Dissertations / Theses on the topic 'Boys’ education'
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Gerdin, Göran. "Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education." Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.
Full textRoemmele, David. "Peach fuzz: boys, masculinity and education." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114423.
Full textLes conclusions d'évaluation scolaire récentes démontrent que les préoccupations pédagogiques regardant les garçons sont pertinents et à propos. Les garçons lâchent l'école à des taux plus élevés, atteignent des notes inférieures, et ils semblent perdre leur avantage historique en science et en math relatif aux femmes, ce qui à créé des affirmations ardentes en ce qui concerne les garçons, la masculinité et la scolarité. Cette dissertation tente de tempérer ces affirmations en développant un dialogue entre la perspective de la masculinité d'après les conceptions sociales, la perspective déterministe biologique et les conclusions de la psychologie évolutionniste. La dissertation commence en examinant la genèse historique du débat concernant l'éducation des garçons en vue de comprendre la terminologie technique qui s'est manifestée pour discuter des garçons et la masculinité et les pièges théoriques qui se présentent en adressant les préoccupations scolaires des garçons. Ensuite, une comparaison critique des perspectives courantes est entamée dans le but de progresser envers le développement d'un model de Conception Social plus (SC+) de la masculinité qui est principalement un model de conception social mais qui prend en compte les tendances des différences de sexe tel que démontré par la recherche en psychologie évolutionniste. De cette nouvelle perspective théorique, les considérations pertinentes dans le débat sur l'éducation des garçons sont réévaluées, y compris la (sous)performance des garçons, le désir de voir davantage d'enseignants masculins dans les écoles et la violence des hommes, incluant des changements subtils mais importants dans la perspective suggérée pour de futures recherches et analyses.
Toussaint, Julian. "Time for the boys? : gender equity policy, masculinities and the education of boys." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16012/1/Julian_Toussaint_Thesis.pdf.
Full textToussaint, Julian. "Time for the boys? Gender equity policy, masculinities and the education of boys." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16012/.
Full textNightingale, Fay. "What about the boys? : dominant masculinity and government policy effect on boy's education /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09arn6881.pdf.
Full textGerdin, Göran. "Boys will be boys? Gendered bodies, spaces and dis/pleasures in Physical Education." Doctoral thesis, University of Auckland, New Zealand, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45615.
Full textField, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.
Full textRyan, Elizabeth M. "Boys in education: An action research project." Thesis, Australian Catholic University, 1996. https://acuresearchbank.acu.edu.au/download/2a67488cb90148ead923fb24fa5c908a9c01224d798bfa934f6a5512569473ba/15030540/Ryan_1996_Boys_in_Education_an_Action_Research.pdf.
Full textLeppälä, Marko. "Boys will be boys : några exempel på hur kön konstrueras i en skola." Thesis, Linköping University, Department of Thematic Studies, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1208.
Full textDenna studie med titeln ”Boys will be boys - några exempel på hur kön konstrueras i en skola” är en kvalitativt inriktad studie där intervjuer och observationer har legat till grund för resultatet. Analysarbetet har skett utifrån olika teorier om hur kön konstrueras och befästs i samhället. Syftet med undersökningen var att se hur några lärare ser på kön och vilka konsekvenser detta får för verksamheten i skolan. Lärarna tyckte sig se skillnader mellan könen och dessa förklarades bero på både sociala faktorer och biologiska skillnader. Det visade sig också att lärarnas medvetenhet att uppmärksamma flickor lika mycket som pojkar inte alltid fungerade i praktiken.
This study ”Boys will be boys – a few examples of construction of gender in a school”, is a qualitatively focused study where the result has been based upon interviews and observations. In the study of analysis different theories of how gender is constructed and established in society, have been used. The purpose for my inquiry was to find out how a few teachers regarded gender and what the consequenses were on the work in school. The teachers thought they saw differences between the sexes and these were explained to be due to both social factors and biological differences. It also turned out that the teachers awareness of noticeing girls as much as boys did not always work in reality.
Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.
Full textHui, Nga-man Jasmine, and 許雅雯. "Sex education programme in a catholic boys' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37261071.
Full textSmith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.
Full textMcDonald, Anne. "Primary school boys' narratives about masculinity." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80281.
Full textBibliography
ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity.
AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.
Tilton, Jeff Scott Sr. "A case study of the Arizona Boys Ranch educational program." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2580.
Full textThomas, Valencia E. "Black Males and the Emotional Disturbance Disability Label: A Leadership Problem." Ashland University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763.
Full textSmith, Dewain E. "Building boys into men| The relationship between discipline and spirituality in high school males." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564233.
Full textThe purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher's analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were choice, brotherhood, acculturation, and Catholic. These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research.
Frick, Susan. "Strategies to enhance achievement for boys." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SFrick2006.pdf.
Full textLam, Mei-yu. "The attitudes of teachers towards ICT in boys' home /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25473992.
Full textBenjamin, Gaynor. "An exploration of male identity construction amongst primary school boys." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95944.
Full textENGLISH ABSTRACT: The social construction of masculinity is a complex process, one which cannot be divorced from the immediate environment and culture of boys. The aim of this study was to understand the construction of male identity in young primary school boys, who grew up in a context where few positive male role models might be, and where society might play a bigger role in shaping their identities. I focused on boys between the ages of ten and thirteen. The participants were from a poor socio-economic coloured community in the Western Cape and were purposively selected. A qualitative research methodology was used and data was selected by means of semi-structured interviews, focus-group interviews, collages and photographs. The findings showed that the type of masculinity these boys aspire to is admirable. However, they are caught within a context where there is a lack of physical space, an absence of facilities, a high unemployment rate and are surrounded by community disorganisation. The boys are confronted with many male examples in their community who are not providing for their families, and they see substances such as alcohol and drugs being abused daily by adult members of their community. Despite a constant presence of a mother, there is a lack of meaningful relationships with their fathers. They cannot easily identify positive role models within their community and do not have the ability to search for such traits in others. The themes arising from the data presented a contrast between the experiences of the participants and the kind of men they seek to be. There are very few men in their community who could help them to achieve their ideals and who could provide them with guidance or support. In the absence of suitable male role models to emulate, these boys are likely to comply with a model of masculinity that demonstrates dominance and power through violence and abuse.
AFRIKAANSE OPSOMMING: Die sosiale konstruksie van manlikheid is 'n komplekse proses, een wat nie van die onmiddellike omgewing en kultuur van die seuns geskei kan word nie. Die doel van hierdie studie was om die konstruksie van manlike identiteit in jong laerskoolseuns, wat grootgeword het in 'n konteks waar min positiewe manlike rolmodelle kan wees, en waar die gemeenskap 'n groter rol kan speel in die vorming van hul identiteit, te verstaan. Ek fokus op seuns tussen die ouderdomme van tien en dertien jaar oud. Die deelnemers was van 'n lae - sosio-ekonomiese bruin gemeenskap in die Wes-Kaap en is doelbewus gekies. ‘n Kwalitatiewe navorsingsmetodologie is gebruik en data is deur middel van semi- gestruktureerde onderhoude, fokusgroep-onderhoude, collages en fotos ingesamel. Die bevindinge het getoon dat die tipe manlikheid wat hierdie seuns nastreef, prysenswaardig is. Hulle is egter vasgevang in 'n konteks gekenmerk deur 'n gebrek aan fisiese ruimte, 'n afwesigheid van fasiliteite, 'n hoë werkloosheidsyfer en gemeenskaplike wanorde. Die seuns word gekonfronteer met baie voorbeelde van mans in hul gemeenskap wat nie voorsiening maak vir hul families nie, en hulle world op 'n daaglikse basis bloogestel aan volwassenes wat alkohol en dwelms misbruik. Hoewel daar 'n konstante teenwoordigheid van 'n ma is, is daar is 'n gebrek aan 'n sinvolle verhouding met hul vaders. Hulle kan nie maklik positiewe rolmodelle identifiseer binne hul gemeenskap nie, en het nie die vermoë om te soek vir soortgelyke eienskappe in ander nie. Die temas wat voortgespruit het uit die data was in kontras met die ervarings van die deelnemers en die tipe man waarna hulle streef om te wees. Daar is geen mans in hul gemeenskap wat hulle kan help om hul ideale te bereik en wat hulle kan voorsien met leiding of ondersteuning nie. In die afwesigheid van geskikte manlike rolmodelle om na te boots, kan hierdie seuns geneig wees om 'n model van manlikheid wat oorheersing en mag deur geweld en mishandeling na te streef.
Gosai, Nisheet. "Perspectives on the educational experiences of African/Caribbean boys." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/425/.
Full textParker, Annick Marie. "Toy preference and play of developmentally delayed boys and girls /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487760357819159.
Full textWalsh, Nathan. "Boys and blended learning: achievement and online participation in physical education." Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/8177.
Full textSanders, Tracey, and t. sanders@mcauley acu edu au. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030818.152042.
Full textSanders, Tracey. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366368.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Faculty of Education
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Wesley, John. "Mulcaster's boys : Spenser, Andrewes, Kyd." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/602.
Full textParsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.
Full textDoctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
林美如 and Mei-yu Lam. "The attitudes of teachers towards ICT in boys' home." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256326.
Full textWhite, Greer. "A call for a level playing field: A study of masculinity 1999-2000." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/f30bb2a9eef62e81442b93c6f2d72219aff5f4b1a0c7544f3eaeef1c40dcd8a5/2486489/65138_downloaded_stream_363.pdf.
Full textMarshall, Tatiana. "Boners and twats sexual discourse and political pedagogy in a sex education classroom /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/609.
Full textFlintoff, Anne. ""One of the boys?" : an ethnographic study of gender relations, co-education, and initial teacher education in physical education." Thesis, n.p, 1993. http://ethos.bl.uk/.
Full textAustin, Jonathan Edward. "The English boys boarding preparatory school, 1914-1940." Thesis, n.p, 1995. http://ethos.bl.uk/.
Full textHarris, James R. "A comparison of treatments for primary enuresis in school age boys /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604130109.
Full textImms, Wesley David. "Boys doing art negotiating masculinities within art curriculum /." Thesis, Full text available online (restricted access), 2003. http://images.lib.monash.edu.au/ts/theses/Imms.pdf.
Full textMulenga, Morgan Chanda. "Sociometric status and social behaviour of boys with learning disabilities in a special school in Zambia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0007/NQ32453.pdf.
Full textCelico, Andrea. "A Study of Resiliency in African-American Middle School Boys." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1229540936.
Full textEll, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.
Full textLong, Sarah Louise. "Accounting for Success and Failure: Male Students’ Perspectives on Learning and Achievement in Senior Secondary School English." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/367024.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Olsen, Stephanie. "Raising fathers, raising boys: informal education and enculturation in Britain, 1880-1914." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32273.
Full textRaising Fathers, Raising Boys: Informal Education and Enculturation in Britain, 1880-1914 est une étude des préoccupations populaires vis-à-vis la masculinité [manliness], de l'enfance et l'adolescence masculines et de la paternité, situés dans un contexte contemporain caractérisé par une inquiétude régnante face à l'efficacité nationale, le vice public et la moralité privée. Cette thèse démontre l'existence d'un consensus de plus en plus marqué parmi les éditeurs de la littérature populaire pour les enfants, (particulièrement pour garçons) sur le fait que l'éducation formelle que recevaient leurs jeunes lecteurs (que ce soit dans des écoles élite, ou, après la loi de 1870, dans les nouvelles institutions d'éducation de masse) leur faisait défaut, et, de plus, que les parents de la nation étaient inaptes à leur transmettre certains impératifs moraux, et ce, peu importe leurs origines géographiques ou sociales. En insistant sur la continuité de l'influence religieuse dans la vie quotidienne des enfants de l'époque (contestant donc la thèse de sécularisation défendue par plusieurs historiens), cette thèse met en évidence la mise en accord de groupes hétéroclites sur l'importance d'une dissémination des valeurs chrétiennes au sein d'une éducation visant à créer des hommes à la fois domestiques et véritablement mâles, et de bons pères. L'accent mis ici sur la vie familiale est crucial, car il permet d'élargir les courants historiographiques focalisant sur les implications impérialistes de l'éducation des élites et la tendance des classes moyennes à « fuire la sphère domestique » qu'on a appelé « flight from domesti
Hilton, Gillian L. S. "Breaking the macho mould : meeting boys' needs in sex and relationships education." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13572/.
Full textAl-Jabri, Nayyaf Rasheed. "Quality and efficiency of Saudi education: an investigation into boys' secondary schools." Thesis, University of Manchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488447.
Full textIqbal, Karamat. "British Pakistani boys in Birmingham schools : education and the role of religion." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/88343/.
Full textGilliam, Jan Kirsten. "The Making of "Polished Patriots": The Education of Boys in Colonial Virginia." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539625477.
Full textDezuanni, Michael L. "Boys 'doing' and 'undoing' media education : new possibilities for theory and practice." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/29137/1/Michael_Dezuanni_Thesis.pdf.
Full textDezuanni, Michael L. "Boys 'doing' and 'undoing' media education : new possibilities for theory and practice." Queensland University of Technology, 2008. http://eprints.qut.edu.au/29137/.
Full textPlante, Elena Margaret. "Cerebral configurations among the parents and siblings of language-disordered boys." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185140.
Full textNicula, Jessica Y. "Teaching Boys More Effectively in the Art Classroom: A Personal Investigation." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/91.
Full textBekos, Melinda Cooksey. "The Role of Contralateral Movement in Boys with Attention Deficit Hyperactivity Disorder (ADHD)." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287167734.
Full textHouston, Deborah Lee. "At-Risk Boys' Engagement in the iEngage Model." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5202.
Full textGobby, Brad. "Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate." Thesis, Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/41/.
Full textGobby, Brad. "Captured becomings : an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate /." Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/41/.
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