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Williams, Lunetta M. "Book selections of economically disadvantaged black students." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0009580.
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Chen, Yong Jie. "Student Poverty in China : How to Assist Students from Disadvantaged Backgrounds." Thesis, University of York, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503316.
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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring and Peer Tutoring for Disadvantaged Students." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8460.
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Kim, Won-Kyung. "Schooling for educationally disadvantaged children." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2191.
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This research is aimed educationally disadvantaged at examining children and the characteristics of providing some helpful proposals for them. I am particularly interested in how tracking affects their self-concept and behavior, covertly as well as overtly, and what teachers can do to help enhance their self-esteem in the classroom. My basic argument is that by building the students' self-concept, teachers will help students become motivated to succeed not only in school, but also in their daily lives.
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Dundas, Traci Lynne. "Socially disadvantaged students in socially disadvantaged schools double jeopardy in mathematics achievement in the G8 countries /." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1126.
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Thesis (Ed. D.)--University of Kentucky, 2009.Title from document title page (viewed on May 6, 2010). Document formatted into pages; contains: ix, 333 p. Includes abstract and vita. Includes bibliographical references (p. 321-331).
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Merriman, Carolyn S. "Profile of Disadvantaged Students in the College of Nursing." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8461.
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Lourens, Elza. "Understanding the experiences of educationally disadvantaged students at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85812.
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Thesis (MEd)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The importance of increased accessibility to higher education for non-traditional students has been recognised globally. In South Africa, a strong drive exists to provide access to students who were previously excluded from higher education because of the apartheid history. Stellenbosch University attempts to contribute to redress and transformation through, amongst other initiatives, the SciMathUS Bridging Programme (Science and Mathematics at the University of Stellenbosch). The SciMathUS Bridging Programme provides access to educationally disadvantaged students to higher education. Even though these students gained access to higher education, they were struggling to succeed. Many questions about the functioning of specifically educationally disadvantaged students in higher education are still unanswered. This study aims to find answers to some of these questions, namely what are the major challenges educationally disadvantaged students face at a predominantly white, Afrikaans university and how do they function within the university. The research is a narrative ethnography with the focus on the experiences of seven former SciMathUS students at Stellenbosch University. The data was collected by means of unstructured interviews, student journals as well as social media over a period of four months. Narratives about the seven students’ experiences on campus were compiled and analysed within the framework of Bronfenbrenner’s ecological model by focusing on the reciprocal and dynamic interactions of the students within their campus systems. The analysis of the narratives showed limited interactions in the academic, social and residential contexts and revealed that these students faced academic, financial, linguistic, social and administrative challenges, which led to very high stress levels. They struggled to become part of the academic practice and responded by functioning on the periphery of the university system. The implications of providing access to educationally disadvantaged students to higher education, and particularly Stellenbosch University, are threefold. On a theoretical level, gaps in current theory on student development and support were identified. On a substantive level, a disjuncture between university policies and initiatives, and the real-life experiences of the students existed and systemic changes in the academic, social and residential contexts are imperative. Finally, on a practical level, the narratives of these students provided insight into their experiences and highlighted the need for the reconsideration of current practices around teaching and learning, language, admission, re-admission, financial support, tutoring and mentoring, and social life, particularly in residences.
AFRIKAANSE OPSOMMING: Die belang van groter toeganklikheid tot hoër onderwys vir nie-tradisionele studente word wêreldwyd erken. As gevolg van die apartheidsgeskiedenis, is daar in Suid-Afrika ‘n grootse poging om aan studente wat voorheen uitgesluit was, toegang tot hoër onderwys te verleen. Die Universiteit Stellenbosch poog om ‘n bydra te lewer tot die regstelling en transformasie, onder andere, deur die SciMathUS Brugprogram (Science and Mathematics at the University of Stellenbosch) wat aan onderwysbenadeelde studente toegang tot hoër onderwys verleen. Alhoewel hierdie studente toegang tot hoër onderwys verkry het, sukkel hul om sukses te behaal. Baie vrae oor die funksionering van spesifiek onderwysbenadeelde studente in hoër onderwys is steeds onbeantwoord. Hierdie studie poog om antwoorde te vind op van hierdie vrae naamlik, wat is die grootste uitdagings wat onderwysbenadeelde studente aan ’n hoofsaaklik wit, Afrikaanssprekend universiteit in die gesig staar en hoe funksioneer hul binne die universiteit. Die navorsing is ’n narratiewe etnografie met die fokus op die ervarings van sewe voormalige SciMathUS studente aan die Universiteit Stellenbosch. Die data is oor ’n tydperk van vier maande deur middel van onderhoude, studentejoernale en sosiale media versamel. Narratiewe oor die sewe studente se ervarings op kampus is saamgestel en binne die raamwerk van Bronfenbrenner se ekologiese model ontleed deur op die wedersydse en dinamiese interaksies van die studente in hul kampus- sisteme te fokus. Die ontleding van die narratiewe het beperkte interaksies binne die akademiese, sosiale en residensiële kontekste aangedui en het getoon dat die studente akademiese, finansiële, taal, sosiale en administratiewe uitdagings in die gesig gestaar het, wat tot hoë stresvlakke gelei het. Hul het gesukkel om deel te word van die akademiese praktyk en het daarop reageer deur op die rand van die universiteitsisteem te funksioneer. Die implikasies van toegang tot hoër onderwys, en meer spesifiek die Universiteit Stellenbosch, aan onderwysbenadeelde studente, is drieërlei. Op ’n teoretiese vlak is gapings in huidige teorie oor studente-ontwikkeling en -ondersteuning geïdentifiseer. Op ’n substantiewe vlak het daar ’n gaping bestaan tussen universiteitsbeleide en -inisiatiewe en die werklike ervarings van die studente en is sistemiese veranderinge in die akademiese, sosiale en residensiële kontekste nodig. Laastens, op ’n praktiese vlak het die narratiewe van die studente lig gewerp op hul ervarings en die behoefte aan die heroorweging van huidige praktyke rondom onderrig en leer, taal, toelating, her-toelating, finansiële ondersteuning, tutor- and mentorskap en sosiale lewe, spesifiek in koshuise, beklemtoon.
FIRLT Committee
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Nabb, David B. "Music Performance Program Enrollment and Course Availability for Educationally Disadvantaged versus Non-Educationally Disadvantaged High School Students in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277891/.
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The purpose of this study was to measure music performance program enrollments and course availability for educationally disadvantaged and non-educationally disadvantaged groups (grades 9-12) in Texas, and to further examine relationships which could help music educators understand the role which music performance programs play in the lives of educationally disadvantaged students. Data analyzed were collected by Texas' Public Education Information Management System (PEIMS). Educationally disadvantaged groups under consideration included economically disadvantaged, at risk (as defined by Texas Education Agency guidelines), limited English proficient, as well as Black and Hispanic students. Separate analyses were conducted for band, choir, and orchestra. Subjects included 907,327 students from 1,048 school districts.
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Rucker, Minder. "Using Microcomputer Software To Remediate Critical Thinking Skills In Disadvantaged Students." NSUWorks, 1990. http://nsuworks.nova.edu/gscis_etd/810.
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This study was conducted to test the claim that some critical thinking software may facilitate the improvement of reasoning skills of a group of disadvantaged students. These students were participants in an Upward Bound project in Atlanta, Georgia. After an extensive search and review of numerous thinking and reasoning software programs, four promising programs were selected for a thorough evaluation. After several weeks it was perceived that one particular software package had revealed the qualities necessary for success in this project. The package chosen was Critical Thinking I & II by Compris, Inc. The major reason for its selection was that it employed many artificial intelligence features that the author felt would cause the students to question their own thinking in a friendly and non-threatening manner.
The subjects participating in this study were sixty randomly chosen tenth grade students. From this group, thirty students were randomly chosen to become the experimental group and received computer assisted instruction. The remaining thirty students became the control group and received traditional instruction. The instructional time line for the project was three months of Saturday sessions with forty-five minutes of instruction for each session. The only difference in the treatment of the two groups were the methods of instruction and the time and place each group met. The experimental group met in a computer laboratory at 8:45 a.m. each Saturday, while the control group met at 9:45 a.m. in a regular classroom adjacent to the computer laboratory. The author taught, monitored and collected data on both groups. Upon completion of the instructional period the Watson-Glaser Critical Thinking Appraisal form ZM was administered to each group under normal classroom conditions.
A t-test conducted on the posttest means showed a significance difference at the .05 level significance. This study employed an experimental posttest only design.
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Minyard, Michael. "Highly Motivated, High-Achieving, Economically Disadvantaged Middle School Students: A Self-Determination Theory Perspective." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609141/.
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To conduct this qualitative dissertation study, a phenomenological approach was utilized. The purpose of the study was to examine the perspectives of highly motivated, economically disadvantaged, middle school students to discover the factors that they identified as integral to their overall development and their intrinsic motivation, over time, to learn. A key component of this study was to give voice to the students who participated in this study and utilize their perspectives as a primary data source. Participants in this study included six middle school students, identified as economically disadvantaged, two from fifth grade and four from the seventh grade. Self-determination theory was used as a theoretical framework to guide and inform the analysis of students' perspectives, obtained through individual, semi-structured interviews with each student and classroom observations. Six themes, related to students' intrinsic motivation to learn and succeed in school, were identified. Extrinsic factors were also prominent. Although students expressed a true love of learning, they also acknowledged that external factors such as grades and testing influenced their motivation to learn. Autonomy, competence, and relatedness were major factors at play in the school, classrooms, and homes of these students. Recommendation for practice suggest that teachers, administrators, and parents shift their emphasis away from testing and grades to a greater focus on the internal factors that motivate students to learn so students will be more likely to enjoy the learning process and develop, both in school and over their life span, a love of learning in the process.
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Jackson, Tameka R. "The Lived Experience of Economically Disadvantaged, Black Students Attending Predominantly White, Elite Private Boarding Schools." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/51.
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The purpose of this phenomenological study was to explore the lived experiences of economically disadvantaged, Black students attending predominantly White, elite private boarding schools. Data were collected utilizing semi-structured interviews with 9 participants, with each interview lasting approximately 90 minutes. The recursive method of data collection and analysis was informed by six steps outlined by Creswell (1998), as well as Consensual Qualitative Research (CQR) methods (Hill, Thompson, & Williams, 1997). Findings revealed 9 themes associated with participants' experiences: classroom experiences, value of Black peer networks, caught between two worlds, racial perceptions, desire to connect with people of all races, socioeconomic challenges, living away from home challenges, impact of peers on level of success, and significance of relationships with Black faculty. Practice and research implications for Black students attending private school, as well as for private school faculty and administrators, are discussed.
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Peters, Edward (Keith). "Broadening the concept of school: how a re-configuration of school must be inclusive of students who are "put at" a disadvantage." Thesis, Federation University Australia, 2013. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/71246.
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This thesis critically examines how students enrolled in state-funded schools can be ‘put at’ a disadvantage. I do this through examining two techniques of exclusion that stimulate student disconnection from school: first, the ways in which standards-based and performativity-driven learning outcomes are implemented to shape how student success is determined. Secondly, I examine how discourses around power control curriculum and student identity instil monological learning structures that normalises standards-based learning outcomes. Challenging this, I allow the voices of my co-researchers, the students in my thesis, to speak back to confront these school-based policies that allow disconnection to occur. Examining school policy and student voice at the point where they intersect allowed me to undertake an evaluation of how schools adversely affect students, and what students say they want from their experience of schooling. The final theme I develop is based on student and agency worker voice and what they say school-based learning should become. Relational learning and learning that develops students ethically emerged as fundamental strengths of what enriching learning transactions should look like. I argue that creating relational learning spaces develop challenging environments that can lead students to ethically understand their identity within complex social and cultural lifestyles. I argue that the ways in which schools are organised to administer time and space must be radically overhauled if this is to be achieved.Doctor of Philosophy
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Eshraghi, Ladan. "Empowering disadvantaged students to perform better at a tertiary institution : an assessment." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10457.
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Bibliography: leaves 95-99.Over the past decade the racial composition of the student body at University of Cape Town (UCT) has changed to a great extent. More than ever the number of black students seeking tertiary education at UCT has increased. The majority of this student population's academic experience has been in schools run by the former Department of Education and Training (DET). Many of the black students from such disadvantaged educational backgrounds obtain very poor academic results at UCT, even though the institution has put into place empowering mechanisms to address the needs of this specific group of students. The purpose of the study was to assess the structural empowerment mechanisms at UCT, in order to know to what degree UCT has been able to successfully empower its black students to achieve academic success. To achieve this purpose, a framework was adapted for the South African context, which examined four specific areas of concern. They were the institution's belief system, which included its vision, goals and culture; the role structure available to students, from which to learn new skills and become active participants in the institution; the support system, which included both formal and informal systems, with an emphasis on peer-based support; and finally, the leadership at the institution.
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Buchheit, Andrew Richard. "Leadership Practices Principals Believe Reduce Reading Achievement Gaps for Economically Disadvantaged Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7535.
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Evidence suggests that principals' practices influence student achievement. The purpose of this qualitative study was to examine the beliefs elementary school principals in the mid-Atlantic United States had about which leadership practices have been instrumental in reducing the achievement gap between economically-disadvantaged students and all other students at their schools. The leadership model that Kouzes and Posner developed, which identified 5 practices of exemplary leaders, served as the conceptual framework for this study. Eleven principals who were leaders at schools where the achievement gap in reading had been reduced compared with the state average were interviewed. A combination of a priori and open coding was used to support thematic analysis. Six leadership practices, aligned with transformational and instructional leadership practices, were identified as influencing student achievement positively. The participants indicated the importance of leading by example and developing positive relationships with all stakeholders and communicating and inspiring all stakeholders with their vision for their schools, believed in shared decision making and developing teacher leaders, and understood the value of risk-taking and innovation along with a strong instructional focus. The results of this study add to the research supporting the influence that principals have on student achievement by identifying practices principals could implement at their schools to increase student achievement. It is recommended that school division personnel and principal preparation program personnel use these results to inform their training programs and school improvement initiatives. Positive social change may occur when principals implement these 6 practices at their own schools, thereby increasing the reading achievement of economically-disadvantaged students.
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Maue, Lea. "Perceptions of Persistence: Why Community College Students are not Persisting." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/485.
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The purpose of this study was to illuminate the barriers to persistence underprepared students at the community college experience after the initial successful completion of one semester. A qualitative interview study, grounded in phenomenology, was implemented. Participants were identified through a process of purposeful selection, which included the following criteria: (a) beginning the development reading sequence at the most basic level (DEV 65) and passing that course; (b) immediately enrolling in a subsequent semester at the institution; and (c) exiting the institution before acquiring any credit-bearing English coursework. The examination of institutional archival data resulted in 42 potential participants. Participants were recruited via telephone and mail, and of the 42 attempted telephone and 39 mailed contacts, five individuals volunteered to participate in the study. Each participant was interviewed individually, with sessions varying in length between 51 and 119 minutes. Immediately after each interview was complete, the audio recording was listened to in its entirety and transcribed verbatim. The resulting transcripts were analyzed through a modified version of Devinish's (2002) applied method for phenomenological explication of interview transcripts. This involved a multi-layered process of recursive analysis beginning with line-by-line open coding, extracting 333 natural meaning units (NMU). In a second stage of analysis, the NMU were further sorted, analyzed, and grouped to arrive at 46 central themes. The third stage of analysis involved collating and grouping central themes into related fields employing a concept map to form at 13 interpretive themes. The final stage of analysis included a further examination of the 13 interpretive themes, where each was rank ordered by importance (frequency x intensity = priority) and then synthesized with data from lesser themes, which resulted in the following six explicative themes: (a) significant environmental stressors; (b) a sense of self-sufficiency and independency; (c) reading problems; (d) a belief in the power of perseverance; (e) instructor characteristics; and (f) financial aid restrictions. These six explicative themes captured the essence of what it meant for the participants to be an underprepared student at the college and identified the perceived barriers to persistence.
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Ogunsola, Elizabeth Stephens Hines Edward R. Brickell John L. "Perceptions of the relationship between intervention strategies and student persistence in special services for disadvantaged students programs." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806862.
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Thesis (Ed. D.)--Illinois State University, 1987.Title from title page screen, viewed August 26, 2005. Dissertation Committee: Edward R. Hines, John L. Brickell (co-chairs), Mary Ann Lynn, Franklin G. Matsler, Oliver J. Williams. Includes bibliographical references (leaves 157-164) and abstract. Also available in print.
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Badenhorst, Elmi. "An exploration of mediation in an intervention programme for educationally disadvantaged medical students." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10153.
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Includes bibliographical references (leaves 163-177).This thesis explores the academic and cognitive difficulties that educationally disadvantaged first year medical students experienced prior to the Intervention Programme and the role of mediation in the programme to address underachievement by providing the necessary academic building blocks for students to return to mainstream. This study draws on the theories of Vygotsky and Feuerstein to investigate how mediation can be studied in an academic development programme, using a collective case study with qualitative and quantitative research methods.
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Payne, Clifton Gadberry Jr. "Increasing teachers' and parents' awareness of indicators of giftedness in economically disadvantaged students." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539618595.
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Low socioeconomic students represent a population in public schools which is underrepresented and underserved in the talented and gifted programs. Part of the problem may be due to teachers' and parents' abilities to recognize giftedness in economically disadvantaged potentially gifted students and to nominate them for a gifted screening.;The present study attempted to determine if a training program for teachers and parents would increase the valid referral rate of potentially gifted economically disadvantaged students. Teachers at one school received an oral presentation and written summation of economically disadvantaged potentially gifted student characteristics. Teachers at a second school received the written summation only, while third school served as the control.;Results indicate a significant improvement in the teachers' understanding and awareness of traditional, nontraditional, and parent/home characteristics in general. Teachers from the oral and written presentation group showed a significant improvement in their ability to accurately refer economically disadvantaged potentially gifted students following intervention.;Teachers and parents from the treatment schools referred more economically disadvantaged students following treatment than from the control school, although not to a significant degree. However, these students continued to have difficulty meeting the eligibility criteria of the gifted program requirements, resulting in few new students following the intervention.
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Batchelor, Samantha. "Relationship Between Parent Involvement and the Academic Achievement of Disadvantaged Children: What Matters? For Whom Does it Matter? How Does it Work?" Thesis, Griffith University, 2013. http://hdl.handle.net/10072/365710.
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Students growing up in socially disadvantaged environments typically experience poorer educational outcomes than students living in more advantaged circumstances. Strengthening parents’ involvement in their children’s learning is widely regarded as an important way of helping to reduce the achievement gap between disadvantaged students and their more affluent peers, but unfortunately policy interest in parent involvement has outpaced evidence of its effectiveness as an intervention strategy. A fundamental problem is the conceptual inconsistency, ambiguity and confusion in the literature on parent involvement. This confusion is exacerbated by the inherent complexity of the processes through which various forms of parent involvement are likely to have their effects on different aspects of children’s learning. In addition, factors such as family socio-economic status and ethnic background are expected to act as moderators of these already complex relationships. Hence, it is impossible to synthesise existing results and draw firm conclusions as to which aspects of parent involvement might be effective targets for intervention in disadvantaged communities. In other words, we still need to know, “What matters? And for whom does it matter?”Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Key Centre for Ethics, Law, Justice and Governance
Arts, Education and Law
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Pinckney, Charlyene. "ATTRIBUTIONS, INFLUENCES AND OUTCOMES FOR UNDERREPRESENTED AND DISADVANTAGED PARTICIPANTS OF A MEDICAL SCIENCES ENRICHMENT PIPELINE PROGRAM." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/270058.
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Educational LeadershipEd.D.
The current study was undertaken to examine the effectiveness of the Rowan University-School of Osteopathic Medicine - Summer Pre-Medical Research and Education Program (Summer PREP), a postsecondary medical sciences enrichment pipeline program for under-represented and disadvantaged students. Thirty-four former program participants were surveyed (Male=11; Female=23) regarding their current vocational status, undergraduate experience, attributions of success, aspirations for advancement and satisfaction with their professional outcomes and Summer PREP experience. The 5-year undergraduate graduation rate and post-baccalaureate enrollment rate was higher than a national reference population of young adults. The group's average GPA and average MCAT score were comparable to those of other minority applicants and matriculants to osteopathic medical schools nationally. Female respondents reported lower levels of satisfaction with the program and their current academic and professional attainments (p<.05) relative to male participants. They also reported much lower expectations for remaining or advancing in their chosen fields (p<.003). Students rated the contribution of medical specialty area seminars, interactions with interns, residents, medical and graduate students, and faculty mentoring highest among the program's components. The study demonstrated that Summer PREP had a significant impact at the student level and was valued by former participants. The results were similar to other successful models of undergraduate pipeline programs designed to help prepare minority and disadvantaged students for entry into medical and graduate school. Implications for policy, future research, and program practice and administration at the postsecondary and professional school level are addressed. The value of the discourse is rooted in the need for supplemental education and training programs designed to improve postsecondary success among minority and disadvantaged students, their representation among healthcare professionals, and the expected increase in healthcare demands within minority, rural and underserved areas resulting from implementation of the Patient Protection & Affordable Care Act.
Temple University--Theses
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Larkin, Scott M. "Impact of Increased Learning Time on Economically Disadvantaged Students at an Urban Elementary School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5215.
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At an urban school district, administrators were concerned about the English language arts (ELA) achievement gap between economically disadvantaged (ED) students and non-economically disadvantaged (NED). To address this gap in performance, district administrators instituted an extended day program (EDP) for ED students that included additional learning time and individualized strategies in ELA. The purpose of the study was to determine the extent of the impact that the EDP had on ED students in ELA achievement. The quasi-experimental quantitative design was guided by Carroll's model of school learning and explored the difference in ELA Partnership for Assessment of Readiness for College and Careers (PARCC) scale scores between ED students who participated in the EDP and ED students who did not during the 2016/2017 school year. The study examined 28 matched-pairs of students, based on grade level and reading ability who were classified as ED during school year 2016/2017, following an intervention. Ex post facto analysis included a paired-samples t test to determine whether a statistically significant difference existed in ELA PARCC scores for ED students who received the intervention and those who did not, controlling for grade level and reading level. Data analysis indicated no statistical difference between groups. The project deliverable recommended implementation of a Response to Intervention program to replace the EDP because such a program would affect more students. Local school administrators may use the findings of the study to effectuate positive social change by making program decisions that could support the improvement of ELA achievement of ED students. In the larger context, this study could become part of the body of literature on the relationship between extended learning time and academic achievement among ED students.
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Ashby, Bryan Dixon. "Dropout prevention services offered to at-risk, disadvantaged students by vocational and school counselors." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06112009-063015/.
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Morris-Paxton, Angela Ann. "Impact of a holistic lifestyle management education programme on health and education outcomes of socioeconomically disadvantaged university students." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11909.
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Disorders of lifestyle are increasing globally; countries in transition are suffering the double burden of both contagious and chronic disorders. The utilization of health education to address these issues has had variable results, but the most successful have incorporated human contact. The aim of this study was to measure the quantitative and qualitative impact of a wellness promotion programme on university students. The objective was to provide a structured facilitated holistic wellness education programme to a sample of socioeconomically disadvantaged students in Higher Education in the Eastern Cape Province, South Africa. Using a pragmatic mixed methodological approach to this critical evaluation, the impact on both wellness and academic progress was measured. Initial demographic data was gathered via a biographical questionnaire, pre- and post-intervention measurement of wellness, using the Wellness Questionnaire for Higher Education, as well as a semi-structured qualitative questionnaire and transcripts of academic results. Quantitative data was analysed using SPSS analysis software and qualitative data using the NVivo analysis package. The findings were that all students improved throughout the year in their overall wellness scores, in particular in areas such as avoiding excessive sun exposure and increasing the amount of physical exercise. This corresponded with an increase in the value that the participants attached to information on these aspects of wellness, which was attributed to the programme. Results revealed that there was a weak correlation between student wellness measured at the year-end and academic success overall, but a strong correlation between student wellness and academic success for the students that gained the highest marks. Analysis of the dimensions of wellness that correlated best with student success revealed that there was a particularly strong correlation between year-end career wellness and year-end academic success. In conclusion it was found that a positive and holistic salutogenic wellness education programme increased levels of student wellness overall, which translated into student academic success. The link between wellness and success was particularly strong in students that gained higher marks. Recommendations include that first-year higher education students receive a positive wellness education programme built into the curriculum of their first year of study and that the overall impact be monitored across a broader spectrum of students over the duration of their diploma or degree programme.
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Rahim, Mohamed Zubair. "Investigating the relationship between fortitude and academic achievement in students from historically disadvantaged backgrounds." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2093_1264364653.
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This research study employs a strengths perspective. This means that, instead of the traditional deficits or pathology-based approach of focusing on weaknesses, the focus is on positive outcomes. Fortitude, more specifically, is the strength gained from appraising oneself, one&rsquo
s family, and one&rsquo
s social support, in a positive manner. This strength equips people to cope successfully in stressful situations. Fortitude as a construct in the strengths perspective promises to give insight into student success because it takes more than one level of analysis into account. The current research study investigates whether there is a link between fortitude and academic achievement in first year students at the University of the Western Cape.
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Isaacs, Alexe Saless Averidite. "Stress, coping strategies and social support amongst grade 11 students in historically disadvantaged schools." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6418_1263430276.
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Ramsey, Priscilla W., Sally Blowers, Carolyn Merriman, L. Lee Glenn, and L. Terry. "The N.U.R.S.E Center: A Peer Mentor-Tutor Project for Disadvantaged Nursing Students in Appalachia." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/7528.
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To assist disadvantaged Appalachian nursing students, a grant-supported peer mentor-tutor project was initiated in a regional university. Located in the NURSE Center (Nursing Undergraduate Resource for Successful Education), the goals of the project were to improve participants'academic achievement, increase retention, encourage timely academic progression, and improve NCLEX-RN passing rates. The authors describe the project, the first year of operation, and future directions.
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Trice, Toni. "Evaluation of Math Block-Scheduling for Low Performing At-Risk and Economically- Disadvantaged Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3925.
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Research shows a math achievement gap for at-risk and economically-disadvantaged students in the United States. To address this issue, a Texas school district implemented a 90-minute math block-scheduling program with 8th grade students. Shaped by the academic learning time and social justice theories, the purpose of this quantitative program evaluation was to determine if students in 3 key subgroups (low performing, low performing and at-risk, and low performing and economically-disadvantaged) who participated on the 90-minute block-schedule performed significantly better on the math state standardized assessment than did students in the same subgroups who remained on the traditional schedule. This retrospective causal-comparative design compared existing scores from the 2013 Math State of Texas Assessments of Academic Readiness (STAAR) of 109 8th grade students (n = 49 block-schedule; n = 60 traditional schedule) for each of the 3 key subgroups. Mann-Whitney U tests indicated no significant differences in Math STAAR scores for the 90-minute block-schedule groups versus the traditional schedule groups for any of the 3 key subgroups studied. Results suggest the 90-minute block-scheduling program was not effective in producing better math assessment scores compared to the traditional schedule for these students. Findings were presented to district decision makers in an evaluation report, which may motivate district stakeholders to reevaluate current educational practices and funding allocations to improve math achievement of low performing students and produce positive social change.
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Steyn, M. G., and G. D. Kamper. "Barriers to learning in South African higher education : some photovoice perspectives." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/582.
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Published ArticleSouth Africa underwent political reform in 1994 from an apartheid government to a democratic state. Former white universities, known for their high standards and academic excellence, experienced an influx of black students who previously were excluded from these institutions. This article reports on a study which investigated the extent of learning barriers that previously disadvantaged black students at a renowned higher education institution experience, and endeavours to determine the learning support they need in order to succeed academically. A qualitative approach was followed and data were gathered by means of focus group interviews and participants' photo portfolios. The data were interpreted with reference to recent perceptions on adult learning, particularly in the African context. Implications for higher education in general are indicated.
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McClellan, Robin Wade. "The Association between Type of Preschool Experience and Student Achievement of Economically Disadvantaged Students in Four Northeast Tennessee Schools." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1082.
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The purpose of this study was to determine if an association exists between preschool experience and student achievement in third grade as reported by criterion referenced Tennessee Comprehensive Assessment Program (TCAP) scores in four schools in northeast Tennessee with at least 80% of its students receiving free or reduced lunch. The variable under study was the presence and type of preschool experience.
Descriptive statistics were employed to present school demographic data. A causal comparative approach utilizing convenience sampling was the foundation for this study. Analyses of variance (ANOVAs) were used to investigate differences in achievement as categorized by varying preschool experiences.
An analysis of the results indicated mixed results. A significant difference was found only in the content area of math. Post hoc tests revealed a difference that favored students with private preschool experience as opposed to state- or federally-funded preschool experience. No significant differences were found in any other content area. A two-way analysis of variance was conducted to evaluate the interaction between preschool experience and gender on reading/language arts, math, science, and social studies scale scores. No significance was found to indicate an interaction between preschool experience and gender.
Cross-tabulated tables were also used to determine the percentage of students in each preschool category that achieved advanced, proficient, or below proficient status as determined by Tennessee state guidelines. The highest percentages of students achieving advanced status in each content area were those with private preschool experience.
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Pierce, Robyn, and n/a. "An enquiry into the effects of a tutoring program on forty-eight disadvantaged students and their families." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20060525.150249.
Full textAbstract:
This thesis focuses on two research questions:
1. What is the impact of Barnardos� Tutoring Program on the students
involved?
2. How has the program influenced the parents, teachers and tutors?
In examining the literature I have identified a complex set of dynamics that affects
students� school performance. The themes of relevance to this study are: the concept of
disadvantage and poverty; the role of literacy and numeracy in educational attainment; the
importance of social acceptance for student well-being; aspects of mentoring and tutoring,
and issues related to homework.
In this study I examine the degree to which a tutor�s involvement improves students�
homework performance, literacy and numeracy, social skills and engagement with school.
I also examine how the tutoring program enhances parents� involvement with their
children�s education. And I assess the tutors� contribution, the influence of the program
on the teachers, and the implications for the program.
My methods involved sending questionnaires out to 44 teachers, 41 students, 40 parents
and 44 tutors. I also interviewed seven students under 10 years old. In addition to the
questionnaires, I interviewed a core group of parents, students, teachers and tutors who
had been involved with the program since 1999 (six tutors, five students, five parents and
four teachers).
My findings indicate that homework places considerable strain on students who do not
have adequate resources or support available to them, in their homes, to undertake their
homework tasks. Tutoring programs which take place outside of the school environment
and which are based on the one-to-one principle of mentoring programs offer considerable
benefits to students and their families. The study indicates that the tutoring program has
brought about significant changes to the homes and the lives of the students. These
changes include a greater engagement with learning and an increased interest in school.
The students also have better relationships with their peers and feel that they are valued
members of their class. The parents believe that they have the support that they need and
as a result there is less tension in the home with regard to homework.
The study also suggests that although the main role of the tutors is to help at-risk students
with their homework and schoolwork, their role is much more diverse.
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Thornton, James D. "A Study Examining the Relationship Between School Building Conditions and the Achievement of Students Identified in the Subgroups of Economically Disadvantaged and Minority in High Schools in the Commonwealth of Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29806.
Full textAbstract:
The purpose of this study is to examine the relationship between building conditions and student achievement of students identified in the subgroups of poverty and minority in high schools in the Commonwealth of Virginia. The targeted population was identified by using the study conducted by Crook (2006) which included information obtained from seventy-two high schools across the Commonwealth of Virginia. Building conditions used in the study were based upon the responses received from principals on the Commonwealth Assessment of Physical Environment (CAPE) form.
The scaled scores of economically disadvantaged students and minority students on the Standards of Learning tests administered in grades nine through eleven during the 2004-2005 school year were used to measure student achievement. The status of economically disadvantaged students was controlled by the classification of a student receiving free and reduced-priced lunch during the 2004-2005 school year. The status of minority students was controlled by ethnicity as reported by the individual schools to the Virginia Department of Education for the 2004-2005 school year.
Two basic research questions guided this study and the researcher used t-tests to compare dependent variable means across independent variables. The research questions include: Is there a significant difference between the scores of economically disadvantaged students housed in building conditions rated substandard and those housed in buildings rated standard in the high schools in the Commonwealth of Virginia? Is there a significant difference between the scores of minority students housed in buildings rated substandard and those housed in buildings rated standard in the high schools in the Commonwealth of Virginia?
This study found an inconsistent relationship between building conditions and the achievement of economically disadvantaged students. Therefore, the conclusion is that the condition of the school building does not apparently influence the achievement of economically disadvantaged students when they are housed in inferior buildings. In addition, this study found a positive relationship between building conditions and the achievement of minority students in the majority of the achievement measures. Therefore, the conclusion is that the condition of the school building does in fact influence the achievement of minority students when the building is in poor condition.Ed. D.
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Razo, Nancy Pena. "The representation of migrant students in special education in the state of Texas." Texas A&M University, 2004. http://hdl.handle.net/1969.1/2802.
Full textAbstract:
Migrant children are considered one of the most at-risk populations in the United States. They confront multiple obstacles of poverty, poor health, mobility, and limited English proficiency (LEP). These factors contribute to the difficulties that migrant children may encounter in the educational system. Once a migrant student is identified as having a disability, he/she faces problems not only because of his/her migratory lifestyle but also because of his/her disability. Little research has been conducted regarding migrant students with disabilities. Many questions remain unanswered. Some of the literature alludes to an underrepresentation of migrant students in special education, but no empirical research exists. The purpose of the study is two-fold. The first is to examine the extent of the migrant student population that is currently identified as having disabilities in the school districts across the state of Texas. The second purpose of the study is to examine the common characteristics of school districts that have a disproportionate representation of migrant students served by special education.
Data for the 2000-2001 school year was obtained from the Texas Education Agency (TEA) from their Public Education Information Management System (PEIMS) and the Program Analysis System (PAS). There were 223 districts included in the sample. There were 71,656 migrant students in the sample with 9,078 migrant students receiving special education services.
Migrant students across the state of Texas were primarily Hispanic and economically disadvantaged. Forty five percent of all migrants were also LEP. Although 12% of the migrant population across the state received special education services during the 2000-2001 school year, further analysis demonstrated that there was a higher percentage of migrant students that received services under the Learning Disability category when compared to all students, excluding migrants. There were also a number of districts that had an overrepresentation of migrant students that received special education services, while others had an underrepresentation of migrant LEP students that received special education services. Overall, this study indicates that there is a disproportionate representation of migrant students that received special education services across the school districts of Texas.
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McDonald, Anne Michelle Ms. "A Comparison of the Self-Esteem of Disadvantaged Students in Grades Four, Five and Six Identified as Artistically Talented and Students not Identified as Artistically Talented." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1100136272.
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Mansheim, Richard Lynn. "A Comparative Study of Socioeconomically Disadvantaged and Non-Socioeconomically Disadvantaged Fourth-Grade Students in Reading and Math in an Online Charter School and a Traditional School." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742560.
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Few empirical studies explore how socioeconomic status (SES) disadvantaged students perform academically in a 100% online school. This causal-comparative ex post facto quantitative study examined how SES-disadvantaged students at an online charter school performed academically when compared with both SES-disadvantaged and non-SES-disadvantaged students enrolled in a traditional public school. Choice theory and how it applies to education was foundational to the study. Using archival data from 2011–2012 for math and reading on state-standardized testing, research questions compared of SES-disadvantaged students scores to non-SES disadvantaged students within two schools in one school district. The test scores analysis was by independent t-tests. The results for SES-disadvantaged students indicate significantly lower performance by online students (n = 43) compared with their counterparts at a traditional elementary school (n = 43); t = 2.33 and p = 0.022 for math and t = 3.57 and p = <0.001 for reading. Among the non-SES-disadvantaged students, results also indicate lower performance at the online charter school (n = 20) than at the traditional public school (n = 20); t = 3.22 and p = 0.003 for math and t = 2.95 and p = .005 for reading. No significant differences emerged between SES-disadvantaged students and non-SES disadvantaged students enrolled in the online school for math (n = 63; t = 1.65 and p = 0.105) or for reading (t = 0.89 and p = 0.378 for reading). Comparing SES-disadvantaged students and non-SES-disadvantaged students enrolled at the traditional elementary school on math scores indicated a significantly lower difference (n = 63; t = 2.58 and p = 0.012), but not on reading scores ( n = 63, t = 0.74 and p = 0.461).
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Vickers, Wanda Jean. "Curriculum development for disadvantaged students enrolled in nursing courses in career and technical education programs." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2671.
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Johnson, Yolanda R. "The interrelationship among student academic achievement principals' leadership style parental involvement, school culture, student attendance and teacher instructional practice as related to disadvantaged students in diverse elementary schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/2924.
Full textAbstract:
The purpose of this study was to investigate the interrelationship among student academic achievement, principals' leadership style, parental involvement, school culture, student attendance, and teacher instructional practice of disadvantaged students in diverse elementary schools. This study examined principals' leadership style, parental involvement, school culture, student attendance, and teacher instructional practice and how they affect student academic achievement. Overall, the study provided possible solutions to principals on ways to improve student academic achievement of disadvantaged students in diverse elementary schools. To make this study possible, the researcher developed and field-tested a questionnaire for administrators, teachers, and parents in order to measure the relationship among principals' leadership style, parental involvement, school culture, attendance, and teacher instructional practice of disadvantaged students in six diverse elementary schools.
Four statistical tests were performed and analyzed: A Pearson Correlation, t-test, factor analysis, and regression analysis. The findings of the study with respect to the Pearson Correlation Coefficient showed a significant relationship at the .05 level with respect to the independent variables: principals' leadership style, parental involvement, school culture, student attendance, teacher instructional practice, and the dependent variable, student academic achievement. The findings of the t-test showed a significant difference between school staff (administrators and teachers) and parents as it relates to school climate (principals' leadership style, parental involvement, school culture, student attendance, teacher instructional practice). The data further showed that school staff (administrators and teachers) did not perceive parental involvement differently. The findings of the factor analysis showed the following variables were placed in the same factor as student academic achievement: school ranking, SES, and race. The following variables were placed together in Factor II: principals' leadership style, parental involvement, school culture, student attendance, and teacher instructional practice. The following variables were placed together in Factor III: gender and survey classification (administrator, teacher, and parent):The results of the regression analysis showed that SES and school culture will contribute to the outcome (prediction) of student academic achievement, and student academic achievement and school culture will contribute to the outcome (prediction) of school ranking.
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Simpson, Abigail. "Adolescent identity experiences of historically disadvantaged scholarship recipients attending independent South African high schools." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19946.
Full textAbstract:
Thesis (MEdPsych)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted.
AFRIKAANSE OPSOMMING: Min is bekend oor die ervarings wat voorheen benadeelde beurs-leerders in onafhanklike (private) Suid-Afrikaanse skole. Baie beurshouers kom uit huise wat in die lae tot middel inkomste groepe val, en hulle vind hulself tussen seuns en meisies wat van hoë-inkomste huise kom. Die doel van hierdie studie is om die ervarings wat die beursleerders in onafhanklike skool omgewings beter te verstaan en vas te stel watter geleenthede en uitdagings hulle ervaar. Bronfenbrenner se bioëkologiese model word gebruik as ‟n teoretiese raamwerk omdat dit verskillende stelsels insluit wat ‟n invloed sal hê op die deelnemers se lewens en ervarings. Die mikrostelsel sluit die ouers, skool, portuurgroep en individu in. Hierdie studie se navorsingsmetodologie is 'n fenomenologiese benadering wat binne die interpretatiewe paradigma ingebed is. Doelgerigte steekproefneming is gebruik om agt leerders van vier verskillende onafhanklike skole in die Wes-Kaap te kies. Twee semi-gestruktureerde onderhoude is gevoer met elkeen van die deelnemers tussen ‟n tydperk van twee maande. Fenomenologiese data-analise is gebruik om die inligting van die onderhoude te analiseer. Die navorsingsbevindinge het aangedui dat die deelnemers baie druk ervaar in die vorm van hoë verwagtinge wat op hulle geplaas word, in terme van hul akademiese prestasie en gedrag. Algemene rasse-stereotipering was gevind met betrekking tot die aannames wat gemaak is oor die leerders se akademiese vermoëns en finansiële agtergronde. Kulturele verskille en finansiële uitdagings is ook opgemerk.
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Griffin, Wynette O. "The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5275/.
Full textAbstract:
In order for America to retain its superior position in a global economy it is imperative that all students receive educational opportunities that will prepare them for the future. Currently, African-American economically disadvantaged students in the United States perform lower on standardized tests than their grade and age-level peers. Educators must find ways to improve the performance of students in this group in order to maximize future opportunities. Through a mixed-methodology approach, the current study finds three school factors that may positively impact the performance of African-American economically disadvantaged students: high expectations, student-teacher relationships and teacher effectiveness. Quantitative and qualitative analysis provides perspectives from principals primarily from a large urban school district on the impact of these factors on student performance.
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Lewin, Virloy Elizabeth. "Effectiveness of Pre-Baccalaureate Health Careers Opportunity Programs (HCOP) for Disadvantaged Students in Three Southern States." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-181849/unrestricted/LewinV062702.pdf.
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Hyde, Mia. "Advanced Placement and Dual Enrollment Courses for Economically Disadvantaged Students and 2-Year Completion Rates at Tennessee Public Higher Education Institutions." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3793.
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The purpose of this study was to measure the possible relationship between Advanced Placement and dual enrollment courses for economically disadvantaged students on 2-year completion rates at public Tennessee higher education institutions. A quantitative, quasi experimental, comparative design was used to analyze secondary data to determine if there is a relationship between Advanced Placement, dual enrollment courses, and 2-year completion rates for students in Tennessee community colleges and public universities. The sample for this study consisted of students who entered a Tennessee community college or Tennessee public university in the Fall of 2015. These students had taken at least one Advanced Placement or dual enrollment course in a Tennessee high school. In addition, the sample for this study was economically disadvantaged using the Tennessee method for direct certification when taking an Advanced Placement or dual enrollment course. The researcher observed that economically disadvantaged students are significantly less likely to attain completion in two years as compared to noneconomically disadvantaged students. The researcher also observed that economically disadvantaged students who receive credit in an AP math or English class are significantly more likely than economically disadvantaged students who did not receive credit in an AP math or English class to complete a degree in two years. The researcher also observed that economically disadvantaged students who participated in a dual enrollment course are significantly less likely to attain completion in two years than noneconomically disadvantaged students, however if economically disadvantaged students receive credit in a dual enrollment course they are significantly more likely to complete a degree in two years.
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Koalepe, Leshodu James. "Determinants of school success in the disadvantaged communities : managerial implications for principals of high poverty schools." Thesis, Welkom: University of Technology, Free State, 2013. http://hdl.handle.net/11462/227.
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Thesis (M. Ed. (Education Management)) - Central University of Technology, Free State, 2013The study focuses on the challenges facing principals of high-poverty schools in the Lejweleputswa Education District in the Free State. This study moreover deals with the strategies employed by principals of high-poverty school in addressing these challenges. It further profiles the leadership qualities as exhibited by the principals of high-performing, high-poverty schools. An in-depth literature review which covered typical problems faced by such schools and the leadership styles generally employed when managing them, was conducted. An empirical investigation using a qualitative research design was conducted and data was gathered through interviews with the principals and focus group discussions with teachers of the five selected schools. In the final analysis, findings and recommendations were made to officials in the Department of Education, teachers and the principals of high-poverty schools on how to confront challenges in the disadvantaged communities while at the same time moving towards maintaining academic excellence.
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Hokonya, Nozipho Rungano Emma-Jean. "Experiences of first year NMMU students from previously disadvantaged communities regarding academic resilience in high school education." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4067.
Full textAbstract:
The current landscape of South Africa’s education system is one riddled with many challenges. Young people studying in this unfavourable climate have become disillusioned by the failing system and this has resulted in negative attitudes towards schooling. A shortage of teaching personnel and a lack of resources further exacerbate the situation. In recent years however, it has been found that a significant number of young people seem to have “beaten the odds”, in spite of these unfavourable conditions as they have seen themselves being granted entry into tertiary institutions. The dearth of information on academic resilience and the increased number of “educational success stories” led the researcher to embark on this qualitative study. The aim of this exploratory, descriptive and contextual research study was: to enhance understanding of the academic resilience and subsequent academic success at school, as experienced by first year NMMU students from disadvantaged communities, by exploring their constructions of academic resilience. Bronfenbrenner’s Ecological Systems Theory as well as Resilience Theory was used to examine the phenomenon of academic resilience. Purposive sampling techniques was utilised to draw participants within the NMMU’s School of Behavioural Sciences and data was collected by means of narrative accounts by participants. The two phases of narrative analysis were applied to analyse the data collected and Guba’s model for trustworthiness was used to verify the data. The findings of the study indicated that both intrinsic and extrinsic factors contribute to the fostering of resilience.
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Chitanga, Jabulani. "Internalisation of the research supervisor : experiences and perceptions of psychology masters students at a historically disadvantaged university." University of the Western Cape, 2016. http://hdl.handle.net/11394/5245.
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Magister Artium (Psychology) - MA(Psych)Knowledge-based competition within a globalising economy is prompting a fresh consideration of the role of higher education in development and growth. Previously, it was often viewed as an expensive and inefficient public service that largely benefited the wealthy and privileged. It is now understood to make a necessary contribution to the success of national efforts to boost productivity, competitiveness and economic growth. Several governments see universities as engines for change and expansion of prosperity. There is also an increasing recognition that Higher Education has become dominated by a market-driven, consumerist service ethic and that this may have an impact on the style of research output and research supervision that academics adopt for a new knowledge economy. Research education or training, as it is often termed, is attracting greater scrutiny as research itself is seen of greater importance in the global knowledge economy. Students in post-graduation degree programmes across the world conduct research projects as a requirement to complete degrees A thesis or dissertation develops the ability to work independently and critically, the ability to develop arguments, and awareness and use of advanced methodological designs that pertain to the student's discipline of study. Thus such learning is argued to be facilitated in the context of research advisement or supervision. Through this process the student might adopt or internalise values and attitudes of the supervisor regarding research. This process is referred to as internalisation of the research supervisor, thereby contributing to the development of the student researchers. The theoretical framework chosen for this study was social constructionism. The aim of this present study was to explore the perceptions and experiences of students in relation to the internalisation of the supervisor that may take place during research supervision. The study utilised in-depth semi-structured interviews to collect data. Eleven participants from various supervisors consented to be part of the study. These were recruited using purposive sampling. The ethics considerations of the study adhered to the guidelines stipulated by Ethics committee of the University. Data was transcribed, and analysed using thematic analysis. The findings of this study indicate factors contributing to internalisation vary depending on aspects such as personalities of both the supervisor and the student, perceived quality of supervision and the supervision process itself. Findings also suggest that internalisation, whether positive or negative, of the research supervisor took place among the participants.
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Liu, Jun-You, and 劉俊佑. "Disadvantaged students learning effectiveness." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/80198017969610140357.
Full textAbstract:
碩士國立中央大學
數學系
103
This study focused on students in the university four years of learning outcomes, the study sample was 99 students enrolled in the Central University to general health and disadvantaged students to compare the results of each semester. The main objective: to know whether the general performance of students and disadvantaged students have differences, investigate what percentage of students in larger schools rank level, and to investigate which of the categories of disadvantaged students rank the more excellent low-income households and to explore whether the family income level also affect the ranking in school, and various categories of performance, explore remote areas, students and the general student cumulative ranking during the school compare to see if the remote can affect performance in school. Study mode based on four years of college academic performance in school, the students are divided into general health, disadvantaged students and students in remote areas, in order to do all kinds of other students compare the average value, in order to further explore the multiple correspondence analysis to student learning. After analysis, the results of this study show the effectiveness of disadvantaged students and the general health is no obvious gap, but in the breakdown of vulnerable students with disabilities and Aboriginal student learning have a gap, need more help and care about their learning difficulties; high in remote areas of student learning outcomes in school are less good, more important in the four-year academic school sophomore, and freshman calculus to be more influential than English, it is proposed that college students should more attention to academic and freshman sophomore calculus, these results are confirmed multiple correspondence analysis diagram analysis and do explore the deeper step.
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Ombeva, Rachel Aleyo. "Factors in the success of disadvantaged University of Johannesburg students." Thesis, 2011. http://hdl.handle.net/10210/4247.
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M.A.This was a study of how a group of second and third year humanities students at the University of Johannesburg managed to access University and progress past the critical and often turbulent first year. Data collected from the study participants through in-depth interviews and life histories reveal that encouraging parents and teachers, access to information on financial aid, and self-determination, were significant in contributing positively toward academic success. The study also reveals that role models play a very important part in student success. Especially significant is the role played by mothers (most with low educational qualifications) in encouraging their children to pursue higher education. This is noteworthy because it shows that students‘ pursuit of higher education is not wholly dependent on parents‘ education but on the parents‘ educational aspirations for their children.
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Downie, Raymond G. "How "disadvantaged" high school students explain their educational success." 1991. http://hdl.handle.net/1993/12138.
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Wang, Mei-hsiang, and 王梅香. "The Care Ethics on Learning Problems of Students Disadvantaged Families." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/02836889576856382526.
Full textAbstract:
碩士華梵大學
哲學系碩士班
99
This study discusses the learning problems of students from disadvantages families, working on the solution to learning problems and how the school administrators, teachers, classmates decrease the difference at initial point through Nel Noddings' Care Ethics. First, researcher discusses the types of students from disadvantaged families, the consoling policy and analysis of their learning problem, which includes mostly unfair treatment, low learning success, uncooperative parents. The discussion goes on the unsolved learning problems will cause any negative effects in society. Second, introduction to Care Ethics and its meaning in education. Researcher explains the background of Care Ethics and significance, core concept, then the moral education method and teaching plans. Third, applications of Nel Noddings' Care Ethics in solving the problems of students from disadvantaged families by following methods: a promotion of teachers' caring quality. b. establishment of the caring relationship between teachers and students. c. programs of multi-care. The purpose of this research is to explore the caring strategy in Elementary School and provide care-oriented school education to students from disadvantaged families.
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Lu, Chin-Ching, and 呂金靜. "The Remedial Programs to Disadvantaged Students in One Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/95004457166082790472.
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碩士南華大學
非營利事業管理學系
102
With the increase of educationally disadvantaged families in Taiwan, remedial education is created to meet the learning needs of the students from those families. The goal of the research is to examine the achievements and difficulties of this remedial program and to discover the solutions to them. Based on purposive sampling targeted on the students from a certain elementary school in Chiayi County, this research analyzes the formation and execution of remedial teaching strategy, the difficulties and challenges during the process of execution and the school’s attitude toward it through qualitative research methods like the collection of secondary data, in-depth observation and interviews. Main research results are as follows: 1. The principal’s attitude has decisive influences on the formation of remedial teaching strategy since the funds of it mainly comes from subsidy of public or private institutions or funds raised by schools. 2. The execution of remedial program and multi-club strategies has significant effects on the academic achievements, interpersonal relationship, self-confidence, and the ability to deal with daily life of the students from educationally disadvantaged families. 3. Remedial teaching confronts difficulties categorized into three basic aspects: (1). Academic problems include the budget for the strategy, the student sources, the faculty, and the execution of it. (2). Curricular problems consist of the restriction of teaching contents, the tough preparation for it and such challenges as insufficient teaching time. (3). Factors like beliefs of students’ parents, companion atmosphere, and students’ motivation of self-achievement affect their learning accomplishment. In conclusion, the research offers some solutions as the references for the design and execution of future remedial program. The solutions are communication between teachers and parents, lowering the learning threshold, the alteration of teaching designs and teaching students in accordance with their aptitudes.
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Chang, Kuan Liang, and 鄭寬亮. "Research on the Effect of Collaborative Learning on Disadvantaged Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/72150884158930062837.
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碩士國立臺東大學
教育研究所
96
Abstract This research paper aims into cooperative learning and its effect on disadvantaged students. The research information was collated through the practice of this teaching method in elementary schools, observing its effect on the student’s learning attitude and social skills, and the problems and limitations experienced in the process. The researcher would like to share the results and some recommendations with other teachers who may also be considering cooperative learning. This research was undertaken by action research. Qualitative research methods were used to collate the information. These included personal participation, recording observations, personal mathematical diary, interviews, critical reflections and notes taken. The information was examined using triangulation analysis. The timeframe for this analysis was over a period of 25 weeks, where a year 6 class of 27 students were monitored. Results from the research can be classified as follows: 1. There was obvious change in the learning attitudes of the disadvantaged students after introducing cooperative learning. They became more motivated and proactive. In class, there was an increase in expressions of opinions and asking of questions. Not only did the students recognise their study responsibilities, but they also showed care towards their peers’ learning conditions. 2. There was noticeable improvement in the social skills of the disadvantaged students in class, as cooperative learning maximised the opportunities for students to interact with each other. Research was conducted by mixing the students so that the disadvantaged students had the opportunity to be with peers they did not normally mingle with. This was a way to develop their interpersonal relationships. 3. Under cooperative learning conditions, signs of rejection and fear towards mathematics disappeared. Instead, the disadvantaged students developed confidence and showed interest towards mathematics. 4. Improvements were also found in the non-disadvantaged students after cooperative learning as they became more accepting and respectable towards their peers and began to appreciate and praise each other. 5. After the introduction of collaborative learning, the teachers’ belief that disadvantaged students have the ability to study independently grew stronger. It was also during the course of the research that constant reflection and improvements in teaching methods lead to progress in professionalism and teaching skills.
50
Liu, Hsin, and 劉芯. "Assistance for disadvantaged students and its relationship with student learning in public universities in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5pu622.
Full textAbstract:
碩士國立臺灣師範大學
公民教育與活動領導學系
107
This study aims to investgate the assistances for disadvantaged students provided by public universities in Taiwan and their impacts on the student engagement and learning development of disadvantaged students. This study focuses on the ten public research universities subsidized by “Aim for the Top University Plan (the second term)” held by the Ministry of Education. The research target is the disadvantaged students who entered these universities through enrollment programs only for disadvantaged students. By examining the experience and self-consideration of disadvantaged students, data about their personal background, degrees of student engagement, and degrees of learning development are collected. Regarding personal background, the survey includes the gender, year of study, and type of disadvantage. In addition, each disadvantaged student is asked about how much she/he received and needed financial aids, learning assistance, and living care from her/his university. Regarding student involvement, the survey includes both academic involvement and extracurricular involvement. Regarding learning development, both academic performance and self-development are surveyed. By collecting and analyzing these data, this study may help reveal the current progress of universities’ assistance and difference among different student groups. Moreover, how the assistance for disadvantaged students, student involvement, and learning development correlate with each other is examined. The major research findings are the following: 1.For those disadvantaged students who receive or need different levels of assistance, their degrees of a part of student involvement are significantly different. 2.For those disadvantaged students who receive or need different levels of assistance, their degrees of a part of learning development are significantly different. 3.For disadvantaged students, the degrees of student involvement and learning development are significantly positively correlated. 4.For disadvantaged students, the difference of their personal background and student involvement can explain the difference of their learning development.