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Meuller, Fiona J., and n/a. "Teachers' attitudes towards single-sex and co-educational schools." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061110.100834.
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Sy, Wai-yin Jeffrey. "Territoriality as environment : St. Paul's Co-ed. College /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948131.
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White, Mathew A. "An Australian co-educational boarding school as a crucible for life : a humanistic sociological study of students' attitudes from their own memoirs /." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37957.
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The aims of this study were to define an Australian boarding school, provide a summary of international and Australian boarding school literature, and complete a small-scale qualitative investigation of students' views in a co-educational boarding school. At first glance, it appeared that contemporary Australian boarding schools were a reproduction of the influential public boys' schools of Great Britain. Although there have been a number of histories of Australian independent schools, the boarding element has often been portrayed as Dickensian and remains an overlooked area of educational research. In particular, the literature available about Australian residential schooling over the past 20 years has been limited to a handful of significant studies by Cree and Trimingham Jack. In this study 45 Australian and overseas students were asked to write memoirs of 4-5,000 words about their boarding experience emphasising their thoughts, feelings and aspirations. The limitation was that all respondents were full-time boarders for at least one year when the questionnaire-survey was completed. The memoir-based humanistic approach of the Polish- American sociologist Florian Znaniecki, as developed for the analysis of personal and group social systems in the culturally diverse context of Australia by J. J. Smolicz, was employed to interpret the memoir data. The memoir method has been well documented in Australia, as a means of collecting and analysing concrete and cultural facts, mainly in relation to the study of minority ethnic groups and their cultural actions. The humanistic approach emphasized that the researcher must accept cultural phenomena from the viewpoint of its participants and not from that of an outside observer. In the present study, this approach permitted the researcher to understand the experiences and attitudes of individual students towards an Australian co-educational boarding education through their own eyes. The memoirs analysed were generated from 26 concrete questions, which revealed place-of-birth, ethnic identity, and languages spoken at home. This provided the researcher with verifiable information about the everyday lives of the respondents. The second half of the memoirs required response to 23 questions - these yielded cultural data. These questions required students to reflect on their situation, attitudes and experiences of boarding as a system of education. This information could only have been provided by the participants themselves and gave the researcher direct access to the memoir writers' individual and group consciousness. The study discovered that a number of the students were in the process of re-evaluating and re-interpreting the advantages and disadvantages of boarding school as a social system transmitted to them by parents, friends, family, and teachers. The respondent's personal statements revealed that the relationships among students and among students and staff in the boarding House tended to be primary in nature, in that they were personal, informal, and involved the entire human personality. From these data, it appeared that the success of a boarding school was determined by the personal atmosphere, support, and comfort of the boarding House. Consideration of the empirical data found that 43 of the 45 respondents' memoirs believed that their overall experiences at the research boarding school were positive. Negative observations stressed the pressures of homesickness, tedium of school life and a lack of freedom thereby supporting Goffman's view of a "total institution". The majority of students' memoirs were ambivalent towards religion at the research school. Nevertheless, 11 stressed its significant implication in their day-to-day lives. The memoirs suggested that an education at the research boarding school was a crucible that forged students through a variety of experiences, positive and negative, individual and collective, for life. Overall, the memoirs support the observation that boarding school acts as a social system for the acceptance of new cultural values, such as the cultural diversity respondents' experienced in their lives at boarding school. The study revealed an attitudinal shift in the group that welcomed the cultural pluralism of the school and recognised the cultural monism of the home. These memoirs revealed that boarding school was a significant factor in fostering independence and embracing cultural diversity as experienced in the crucible of the boarding school. These findings challenged the popular maxim that an Australian residential education was an anachronistic, inflexible, colonial-British model and suggested that it has the potential to act as a system of education that prepares its students for the challenges of life.Thesis (Ph.D.)--School of Education, 2004.
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Khamis, Anil. "The varied impacts of the Institute for Educational Development in its co-operating schools." Thesis, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325620.
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Gibson, Suanne. "Middle management and the Special Educational Needs Co-ordinator (SENCO) : a study of management in practice." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368155.
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Griffiths, Eve. "'The best of both worlds' or 'a compromise policy'? : co-location as a form of educational placement for pupils with special educational needs." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5232/.
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Co-location involves the physical placement of two schools onto one site. By some it is seen as a ‘compromise policy’ which prevents inclusion, whilst other authors argue that it offers ‘the best of both worlds’ in allowing pupils with special needs to access both mainstream and special school environments. The teacher-research presented here focused on the co-location of a special school with a mainstream secondary school. It used formal interviews and questionnaires to explore the attitudes of staff and parents towards the co-location and a ‘mosaic’ (Clark and Moss, 2001, p.1) of child-friendly methods to access the opinions of pupils from both schools. The research also included case studies of two co-located special schools which further explored the concept of co-location and considered the relationship of co-location to broader literature relating to the educational placement and inclusion of children with special needs. The research discovered that participants from the mainstream school were generally less concerned about the co-location than the special school participants. Participants from the special school were concerned about bullying, inequality and educational failure as a result of the co-location. Participants from all groups spoke with enthusiasm about the potential of the co-location to deconstruct prejudices and offer staff and pupils opportunities to learn together. The research concludes that co-located schools can be ‘autonomous’ and joined only by their physical placement on the same site, or that the schools can become ‘collaborative’ and work together to offer a unique inclusive learning environment.
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Scott, Mary Steele. "Gender differences in the self-esteem and body image of adolescents at co-educational and single-sex schools /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpss428.pdf.
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Naluwemba, Frances. "The Role of Perceptions of Female Administrators Regarding the Gender Regimes in Urban Co-educational Secondary Schools in Uganda." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1368.
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Leaders and policy makers in Uganda developed a national strategy of placing female administrators in traditionally male-dominated coeducational secondary schools in the belief that their vision would promote equitable education by changing gender regimes that play in schools. Gender regimes are patterns of gender arrangements that could disadvantage the education of boys or girls (Connell, 2002). The purpose of this study was to discover if female administrators perceived and had developed strategies to change gender regimes in their schools. Participants were 13 female administrators of government-supported coeducational mixed/day secondary schools in Kampala and Wakiso urban districts. Participants ranged in age from 37 to 59 years and in school experience from 12 to 32 years. Nine participants held masters' degrees and 4 were currently enrolled in masters' programs. All participants were members of a female organization. The investigator used qualitative methodology to collect and analyze data and to report findings. With each participant, the investigator engaged in an open dialogue and used a semi-structured protocol to conduct an interview that was recorded and transcribed. The investigator examined archival records and collected artifacts from each school. Data were analyzed emically with NVivo software to facilitate the iterative process of identifying and refining themes. Themes had to reach a threshold of 50% to be considered significant. The findings revealed that female administrators perceived gender regimes related to family culture, school culture, sexuality, and power and authority. All female administrators had developed strategies to change the gender regimes that disadvantaged girls' education. These perceptions and strategies indicated that gender regimes were part of the vision of female administrators, but insufficient evidence was collected to determine the degree they were part of their strategic goals. These findings are significant because if these female administrators can change the gender regimes at play in their schools, they will make a significant contribution to providing equitable education to their students. While these findings cannot be generalized, this work may help other educators gain a better understanding of the influence of gender regimes in their schools.
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Herrick, Laura Kathryn. "Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Herrick_LMITthesis2009.pdf.
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Iyer, Padmini. "Risk, rakhi and romance : learning about gender and sexuality in Delhi schools : young people's experiences in three co-educational, English-medium secondary schools in New Delhi, India." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/59533/.
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Based on multi-method research with Class 11 students (aged 15-17) and their teachers at three English-medium, co-educational secondary schools in Delhi over nine months in 2013-14, this thesis explores how young people's understandings and experiences relate to national and international understandings of gender, sexuality and education. The thesis examines the interplay between institutional practices and students' agency within schools (drawing on Connell's 2000 framework), while I use the concept of ‘sexual learning' in order to consider young people's experiences both within and beyond the classroom (Thomson & Scott 1991). Study findings indicate the influence of concerns about adolescent sexuality on school curricula and on disciplinary practices, which sought to maintain gender segregation in co-educational spaces. The thesis also reveals the ways in which narratives of girlhood and masculinities shaped young people's lives; particularly in the wake of the December 2012 gang rape case in Delhi, these gender narratives were both contradicted and reinforced by seemingly ubiquitous stories of sexual violence. Stories of sexual violence also formed a source of gendered, risk-based sexual learning, which reinforced risk-based narratives of sexuality within formal and informal sources of sexual learning accessed by young people. The thesis also reveals heterosocial dynamics within school peer cultures as an important source of sexual learning. Students proved adept at negotiating assumptions about ‘appropriate' interactions such as idealized rakhi (brother-sister) relationships, and formed less restrictive heterosocial friendships and romantic relationships. In particular, stories about peer romances emerged as an alternative source of sexual learning, which undermined dominant risk-based narratives of young people's sexuality and offered more positive understandings of pleasure and intimacy. A key methodological contribution is the use of a narrative analytical framework in which Plummer's (1995) sexual stories are considered in terms of Andrews' (2014) political narratives. Using this framework, the thesis examines the text and context of ‘small stories' told within research encounters, and the interrelations between these micro-narratives and macro-narratives of gender, sexuality and education in post-liberalization India. This framework facilitates the examination of interrelations between local experiences and national and international understandings in the thesis. A key substantive contribution of the study is to address a lack of research on how young people learn about gender and sexuality in Indian schools. As the study largely captures the experiences of urban, middle-class young people, the thesis also contributes to the existing body of literature on middle-class experiences in post-liberalization India (e.g. Gilbertson 2014; Sancho 2012; Donner & De Neve 2011; Lukose 2009), and specifically underlines the importance of education as a site for middle-class young people's negotiation of gendered and sexual politics.
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Litwaski, Rosemary E. "The role of the female deputy head : an investigation into the role of the deputy head in co-educational, maintained, comprehensive schools." Thesis, Loughborough University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316116.
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Litawski, Rosemary E. "The role of the female deputy head : an investigation into the role of the female deputy head in co-educational, maintained comprehesive schools." Thesis, Loughborough University, 1992. https://dspace.lboro.ac.uk/2134/32118.
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The aim of the research was to test the hypotheses that there is differentiation by gender in the management roles of deputy heads in secondary schools; that such differentiation is widespread; that deputies are still being appointed to stereotyped roles which may consequently disadvantage women in terms of promotion.
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Wong, Kit-kwan Heidi, and 黃潔君. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinesesecondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956889.
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Barton, Amanda. "Pupils' responses to foreign language learning in the context of national concern about boys' performance, with specific reference to single-sex classes in co-educational schools." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36962/.
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The thesis investigates pupils' approaches to learning modern foreign languages, particularly within the context of a single-sex teaching group. It represents a response to both the prevailing concern generated by the disparity between boys' and girls' achievements in this subject area, and to researchers' recommendations that the effects of a single-sex setting be investigated more closely (Powell, 1986; Batters, 1988). The findings are based on classroom-based research which adopted a case study approach to observe the practices of five mixed comprehensive schools in the UK which taught languages to one or more segregated cohort for at least one academic year. The data is predominantly qualitative and was collected over a period of two years by the following means: group and individual interviews; a range of questionnaires; classroom observation; and informal discussions with pupils and staff. The thesis begins by contextualising the issue of boys' underachievement in modern foreign languages. The first two chapters undertake a review and analysis of relevant research findings relating to both the reasons for boys' underachievement and the single-sex schooling debate. Chapter 3 describes the methods adopted by the researcher and outlines the central features of the five schools. The empirical findings of the research are analysed in Chapters 4, 5, 6 and 7. Chapters 4 and 5 address generic language teaching and learning issues; Chapter 4 focuses on teaching and learning styles and Chapter 5 examines pupils' attitudes to modern foreign languages. Chapters 6 and 7 focus more specifically on the observed effects of single-sex grouping, exploring the pupils' and teachers' perceptions respectively. Chapter 8 draws conclusions from the findings and makes recommendations for further research. In bringing together qualitative data from multiple sources, the thesis gives original and comprehensive insight into an area which is currently of considerable national and political interest. The findings suggest that boys' often negative attitudes to the subject are informed by a complex myriad of variables, including: the perceived relevance and difficulty of the subject; individual personality; learning preferences; the pupils' socio-economic background; and the teaching style. Where single-sex setting is perceived as an important influence on pupils' motivation and performance, it is usually recognised to be operating in conjunction with these other variables.
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Wong, Kit-kwan Heidi. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinese secondary schools in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553379.
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Sinclair-Lowry, Elizabeth. "RTI in the Classroom: How Teachers Meet the Demands of a Tiered System." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.
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Odat, Marwan Qasim Mohammad. "An investigation of the big-fish-little-pond effect (BFLPE) on academic self-concept and the social comparison types and standards among boys and girls in single-sex and co-educational schools in Jordan." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11810/.
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This is an embedded mixed methods research study aimed at examining the associations of gender and schooling type with the Big Fish Little Pond Effect (BFLPE) in four school subjects: Arabic, English, Science and Math in the context of Jordan. The BFLPE hypothesizes that academic self-concept is positively affected by individual academic ability but negatively affected by the average ability of a class or school. Students’ ability was measured by using an ability test from PISA 2000 (Programme for international student assessment). Students’ academic self-concepts were measured by the academic self-description questionnaire II (ASDQII). The types of social comparison made in the classroom were investigated using semi-structured interviews. The systematic multi-stage cluster sampling was used in selecting 269 tenth grade male and female students from single-sex and co-educational schools in the northern regions in Jordan. 8 male and female students were randomly selected to take part in face-to-face interviews. The results showed that male and female students in single-sex and co-educational schools in Jordan suffered the BFLPE. A student’s own ability has a positive effect on their academic self-concept, but the average ability of a school is evident in having a negative effect on students’ academic self-concept in the four subjects. Gender has no influence on the academic self-concept. The type of school a student attends has a substantial influence on academic self-concept. Students who attend co-educational schools suffered a larger BFLPE than their peers in single-sex schools. The interaction between gender and school type was not significant in any of the four subjects’ self-concept. The findings from the interviews evidenced the downward and upward comparisons. The effect of downward comparisons on academic self-concept was positive; whereas, the effect of upward comparisons on academic self-concept was negative. The findings from the interviews also showed different social comparison standards that students used to establish their academic self-concepts such school grades, the participation in the class, homework, and teachers’ and parents’ comments.
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Wong, Ho-yan Joyce, and 黃可欣. "Junior secondary school students' attitude towards school science in aHong Kong co-educational school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177102.
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This study aimed at finding out junior secondary student’s attitude towards school science in a co-educational school in Hong Kong. Eleven items from the survey instrument Attitude towards School Science (AtSS) were used to collect both descriptive and explanatory data on student’s attitude towards school science. The sample consisted of 393 Form 1 to Form 3 students. Their positive AtSS were found to decline with grade level (i.e. declining from Form 1 to Form 3). The decrease in positive attitude was sharpest between Form 2 and Form 3. A remarkable decrease in positive attitude towards their science teachers was also noticed between Form 2 and Form 3 mainly due to the decrease in variety of activities during the lessons. In general, female students were less positive to school science but they were trying harder than the male students because they wanted to do well even though they were not as interested as male students in the subject. In terms of interest, female students were more favorably inclined towards biological science and male students towards physical sciences. Based on the findings, it is suggested that the curriculum and time allocation for junior secondary science, especially for Form 3, should be revised so as to help cultivate student’s interest in science. Also, peer observations can be arranged more frequently to let teachers learn from each other.published_or_final_version
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Hickman, Steven B. "The Co-creation of Value to Address Stakeholder Contradictions in Teacher Adoption of Technology Enhanced Learning in California Public Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823546.
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This qualitative phenomenological study examines the experiences of six successful educational technology leaders in co-creating value among various district stakeholders to reduce the contradictions encountered in teacher adoption of technology enhanced learning. The primary data collection method was through semi-structured interviews. The data was analyzed using a hybrid approach, first examining the interview data for emergent themes, and then an a priori analysis was conducted based upon a value framework, motivational values, and relative advantage. Contradictions were identified and mapped on activity system diagrams for each participant. The value propositions were also identified that addressed contradictions. The primary stakeholders and their salience characteristics were also identified. This research revealed that although value co-creation was not explicitly mentioned by the study participants, the most successful implementers involved teachers and other stakeholders early and often in their implementation, used flipped, job-embedded, and collaborative professional learning to increase teacher capacity, and worked to establish community partnerships and student showcases that illustrated the modern, relevant, education from which students were benefiting in the educational technology leader’s district. The compatibility of the emergent and a priori analysis in this study suggests value co-creation and value propositions are principal factors in the adoption of technology enhanced learning. An important implication of this study is that a more in-depth understanding of value co-creation and value-propositions could work to improve implementation and adoption of technology enhanced learning. The study also revealed that analysis through activity theory is a useful means of examining teacher context and effectively empathizing with teachers, the end-user of most educational initiatives.
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O'Keefe, Barbara A. "A study in educational motivation, students' motivation related beliefs concerning co-operative education and school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ42417.pdf.
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Wolfe, Christine S. "Co-existence of Traditional and Online Schools as Experienced by Principals in Rural Appalachian Ohio." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522323427356693.
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Orchard, Linda. "Encouraging effective parenting : parents as co-educators at secondary school level : an evaluation of an educational model." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404778.
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De, Oliveira Clarissa C. "Designing educational programming tools for the blind: mitigating the inequality of coding in schools." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22653.
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This design-based research provides design considerations for developing educational tools for teaching programming to blind primary schoolers, as an effort towards more inclusive classrooms, given that the tools available today are not accessible to these students. Existing tools were analyzed and tested, and co-design practices were applied in exploring ‘instructions’ as a main logic operation for computer programming, through experimenting with diverse types of interfaces, having visually impaired participants at the center of the process. Physical and mental patterns, relevant for improving the accessibility of such tools, are unveiled and further discussed in this study.
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Mayers, Yvette Rosemary. "A comparative study of high achieving boys and underachieving boys in a co-educational secondary school in Barbados." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/29028.
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This case study attempted to determine the factors which distinguish boys who are achieving highly from those who are underachieving in the context of a coeducational secondary school. Attribution theory was introduced as the conceptual framework for the investigation. The study was undertaken with an ontological stance of constructivism and an epistemological position of interpretivism. Data collection methods included the examination of school documents, focus group and individual interviews and questionnaires. Student’s T-Test was used to compare the means of the responses on the student questionnaire to determine if there was any statistical difference between the responses for the two groups of boys. The high achievement of boys was attributed to natural talent and consistent and persistent effort, good time management, and the support and encouragement of their parents. There was a significant difference between the high achieving boys and the underachieving boys in the area of academic self-handicapping. There was a significant difference between the levels of motivation of both groups of boys. The high achievers tended to have an incremental theory of intelligence, though this was not significantly different from the underachievers. There was however a significant difference between the two groups of boys, with the high achievers caring more about how their teachers and other boys viewed them as persons. Both high achieving and underachieving boys generally had positive attitudes to their school and indicated that they wanted to do well in school. Both groups tended to have traditional patriarchal views about masculinity. However, the high achievers also associated masculinity with intellectual competence, respect and deportment. Strategies to improve the academic attainment of the boys must take into consideration the individual. Students who are underachieving need to develop their meta-cognitive skills. Wherever possible parents should be a part of any intervention strategy.
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Poon, Pui-hang Regina, and 潘佩嫺. "Exploring students' perceptions of language arts activities in a secondary one Chinese-medium co-educational school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241116.
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Poon, Pui-hang Regina. "Exploring students' perceptions of language arts activities in a secondary one Chinese-medium co-educational school a case study /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241116.
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Welch, Melissa D. "School-Based Application of a Cognitive-Behavioral Intervention for Students with Anxiety and Co-Occurring Academic Skill Deficits." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470142843.
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Crone, Robert. "A case study of a research and development programme undertaken by one Northern Ireland co-educational secondary (intermediate) school 1981-1985." Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252794.
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Bronson-Pollacks, Soundra L. "The effects of teaching styles on male achievement in single-sex and co-educational classrooms in selected school districts in Georgia." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/soundra_l_bronsonpollocks/bronsonpollocks_soundra_l_200901_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2009."A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Yasar Bodur. ETD. Includes bibliographical references (p. 87-101) and appendices.
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Joshi, Smita. "Assessing stakeholders' perspectives on the status and impact of educational partnerships in the high school Co-op and Enterprise Education programs in Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ45673.pdf.
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Kagan, Jeffrey. "An investigation into the sources of sexual information amongst the pupils in standards 9 and 10 in a co-educational high school in Cape Town." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/21874.
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Bibliography: pages 104-113.An investigation into the actual and preferred sources of sexual information among male and female adolescents in standards 9 and 10 at a private school was undertaken. A review and theoretical consideration of the sources of sexual information among pre-adolescents, adolescents and tertiary students in the Western world during the past seven decades is provided. The sample of 260 pupils completed a four-part questionnaire, which is based on questionnaires used by Davis and Harris (1982), Gebhard (1977), Kallen, Stephenson and Doughty (1983), Spanier (1977) and Thornburg (1970, 1972, 1975, 1981a, 1981b, 1985). Results are quantitative in nature, and are treated predominantly descriptively. Comparisons of the findings are made with regard to previous research of a similar nature. The investigation found that, as a source of information, books/magazines/ pamphlets is the most important one. The other relatively important sources, in order of importance, are mothers, same-sex peers, television/ movies and school programmes. The major source for the 126 males is books/magazines/pamphlets, and their other relatively important sources are same-sex peers, television/movies, mothers and school programmes. For the 134 females, mothers are the most important source, while books/ magazines/pamphlets, same-sex peers, school programmes and television/ movies are also regarded as relatively important by them. Furthermore, it was found that information pertaining to most behaviour-related sexual topics is acquired primarily by these pupils from same-sex peers, information regarding non-behaviour-related topics is acquired primarily from mothers, and books/magazines/pamphlets is the major source for so-called "controversial" sexual topics. The investigation also revealed that mothers are the most preferred source of information for the participants, with books/magazines/pamphlets, school programmes, fathers and same-sex peers being the other sources preferred to a relatively important degree by them. When the sources of males and females are viewed separately, mothers are found to be the most preferred source for both sexes. Furthermore, for 9 of the 12 sexual topics investigated, mothers are found to be the most preferred source, and same-sex peers are found to be the most preferred source for the other three topics. These findings are discussed and compared, implications and limitations of the study are considered, and suggestions for further research, as well as some conclusions, are made.
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Gärling, Brolin Louise. "Samverkan för barnens bästa : Ett organisatoriskt och sociokulturellt perspektiv på övergången mellan förskola och förskolaklass." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5301.
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Each municipality in Sweden have to offer all children a place in a pre-school class starting the autumn term of the year the child turns six until it starts compulsory school. Despite the fact that it is a non-compulsory education, 95 % of all six-year-olds attend pre-school class. The purpose of this study has been to explore how pre-school and compulsory schools organize the pre-school children’s transition to pre-school. It also aims at examining how teachers’ co-operate in order to fulfill the commission of the national curriculum and how they make a smooth transition to the new school for the children. Research questions: In what way do teachers in pre-school and compulsory school co-operate in in order to make the children’s transition easy? What part of the process and which operators are most important for the children in the transition? To what extent does the school organization fulfill the commission of the national curriculum regarding co-operation between pre-school and compulsory school? To answer these questions I have used a qualitative method where I have made seven interviews as well as a text analysis of annual reports from the studied schools. Organization theory, as well as social process theory has been used to analyze the data. The result shows that each part of the organization mostly provide for the other’s interests, instead of interacting towards the purpose of the national curriculum commission meaning to accomplish co-operation between pre-school and compulsory school. Especially pre-school teachers supports the children through the transition as well as the after school center that works as an important bridge in the process. In spite of good intentions, and pre-school teachers’ initiatives to develop better equivalent routines, the organization still has a lot left to do before every part is involved and the mission is accomplished. A good organization, and good leadership, is in the end very important for the sake of the children.
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Naidoo, Purll. "Redefining South African Government School Typologies to Encourage Lifelong Learning Potential." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78529.
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This document serves as a mini dissertation in the professional Master of Architecture degree in the Department of Architecture at the University of Pretoria. It focuses on the educational ecosystem within the context of South Africa, with emphasis placed on the economically distressed environment of Mamelodi East. Mamelodi is a township situated in the north east of the City of Tshwane, Gauteng. Due to the location of the University of Pretoria’s Mamelodi Campus, this area has been a study of investigation for many faculties over the years.
The spatial consequences of architecture on the educational ecosystem are questioned, with focus placed on the shift in the learning environment towards lifelong learning. The dissertation deals with this concept from the perspective of the holistic development of a person through the qualitative social activities of learning. Lifelong learning is explored throughout the dissertation from a spatial and non-spatial point of view. The spatial conversation deals with the intersection between architecture and education, whilst the non-spatial conversation advocates for a relationship between a community and its school, as integral in achieving lifelong learning.
The study is grounded in a typological understanding of the schooling environment that arises as a result of South African educational policy documents. A critical stance is taken where the resulting school typology is challenged in relation to context. The intention is to redefine the current teacher-centric classroom and corridor typology. It is proposed that the schooling environment should be publicly redefined and serve as a support structure within its context, instead of isolating the educational experience. This is explored through the concepts of building as a boundary and building for pedagogy with the resulting development of a spatial matrix to provide architectural definition to South African educational policy.
Tsako Thabo Secondary School was used as a case study school for the application of the matrix principles, however it is intended that these principles could be applied to other schools within similar contexts and typologies to achieve lifelong learning potential.
Both the research and design process of the dissertation has been directed through the lens of Participatory Action Research (PAR) involving co-design and spatial agency theories. Particular focus within the co-design process was given to the development of design games as a mediation tool. An intimate use of both analogue and digital design games has been applied throughout.Mini Dissertation (MArch (Prof))--University of Pretoria, 2020.
Departmental National Research Foundation (NRF) project titled, Stitching the city: From micro-data to macro-views (STINT), aimed at establishing a “transdisciplinary collaboration” to develop a “methodological framework and digital platform for the collection, storage, and sharing of spatial, socio-economic data at a street and precinct level” (Roussou, Brandao, Adelfio & Thuvander 2019). The STINT project was a collaborative effort between the University of Pretoria (UP), South Africa (Departments of Architecture and GeoInformatics) and Chalmers University in Gothenburg, Sweden (Department of Architecture) from 2019 to 2020. In particular, the collaboration was between the Unit for Urban Citizenship (UUC) and the Social Inclusion Studio (SIS) from Chalmers University’s architecture department.
Architecture
MArch (Prof)
Unrestricted
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Kwok, Wing-shan Sarina. "An exploration of students' learning of English through three language arts genres voices from a class of form two students in a Chinese-as-the-medium-of-instruction(CMI) co-educational secondary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38741519.
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Khan, Sobia. "The use of solution focused approaches by Special Educational Needs Co-ordinators (SENCos) and school staff in supporting pupils with Behavioural, Emotional and Social Difficulties (BESD) : a collaborative action research approach." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18916.
Full textAbstract:
Phase one: Children and young people (CYP) who have been identified in school as experiencing behavioural, emotional and social difficulties (BESD) and who present with challenging behaviour are commonly offered interventions as a supportive strategy. Responding to challenging behaviour in school settings may vary between schools and typically may be reflected in the behavioural policy of the school. The question arises as to whether supporting a CYP with BESD and responding to the challenging behaviour they may present, is being done in a consistent manner, or whether the two are distinctly considered as an approach to “managing needs” as they arise. This phase of the CAR approach explored staff views and experiences on supporting and responding to CYP who experience BESD. I sought to explore the current practice of staff members (SENCos, teachers and TAs) so that insights could be gained on how the needs of CYP with BESD are being met in schools. Through a series of semi-structured and focus group interviews with the staff, themes from responses revealed interesting findings regarding staff perceptions relating to the emotional needs of CYP and the impact of a diagnosis and parental anxieties. The teaching assistants’ valuable contribution to supporting CYP experiencing BESD as well as class teachers expressing how challenging behaviour impacts on their self-esteem were also key findings in this study. The salient themes have been discussed in detail with reference to psychological theory, as well as implications for phase two. Phase two: The use of solution focused approaches (SFAs) in educational practice is on the increase, being implemented in a range of contexts. Originally based on solution focused brief therapy (SFBT) (de Shazer, 1985), emphasis is placed upon the solutions and in thinking about the future, steering away from talking about the past and the problem. This paper describes the second phase of the CAR approach. The aim of this phase was to use SFAs with SENCos who participated in phase one of this study. As the Trainee Educational Psychologist (TEP) working within the two learning communities, I facilitated and supported SENCos on implementing SFAs. They did this firstly in relation to their own practice, and secondly with another member of staff (a teacher or a TA) for supporting a CYP identified as experiencing BESD and challenging behaviour. The procedure involved the SENCos attending three sessions which took place between September 2014 and February 2015. Following each session the SENCos were assigned a task, typically involving them to use SFAs on their own practice as well as with other staff members. I visited each SENCo following the sessions to support them in discussing their reflections as well as during the meeting with the other members of staff they intended to support. The final session involved a group evaluation, in which experiences were shared and a plan was formed in preparation of the next cycle of the action research approach. Data collection included semi-structured interviews with each SENCo, a group evaluation as well as an analysis of the SENCos’ individual reflections (accounts kept throughout the study), using thematic analysis (Braun and Clarke, 2006). Higher order themes were then grouped according to context, mechanism and outcome themes, which draws upon elements of realistic evaluations (Pawson and Tilley, 1997). The findings revealed insights into the enabling factors as well as challenges encountered by the SENCos. Implications for future research in this area are also discussed.
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Walker, Kenyona N. "At What Cost: The Patterns of Persistence of First-Generation, Urban, Black Female, College Students." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1578248623563932.
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Cooney, Lucretia. "BULLYING: OUT OF THE SCHOOL HALLS AND INTO THE WORKPLACE." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2676.
Full textAbstract:
The primary purpose of this study is to identify those people at most risk of being bullied at work. While much research is being conducted on school bullying, little has been conducted on workplace bullying. Using data gathered from a 2004 study conducted by the National Opinion Research Center for the General Social Survey, which included a Quality of Work Life (QWL) module for the National Institute for Occupational Safety and Health (NIOSH), linear regressions indicated significant findings. As predicted, workers in lower level occupations, as ranked by prestige scoring developed at National Opinion Research, are more likely to be victimized. Data also suggest that being young, Black, and relatively uneducated may contribute to being bullied in certain situations. Future research is needed to examine influences of socio-economic, legal, and other demographic factors that may predict the chance of being bullied.M.A.
Department of Sociology
Sciences
Applied Sociology MA
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"Schooling boys and girls: the development of single-sex and co-educational schools in Hong Kong." 2004. http://library.cuhk.edu.hk/record=b5892150.
Full textAbstract:
Ho Wing Yee.Thesis (M.Phil.)--Chinese University of Hong Kong, 2004.
Includes bibliographical references (leaves [166]-[175]).
Abstracts in English and Chinese.
Acknowledgement --- p.i
Abstract --- p.ii
摘腰 --- p.iii
Table of Content --- p.iv
Chapter Chapter 1 --- "Literature Review, Research Concern and Conceptual Framework" --- p.1
Chapter Chapter 2 --- Methodology --- p.40
Chapter Chapter 3 --- Cross-sectional Analysis of the Educational Claims of Single-sex and --- p.58
Chapter Chapter 4 --- Cross-time Analysis of the Educational Claims of Single-Sex and Co-educational Schools --- p.70
Chapter Chapter 5 --- Curriculum Study: Gender Presentation of Home Economics in Hong Kong --- p.119
Chapter Chapter 6 --- Conclusion --- p.159
References
Appendix I: Coding Scheme
Appendix II: Findings of Cross-Sectional Analysis of the Educational Claims of Single-sex and Co-educational Schools
Appendix III: Syllabus of Home Economics
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"A study on the self-concept and sex-role orientation of students of single-sex and co-educational secondary schools." Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5895380.
Full textAbstract:
by Leung Wing-man Winnie.Include questionnaire in Chinese.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves 153-165).
Acknowledgements --- p.i
Abstract --- p.ii
Table of Contents --- p.iv
List of Tables --- p.viii
List of Figure --- p.x
Chapter CHAPTER ONE --- INTRODUCTION
Chapter 1.1 --- Background of the Problem --- p.1
Chapter 1.2 --- Purpose of the Study --- p.4
Chapter 1.3 --- Significance of the Study --- p.6
Chapter CHAPTER TWO --- LITERATURE REVIEW
Chapter 2.1 --- Single-sex vs. Co-educational Schooling --- p.9
Chapter 2.2 --- Self-concept --- p.13
Chapter 2.2.1. --- Definition of Self-concept --- p.15
Chapter 2.2.2 --- Structure of Self-concept --- p.17
Chapter 2.2.3 --- Sex Effects in Self-concept --- p.20
Chapter 2.3 --- Sex-role Orientation --- p.23
Chapter 2.3.1 --- Definitions --- p.23
Chapter 2.3.2 --- Development of Sex-role Orientation --- p.25
Chapter (a) --- Family --- p.25
Chapter (b) --- School --- p.26
Chapter 2.3.3 --- Structure of Sex-role Orientation --- p.29
Chapter 2.3.4 --- Effects of Sex-role Orientation --- p.31
Chapter 2.4 --- "Single-sex vs. Co-educational schooling, Self-concept, and Sex-role Orientation" --- p.34
Chapter 2.4.1 --- Self-concept and Single-sex vs. Co-educational School- ing --- p.35
Chapter 2.4.2 --- Sex-role Orientation and Single-sex vs. Coeducational Schooling --- p.37
Chapter 2.4.3 --- Self-concept and Sex-role Orientation --- p.39
Chapter 2.4.4 --- "Sex-role Orientation, Self-concept, Single-sex vs Co-educational Schooling" --- p.40
Chapter 2.5 --- Summary --- p.43
Chapter CHAPTER THREE --- METHODOLOGY
Chapter 3.1 --- Definitions --- p.46
Chapter 3.1.1 --- School Type --- p.46
Chapter 3.1.2 --- Self-concept --- p.46
Chapter 3.1.3 --- Sex-role Orientation --- p.48
Chapter 3.1.4 --- Academic Achievement --- p.48
Chapter 3.1.5 --- Family Socio-Economic Status --- p.49
Chapter 3.1.6 --- Social Exchange with Opposite Sex Peers --- p.49
Chapter 3.2 --- Research Hypotheses --- p.50
Chapter 3.3 --- Instruments --- p.53
Chapter 3.3.1 --- Pilot Study --- p.55
Chapter 3.3.2 --- Main Study --- p.57
Chapter 3.4 --- Subjects --- p.58
Chapter 3.5 --- Procedures --- p.61
Chapter 3.6 --- Limitations --- p.61
Chapter 3.7 --- Data Analysis --- p.62
Chapter 3.7.1 --- School Type and Sex-role Type effects on Self-concepts --- p.62
Chapter 3.7.2. --- School Type effect on Sex-role Type Distribution --- p.63
Chapter 3.7.3 --- School Type effect on Social Contact with Opposite Sex Peers --- p.63
Chapter CHAPTER FOUR --- RESULTS
Chapter 4.1 --- School Type and Sex-role Type effects on Self-concepts --- p.65
Chapter 4.1.1 --- General self-concept --- p.66
Chapter 4.1.2 --- Mathematics self-concept --- p.70
Chapter 4.1.3 --- Verbal self-concepts --- p.74
Verbal-Chinese self-concept --- p.74
Verbal-English self-concept --- p.78
Summary on Verbal self-concepts --- p.82
Chapter 4.1.4 --- Social self-concepts --- p.83
Relations with Opposite Sex Peers --- p.83
Relations with Same Sex Peers --- p.87
Relations with Parents --- p.90
Summary on Social self-concepts --- p.94
Chapter 4.1.5 --- Physical self-concepts --- p.96
Physical Abilities self-concept --- p.96
Physical Appearance self-concept --- p.100
Summary on Physical self-concepts --- p.104
Chapter 4.1.6 --- Summary --- p.105
Chapter 4.2 --- School Type and Sex-role Type Distribution --- p.107
Chapter 4.3 --- School Type and Contact with Opposite Sex Peers --- p.111
Contact with Opposite Sex Peers in Activities Unrelated to School --- p.112
Leisure --- p.114
Intensity of Social Contact --- p.115
Closeness with Opposite Sex Peers --- p.116
Summary --- p.118
Chapter 4.4 --- Summary of Results --- p.119
Chapter CHAPTER FIVE --- DISCUSSION
Chapter 5.1 --- Singléؤsex Schooling vs Co-education: Different domains of self-concept --- p.121
Chapter 5.1.1 --- General self-concept --- p.122
Chapter 5.1.2 --- Mathematics self-concept --- p.123
Chapter 5.1.3 --- Verbal self-concepts --- p.126
Chapter 5.1.4 --- Social self-concepts --- p.127
Chapter 5.1.5 --- Physical self-concepts --- p.130
Chapter 5.1.6 --- Summary --- p.133
Chapter 5.2 --- Single-sex Schooling vs Co-education: Sex-role Orientation --- p.135
Chapter 5.3 --- Single-sex Schooling vs Co-education: Social Contact with Opposite Sex Peers --- p.136
Chapter 5.4 --- Self-concepts: its relation to Sex-role Type --- p.139
Chapter 5.5 --- "School Type, Sex-role Type and Self-concept" --- p.140
Chapter 5.6 --- Summary --- p.142
Chapter CHAPTER SIX --- CONCLUSION
Chapter 6.1 --- Summary of Findings --- p.145
Chapter 6.2 --- Implications of Findings --- p.148
Chapter 6.2.1 --- School Type --- p.148
Chapter 6.2.2 --- Sex-role Type --- p.150
Chapter 6.3 --- Directions for Future Research --- p.151
REFERENCES --- p.153
APPENDICES --- p.166
Chapter A --- Bem Sex Role Inventory --- p.166
Chapter B --- Self Description Questionnaire --- p.168
Chapter C --- Pilot Questionnaire --- p.173
Chapter D --- Final Questionnaire --- p.182
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Faulkner, Caroline Jane. "Pathways to principalship: women leaders of co-educational high schools in South Africa - a life history study." Thesis, 2015. http://hdl.handle.net/10539/18219.
Full textAbstract:
A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy
Johannesburg
February 2015This thesis presents a qualitative, longitudinal study conducted in South Africa which, through the use of narrative enquiry and life history methodology, examined and explored the personal and professional pathways to co-educational high school principalship of four South African women. This is a role that, in gender terms, remains a minority position in South Africa, and internationally. The study sought to understand why women would want to become principals of co-educational high schools, particularly in a deeply traditional and patriarchal society such as South Africa: it also considered what barriers and enablers, both ‘external’ and ‘internal’, might have impacted upon their progress to principalship Life history is the preferred methodology in feminist research, where the voices and perspectives of women are foregrounded, and this study is firmly rooted in feminist theory and practice. The four women participants in this respondent-led study were from different mother tongue language groups and ethnic backgrounds, and were purposively selected on the basis of the interesting and varied stories which I thought they had to tell, given my brief knowledge of them from the professional courses they had attended with me in the past. The data collection involved the gathering of the personal narratives and stories that unfolded from my interaction with the participants. The research instruments, of both a semi-structured and unstructured nature, were designed to promote and encourage, not lead, our “conversations with a purpose” (Ribbins 2007). This narrative enquiry process enabled a full exploration of the personal and professional pathways of the four women from which, their life histories were developed, the data analysed, grounded theory emerged, and my conclusions were drawn. The study revealed that the women’s personal agency was a strong enabler to their progress: as a result, they were not constrained by societally imposed stereotypes and prevailing discriminatory attitudes. This manifestation of their personal agency was also clearly interwoven with their deep spiritual faith. The study shows that it was the combination of these powerful forces and beliefs, personal agency and a deeply held belief that they were doing ‘God’s work’, which enabled the four women to achieve principalship.
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Akerman, Lisa. "Factors affecting the choice of business studies in the FET phase in three co-educational independent schools in KwaZulu-Natal." Diss., 2012. http://hdl.handle.net/10500/8742.
Full textAbstract:
The study population for the research comprised Grade 9 learners attending three co-educational, independent schools in KwaZulu-Natal in order to determine factors influencing the selection of business studies for FET phase. Methodology involved qualitative and quantitative approaches with closed and open-ended questionnaires plus one-on-one interviews. Descriptive statistics were produced and opened ended questions and interviews were examined for trends and influences. Findings reflected wide divergence in factual information, attitudes, and opinions on significant issues such as expected level of difficulty, influence of educators, parents and peers on selection, amount of work required and value of subject for future studies or careers. Conclusions were that there was a lack of completed research indicating a need for future research, greater preparation was required pre-FET level to assist decision making about selection of the subject which should involve parents, educators and input from the business world.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Reid, Susan Margaret. "Managing the environment : a case study of a Natal co-educational white high school and its response to changing environmental conditions." Thesis, 1992. http://hdl.handle.net/10413/3118.
Full textAbstract:
In the post de Lange period education was faced by uncertainty
and change. There was a call for a greater contribution to
education by the private sector and parent communities . This
case study examines the response of a co-educational white high
school, High School 139, to its environment.
Different environmental types are discussed and the concept of
turbulence introduced. The macro and meso environments of High
School 139 are described with attention paid to the legal,
political, economic, cultural, educational, sociological and
technological factors which influence school management in times
of uncertainty and change. Socio-political issues are addressed
as well as problems relating to customers, suppliers and
competition within the school.
The case study explains how government funding at High School
139 was not adequate for the cost of education if standards were
to be maintained and how the school management explored
alternative approaches in order to meet these financial needs.
The school introduced a ' Foundation Trust Fund ' and the way this
was done, together with the impact on internal structures, is
described.
The academic and secretarial staff are one of any school's most
valuable resources. Consequent the researcher sought the opinion of the staff on how the introduction of a Foundation Trust had affected their involvement at High School 139. This
was done by means of a questionnaire and the results of this
survey are presented in detail.
The researcher concludes that turbulent environmental conditions
are not likely to abate in the foreseeable future. Improvement
in educational activity does not necessarily depend on mere money
and more teachers being available, but on the articulation of
practical and moral decisions.Thesis (M.Ed.) - University of Natal, Durban, 1992.
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Subedar, Munira. "An analysis of the nature and effects of sexual harassment on secondary schoolgirls in South Africa : a case study of four co- educational schools in Pietermaritzburg, KwaZulu-Natal." Thesis, 2003. http://hdl.handle.net/10413/4236.
Full textAbstract:
This study investigates the nature and extent of sexual harassment of girls in four coeducational secondary schools in Pietermaritzburg. It focuses on how boys sexually harass girls; how it manifests itself; the way it is perceived by the girls and the language they use to describe it; the strategies they use to deal with it; and the effects the behaviour has on their schooling. School policies and procedures in dealing with sexual harassment, or lack thereof, will also be analysed and recommendations made for policies and strategies for educators and learners. The study locates sexual harassment as a form of gender-based violence against females and asserts that all the incidents of sexual violence, both in the public and private spheres, both overt and subtle forms, are linked because all these incidents are a manifestation of gender power inequalities. Sexual harassment at school is only part of the continuum of violence that females constantly face. The concept of a continuum enables the exploration of experiences that are subtle and covert, which are not easy to recognise, but are a key issue to be addressed if the problem of genderbased violence is to be tackled effectively. The methods used in this research process are reflective of the ethnographic case study and acknowledge the complexities of the issues involved in the research problem. Thus, it develops a complementary relationship between qualitative and quantitative components so that tools necessary for deep exploration can be provided and the perspectives of the central subjects of the study can be brought in. In-depth group interviews were conducted with at least 10 girls, from diverse backgrounds aged between 16 to 18 years, from each school and questionnaires were administered to 150 girls from the four schools to investigate the nature and effects of sexual harassment on them. School managers were interviewed about school policy on sexual harassment and procedures that have been adopted to address the problem. An analysis of the data reveals that despite the pervasiveness of the problem, it is surrounded by silence because the girls have difficulties in recognising and articulating their experiences of sexual harassment. It shows that the sexually harassing behaviour is rationalised as 'normal' whilst at the same time controlling the girls educationally, socially and emotionally Further, it shows that when gender intersects with race and class it can produce greater negative treatment for black, working class girls. The perpetrators, who are mostly males, act with impunity because the power relations inherent in the schools are gendered and, therefore, the schools are complicit in producing the inequalities in gender and power relationships that underpin sexual harassment.Thesis (Ph.D.)-University of Natal, Durban, 2003.
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Gaillard-Thurston, Claire. ""Raw" girls? A gender study at an urban co-educational high school." Thesis, 2012. http://hdl.handle.net/10413/8070.
Full text
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Seager, David H. "A case study of integrated schooling within a co-educational high school in the Durban area." Thesis, 1994. http://hdl.handle.net/10413/3305.
Full textAbstract:
Issues relating to racial integration in white schools in South
Africa during the period 1976-1992 are explored within the South
African (historical, social, political) context. The introduction
by the state of alternative school models, and in particular the
'Model B' option, is studied with specific reference to its
implementation in one high school.
Using a generative research design, issues and concerns of
participants are fleshed out, and form the basis of surveys and
interview schedules administered to 103 students and 33 teachers
within the school.
Major themes that emerge from student and teacher responses include
positive and negative views on racial mixing, and views on
curriculum change and development. A major finding of this study
is that there is broad support for racial integration within a
range of assimilationist rather than integrationist assumptions.
Accounts of racial mixing also reveal the pervasive influence of
institutionalised apartheid. A further finding of this study is
that the experience of racial mixing in this single institution
does not necessarily lead to a greater understanding and acceptance
of racial and cultural diversity. However, while the introduction
of the 'Model B' option can be regarded at best as mildly
reformist, it has provided a 'space' wherein racial tolerance and
understanding can be enhanced, and has encouraged, to a limited
extent, the breakdown of racial and cultural stereotypes.
An important conclusion of this study is that schools should be
pro-active in providing special programmes that foster cross-cultural
understanding, tolerance, and empathy. Recommendations
are made concerning academic and social programmes that might
promote meaningful integration in moving students away from
assimilationist notions that are paternalistic, proprietory, and
patronising.
While the findings of this case study cannot be generalised to
include other schools, it is hoped that given similar circumstances
shared by many schools, this study will assist these schools in
addressing current issues relating to school integration.Thesis (M.Ed.) - University of Natal, 1994.
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Ramchunder, Krishnalal. "Learners' experiences of gender-based violence : a case study at a co-educational primary school in Durban." Thesis, 2012. http://hdl.handle.net/10413/5736.
Full textAbstract:
This is a qualitative study of girls’ and boys’ understanding and experiences of genderbased
violence in one co-educational primary school in KwaZulu-Natal. The study sought
to get insights into the problem of gender-based violence by investigating the lived
experiences of both male and female learners within the school context. The aim of the
study was to unveil forms of gender-based violence that the learners experience and some
contributory factors, as well as the strategies for alleviating gender-based violence in this
schooling context.
The study adopted a qualitative case study research design. It employed semi-structured
interviews as its method of data collection and these took the form of focus group
interviews and individual in-depth interviews. A total of eight learners (four girls and four
boys) participated in the study.
The study found that there was a high incidence of gender-based violence in the school
under study. This took the form of demeaning gendered comments, unfounded sexual
rumours, sexualized gestures and jokes, sexual harassment, bullying and corporal
punishment. Some school spaces, peer pressure, media and dominant discourses of gender
were found to be some factors contributing to gender-based violence in this school. The
findings indicate that boys are the group most culpable of continuing the cycle of genderbased
violence by perpetrating acts of aggression on others learners. Boys drew on
dominant discourses of gender in this context, which generally accord power to
masculinities, at the expense of femininities. The resultant inequitable gendered power
relations played a vital role in the perpetuation of the cycle of gender-based violence in the
school. The study also finds that school teachers too were implicated in acts of gendervii
based violence, which mainly took the form of assaulting learners, both male and female. In
addition, teachers display a general acceptance of gender-based violence incidents as
normal children’s behaviour, and take no remedial actions to stop such abuses.
The study offers some suggestions that relevant stakeholders could employ to address
gender-based violence at schools. These include supplementing teacher education
curriculum, to provide training on how to deal with gender-based violence, a campaign to
bring about greater awareness in schools and in the communities where parents are
involved, additional professional support for schools and setting up structures for learner
peer support.Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.
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Mangan, Sean. "Adolescent challenges and the process of change in developing pastoral care programs in an Anglican R-12 co-educational day school / Sean Mangan." 2007. http://hdl.handle.net/2440/38210.
Full textAbstract:
"February, 2007"Includes bibliographical references.
2 v. :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (D.Ed.)--University of Adelaide, School of Education, 2007
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Harris, Brenda Helen. "An enquiry into the value of work experience as part of a career education programme for grade 11 pupils in a co-educational high school." Thesis, 1997. http://hdl.handle.net/10413/5870.
Full textAbstract:
This study focused on the responses of the main role players in a Work
Experience Programme which is offered as a component of Grade 11 Career Education at Hillcrest High School. The aim was to describe, evaluate and optimise the programme. The theory and literature on career development and work experience was reviewed in order to establish what programmes, methods and approaches are currently being used internationally and in South Africa. Issues related to work experience were explored with a view to evaluate whether the programme undertaken could enhance the career decision making of Grade 11 pupils.
A qualitative, participatory research method was applied. The action research design chosen enabled the researcher to collect data over a period of eight months while interacting 'with her subjects as their teacher counsellor. The design, application, analysis of findings and limitations of the research study are described and recorded.
The findings indicated that the programme was regarded as a positive experience by the majority of pupils. It was possible to make recommendations from the findings for wider application of such a programme.Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.
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Koekemoer, Leonie. "Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng." Diss., 2018. http://hdl.handle.net/10500/26247.
Full textAbstract:
The purpose of the empirical study is to determine the nature of the peer pressure that boys experience at a single-gender school.
A literature study was conducted on single-gender education as opposed to co-education as well as the phenomenon of peer pressure during adolescence and the factors that might influence peer pressure.
An empirical investigation was conducted involving 221 adolescent boys. The results showed that boys in single-gender schools experience more positive than negative peer pressure. No significant differences were found between the peer pressure of boys at a single-gender school and those at a co-educational school. Motivation and relationship with peers were identified as the two most important variables relating to peer pressure.
Guidelines for parents, teachers, and adolescents were discussed to promote positive peer pressure and to minimise negative peer pressure. These guidelines included strategies to motivate adolescents and to promote positive peer relationships.Psychology of Education
M. Ed. (Psychology of Education)
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TSAI, WEI-HSU, and 蔡暐旭. "The Research of the Willingness of Co-Operative Educational Students Continuous Working at Hairdressing Industry -A Case Study of the Vocational High School Cosmetics Department in Kaohsiung, Taiwan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/af55h9.
Full textAbstract:
碩士正修科技大學
化妝品與時尚彩妝研究所
105
Abstract Hairdressing is a fashion industry; nonetheless, according to the occupational standard classification from Directorate General of Budget, Accounting and Statistics, Executive Yuan, R.O.C, hairdressing is defined as a service industry (1993). Boundary of hairdressing gradually blurred as time goes on. Young people’s willingness to join hairdressing industry is losing as well as students of the beauty educational institutions are reducing dramatically. The purpose of this study was to understand the conception regarding beauty industry and the willingness of being part of beauty industry after graduate, and the relationship between cosmetics course design and the skill needed in the beauty industry. An open-ended questionnaire was used for this study. There were 41 samples from a private vocational high school cosmetics program in Kaohsiung. The results of this study showed students thought that the hairdressing industry is a fashion industry, and felt fantasy about it. The reality after the intern was so exhausted after the long workhours. On the other hand, students would like to stay in the beauty industry if the company would develop an institutional education system, clear the promotion and salary system. The result of this study is helpful as a reference for schools, teachers and hairdressing industry to reorganize the needs of the industry and enhance the educational efforts. Suggestions for the further research are provided in this study. One of the suggestions is to re-analyze the cosmetics curriculum at the high school level in order to meet the needs of beauty industry.