro, Lucio. „Essays on imperfect information and individual choice“. Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48859/.
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This dissertation is organized in three separate chapters. A common thread intertwined in the three of them is the role of informational flows at influencing individual´s choice. Chapter 1 provides novel empirical evidence on the role of imperfect information about price schedules on determining consumer's demand choice for the residential gas market using a natural experiment and consumer microdata from the metropolitan region of Buenos Aires, Argentina. Based on the results a large field experiment carried out in a municipality of Argentina, Chapter 2 presents new empirical results showing that taxpayers are relatively insensitive to information on the prevailing level of tax evasion and the supply and quality of local public goods, whereas raising the salience of fines and other related penalties may have a large bearing on tax compliance. Relatedly, Chapter 3 presents novel evidence, also based on a field experiment conducted in another Argentine municipality, suggesting that informational treatments influence taxpayers' beliefs about the risk of detection and the salience of penalties in the case of non-compliance, and hence, their compliance behaviour with respect to the tax code.
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Naugah, Jayantee. „Factors affecting the choice of science subjects among girls at secondary level in Mauritius“. Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6450.
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This research attempts to identify the factors which influence the choice of science subjects in Mauritius among girls at the end of the third year of secondary education, the level up to which science is a compulsory subject. This low uptake of science subjects by girls beyond the compulsory level is a matter of concern. The study was undertaken in four purposely selected schools in Mauritius, two mixed-sex and two girls’ schools. Using mainly a qualitative approach, data were collected through: (i) non-participant observations of 60 science and 20 non-science lessons, (ii) 16 semi-structured face-to-face interviews of teachers, and six group interviews with pupils and (iii) 135 questionnaires administered to the parents of the pupils in the classes observed in the four schools. Based on the results of a pilot study, modifications were made for the main study. The data provided insights into teachers’ teaching approaches, the behaviour and interest of pupils in the lessons and other factors such as pupils’ perceptions of science, their self-identity and role models, and the extent to which parents and peers influence the choice of subjects among girls. The findings show that teaching approaches were mainly traditional and that both girls and boys prefer hands-on activities and contextual examples reflecting real-life situations. The majority of the girls’ experiences of science were negative and this deterred them from taking science beyond the compulsory level although they were aware of its importance. Teachers had positive opinions about girls’ ability to do science but stated that lack of infrastructure facilities did not allow them to involve the pupils in practical work as much as they would wish. However, brighter girls’ decisions to study sciences were not outweighed by these factors. Parents felt that they did not influence their daughters in the choice of subjects or eventual careers though they held science in high esteem.
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Khabele, Edith Nesi. „The relationship between goal orientation and subject choice of a group of standard 7 pupils / Edith Nesi Khabele“. Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/7850.
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The aims of the study were:
1. to determine the different types of goal orientation and the interactive relationships
between goal orientation, subject choice and academic achievement, from a literature
review;
2. to empirically determine the relationship between goal orientation, subject choice and
the achievement of standard 7 students;
3. to empirically determine the relationship between the goal orientation of standard 7
students and the school variables, and
4. to empirically determine the relationship between goal orientation and the age of
standard 7 students.
From the literature view it was evident that there are different orientations which influence
subject choice and academic achievement. Students who are mastery/learning-oriented want to
develop their competence, choose challenging tasks and perform better. Ego/performanceoriented
students are interested in demonstrating to others that they are capable, choose easy
tasks and they do not perform as well. A strong relationship was also evident between goal
orientation and the attributional style of students. Mastery-oriented students attribute their
success to internal, stable variables like ability or effort (an unstable but controllable cause),
and experience high levels of self-efficacy and pride. Ego-oriented students attribute both
failure and success to stable but uncontrol1able causes (such as ability or teaching methods),
and experience shame and decreased self-efficacy in the event of failure. A relationship was
also evident between goal orientation and the school variables (such as the teacher's selfefficacy,
experience and educational/training level).
The empirical study led to the following conclusions:
• there is no relationship between the goal orientation and subject choice of the students
of this study, in both mathematics and history;
• there is a relationShip between the goal orientation and academic achievement of the
students who were used in this study in mathematics, but not in history;
• there is also a relationship between the goal orientation of the students of this study
and the school variable, yet
• there is no relationship between goal orientation and the age of the studens who were
used in this study.Skripsie (MEd (Psigo-opvoedkunde))--PU vir CHO, 1995
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McMahon, Patrick J. „'The opportunity to study History' : curriculum politics and school pupils' subject choice in the General Certificate of Secondary Education“. Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/2594/.
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This study investigates (a) the existence of changes in pupils' perceptions of Key Stage 3 (KS3) History as they move from Year 8 (Y8) to Year 9 (Y9), when they make choices about which subjects they will study for General Certificate of Secondary Education (GCSE) during Key Stage 4 (KS4), and (b) whether any changes might influence their choices. The study adopts a qualitative approach involving 500 pupils and more than 60 teachers in 10 schools over two years. The place and usage of History in contemporary society are explored. The origins of History as a educational issue are reviewed from the late 18th Century to the late 20th Century when there was considerable debate as to what information should be taught, what skills should be developed and which teaching methodologies should be employed. These aspects were at times polarised when 'traditional' teaching seemed to be at odds with the 'new' Schools Council History Project, against a background of an evolving national examination system. With the compulsory inclusion of Citizenship within schools' curricula, the role and methodology of History are subject to further debate. The origins of the current situation, where school History is a non-compulsory subject in the compulsory state-maintained sector, is outlined with reference to issues and debates which led to comprehensive schools delivering History as an element of the National Curriculum as initially presented in the Education Reform Act (ERA) of 1988, which has since been subject to review and amendment. The study deals with the introduction, implementation and development of the ERA (1987 –2000) and focuses on the proposals for the subject of History, responses from teachers, administrators and Government as well as amendments proposed by the Dearing reviews leading towards Curriculum 2000. The background to the current GCSE examination scheme is reviewed along with the requirements for compulsory and non-compulsory subjects, and the rationales employed by individual schools when constructing ‘GCSE option choice schemes’. Factors that may affect pupils’ perceptions of History in their Y8 and Y9 are discussed. The sets of data collected reveal ways in which pupils may be influenced by (i) personal perceptions of interest, enjoyment, demands of work and usefulness in later life and (ii) externally-controlled issues such as socio-economic circumstances, access to Special Educational Needs (SEN) or language support, and the nature of the KS3 History curriculum they experience
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Forsell, Caroline. „Technical Interest : Does earlier technology education influence the choiceto further studies in technical subjects?“ Thesis, KTH, Skolan för industriell teknik och management (ITM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-226568.
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This thesis investigates if a student’s interest in technology at lower secondary school can influence their choice to attend an upper secondary school technical program (Teknikprogrammet). Factors like the choice of course book, teacher, practical and theoretical technology were investigated. For example, the frequency of course book use during the education and how many students that used a course book. The differences between female and male students was specially investigated. The study was performed by a web form that was sent out to 145 students at first year Teknikprogrammet. Quantitative analysis was done on all the questions except the open-ended questions, where a qualitative analysis was used. Results show that approximately half of the students did not think technology in lower secondary school had much effect on their choice to select Teknikprogrammet in upper secondary school. Male and female students did not like technology much in lower secondary school, and there was no difference between genders. Approximately half of the students said that lower secondary school effected their choice of Teknikprogrammet, at least a little. None of the things specifically looked at had any special effect, like the book used and more than half of the students did not have a course book at all. When looking at the open-ended questions the students’ interest seemed to lie in the technique that they were going to study, like computers, programming and games. The lower secondary school technology did not have much influence. That the students did not seem to like the Technology education was not correlated to the amount of theoretical versus practical education they have had.Uppsatsen undersöker om intresse för teknik på högstadiet påverkar valet till gymnasieskolans Teknikprogram. Vissa faktorer, läroboken, läraren, den praktiska delen och den teoretiska delen av tekniken undersöktes speciellt. När det gällde lärobok ingick frågor om hur många som använt bok och hur mycket. Skillnaden mellan kvinnliga och manliga studenter studerades. Studien utfördes med hjälp av en webbform som skickades ut till 145 studenter som gick första året på Teknikprogrammet. En kvalitativ och en kvantitativ analys gjordes på olika delar av svaren. Resultaten visar att ungefär hälften av eleverna inte tyckte att tekniken i högstadiet hade stor inverkan på valet till gymnasieskolan, Teknikprogrammet. Ingen skillnad mellan könen sågs när det gällde vad åsikter om teknikundervisningen på högstadiet. Cirka hälften av eleverna som genomförde studien tyckte högstadet påverkade åtminstone lite, men ingen av de specifika sakerna som studerades var speciellt betydelsefulla. Läroboken hade ingen stor effekt och mer än hälften av eleverna hade inte haft någon lärobok alls. Sammantaget så tyckte studenterna inte om teknikundervisningen på högstadiet särskilt mycket, inga könsskillnader sågs här. Intresset hos eleverna tycks snarare ligga i tekniken som de skulle studera mer om på Teknikprogrammet som datorer, programmering och spel än Tekniken som de pluggade på högstadiet. Att studenterna inte verkade gilla undervisningen var inte korrelerat till mängden praktisk versus teoretisk undervisning de haft.
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Watson, John. „Science and arts subject choice : a study of the factors influencing sixth form pupils' options in Northern Ireland grammar schools“. Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336012.
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Burgos-DeStephanis, Shana Ann, und Shana Ann Burgos-DeStephanis. „Effects of a Self-Determination Intervention on Students with Emotional Disturbance“. Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625377.
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Students with emotional disturbance experience many problems that affect their academic and social success in the school environment, including academic performance, relationships with teachers and peers, and a lack of engagement in the school community (Anderson, Kutash, & Duchnowski, 2001; Villarreal, 2015). Currently, a handful of interventions exist to assist students with behavioral challenges. Many of these interventions aim to increase academic achievement, or to curb disruptive behavior in students with ED so that they can achieve improved school success (Algozzine, Wang, & Violette, 2011). Research with students with emotional disabilities also suggests that improving their self-determination skills and providing opportunities for self-determination are also effective in improving school success (Green, Mays, & Jolivette, 2011; Sebag, 2010; Skerbetz & Kostewicz, 2013). While some research has been conducted with middle and high school students with ED, fewer research studies exist on strategies that promote self-determination in elementary students.
This purpose of this study was to explore the effect of a choice-making intervention on the academic engagement and disruptive behaviors of elementary students with ED. Findings revealed a functional relationship between the offering of choice and the students' disruptive behaviors and academic engagement. Students also increased in their work completion and social interactions with one another and with the adults. Social validity data indicated that the teacher viewed the intervention as being feasible and valuable in his classroom.
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Roy, Indrajit. „Capable subjects : power and politics in Eastern India“. Thesis, University of Oxford, 2012. https://ora.ox.ac.uk/objects/uuid:0e1bb214-020e-4f9e-864f-9037c104660d.
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The principal aim of this thesis is to elaborate a politicized reading of Amartya Sen's Capability Approach. It explores how capabilities are augmented through the forging of contentious political subjectivities. In it, I build on the criticism that Sen's framework can be more sensitive to questions of power and politics. Against some of his critics, however, I argue that its 'politicization' must focus analytical attention on politics as the struggle to produce subjects rather than limiting its understanding to negotiations over authority, resources and allocations. I draw on quantitative and qualitative analysis of ethnographic data from rural eastern India to substantiate my argument. The first two chapters outline the contours of the debates and introduce the social, economic and political life of the study localities. Each of the four subsequent chapters elucidates the manner in which the contentious processes through which political subjectivity are forged augments capabilities. In Chapter 3 I advance the case that any discussion on capabilities needs to analyze how subjects interrogate the relations of domination and subordination which they have hitherto been compelled to inhabit. Based on an analysis of the contentions spawned by the Indian Government's National Rural Employment Guarantee Scheme, I point to how the notion of cooperative conflict is helpful in understanding these processes. In Chapter 4, I draw attention to the analytic importance that needs to be accorded to 'voice' in order to understand how subjects contest and reconstitute these relationships: I base my analysis on the claims made on elected representatives by different groups of people in respect to 'poverty cards'. This emphasis leads in Chapter 5 to an investigation of the ways in which agonistic exchanges in public spaces augments capabilities: this I do through an examination of two specific disputes involving a variety of local actors. I develop these insights further in Chapter 6 to show how our understanding of the processes through which capabilities may be enhanced gains analytically from an analysis of the manner in which subjects construct their identities. Chapter 7 concludes.
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Gobbo, Andrea. „The making of consumer decisions : revisiting the notions of evaluation and choice by reconstructing consumer habits through subject evidence based ethnography“. Thesis, London School of Economics and Political Science (University of London), 2014. http://etheses.lse.ac.uk/1066/.
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This research is concerned with processes of choice in consumers and models of consumer behaviour. It also envisages a broader contribution towards economics in general to clarify how preferences in economic agents arise and change. The research question is: “are the models and factors of evaluation predicted by experts applicable to real cases?” Factors of value and evaluation processes will be observed in real world participants and in everyday behaviour. The results will be compared to models found in the consumer research literature. The fieldwork will focus on a single activity carried out by a sample of consumers: shoe buying behaviour. The first set of data is drawn from 11+11 open ended interviews of participants chosen in the two complementary groups of experts and consumers for the purpose of construal identification. The second stream of data relies on an ethnographic approach that involves recording first-person experiences by use of a miniature camera applied at eye-level, or “subcam” (17 participants). The recordings are analysed in order to reconstruct the choice processes through content analysis of events. The third stream of data in the research is produced by means of replay interviews conducted on those same participants who produced the subjective recordings (selection of 12 participants). Using a first-person ethnographic method allowed: (i) A more exact tracking of the actions involved in the choice process versus standard participant observation or in-shop surveillance cameras, (ii) intersubjective post-hoc account of the recorded activity and, (iii) elicitation of reflective rationalization from the participants in narrative form. The material collected at this step underwent a special kind of process analysis involving memory registers. Findings suggest the need to re-rank factors typically considered for choice in consumer behaviour. A fundamental rebalancing of weight must be attributed to habits versus rational evaluation as long-term factor of choice. Equally short-term factors, like emotions and attitudes, acquire distinctive significance in connection with environmental cues that are susceptible to trigger their repetition in future shopping episodes. The contribution to methodology is twofold. The empirical component extends the use of firstperson ethnographic methods to self-reporting of consumer activities in addition to introspective and survey methods. Activity reconstruction led to amending consumer behaviour models by including the influence of social environment found in installation theory.
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Lavaly, A. „A study of the influence of selected variables on pupils' choice of science subjects in Sierra Leone secondary schools“. Thesis, Keele University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355593.
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Nordell, Madeleine. „Who should decide, and about what? : Reflections on reprogenetic choices and the scope of parental autonomy“. Thesis, Linköping University, Centre for Applied Ethics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1643.
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In this thesis the scope and limits of reprogenetic choices - refering to reproductive applications of genetics made in the medical context - is adressed.
Through posing four analytical questions concerning who should cecide about what in reprogenetics an analysis of possible answers is made. The method consists of an analysis of texts of ethicists Robertson, Strong, Davis, Murray, Peters and Buchanan et al, chosen to reflect a diversity concerning the scope of reproductive autonomy and what values that need to be taken into consideration.
The most justified position found, concerning a possible policy of reprogenetic choices, is that there are several good reasons for leaving the reprogenetic choices with the parents, foremost since reproduction indeed is central to individuals identity, dignity and meaning of life. There are also good reasons to avoid governmental steering. This for instance since steering risks promoting perfectibilism, which would threaten human dignity. But also the reprogenetic choices cannot be left unrestricted. It is then argued that restrictions of parental reproductive autonomy should serve to protect the childs right to an open future, and that choices that reflect a search for perfectibilism should be cautioned. Autonomous reprogenetic choices should mean qualified choices - where relevant information is given and also an opportunity to make more than one choice is fostered.
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Holmlund, Dick, und Patrik Mikaelsson. „Hur gammal kan en atom bli? : En beskrivning av naturvetenskapliga frågor och deras innehåll skickade till två populärvetenskapliga tidskrifter“. Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69083.
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Utvecklingen under de senaste decennierna visar att färre elever intresserar sig för naturvetenskapliga studier och många har svårt att se meningen med innehållet. Det finns en omfattande forskning som visar att det inte är naturvetenskapen i sig som eleverna avfärdar utan att det mer handlar om hur innehållet hanteras i skolan. Utanför skolan verkar många ta del av viktiga diskussioner kopplade till naturvetenskap och ställer bland annat frågor till olika medier där forskare bemöter och svarar på allmänhetens intresse. Detta spontana intresse undersöks i detta arbete med hjälp av innehållsanalys. Urvalet är hämtat från två populärvetenskapliga tidskrifter med omfattning av 1492 antal frågor. Frågorna är beskriva med huvud- och underkategorier och skildrar hur allmänhetens spontana intresse ser ut utifrån nordiska förhållanden. Resultaten visar att allmänheten har stort intresse för naturvetenskap. Biologi dominerar med stora intressen för zoologi och människan. Fysik är den näst populära kategorin där astronomi är den klart dominerande underkategorin. Kemi får minst antal frågor. Resultaten visar stor likhet med internationella studier och diskuteras i relation till dessa samt utifrån implikationer för lärares arbete med att möta elever i skolan.
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Akpan, E. U. U. „Factors influencing the choice of science or non-science subjects in Nigerian secondary schools and the consequences for science enrolments in Nigerian universities“. Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375625.
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Näs, Sandra. „Moderna språk som tillval på gymnasiet : Vilka faktorer påverkar valet?“ Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1071.
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Med anledning av att allt färre elever väljer språk som tillval på gymnasiet så är syftet med detta examensarbete att ta reda på vad som påverkar gymnasieelever att välja, respektive välja bort, språk som tillval. Det jag främst vill undersöka är ifall det finns skillnader i motivation, attityder och nöjdhet/missnöje med undervisningen mellan de som har valt språk och de som har valt bort språk som tillval. Vidare syftar undersökningen till att ta reda på vilka förbättringar både elever och lärare tycker vore nödvändiga. Metoden som användes var både kvalitativ och kvantitativ i form av intervjuer och två olika enkäter. Fyra elever och två lärare intervjuades och enkäterna besvarades av 34 elever med språk som tillval och av 40 elever med andra tillval. Resultatet visar inte på några specifika skillnader förutom motivation mellan grupperna, däremot fann jag flera möjliga orsaker till bortval; bland annat ointresse, taktikval och tråkig undervisning. De förbättringar som efterfrågades var till viss del organisatoriska, men till största delen handlade de om själva undervisningen. Det jag kom fram till är att undervisningen på högstadiet troligen påverkar bortvalen i hög grad och att det är förbättringar där, samt ett nytt skolsystem som premierar språk, som är de viktigaste faktorerna för att få fler elever att välja språk som tillval.
The purpose with this degree thesis is to find out why pupils choose, or do not choose, language as an optional subject. Mainly I want to see if there are any differences in motivation, attitudes and satisfaction/dissatisfaction with language teaching between the pupils who have chosen language and the pupils who have chosen another optional subject. Furthermore the investigation aims at finding out what improvements teachers and pupils find necessary. The method being used was both qualitative and quantitative in the form of interviews and two different questionnaires. Four pupils and two teachers were interviewed and the questionnaires were answered by 34 pupils with a language choice and 40 pupils with other choices. The result shows no specific differences except motivation between the two groups, however I found several possible reasons to why pupils tend to choose some other subject than language: lack of interest, tactical choices and an unsatisfying language teaching. The suggestions of improvements concerned to an extent organizational aspects, but mainly the actual teaching. The teaching in the upper level of compulsory school probably affects the fewer choices of language and we need to improve this teaching and introduce a new school system that rewards language choices to make more pupils choose language as an optional subject.
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Schenk, Merritt J. „Further analysis of delay discounting: Sequential effects on participant answers using the 27-item Monetary Choice Questionnaire“. Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/283.
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Systematic manipulations of the order in which questions are presented in hypothetical discounting tasks have shown that individual responses vary as a result of these manipulations. For example, Robles and Vargas (2007, 2008) and Robles, Vargas, and Bejarano (2009) demonstrated that individual discounting rates systematically change if questions are presented in a random, ascending, or descending order. The purpose of this study was to examine if specific sequential manipulations affected individual k values when using the Kirby, Petry, and Bickel (1999) 27-item Monetary Choice Questionnaire (MCQ). In a single session, participants (undergraduate students, N = 80), answered two MCQs. One of the MCQs was the standard Kirby et al. (1999) MCQ and the other was the MCQ with the question sequence altered systematically. Within-subject results suggest that individual k values are consistent when comparing k values from the two MCQs completed by each individual. In most cases, individual k values between MCQs did not vary substantially. Additionally, there was a statistically significant correlation between both MCQ administrations for each group. Results from this study indicate that k values obtained using the MCQ are reliable when question sequence is altered.
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Mahaffey, Cynthia Jo. „Wearing the Rainbow Triangle: The Effect of Out Lesbian Teachers and Lesbian Teacher Subjectivities on Student Choice of Topics, Student Writing, and Student Subject Positions in the First-Year Composition Classroom“. Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1100110069.
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Chetty, P. K. „Factors influencing the choice of religion studies as a subject in the further education and training band: a case study of two schools within the Uitenhage District of the Eastern Cape Province“. Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016087.
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In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
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Asiedu, K. „The psychological profile of biological and physical science oriented pupils at 16+ : With special reference to factors that influence attitudes towards science, subject preference, choice, teacher liking, social influence, career aspirations and personal“. Thesis, Brunel University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234127.
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Palma, Renato Jesus Aparecido de Praga. „A escolha da neurose na constituição do sujeito“. Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7773.
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Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de JaneiroO presente trabalho objetiva discorrer sobre como a psicanálise considera o processo de constituição do sujeito na neurose, para, a partir de então, examinar o motivo pelo qual Freud empregou o termo escolha nesse processo. A pesquisa inicia-se com a análise das contribuições de Freud e de Lacan acerca dos fatores que causam uma neurose. Para isso, será examinada a relação entre trauma, pulsão e fantasia no processo de estruturação subjetiva e será avaliado de que forma o trauma possibilita culminar nas diferentes classes de neurose. Logo em seguida, o trabalho parte para a pesquisa acerca da entrada do organismo vivo na linguagem e sobre a constituição do sujeito. Será realizado um percurso sobre a subversão da ordem instintual quando se é constituído pelo significante, além de se discorrer sobre as especificidades da estrutura neurótica, como a dinâmica do recalque, a constituição da fantasia, a formação dos sintomas e a relação do sujeito com a linguagem e com o seu desejo. Para isso, considerou-se necessário abordar sobre o decurso das primeiras relações da criança com o outro, sobre a inauguração do psiquismo e o advento do sujeito. A partir disso, estabeleceu-se como problema verificar como é possível haver um mecanismo de escolha de estrutura, isto é, de ação seletiva do sujeito em sua constituição, em um contexto em que o autor aproximou a causa da neurose de fenômenos sobredeterminados, definidos por outras circunstâncias que independem do posicionamento subjetivo. Buscou-se questionar como é possível ao sujeito agenciar um mecanismo eletivo em um contexto no qual o próprio sujeito é efeito dessa eleição. Assim, problematizou-se até que ponto há sobredeterminação e participação subjetiva na constituição de uma neurose.
This study aims to analyse how the psychoanalysis considers the process of constitution of the subject in neurosis, to then examine why Freud used the term choice in this process. The research begins with the analysis of the contributions of Freud and Lacan about the factors that cause a neurosis. For this, will be examined the relation between trauma, drive and fantasy in the process of structuring subjective and will be evaluated how the trauma enables culminate in different classes of neurosis. Shortly afterwards, the work starts to research about the entrance of the living organism in the language and about the constitution of the subject. There will be a path about the subversion of the instinctual order when it is constituted by the significant, in addition to discuss the specifics of the neurotic structures, as the dynamics of repression, the constitution of fantasy, the formation of the symptoms and the subjects relation with the language and with his desire. For this, it was considered necessary discuss about the dynamics of the first childs relationship with the other, about the inauguration of the psyche and about the advent of the subject. From this, it was established as a problem analyze how there can be a mechanism of choice of structure, of a selective action of the subject in your constitution, in a context where the author approached the cause of neurosis with overdetermined phenomena, defined by other circumstances that are independent of the positioning of the subject. We sought to question how it is possible for the subject establish an elective mechanism in a context in which who chooses is effect of this election. Therefore, it was questioned until that point there overdetermination and subjective participation in the constitution of neurosis.
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Andrén, Johanna. „Undervisningsmoment kopplat till skönlitteratur och elevers läsmotivation : En kvalitativ intervjustudie med svensklärare i grundskolans årskurs 4-6“. Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49193.
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Denna undersökning behandlar litteraturundervisningen i svenskämnet. Syftet är att undersöka hur konkreta undervisningsmoment kopplat till skönlitteratur utformas av lärare för att väcka elevers motivation för läsning av skönlitteratur. Det är även att studera hur och på vilken grund lärare väljer ut den skönlitteratur som behandlas i undervisningen. Frågeställningarna är följande: 1. Hur utformar lärare undervisningsmoment kopplade till skönlitteratur för att främja elevers läsmotivation? Och hur anpassas läsinsatser efter elevers behov och motivation? 2. Vilka faktorer anser lärare är viktiga för elevers läsmotivation? 3. På vad, förutom kursplanen i svenska, baserar svensklärare i årskurs 4-6 sitt val av skönlitteratur som behandlas i undervisningen? Brousseaus Didaktiska situationer samt Rosenblatts Receptionsteori har använts som teoretisk ram. För att samla in data genomfördes semistrukturerade kvalitativa intervjuer med fem svensklärare i årskurs 4-6. Resultatet visar att litteraturundervisningen gått från att till stor del bestå av elevers individuella läsning till att allt mer skönlitteratur behandlas gemensamt genom högläsning och diskussioner i helklass eller grupp. Detta dels på grund av att lärarna har svårt vid delegeringsfasen att få eleverna att ta på sig ansvaret för uppgifter kopplat till den individuella läsningen. Vidare visar undersökningen även att författarbesök kan ha en positiv effekt på elevers läsmotivation. Att eleverna får se att det finns en verklig person med ett budskap bakom texten kan alltså leda till att elever utvecklar ett läsintresse.
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Marx, Åberg Angela. „Lesefreude und Lernerorientierung : Eine Untersuchung von Lehrerentscheidungen beim Lesen eines Romans in einer Schülergruppe im schwedischen Unterricht Deutsch als Fremdsprache“. Doctoral thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-5474.
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In this study, teaching is seen as a complex decision-making situation, where different factors that influence the teaching and learning process are interwoven and connected with each other. To describe and analyse the complexity of teaching literature in a foreign language instruction setting is the aim of the study. The study was conducted with one teacher participant and her group of 16–17 years old pupils in a Swedish upper secondary school, while they read a German youth novel. Data on the teacher decisions in the planning phase was collected by interviewing the teacher before the actual teaching of the novel and between lessons, while the implementation of the teacher decisions was observed during the lessons. In the interviews, four decision areas showed to be central to the teacher: teaching goals, choice of text, task formulation, and the role of freedom and control as central concepts of learner autonomy. In the analysis chapters, the decisions within these different areas are described, commented on, and contextualized within the teacher’s own teaching concepts, and within current research and theory on foreign language reading, learning, and teaching. Factors critical to the decision-making situation are identified. The findings of the study show that teaching literature employs a decision-making process of great complexity because of the subjective character of the reading process. The complexity of the process is increased by the fact that a foreign language was being taught. Even for an experienced teacher (as the teacher who was observed in the study is) teaching decisions are characterized by a complexity which her many years of teaching experience can only partly compensate for. The main goal for the teaching of the novel was formulated by the teacher as ‘reading pleasure’, a concept grounded on a previous teaching experience. Since the teacher saw tasks as an obstacle for a reading experience, the task formulation constituted a conflict for her. In the study, the structure of the conflict is described by investigating different understandings of the concepts ‘reading pleasure’ and ‘task’. A crucial question was raised: What was considered to be the most important activity of the lesson: the reading or the tasks? When the task is secondary to the reading, there is an opportunity for the learner to focus on the reading experience; an important condition for reading pleasure. When the task is considered to be the primary activity, the student’s focus is on solving the task, and the reading activity thus looses its importance when the task is fulfilled. The interpretation of teaching concepts like ‘task’ is therefore a crucial factor that influences the teacher’s decisions about the teaching. A second concept that is central to the teacher’s teaching activities is ‘learner autonomy’. Since it is a central concept in the Swedish school curriculum, learner autonomy is held in very high esteem, whilst teacher control is consequently held in very low esteem. The idealization of learner autonomy, along with insufficient explanation of its impact on the distribution of the responsibility for the learning process between teachers and pupils are seen as factors that lead to an increased complexity in the decision-making process about how to manage situations where pupils are not prepared to take on the responsibility that is given to them.
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Lim, Falk Maria. „Svenska i engelskspråkig skolmiljö : Ämnesrelaterat språkbruk i två gymnasieklasser“. Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8247.
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The aim of this thesis is to determine how English-language teaching in Sweden influences the subject-based communicative competence and language development in Swedish of upper secondary students. The focus is thus on the students’ mother tongue, i.e. the language which gets limited in the teaching practice within so-called content- and language-integrated learning (CLIL). Data was primarily collected by participatory observation in two science program classes, one taught in English and one in Swedish, during their three years in upper secondary school. Additional data was collected through interviews, questionnaires, audio taping of classroom interaction and writing tasks. This created conditions for a comprehensive and nuanced description and interpretation of the linguistic behaviour of teachers and students in the CLIL practice, as well as of the experiences and perceptions they report. Studies were carried out on classroom practice, student texts, and teacher and student experiences of CLIL instruction. These were linked to activity analysis, systemic-functional linguistics and ethnography of communication, i.e. research areas that emphasise the interplay between language, communication and social situation. The general conclusions are: (1) CLIL students use less relevant subject-based language in speech and writing than do control students. This holds for all subjects except Swedish, where both CLIL and control students share linguistic conditions; (2) Swedish is a prerequisite for the students’ own active, subject-based participation in classroom interaction. There is almost no interaction when the language of instruction is English; (3) English is an obstacle, and is also considered as such. The students avoid using English, and the teachers consistently use code-switching strategies in response to the policy that “language should not be an obstacle”. The results suggest that the CLIL environment is less conducive to learning, given current learning theories that focus on active participation. In the already teacher-dominated classroom, the linguistic and interactional demands that come with CLIL teaching seem to add to the challenge of assimilating advanced subject instruction.
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Cowell, Paul David. „Three essays in the economics of higher education“. Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/28037.
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This thesis presents three empirical analyses in the economics of Higher Education within the United Kingdom. The first analysis evaluates the impact of student funding reforms on participation and course choice, through the use of a difference-in-differences strategy with heterogeneous treatment effects. The results show that students who received the largest increase in study costs were less likely to move further away and also more likely to study a subject with lower graduate wage premia due to the significant reduction in the risk of investing in higher education. Students who received the largest increase in up-front financial support were more likely to attend a university further away. The second question addresses whether undergraduate subject choice is affected by changes in the expected benefits and opportunity costs of investing in HE through variation in the labour market. Students who reside in areas of high unemployment are found to be less likely to choose subjects with the largest graduate wage and employment premia. This suggests that students may be afraid of failure in challenging labour markets and instead choose to study subjects with a greater chance of success. However, lower socioeconomic status students are more likely to study subjects with the highest graduate wage and employment premia. This suggests that the students who may be the most aware of the costs, are also the most aware of the benefits. Finally, the third analysis investigates whether students who are socioeconomically disadvantaged incur a further penalty in terms of degree attainment. The results show that the most disadvantaged students outperform their advantaged counterparts. This may be due to pre-university attainment being an imperfect measure of ability in the most disadvantaged students, or that students who have had to overcome the most challenges to attend university are better-equipped and more determined to succeed.
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Zeiler, Kristin. „Chosen Children? : An empirical study and a philosophical analysis of moral aspects of pre-implantation genetic diagnosis and germ-line gene therapy“. Doctoral thesis, Linköpings universitet, Hälsa och samhälle, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-4276.
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With pre-implantation genetic diagnosis (PGD), genetic testing and selective transfer of embryos is possible. In the future, germ-line gene therapy (GLGT) applied to embryos before implantation, in order to introduce missing genes or replace mutant ones, may be possible. The objective of this dissertation is to analyse moral aspects of these technologies, as described by eighteen British, Italian and Swedish gynaecologists and geneticists. The objective is systematised into three parts: research interviews and qualitative analysis, philosophical analysis, and elaboration of a framework that supports the combination of analytic methods. PGD was described as positive since it enabled some couples at risk for a genetic disease to have a child without the disease. PGD was described as in different senses ‘better’ than methods for prenatal diagnosis and selective termination of pregnancy. It was also described as positive since it provided couples at risk with one more option, even if it did not result in the birth of a healthy child. However, interviewees were concerned about the difficulty of defining and evaluating genetic disease. They were also concerned about patients’ choices, and about exaggerated use or misuse. Whereas PGD gave rise to ambivalence in terms of how to understand, describe and evaluate it, GLGT was often described as unrealistic or undesirable. The results of the qualitative analysis are used in a philosophical analysis of the concepts of choice, autonomous choice, ambivalence, trust and ambivalence in trust relations. A set of distinct characteristics of each concept are elaborated. The results of the philosophical analysis are used in the discussion of the results of the qualitative analysis. The study shows that the technologies imply both ‘new’ ways to perform ‘old’ medical practices and ‘new’ practices. Old moral questions are reformulated. New moral questions are added. Against the background of this, the concept of genetic identity is discussed. Key words: empirical ethics, pre-implantation genetic diagnosis, germ-line gene therapy, qualitative research, philosophical analysis, medical progress, genetic disease, choice, autonomous choice, ambivalence, trust, genetic identity.
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Plevková, Klára. „Analýza profilu absolventa VŠE oboru Účetnictví a finanční řízení podniku ve vztahu k uplatnitelnosti na trhu práce“. Master's thesis, Vysoká škola ekonomická v Praze, 2016. http://www.nusl.cz/ntk/nusl-262383.
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This thesis primarily focuses on employability of graduate of University of Economics in Prague with Accounting and Corporate Financial management field of study on the labor market. The first part presents theoretical background, especially basic information about the Faculty of Finance and Accounting and the above-mentioned field of study. Furthermore, publicly available research regarding employability of graduates are described. The practical part is divided into two main pillars. The first one is the study which consists of two surveys oriented on potential employers and students/graduates. Its main goal is to analyze and typify current situation on the economic labor market. The second part, as well as one of the main aims of this thesis, designs new and practically oriented subject that fulfills basic requirements of curriculum of University of Economics in Prague with respect to the surveys.