Dissertations / Theses: 'At home students'

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Poon, Sun-mei Rebecca. "Students' perception towards home-school collaboration." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304336.

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Poon, Sun-mei Rebecca, and 潘新媚. "Students' perception towards home-school collaboration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961265.

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Burke, C. Francesca. "Students of resistance : Palestinian student mobilization at home and in exile." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571625.

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This thesis is about the collective political action of the Palestinian student movement in Israel, the Occupied Palestinian Territories, and the Palestinian diaspora. Although Palestinians are often considered in their specific context, given the elements that they have shared, this thesis asserts the utility of considering them in a single study. In each location, it analyses the repertoire and framing of Palestinian students and uncovers the ways in which their context, identity, and organized mobilization - both in terms of the broader community and of the students in particular - have influenced their activism decisions. This is shown through the rich account of events, drawing on Arabic, Hebrew and English documents and interviews with participants and well-placed observers in the three locations. The main lines of argument are, firstly, that while episodic contentious gatherings are the most visible part of the Palestinian student repertoire, less visible activities have often been vital to their repertoire. Secondly, the thesis argues that Palestinian students have conceived education itself as a tool in their national struggle. Thirdly, it demonstrates the importance of understanding Palestinian activism under occupation and the diaspora as occurring at times in a situation of multiple sovereignty. It makes an empirical contribution to literature on modem Palestinian politics by providing a broad overview of the student movement in three locations from 1970 until 2000, as well as analysing key activism examples in detail. The thesis makes a theoretical contribution to literature on collective action by: demonstrating the utility of examining 'quiet' activism; conceptualizing education as a form of activism; and moving beyond the standard mobilization model.

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Carroll, Elizabeth A. "Inclusion : a view from students and teachers /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Berlowski, Teri. "An analysis of student perceptions of foods 1 course at a sampled midwest high school." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008berlowskit.pdf.

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O'Shea, Catherine Mary. "Making meaning, making a home: students watching Generations." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002934.

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This thesis is a reception analysis using qualitative interviews to investigate black students' watching of a South African soap opera, Generations, taking into account the context of a largely white South African university campus. The findings of this study are that students find pleasure in talking about Generations and hold seemingly contradictory views on whether it is 'realistic' or not. The analysis concludes that watching Generations does serve to affirm these students' black identity, since there is a particular need to do so on a campus where black students witness and experience racial discrimination.

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Sukontapatipak, Songkwun. "International students' reliance on home-country related internet use." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2899.

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The present study draws on uses and gratifications and media system dependency perspectives for examining factors related to Internet usage behaviors of international students and their motives to use their home-country Internet resources.

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Munyuki, Chipo Lidia. "“Just trying to live our lives”: gay, lesbian and bisexual students’ experiences of being “at home” in university residence life." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1020341.

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Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.

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Reynolds, Laura Melissa. "The impact of student financial aid on undergraduate degree completion /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144475.

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Paynter, Christine, and n/a. "A profile of the away from home Year 12 college student in the A.C.T." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.

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Questionnaires were administered to 118 Secondary College students in the A.C.T. to obtain quantitative data about the students' self perception, about their friendship groups, their relationships with the other members of their family, their attitudes to their education and their employment experiences and expectations. The data also identified away from home students and at home students. The data obtained from these two student groups was analysed. The away from home group of students were then interviewed individually and qualitative data analysed for recurring themes and a profile of the away from home Year 12 student emerged. The away from home students in this A.C.T. study had been through periods of unstable accommodation, poverty, family distress, leaving school or changing schools and had made a conscious decision to complete their Year 12 Certificate to improve their employment opportunities. As a result of this study predictive indicators for an away from home student were generated. Following these findings an understanding of the specific issues and needs of away from home students can be encouraged among student welfare groups, parents and other educational/ welfare bodies. This in turn should assist the student achieve his or her educational outcomes and academic success.

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Gao, Guangyu, and 高光宇. "Push and pull factors in the Chinese international students' decisions of returning home." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209664.

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As the progress of globalization and internationalization, higher education has also entered into the stage of globalizing. Global student mobility, as one of the most obvious representatives of the globalization of higher education, has earned international awareness and attention as a wide spread social issue all over the world. China, as a pioneer to promote the progress of globalization, has become world’s largest student exporting country. It is owning to the fact that with the fast advancement of social and economical condition in China, the rising income level of middle class families has boosted the desire for Chinese students to pursuit perceived better education overseas. However, one of the most serious unexpected outcomes caused by this trend of studying overseas is the issue of brain drain, since large number of Chinese overseas students never came back after graduation. Yet, with the fluctuation of the world economical situation, the growth of China’s economical and political power is attracting more and more Chinese overseas graduates back to work. Hence, it is necessary to analyze the factors that influence Chinese students’ behavior of ‘going out’ and ‘coming back’, which is also the theme of this paper. Specifically, both of the push and pull factors that caused Chinese international students’ decisions of coming back home after graduation will be discussed.
published_or_final_version
Education
Master
Master of Education

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Koonce, Jeffrey B. "The transitional experience of home-schooled student entering public education how can public schools better serve the home-schooled student's transition to public education /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4777.

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Thesis (Ed. 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 September 27, 2007) Vita. Includes bibliographical references.

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Adkins, Jennifer Howard. "Investigating Emotional Intelligence and Social Skills in Home Schooled Students." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/1109.

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Jennifer Howard. Adkins April 12, 2004 51 pages Directed by: Dr. William Pfohl, Dr. Antony Norman, and Dr. Reagan Brown Department of Psychology Western Kentucky University In the United States today there are approximately 1.5 million students being home schooled. With this ever growing number, it is important to examine this unique population in order to determine the effects this alternative form of education will have on these students, not just academically, but in other areas as well. The purpose of this study is to examine the concepts of emotional intelligence and social skills in home schooled students. One hundred home schooled students and their parents participated in this study by completing emotional intelligence and social skills questionnaires. Results of the study support the hypotheses that the home schooled students would have higher levels of social skills and lower scores on the problem behaviors scale than the standardization population. In regards to emotional intelligence, differences were found among the elementary and secondary grade levels of the home schooled children. Home schooled elementary students achieved higher scores than the standardization population on two of the seven areas measured. No significant differences were found in the other areas. Home schooled secondary students achieved higher scores than did the standardization population on four of the seven areas measured. No significant differences were found in the other areas.

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Lin, Yin-Ling. "Food in transition : university students' discourse about food practices." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/35917/.

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Little is known about the food practices of UK university students. 'Student food' often carries a negative connotation of being 'improper' or 'unhealthy'. This thesis investigates the accounts of food practices offered by undergraduate students at the University of Nottingham. This thesis introduced Goffman's ideas of self-presentation of everyday life to examine the main theoretical approaches in the study of food and eating. Students' discourse about food practices at three stages was examined: food practices at home, in university accommodations, and in private accommodations. This thesis shows students' self-presentation through their discourse about the transitions in food practices in these three living situations. The focus in students' discourse shifts gradually from constructing institutional images to personal images, as students acquired more autonomy in food practices. When talking about the period before university, students' self presentation emphasised 'institutional images' or 'family images'. When they talked about food practices after entering university, their 'personal images' gradually became more prominent. This thesis also provides an account of students' discourse about Science, technology and food, using a case study of Genetically Modified (GM) food. Students' discourse about GM food was associated with their self presentation as Natural Science or Humanities and Social Science (HSS) students. This thesis concludes that students' discourse about food has shown that their self- presentation was often constructed according to what they expected their audience to consider as appropriate for university students in UK society. The university period was portrayed as a transition in developing their personal images as they learned to present themselves as responsible independent beings in the society and located themselves within particular communities of knowledge. This thesis suggests that university students' food practices are shaped by various factors. The assumption that students do not care about their food and eating should be challenged. Furthermore, this thesis also demonstrates the way in which people talk about GM food. This is to show that, in order to understand people's views about GM food, it is important to take their self- presentation into account when interpreting their responses.

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Meyers, Paul Brian. "The effect of student led conferences on students, parents, and teachers." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1513.

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McWhinney, Heather L. "Early immersion students' first language literacy at home and at school." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33303.

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This study investigates students', parents' and teachers' beliefs about first language literacy experiences at home and at school. Written questionnaires and interviews were used as tools of inquiry. The students were grade five, majority language students in an early immersion program. Students, parents and teachers were asked about their beliefs on first language reading development, literacy experiences at home as well as at school, second language impact on first language and related topics.
Results showed that all students in the study had similar types of literacy experiences at home, regardless of reading ability. By adhering to an Emergent Literacy perspective, parents provided many diverse opportunities for their child(ren) to engage in literacy activities at home. The school had similar views about the importance of literacy practices. Students' literacy experiences at home appear to be in synchrony with their literacy experiences at school. This finding aligns with the aims of a Social Construction of Literacy perspective.
Learning to read in a second language did not hinder a child's development of first language reading, although for students having difficulty reading in the first language, the addition of a second language seemed to pose some difficulties for some students.
Recommendations are made for future research into family literacy in immersion programs and a follow up study. Research on individual differences among siblings could provide insight into why some children appear to have difficulties reading in their first language while others do not. A follow up study on some or all of the participants would provide continuing data on immersion students' literacy at home and at school.

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Stowe, Ramona. "Home literacy experiences of low-income, urban, Mexican American kindergarten students." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/461.

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Cowgill, Kyler. "Comparing the Home School and Charter School of Columbus-area Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398263184.

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Roberts, Kimberly L. "Studying abroad: the change does not stop when students come home." Kansas State University, 2012. http://hdl.handle.net/2097/13847.

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Master of Science
Department of Special Education, Counseling, and Student Affairs
Carla Jones
Study abroad participation has grown throughout the years at a steady pace (Chow & Bhandari, 2011; Fischer, 2011; Rhodes, Biscarra, Loberg, & Roller, 2012). A length of stay can range from a few weeks to a year. A high majority of students who have experienced study abroad have changed in some way throughout their stay, but what about when they return to the United States? What other changes do students go through and experience when they come home? The change simply does not stop once a student comes home from studying abroad. This report discusses the various transitions students go through when they go abroad, but also what student affairs professionals can do to help students get through the process of change and acclimation back in the university. Conversations with students who have studied abroad and professionals in study abroad will be referred to throughout the paper. The students were chosen based on their experiences abroad and their willingness to participate. Personal experiences will also be utilized by the author to provide perspective of the experience of reentry to the readers. Research highlighted the benefits of going abroad are broad (Dwyer & Peters, 2004; Sutton & Rubin, 2010). However, the reentry phase back to the United States is an area yet to be thoroughly studied. Through a review of past literature and conversations with professionals and participants in study abroad, it is clear that a reentry model needs to be implemented so that students can be assisted in a more helpful manner. As part of this report, a reentry model will be discussed and will include specific suggestions to assist students with the reentry process.

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Haines, Geoff. "Peer mentoring: providing a partnership for guidance through school /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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21

Akbas, Madeleine. "Are students acting rational? : A study in Behavioural finance." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Economics, Finance and Statistics, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15219.

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Finance taught in schools generally starts with the efficient market hypothesis, which holds the assumptions of rational investors and markets where all information available is reflected. In recent years however, a lot of critique has been given to efficient markets and its assumptions of rationality. The greatest reason to this is because of crashes and irregularities in the market. The field of behavioural finance has been in existence for many years but is not as established as the efficient market hypothesis. It says that investors may act irrational and are mostly trying to explain the reasons why. People’s behaviour is being closely studied in order to see patterns of behaviour and this has resulted in different heuristics and biases. Heuristics are instances that come to mind when making a decision and differ a lot depending on what kind of decision you are making. Since there are many different heuristics, this thesis only focused on one: the affect heuristic. The method was constructed in a specific way in order to show if the students showed affect in their answers. Also, a check for home bias was made. This thesis presents the behaviour of two different groups of students, finance students from Sweden and MBE-students from Germany. It was proved that both of the groups were acting irrational in their investment decisions. The reason to their irrationality is both because the method was constructed in a way to strategically mislead them but also because of the data collection. There were also some differences noticed depending on age groups, former studies in finance and work experience in finance. The affect heuristic was clearly shown in the answers by both groups of students. A home bias was also noticed in the answers. It was proven that 10,3 percent of the Swedish students invested in Swedish companies in both their first and second choice, even though the three best companies were German. None of the German Students decided to invest in a Swedish company in both the first and second choice.

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Baiyee, Martha N. "Attitudes of secondary school students toward home economics according to FHA membership." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774765.

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Lit, Suk-yee. "Using Knowledge Forum® to enhance students' learning and self-efficacy." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B39848838.

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Lange, Marie. "Food Safety Learning in Home and Consumer Studies : Teachers' and Students' Perspectives." Doctoral thesis, Uppsala universitet, Institutionen för kostvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-317337.

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The aim of this thesis was to explore food safety as part of Home and consumer studies (HCS) education in Swedish compulsory school. Firstly, a nationwide web-based questionnaire was performed among HCS teachers to obtain an overall picture of their knowledge, behaviour and attitudes regarding food safety. The second study was a questionnaire among school Year 9 students, where the data were collected using a student response system. The questions were related to the students’ food safety knowledge and behaviour, as well as cooking habits and sources of food safety knowledge and trust. Finally, qualitative interviews were performed among HCS teachers regarding their didactic choices of teaching content. The results indicated a routine behaviour connected to cleaning practices and teaching regarding different perishable food to differ between teachers. The students’ food safety knowledge and behaviour were reported to be inadequate, especially among boys, and that students might leave school without having learnt even basic food safety principles. Mothers and thereby the home were reported to be an important as well as a trusted source of food safety knowledge, especially among the girls. Boys reported HCS to also be an important as well as trusted source, especially students that rarely or never reported to cook at home. For those students HCS must be seen as particularly valuable. To increase the students’ learning, the teaching needs to be related to the students’ everyday practices and to be more reflective in order for it to be practiced outside the HCS classroom. The teachers’ didactic choices could imply consequences for the students’ food safety learning and a need for more education and updated information for the teachers was noticed. In summary, the results indicate that risk areas related to all the Four Cs in Food safety (Cooking, Cleaning, Chilling and avoidance of Cross-contamination) need to be highlighted in HCS teaching and for food safety to become a conscious didactic choice for the teachers. As teaching regarding food safety in HCS seem to differ it needs to be highlighted in HCS policy documents to ensure equivalent food safety learning for all students in compulsory school.

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Tang, Poon Shun-lin Polly. "Relationship between dimensions and charateristics of family and school adjustment of form one students in Shatin." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13409463.

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Chang, Younhwa. "The relative importance of attitudinal versus normative influence associated with purchase of brand name casual apparel : college male and female students /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1314719049.

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Cassidy, Clare Catherine. "Predicting identity change : a longitudinal study of students' transition to university." Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301754.

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Williams, Sheila Y. Guinier Clarke. "ASIAN INDIAN SOJOURNERS: AN INQUIRY INTO THE PROBASHI–“AWAY FROM HOME” EXPERIENCE OF GRADUATE STUDENTS AT A MID-WESTERN UNIVERSITY." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1188314140.

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Kasinski, Gerald G. "A study of gifted students enrolled in a magnet program compared with gifted students remaining at their home school." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/767.

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Owen, Diane Louise. "International students, host perceptions of their social impact on home, school and community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0003/MQ32672.pdf.

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Calnon, Ruth Hill. "Family involvement at home : increasing literacy achievement of diverse at-risk kindergarten students /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdlink?did=1176532791&sid=2&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed. D.)--Boise State University, 2005.
Includes abstract. In appendices, sample participation questionnaires are in both English and Spanish. Includes bibliographical references (leaves 81-89). Also available online via the ProQuest Digital Dissertations database.

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Brown, Jenna. "From home to university: an interpretative phenomenological analysis of students' experiences of transition." Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658835.

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Up to 50% of young people in the UK attend university on leaving school (Adams, 2013). Although different aspects of this transition have been examined empirically, little attention has been paid to how young people experience it, despite the finding that almost 30% of students exhibit clinical levels of distress during their time at university (Kerr, 2013). The present study used qualitative methods to explore how individuals make sense of their experience of the transition to university. Ten undergraduate students (7 women, 3 men) were interviewed, and their responses analysed using Interpretative Phenomenological Analysis (IPA; Smith, Flowers & Larkin, 2009). IP A seeks to provide a psychological interpretation of participants' experiences and identify commonalities between different accounts, whilst remaining grounded in the ideo graphic experiences of individuals. Four super-ordinate themes were produced for men, and four for women. Four whole-group themes were also produced. All participants talked about establishing a secure base at university, finding a secure base in new friendships at university, development and personal growth, and coming to terms with the reality of university life. These applied to both men and women, but men emphasised the importance of personal growth and shaping their self-development, whilst women prioritised developing a sound social platform. A discussion of these themes in relation to extant literature is then presented, followed by a critique of the present study. Recommendations for further research are also made, and implications for policy and practice are explored. The importance of expanding this area of study is also emphasised.

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Rector, Shiela G. "An Ethnographic Study of Intermediate Students from Poverty| Intersections of School and Home." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750132.

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The achievement gap in American schools between middle class students and students from poverty is well documented. This paper outlines the findings of a study designed to explore the experience and conscientization of struggling students from poverty. The argument will be made that poverty can be viewed as a culture and that this view may shed significant light on the dynamics of the achievement gap. Further, using the construct of poverty as a culture provides real life applications that have the potential to impact the achievement gap. The study explored the lived experiences in a public school setting of intermediate students from poverty, hoping to capture their voice and insights. The research utilized a Critical Pedagogical Approach to attempt to understand why American schools struggle with these populations and what could be done to address the achievement gap.

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Sadler, John A. "Home/School/Community Factors Which Compete With Time High School Students Spend on Homework." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/3928.

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Home/school/community factors of student jobs, extracurricular activities, church activities, community activities, family activities, and television watching were examined to determine the relationship between these factors and the time students spent on homework. Two hundred forty-seven high school students were used as subjects. A student time log and questionnaire were developed and used to collect the data. Eight students were closely examined through case studies. When time spent on homework was correlated with time spent at a job, the results were strongly negative (r = -.89). Time spent on homework was moderately correlated (r= + .46) with time spent in extracurricular activities. When time spent on homework was correlated with time spent in family activities, the results were moderately negative (r= -.41 ). Time spent on homework was moderately correlated (r= +.64) with time spent in church activities. When time spent on homework was correlated with time spent watching television, the results were strongly negative (r = -.77). No statistically significant difference was found between the number of conflicts above average students reported doing homework and the number of conflicts below average students reported doing homework. A call was made for parents, students, and school personnel to beware of the possible negative effects of students spending excessive time at jobs, watching television, and in extracurricular activities.

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Žukauskas, Povilas. "Lietuvos Sveikatos Mokslų Universiteto Farmacijos Fakulteto studentų šeimų namų vaistinėlių sudėtis ir savigydos ypatybės." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130625_142140-83452.

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Tikslas: Išanalizuoti ir įvertinti farmacijos fakulteto studentų šeimų namų vaistinėlių turinį, saugojimo sąlygas, vertę ir informacijos šaltinius, nulemiančius vaistinėlių sudėtį. Uždaviniai: 1. Nustatyti, kas daugiausiai rūpinasi farmacijos fakulteto studentų šeimų namų vaistinėlių sudėtimi. 2. Identifikuoti farmacijos fakulteto studentų šeimų namų vaistinėlių laikymo vietas ir vaistų laikymo tvarką namų vaistinėlėse. 3. Įvertinti farmacijos fakulteto studentų šeimų namų vaistinėlių turinį ir jo vertę. 4. Išsiaiškinti farmacijos specialybės studentų šeimų dažniausiai pasitelkiamus informacijos šaltinius pasirenkant vaistus. 5. Palyginti pirmojo ir penktojo kurso farmacijos fakulteto studentų šeimų namų vaistinėlių sudėtį bei vaistų vartojimo savigydai ypatybes. Tyrimo metodika: Tyrimui atlikti buvo naudojama anketinė apklausa, sudaryta iš 32 klausimų. Anketos parengtos Farmacijos fakulteto pirmojo ir penktojo kurso studentų šeimoms. Apklausos vykdytos 2012-2013 metais. Tyrimo metu buvo apklausti 182 respondentai. Rezultatai: 69,32% atvejų mamos yra atsakingos už pirmojo kurso Farmacijos fakulteto šeimų namų vaistinėles ir 44,68% atvejų už penktojo kurso studentų šeimų namų vaistinėles (p<0,001). Pirmojo kurso Farmacijos fakulteto studentų šeimos, laikančios vastus ne originaliose pakuotėse, dažniau savo vaistinėlėse turi vaistų su pasibaigusiu tinamumo vartoti terminu (50.00%) nei penktojo kurso studentų šeimos (37,50%) (p>0,05). 4 asmenų Farmacijos fakulteto studentų... [toliau žr. visą tekstą]
Aim: to evaluate Pharmacy Faculty students’ families’ home medication boxes contents and knowledge about medications. Objectives: 1. Identify who is responsible for the Pharmacy Faculty students’ families’ home medication boxes composition. 2. Evaluate drug storage conditions at home, home medication boxes storage places. 3. Rate Pharmacy Faculty students’ families’ home medication boxes contents. 4. Figure out the most popular information sources in making home medication box of Pharmacy Faculty students’ families’. 5. Compare the first and fifth-year Pharmacy Faculty students’ families’ home medication boxes contents and self-medication differences. Methods: a questionnaire (32 questions) has been chosen as a research instrument. It is carried out in writing. Questionnaire is prepared for first and fifth course Pharmacy Faculty students’ families. The study was conducted in 2012-2013. 182 respondents were interviewed. Results: mothers are taking care of home medication boxes contents of 69.32% of first course and 44.68% of fifth course Pharmacy Faculty students’ families’ (p <0.001). Families of first-year Pharmacy Faculty students which holds medicines taken out of original packaging more often have medicines with passed expiration period (50.00%) than fifth-year students’ families’ (37.50%) (p > 0.05). First-year Pharmacy Faculty students’ families of 4 persons usually keeps every persons medicines in one place (p < 0.001). The first and fifth-year Pharmacy Faculty... [to full text]

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36

Robin, Donna. "The relationship between family structure and academic achievement among intellectually gifted students /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60094.

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This study examined whether a relationship exists between family structure (the presence of organization and rules in the household) and academic achievement among intellectually gifted students, and whether this relationship differs with respect to gender. Subjects for the study were 175 grade 8 students attending a school for the gifted and their parents (38 mothers and 33 fathers). The relationship between the responses of the subjects to the Organization and Control subscales of the Family Environment Scale and the students' grades from the previous school year was assessed using multiple regression analyses. To test for gender differences, an interaction term comprised of the variables of family structure and student gender was included in each equation. The analyses conducted did not produce any significant results. Possible explanations for the absence of significance and suggestions for future research are presented.

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Lit, Suk-yee, and 列淑儀. "Using Knowledge Forum® to enhance students' learning and self-efficacy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B39848838.

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Cunningham, Miranda. "Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3088.

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Much scholarship on first-generation students has focused on their academic and social integration in college (Collier & Morgan, 2008; Lowery-Hart & Pacheco, 2011; Stuber, 2011). Little is known about the experiences of first-generation students in schools of social work. In this research I've expanded the focus beyond students' experiences of academic integration to explore how first-generation students in a school of social work describe their relational worlds and the implications for professional socialization. Informed by Standpoint Feminism and Postmodern/Post structural Feminism, I conducted focus groups with 19 students in two undergraduate programs and one graduate program in a school of social work and analyzed these conversations using Voice-centered Relational Data Analysis (Brown & Gilligan, 1992). This research highlighted how students bridge the cultures of home and school through 1) Experiences of support from home cultures while 2) pursuing school largely on their own and experiencing 3) the potential for distance from cultures of home, as they 4) work to stay integrated in home cultures while simultaneously 5) working to become integrated in school. I've also written about students' experiences of becoming caught "in-between" the cultures of home and school (Anzaldúa, 1987/2012), a less common but nevertheless important experience for educators to attend to. Here I've argued for broadening the focus beyond academic integration (Tinto, 1975, 1993) and underscored the relational nature of first-generation status, as well as drawing attention to potential for relational injury embedded in our narratives about educational attainment and class mobility. Implications for social work education, practice, and research are discussed.

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Kovács-Mazza, Jolán. "Analysis of parent-child interactions in home practice sessions of elementary-aged piano students." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36975.

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Nineteen mothers of elementary-aged (5--12 years old) piano students were videotaped once a week supervising their children's piano practice at home for three consecutive weeks. Children were assigned a new piece to work on one week prior to the commencement of the study. A 12-minute segment from the 57 practice sessions (19 parent-child pairs, across 3 practice sessions) was viewed three times by the investigator and by two expert piano pedagogues: one time to record parent behaviors, a second time to record child behaviors, and a third time to note the parent and child's practice approach and to rate the effectiveness of the practice sessions. Three piano pedagogues also rated the quality of each child's uninterrupted performance. Mothers recorded in a practice log the amount of time they spent assisting their children. At the conclusion of the treatment period, the investigator interviewed mothers and children individually.
The main results of the study were as follows: (1) mothers were more likely not to show any observable behavior during their children's practice session than they were to show any specific behavior; (2) the majority of time in practice sessions was spent playing the instrument without any verbal or physical interruption; (3) children frequently practiced without any specific structure in their practice procedure, nor with any specific directives from their mothers; (4) mothers with little or no musical training practiced more efficiently with their children than did mothers who had a moderate to high level of musical training; (5) the children of mothers who had little or no musical training received higher performance ratings than the children of mothers who had a moderate to high level of musical training; (6) high performance quality ratings were associated with high ratings for practice effectiveness; (7) longer practice times resulted in higher performance quality ratings; (8) longer practice times were associated with more efficient practice sessions; and (9) 85% of children said that they enjoyed practicing with their mothers.

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Reynolds, Molly A. "Trapped in Transition: Examining first-semester college students’ discursive struggles about home and school." UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/8.

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The study examines how messages to, from, and concerning home may impact first-semester college student retention. The current study extends previous retention research in several ways. Rather than collect data regarding retention after students drop out, this study analyzed free write responses of 135 participants while they were enrolled in 15 sections of CIS 110 (Composition and Communication I) throughout the course of the Fall 2010 semester. Using relational dialectics theory (RDT) (Baxter & Montgomery, 1996) as a sensitizing framework, this study identified three discursive struggles and associated radiants of meaning present in the free write responses of these 135 first semester college students. Specifically, students identified experiencing the discursive struggles of independence, integration, and expression during the first semester of college. Non-returning students also identified these same three discursive struggles. However, non-returning students identified the discursive struggle of expression much more than did the returning students. Ultimately, this dissertation study proposed practical implications for students, parents, and the academy regarding how messages to, from, and about home might impact the transition of first-semester students from high school to college.

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Fok, Chun-wing Daniel, and 霍俊榮. "Home-school collaboration and parent education for students with physical disabilities: a school-basedstudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27708068.

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Soufleris, Dawn Meza. "From home to hall| The transitional experiences of homeschooled students entering residential university settings." Thesis, State University of New York at Buffalo, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613104.

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Research regarding homeschooled students and their transition to college has been focused on two distinct areas: their academic performance and success integrating into a university community. The purpose of this study was to analyze the transition experiences of students who were homeschooled prior to attendance at a residential university campus compared to students who were conventionally educated and attending the same university. My research uses a sociological framework and a qualitative comparative research design to focus on the ability of students from different educational backgrounds to garner social capital, network with peers, manage "rite of passage" experiences (such as dating and exposure to substance use) and nurture friendships. I interviewed 50 students: 25 students who had been homeschooled prior to college entrance and 25 conventionally educated students who attended the same university. Interview data were supplemented by focus group data from 13 homeschooled students. Using social capital, socialization, college student adjustment as theoretical frameworks, my findings challenge assumptions that homeschooled students' lack of formal school-related social exposure prior to attending college typically leads to adjustment problems in the university environment. There were some differences in assimilation experiences and the strategies used in the transition when comparing homeschooled versus conventionally educated students. However, the homeschooled students who transitioned to the university environment were socially engaged with others, both in the residential community and in co-curricular activities, on par with their conventionally educated peers. My findings suggest that, despite receiving their earlier education outside of formal settings that characterize conventional education, many homeschooled students have the skill development, social exposure and capacity to transition successfully to a residential university setting. Homeschooled students' ability to develop social capital, nurture social networks and assimilate into a collective community challenges the position of homeschooling opponents, who assume negative impacts due to insular relationships, lack of routine experience with age peers and limited access to conventional social opportunities. These empirical findings have implications for sociological research, homeschooling families, and critics and proponents of home-based education.

Keywords: homeschool, transition, social capital development, socialization, college student adjustment, student engagement.

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Svensson, Frida. "Can you describe your home? : A study about students understanding about concepts within construction." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36357.

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The purpose with this research paper is to examine the students’ shown knowledge in geometry, with a focus on construction and its concepts, and the educational value and teaching the students got in this area. The students’ homes are used as a starting-point. The students shall, from a self-made drawing of their home and a photograph of it, describe what their home looks like. In this paper, the mathematical concepts the students used will be analyzed and compared with the education they received. The analytical framework is based on Van Hieles levels of knowledge and Blooms Taxonomy. The study was done at a Secondary School in Kenya. Four students were selected and interviewed. The lesson observations were made with the purpose to get an understanding for how the education for these students look like and to get examples on how the teaching is conducted for these students. Finally, interviews with the teachers were carried out. The students show a good knowledge in the national exams. However, the study shows that when the students are supposed to use this particular knowledge outside of the classroom, the students experience difficulties. Mostly, the students encounter problems when they are supposed to estimate measurements. Furthermore, they lack the ability to compare scales. The research also shows that the education for these students is monotone and much time during the lessons is spend either with a teacher lecturing in front of the board or students working with examples in the textbook. According to the Variation Theory, the knowledge of the students should deepen if the objects of learning are varying. This variation is not something the students receive in the present situation.
Syftet är att undersöka några gymnasieelevers visade kunskaper i geometri med fokus på konstruktion och begreppsanvändning samt den undervisning som erbjuds eleverna inom området. Elevernas hem används som utgångspunkt. Eleverna ska utifrån en teckning, som de själva ritat, och ett fotografi beskriva hemmet. De matematiska begrepp som eleverna använder analyseras. Analysverktyget bygger på van Hieles kvalitativa kunskapsnivåer och Blooms Taxonomi. Undersökningen genomfördes på en gymnasieskola i Kenya. Fyra utvalda elever intervjuades. Lektionsobservationer genomfördes i syfte att få förståelse för hur elevernas undervisningssituation ser ut och få exempel på hur undervisningen bedrivs. Slutligen intervjuades två av elevernas lärare. Eleverna har goda kunskaper på nationella prov men undersökningen visar att när dessa kunskaper skall överföras till något utanför lektionssalen stöter eleverna på problem. De har svårt att uppskatta längdenheter och svårt att jämföra skala. Det kommer också fram att deras undervisning är ganska monoton. Mycket tid läggs till att läraren undervisar eleverna framme vid tavlan eller att eleverna jobbar med uppgifter i sin övningsbok. Enligt variationsteorin, som beskrivs i arbetet, skulle elevernas kunskaper ges möjlighet att fördjupas om de geometriska objekt som skall förstås varieras. Denna variation erbjuds inte eleverna i nuläget.

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Moncrieffe, Maureen Hyacinth. "Black Caribbean American Parents' Home-Based Literacy Activities for K-2 Religious School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/448.

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Research has shown that parental involvement plays a crucial role in the academic achievement of students. A parent's involvement in a child's literacy development, especially in the Black Caribbean American community, is important because it helps the child become a life-long reader. The purpose of this phenomenological research study was to investigate the at-home literacy involvement of Black Caribbean American parents with their K-2 children in a small private religious school. Based upon Epstein's work on parental involvement, as well as Hoover-Dempsey and Sandler's role construction theory, the current study explored these parents' at-home literacy activities with their children, their perceived barriers to further involvement, and their receptivity to school support to overcome those barriers. Eight parents were interviewed. Inductive analyses, including repeated reading, color coding, and generating themes, were used to analyze the data. The findings revealed positive parental support in at-home literacy activities. Parents read to and played literacy games with their children, assisted with homework, and used a variety of materials including books and technology. Parents indicated a lack of communication between them and the school regarding what literacy instruction was being provided at school. Social change can come about by providing this information to the school staff and having them take action that assists all parents to become more effectively involved in their children's at-home literacy activities. This involvement may, in turn, result in improved reading skills and overall academic performance.

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L, McFarlane Marie. "Are the needs of cognitively disabled students being met in family and consumer education classes at the high school level?" Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mcfarlanem.pdf.

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Rujipak, Thanyalak. "The re-entry adjustment of Thai students in the transition from graduation in Australia to the return home." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/69982.

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Thesis (PhD) - Faculty of Higher Education, Lilydale, Swinburne University of Technology, 2009.
Thesis submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Higher Education, Lilydale, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. ??-??)

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Widh, Rosita. "Uppväxtmiljö och i uppväxtmiljön förvärvad djurvana hos elever vid naturbruksgymnasium : Home environment and in home environment acquired animal experience in students of agricultural college." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3779.

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In all types of learning situations, it is important to find each student where they are at the moment in knowledge. I have reflections about what animal experience students have with them when they begin their education. This thesis is about what home environment and in home environment acquried animal experience student at agricultural college have. This work is based on data collected through questionnaire survey done in two agricultural colleges in middle Sweden in the spring of 2007. Questions were divided into four blocks, historical data such as on the environment in which pupils are growing up, animal habit, why they read on agricultural school and future data on what plans students have for future education and careers. Notably current finding is that 44 % of students indicated that they had grown up in rural areas compared to 16 % of the Swedish population. Previous research has shown that 47 % of pupils at agricultural school have grown up on farms, which together with this investigation can be understood as if the school population at agricultural school does not represent the population as a whole in Sweden concerning access to the rural environment and animal habit. With the results above, it may be seen as remarkable that 51 % of the student have filled in that they are not grown up with some kind of animal activities in the home environment and 28 % of the students filled in that they helped little or not at all with animal husbandry at home while growing up. My hope is that this thesis will be followed by additional studies that examine what knowledge students have with them when they begin their education to further develop teaching at agricultural college.

Vid alla typer av inlärningssituationer är det viktigt att finna varje elev där de för tillfället befinner sig kunskapsmässigt. Jag har ställt mig undrande till vilken djurvana eleverna har med sig när de börjar sin utbildning. Detta examensarbete handlar om vilken uppväxtmiljö och i uppväxtmiljön förvärvad djurvana har elever som studerar vid naturbruksgymnasium, inriktning djur? Examensarbetet bygger på data insamlat genom enkätundersökning gjord på två naturbruksgymnasier i mellersta Sverige under våren 2007. Enkätfrågorna har delats upp i fyra block gällande bakgrundsdata såsom i vilken miljö eleven är uppväxt, djurvana, varför de läser på naturbruksgymnasium samt framtidsdata gällande vad eleverna planerar för framtida utbildning och yrken. Noterbart gällande resultaten är att 44 % av eleverna uppger att de vuxit upp på landsbygden mot 16 % av den svenska befolkningen vilket kan läsas ut såsom att elever som är uppvuxna på landsbygden i större utsträckning söker sig till naturbruksgymnasium. Tidigare forskning har påvisat att 47 % av elever vid naturbruksgymnasium vuxit upp på lantbruk vilket tillsammans med denna undersökning kan tydas ut som om elevunderlaget vid naturbruksgymnasium inte representerar befolkningen i sin helhet gällande koppling till landsbygdsmiljö och djurvana. Mot detta står dock att 51 % av eleverna svarade att de inte vuxit upp med någon form av djurverksamhet i uppväxtmiljön och 28 % av de tillfrågade eleverna har i ingen eller liten utsträckning hjälp till med djurskötsel i hemmet under uppväxten. Min förhoppning är att detta examensarbete ska följas av fler undersökningar som granskar vad elever ha med sig kunskapsmässigt när de påbörjar sin utbildning allt för att vidareutveckla undervisningen vid naturbruksgymnasium.

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Hong, Gong Soog. "Resource Management Problems of USU Foreign Students." DigitalCommons@USU, 1985. https://digitalcommons.usu.edu/etd/2507.

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The purpose of this study was to examine the resource management problems of a group of foreign students. The sample surveyed was 300 foreign students who attended Utah State University during fall quarter of 1984. A questionnaire was used to examine the students' degree of difficulty with resource management. The differences in the degree of difficulty with resource management and respondents' gender , academic level, marital status, length of stay in the U.S. and geographic origin were tested by Analysis of Variance. Significant differences were found in the degree of difficulty with resource management and the length of stay in the U.S. and geographical origin of respondents. The degree of difficulty with resource management was not significantly different by marital status, gender or academic level. Additionally, finances, language, and homesickness were found to be the most serious problem areas during the academic sojourn at USU. The respondents expressed interest in learning more about medical, banking, and auto repair services.

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Bolle, Mary E. "Transitional issues experienced by first-year college students who graduated from high school in a home-school setting." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345333.

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A growing number of home-schooled students enter the nation's colleges and universities each year. Tinto (1988, 1993) presented a foundational model of how students transition from high school to college. In this model, students travel through three stages: separation, transition, and incorporation. Few studies have examined the transitional issues home-school students encounter as they begin their first year of college. This study, at a midsized public university in the Midwest, examined the transitional issues experienced by first-year college students who graduated from high school in a home-school setting. It specifically sought to determine if the issues experienced by the students were related to Tinto's theory of student departure. The study was qualitative in nature. Data were gathered through interviews with first-year students who matriculated in fall 2005 and persisted to spring 2006. The interviews were held in February and March 2006. Data was analyzed based on guidelines presented by Berkowitz (1997) and themes were discovered.The researcher concluded that there was little distinction between the transitional issues experienced by home-schooled students, and those experienced by traditionally educated students. Students experienced a wide range of transitional issues during their first year of college such as loneliness, meeting others with different values, living in the residence halls, and dealing with greater independence. The transitional issues the participants encountered during their first year of college were closely related to Tinto's (1993) theory of transition. The resources offered by the university, such as orientation, RAs, and campus programming, were influential in the home-schooled students' transition to college.
Department of Educational Studies

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Kong, Yi Tung. "The Percentage of Acculturation of International College Students." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542392868361753.

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Dissertations / Theses on the topic 'At home students'

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