Dissertations / Theses on the topic 'Elite schools'
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XAVIER, ALICE PEREIRA. "YOUTH ELITE SCHOOLS: A SOCIOLOGICAL ANALYSIS OF THE READING HABITS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14486@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOEste trabalho empreende uma análise sociológica dos hábitos de leitura dos alunos de duas instituições, uma confessional e uma pública, consideradas elites escolares, do município do Rio de Janeiro. Com base nas respostas ao survey aplicado em 2004 no contexto da pesquisa Processo de Produção da Qualidade do Ensino. Escola, família e cultura do SOCED, Grupo de pesquisas em Sociologia da Educação, da PUC – Rio investigou-se o conteúdo e o volume de leitura em diferentes fontes a partir da catalogação dos títulos indicados pelos alunos. O trabalho teve continuidade com o encaminhamento da pesquisa para além das homogeneidades, singularidades institucionais e seus efeitos sobre os processos de escolarização. Considerando os hábitos de leitura, a relação com a linguagem e o domínio da norma culta como estruturas componentes do capital cultural valorizado pelas escolas, investigou-se, em uma segunda etapa, a relação dos estudantes com a leitura por meio de suas percepções e impressões, além das práticas pedagógicas desenvolvidas por professores e outros agentes escolares na formação de alunos com altos níveis de engajamento em leitura. Depreende-se da análise que os alunos destas escolas desenvolveram um habitus de leitura amplo e diversificado que engloba gêneros da literatura nacional e estrangeira, destinada a diferentes públicos. O trabalho propõe ainda, a existência de perfis pedagógicos que, de forma diferenciada, influenciam o desenvolvimento de leitores, sua manutenção e desenvolvimento.
This study concerns a sociological analysis about reading habits of the students from two institutions, a confessional (catholic) and a public one, both considered elite schools in the city of Rio de Janeiro. Based on the answers of the survey applied in 2004 and according to the research “Production Process of Education Quality: School, family and culture” from SOCED (a research group in Education Sociology from PUC - Rio University), the content and volume of reading from different sources based on a cataloging of titles listed by the pupils was investigated. The study was continued by taking the research beyond the institutional homogeneities, institutional features and their effects on the educational processes. Considering the students reading habits, their relationship with the language and mastery of standard language as structures that comprise the cultural capital valued by schools, investigation was carried out, in a second stage, of the students relationship with reading through their perceptions and impressions, in addition to the teaching practices developed by teachers and other school staff in training students with high levels of engagement in reading. It appears from the analysis that students of these schools have developed a wide and diverse literacy habitus which includes national and foreign literature genres for different audiences. The study also proposes the existence of educational profiles that, in different manners, influence the readers formation, their maintenance and development.
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Finkelstein, Jonathan David. "Education in Nazi Germany: Ideology, Hitler Youth, and Elite Schools." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1494.
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This thesis focuses on the basics of education in Nazi Germany. A state, which necessitated the need for indoctrination into radical thinking used the schools as a way to promote National Socialism to the country's youth. Consequently, Nazi Party leaders went to great lengths to secure the loyalty of the nation's youth, using education as their main platform.
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Hatch, Jared P. "Fitting in: Exploring the experiences of middle schools students’ transition into an elite international boarding school." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1292916159.
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Rifai, Nurlena. "The emergence of elite Islamic schools in contemporary Indonesia : a case study of Al Azhar Islamic school." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=108895.
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This study addresses the phenomenon of elite Islamic schools in Indonesia by focusing on Al Azhar Islamic High School in Jakarta. Taking as its starting point the evolution and expansion of Islamic educational institutions in contemporary Indonesia, particularly since the 1970s, it examines the emergence of elite Islamic schools and identifies the unique characteristics that attract many urban, middle-class Muslims to send their children to these schools. In addition, this study attempts to address the lack of research on the history of Islamic education in Indonesia between the years 1970 and 2000. A review of past studies demonstrates that this period has not been critically examined enough.Cette étude adresse le phénomène des écoles islamiques d'élite en Indonésie en focalisant sur l'école islamique secondaire Al Azhar à Jakarta. Partant de l'évolution et l'expansion des institutions éducationnelles islamiques en Indonésie contemporaine, particulièrement depuis les années 70, elle examine la montée des écoles islamiques d'élite et identifie les caractéristiques uniques qui poussent plusieurs musulmans urbains de classe moyenne à envoyer leurs enfants à ces écoles. De plus, cette étude tend à adresser le manque de recherche sur l'histoire de l'éducation musulmane en Indonésie entre les années 1970 et 2000. Un examen des études existantes à ce sujet montre que cette période n'a pas été suffisamment scrutée. [...]
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Herrmann, Brian W. "Critical Discourse Analysis and the Language of Social Justice in Elite High Schools." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104935.
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Thesis advisor: Audrey FriedmanThis dissertation investigates the discursive practices of elite high schools and the ways these practices create and preclude opportunities for social justice education. To conduct this critical discourse analysis I drew on the theoretical work of Khan (2011) and Howard (2008) to understand the role of language in the production and maintenance of power and privilege in elite private schools. Furthermore, the literature review on the discourse of social justice informed the selection of initial typologies, which shaped the primary reading of the data. Methodologically, I used Norman Fairclough and James Gee’s tools of critical discourse analyses for the data synthesis and analysis. One overarching questions was considered in this dissertation: As revealed through institutional documents, what are the discursive challenges and opportunities for enacting socially just education within elite high schools? A detailed Systemic Functional Linguistic analysis revealed three major findings. First, students are centered in the text samples and over time students become a larger focus of the discourse. Second, the discourse presents ethical values and knowledge as innate within students. Finally, the language among sample texts conforms over time, becoming less linguistically complex in both topic and construction and thus shifts from a traditionally academic tone to a more familiar tone. Using these findings as a focusing lens, a broader reading and analysis of the complete data set revealed that as discourse associated with discussions of diversity becomes more rigid, formalized, and prevalent in the text samples, institutional questioning and direct calls for social action become less frequent. Furthermore, over time, the discourse is less likely to engage in reflexive questioning and is more likely to engage in self-congratulation. Combined, the detailed linguistic analysis and the broader reading of the collected documents, suggest that the “discourse of social justice” is intertwined with counter discourses of privilege, entitlement, and individualism. Although institutions may currently talk more about issues of diversity and justice, this language functions as yet another measure of student privilege
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Persson, Max. "Playing with power : An ethnographic exploration of habitus formation in Swedish elite schools." Thesis, Stockholms universitet, Sociologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133928.
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This study follows students from two Swedish elite upper secondary schools with different profiles when they participate in a parliamentarian role-play game. The game lacks a teacher authority and is not a graded activity, putting the students in a position where they must negotiate what constitutes winning and losing. The game is used as an ethnographic site to investigate what it means to be a ‘successful’ elite school student and how it is embodied. The aim is to explore concrete processes of habitus formation, extending the knowledge regarding elite socialization in the Swedish case. The findings suggest that the game puts notions of what it means to be a ‘successful’ student to its head, giving rise to conflicts between students from the two differently profiled schools. The conflicts articulate differences between schools within the elite school category with regard to student formation. Further, the game singles out a few students and make them feel entitled to become leaders. The study shows that the intersection of students’ school affiliation, gender and social class background is important in order to understand whether they feel entitled or not, as well to understand their more encompassing experiences in this elite school game.
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Evans, Tina B. "We Wear the Mask: Stories of the Black Girl Middle School Experience in Predominantly White, Elite, Independent Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/893.
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This dissertation examined the experiences of Black middle school girls who attend predominantly white, elite, independent schools in the Greater Los Angeles area. Using Critical Race Theory, Black Identity Theory, and Black Feminism Theory as a conceptual framework, this qualitative research explored the role of race, class, gender, and parental support as contributing factors to the development of participants’ racial consciousness. Utilizing timeline interviews and critical narratives to explore the lived histories of each student and parent participant, data analysis included content coding based on themes that emerged throughout the narrative examination. An analysis of the narratives of student participants revealed the absence of a Black faculty advocate, the burden of microaggressions, and the tension to define what it meant to be Black as important factors in the development of a racial consciousness. Additional findings based on data from the participants’ mothers revealed their reasons for choosing independent schools for their daughters and an emphasis on nurturing Black identity and friendships to help guide them through critical racial experiences. Findings led to important recommendations to improve the educational experiences of Black girls in predominantly white, elite independent schools. These findings also indicated a need for further study of the experiences of the Black girl middle school experience in predominantly white, elite, independent schools.
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Liu, Yufeng 1962. "Private elite education in the People's Republic of China : a case study of Jinghua Private School." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23340.
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China's education has experienced a series of challenges since 1978, when the Chinese Government started to reform its political and economic systems, and implement the so called "open door" policy. In the rapidly changing social context, private education reemerged along with the development of the market economy. Recently, elite private education has caught wide attention in both China and overseas. This research adopts a case study approach to examine the development of private schools in China.This research is based on an elite private school in Beijing, where the researcher stayed for two weeks in order to collect data. Interviews and observations were conducted and documents were collected focusing on: (1) The background of re-emergence of private schools; (2) Characteristics of the private elite school; (3) The influence of sociopolitical factors on the school's operation and functioning.
This case study provides insight into the present development of private elite education in China, and discusses the implications for educational purpose, quality, and equality.
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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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MacMahon, Anna. "The leadership habitus of principals in elite contexts: an exploration of practice in four schools." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6868.
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The purpose of this study is to describe and compare leadership practices in four elite schools, in order to investigate the relationship between the practices of school leaders, their histories and the contexts in which they lead.
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Carney, Samantha Jo. "Access Through the Ages at an Elite Boarding School: A Case Study of Phillips Academy." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2768.
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Thesis advisor: Ted YounThis study is about access for low-income students at an elite boarding school. As "feeder schools" to elite colleges and universities, elite boarding schools play a significant role in determining which students will be in the upper class in America; however, little is known about the history of low-income students at these schools. The purpose of this study is to examine the history of access at one elite boarding school through the frameworks of organizational saga and institutional theory to enhance understanding of how the concepts of access and opportunity at elite institutions have developed over time. Employing a historical, organizational case study approach, this study uses archival research, document review, and interviews with school leaders to construct a developmental history of Phillips Academy, in Andover, Massachusetts. Findings from data collection and analysis revealed a profound organizational saga oriented towards access that has guided Phillips Academy through its development. Phillips Academy's powerful organizational saga of access is embraced by senior leaders, faculty, and alumni, and has deepened their commitment to the historical traditions of the institution. This organizational saga allowed the school to survive and thrive, despite major changes in its organizational field over the last century. By fostering deep commitment among multiple actors throughout the institution's history, Phillips Academy's organizational saga has become a dominant influence in its organizational decision-making. This research extends Burton Clark's (1970) concept of organizational saga to the concept of organizational fields, and explores the interaction of a strong organizational saga with an institution's organizational field. It contributes to the literature on elite boarding schools, and enriches that of elite colleges and universities by better understanding their historic "feeder schools." It also contributes to our understanding of social production, reproduction, and mobility in the United States. Implications for theory and elite boarding schools, colleges, and universities are discussed, along with calls for further research
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Delespierre, Adrien. "L'internationalisation des grandes écoles d'ingénieurs françaises : une recomposition de la noblesse d'Etat." Thesis, Paris 1, 2016. http://www.theses.fr/2016PA01E038/document.
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Les grandes écoles d’ingénieurs font, depuis les années 1980, l’objet de critiques annonçant la fin d’un modèle en déclin, condamné à disparaître ou à s’adapter aux exigences de la « mondialisation » ; elles sont ainsi amenées à se redéfinir de manière à préserver leur légitimité. Sont notamment pris pour cible plusieurs traits hérités de la période qui s’étend de l’Ancien Régime à la Restauration, et dont la combinaison fait la spécificité nationale de ces établissements : élitisme scolaire, recrutement sur concours à l’issue des classes préparatoires, petite taille des effectifs d’élèves, enseignement à vocation théorique et généraliste, et distance marquée vis-à-vis du monde professionnel. À travers ces propriétés particulières du système français des grandes écoles, les attaques des réformateurs mettent en question le rapport étroit qui le lie traditionnellement à l’État. Ce travail entreprend d’analyser la manière dont les écoles d’ingénieurs ont modifié leur structure, leur recrutement et leurs programmes pédagogiques pour intégrer ces injonctions à « s’internationaliser », terme ambigu dont on tâche de déconstruire le sens : l’examen des nouvelles formes de compétition entre grandes écoles d’ingénieurs montre notamment que les évolutions du modèle français de la formation des élites ne bouleversent pas pour autant les principes d’organisation et de hiérarchisation du champ national. L’étude de la circulation internationale des élèves ingénieurs amène également à nuancer l’hypothèse d’un « marché éducatif mondial » se substituant progressivement aux États. On s’interroge enfin sur les métamorphoses de ce que Bourdieu désignait comme la noblesse d’État, et sur la question de savoir en quoi elle constitue une élite en voie d’internationalisationSince the 1980’s, French grandes écoles are undergoing critics announcing the end of a declining educational model, which is condemned to disappear or to adapt itself to requirements of “globalization”. In order to integrate new criteria of excellence, French engineering schools reform their pattern of selection and education, which is traditionally founded on academic values. Through the special characteristics of the French system of grandes écoles, reformers are challenging the traditionally close relationship that binds these institutions to the State. This work is aiming to analyze how engineering schools have changed their structure, their recruitment and educational programs to integrate these injunctions to "internationalize". The study about new forms of competition among engineering schools brings to light that changes in the French model of elite’s reproduction do not upset the national principles of organization and hierarchy. The analysis of international flow of engineering students also leads to nuance the hypothesis of a "global education market" gradually replacing the States. This research finally examines the metamorphoses of what Bourdieu designated as “State Nobility”, and it questions the actual range of its internationalization
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Ollis, Peter Rennie. "An investigation into the effect of attending an elite independent boys' school on working class children who were awarded free places." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8737/.
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King Edward's Birmingham, an independent school, provides wholly free places to some 10% of its annual intake of 120 boys. This research investigates how such boys fare academically at school and how their schooling could affect their subsequent lives. Because they have passed the fierce entrance examination without the benefits middle class children might have received through attending feeder prep schools with perhaps additional coaching, the meritocratic thesis suggests they should excel in the school and achieve impressive qualifications. Conversely, the work of Bourdieu and Bernstein indicates that dissonance between home and school environments could create social difficulties and cause these boys to underperform significantly. The results show that most free-place boys achieved results similar to their fee-paying counterparts although few really excelled and a noticeable minority struggled throughout school and gained disappointing final grades. On leaving education, those from the working class prove less likely to enter the elite professions and those who do so advance less than their middle class peers. These differences could be attributed to lower amounts of cultural and social capital. A change in the focus of extra-curricular activities at King Edward's to target the building of these forms of capital could prove beneficial.
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Wallace, Jennifer. "The Gift of a Scholarship: The reflective accounts of scholarship recipients attending elite secondary schools in post-apartheid South Africa." Doctoral thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33078.
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This study investigates the experiences of scholarship students from historically disadvantaged communities who attend elite secondary schools in South Africa. Specifically, the study analyses the narrated accounts of a sample of former scholarship recipients who reflect back on their experiences of entering into, and engaging with, the field of elite schooling, having come from very different primary school contexts. Viewing the scholarship as a form of a ‘gift' (following Mauss, 1969), and using a Bourdieusian framework and the concepts of habitus, field and capital as well as symbolic violence, the study investigates the dynamic and intricate interplay between the recipient of the scholarship on the one hand, and the elite schooling environment on the other. In-depth, one-on-one semi-structured interviews were conducted with 20 male and female scholarship recipients between the ages of 19 and 24 years. The focus of the interviews was on the participants' reflective experiences as scholarship recipients in elite South African schools. From the analysis of the narrative interview transcripts three main themes were explored: the interviewees' initial experiences of the elite school space; the adjustments that they felt were required of them in order to fit in and the strategies they employed to improve their positions within the field; and what their reflective accounts reveal regarding the impact of their secondary schooling experiences on their lives. This thesis makes several key contributions to academic debates on schooling in the postapartheid South African context. It shows that in this profoundly unequal setting, success in one part of the field does not necessarily equate to success in another. Moreover, any assumption that access to elite schooling through the awarding of a scholarship equates to ‘equal access' is refuted by the recipients' narratives of their experiences. In addition, the accounts of the participants in the study reveal that accepting the gift of a scholarship is far more complex, multi-layered, and at times harsh and even painful for the individual recipients than is possibly realised by those involved in this practice. Thus, as is seen from the scholarship students' accounts, the giving of a scholarship as an opportunity for upward social mobility impacts on the recipient in fundamental and unanticipated ways.
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MacFadden, Peter B. "To whom much is given, much is required the rhetoric of privilege and responsibility at five elite American boarding schools /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3332474.
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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2008.Title from PDF t.p. (viewed on May 14, 2009). Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3533. Adviser: Carolyn Calloway-Thomas.
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Beaumier, Casey Christopher. "For Richer, For Poorer: Jesuit Secondary Education in America and the Challenge of Elitism." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104064.
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Thesis advisor: James O'TooleIn the 1960s American Jesuit secondary school administrators struggled to resolve a profound tension within their institutions. The religious order's traditional educational aim dating back to the 1500s emphasized influence through contact with "important and public persons" in order that the Jesuits might in turn help direct cultures around the world to a more universal good. This historical foundation clashed sharply with what was emerging as the Jesuits' new emphasis on a preferential option for the poor. This dissertation argues that the greater cultural and religious changes of the 1960s posed a fundamental challenge to Catholic elite education in the United States. The competing visions of the Jesuits produced a crisis of identity, causing some Jesuit high schools either to collapse or reinvent themselves in the debate over whether Jesuit schools were for richer or for poorer Americans. The dissertation examines briefly the historical process that led to this crisis of identity, beginning with the contribution of Jesuit education to the Americanization of massive numbers of first and second-generation immigrant Catholics as they adjusted to life in America in the first half of the twentieth century. As Catholics adapted, increasingly sophisticated American Jesuit schools became instrumental in the formation of a Catholic elite, and many of the institutions found themselves among elite American schools. This elite identity was disrupted by two factors: the cultural volatility of the 1960s and the Jesuits' election of a new leader, Pedro Arrupe. While some Jesuit educators embraced Arrupe's preferential option for the poor, others feared it would undercut the traditional approach of outreach to the elite. Through a case study of one Jesuit boarding school, the dissertation seeks to expand our understanding of the impact of 1960s social change into the less-explored realms of religion and education
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: History
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Ruan, Juexi. "Transitions from schooling to higher education and careers : a case study of students from two academically elite schools in contemporary China." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608518.
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Torres, Diana R. "Life as a student at an independent day school." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001875.
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Boström, Linus, and Emma Hellberg. "Idrott och hälsa, ”en checkstation” på idrottsprofilerade gymnasium. : En kvalitativ intervjustudie om idrottslärares åsikter om ämnet idrott och hälsa för elitidrottselever." Thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-133505.
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In Sweden athlete schools, where students are attending in terms of optimizing their athletic careers in correlation with their studies, are a widely spread phenomena over the country and the system is included within the ordinary school system. This study aims to examine how the subject Physical Education and Health (PEH) is taught at athlete schools in comparison to how it is taught in classes with ordinary upper secondary school students. This study is based on interviews with eight teachers from two different Swedish schools. The results show that teachers do adjust their teaching in order to achieve quality teaching to give the athletic students optimized possibilities to improve. The results show different teacher perspectives about what knowledge that is prioritized. Admittedly, the teachers confess having problems with whether they assess these students on their previous skills or if they actually learn new skills during their PEH. Hence, this study serves the purpose of revealing the importance of developing new and individualized strategies on how to form an optimized educational environment and quality teaching for those students.
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Wallace, Jennifer. "Playing the field: the responses of elite, girls-only secondary schools to the shifting landscape of an increasingly globalised, post-apartheid South Africa." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6861.
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This study investigates the responses of elite, girls-only secondary schools in Cape Town to the shifting landscape of an increasingly globalised, post-apartheid South Africa, from the perspective of their principals. It sketches the shifts due to neoliberal globalisation and the socio-political changes of the post-apartheid dispensation, and argues that South African schools face the enormously complex task of navigating the impact of these forces from these two, often contradictory, fields on a daily basis. The study draws extensively upon Pierre Bourdieu's notions of habitus, field and capital for the analysis of the qualitative research data gathered by means of semi-structured interviews. The dissertation firstly examines what the field looks and feels like for the six elite schools included in this study from the perspectives of their principals, with a specific focus on the impact of the dual forces identified above as experienced by these schools. Because of the particular position that these privileged, well-resourced schools occupy within the field, they are potentially well-placed to play the field in powerful ways, and thus possibly influence the field in their own right, as well as produce students with the appropriate symbolic and cultural capital to be effective future players in this increasingly globalised, post-apartheid world. This concept of being effective players (for both schools and individuals) draws upon Bourdieu's analogy of the field as a game. If the field, as a structural social space, is compared to a game, those who embody the habitus of the field and posses the appropriate symbolic and cultural capital for that field are best placed to be effective players. They possess, as it were, a seemingly instinctive 'feel for the game' (Bourdieu & Wacquant, 1992, p. 62). This study examines the nature of the habitus of the schools in this study and the advantages that those who enter these schools already possessing this habitus have by being able to embody the regularities of the game. From an analysis of the research data it is clear that the primary concern of all of the interviewees is their students. Collectively the principals viewed many aspects of the changes upon the field as presenting exciting opportunities for their students. These opportunities included the formation of new types of networks as a form of social capital, as well as the ability both to imagine and experience a world beyond South Africa's borders as a result of the ascendancy in technology and the emergence of the knowledge economy. However, there are clear pressures on both schools and students that need to be carefully managed and contained. The common themes that emerged were: market-related issues of financial sustainability;; various challenges presented by the number and nature of the curricula implemented since 1994;; heightened parental expectations;; a general disintegration of the traditional, stabilising role played by families;; and a significant rise in stress levels amongst teenagers, resulting in an increase in phenomena such as cyber-bullying and teenage depression. This study found that the common strategies adopted by these schools to equip their students with the appropriate symbolic and cultural capital to maximise the opportunities and manage these and other pressures included: having high expectations of students;; the instilling of a strong work ethic;; the development of inter- and intra-personal social skills;; an emphasis on the growth of leaders and leadership skills;; a focus on traditional values in a changing world;; and the encouragement of 'giving back' to society by means of involvement in community partnerships. There was also strong agreement that the girls-only feature of these schools could work to the benefit of their students in terms of instilling capital. These, then, are the ways in which these elite schools are 'playing the field'.
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Åslund, Pierre. "Utforskandet av relationen mellan idrottsrelaterad utbrändhet och tränare- aktiv relationen bland idrottsgymnasieelever." Thesis, Örebro universitet, Hälsoakademin, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-21465.
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Att samtidigt göra en satsning på sin idrott och skolan ställer krav på individen. Dessa krav kan leda till idrottsrelaterad utbrändhet. Att hitta faktorer som påverkar idrottsrelaterad utbrändhet är viktigt för att kunna förebygga och förhindra problemet. Många olika faktorer har visat sig påverka och en faktor som behöver undersökas noggrannare är den sociala faktorn. En sådan social faktor är tränare- aktiv relationen. Syftet var att undersöka om det finns något samband mellan symptom av idrottsrelaterad utbrändhet och den upplevda kvalitén på tränare- aktiv relationen. En enkätundersökning genomfördes av 107 idrottsgymnasieelever (34 tjejer och 73 killar) i åldrarna 15-18 år. Idrottsrelaterad utbrändhet visade sig vara negativt korrelerat med tränare- aktiv relationen. Underkategorin Complementary visade sig vara den som visade starkast samband med idrottsrelaterad utbrändhet. 16 procent av eleverna på skolan upplevde höga symtom. Instruktörer på skolan bör fundera igenom deras relationer med eleverna och hur dessa kan förbättras för att reducera problemet. Idrottsgymnasier borde fundera kring både hur kraven både inom skolan och inom elevernas respektive idrott ser ut under de tre gymnasieåren.
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Stenström, Hannes. "Psykologiskt välbefinnande hos skidgymnasieelever : En enkätstudie." Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171989.
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Studier har visat att elitidrottare lider av mental ohälsa i nära samma utsträckning som befolkningen i stort. Samtidigt så pekar data mot att ungdomar i gymnasieåldern och unga vuxna är en grupp som har högre förekomst av självrapporterat nedsatt psykiskt välbefinnande. Svenska gymnasieidrottare är dock en grupp vars psykiska välbefinnande ännu inte utforskats i någon vidare utsträckning. Den här studien undersökte det psykiska välbefinnandet i den här gruppen och eventuella samband mellan nedsatt psykiskt välbefinnande och kön, skador och träningsvolym. 49 elever (25 kvinnor/24 män, medelålder 18.6 år) inskrivna vid sex svenska skidgymnasium med status som riksidrottsgymnasier svarade på en webbaserad enkät som huvudsakligen bestod av instrumentet GHQ-12 (General Health Questionnaire-12). Inga statistiskt signifikanta samband mellan nedsatt psykiskt välbefinnande och kön, skador och träningsvolym observerades.Studies have shown that elite athletes suffer from mental health problems in nearly the same extent as the population as a whole. Other data indicates that adolescents and young adults are groups that have a higher incidence of self-reported impaired psychological well-being than the general population. Swedish high-school athletes is a group whose mental health has not yet been investigated. This study inquired into the psychological well-being of this group and possible relationships between psychological well-being and gender, injuries and training volume. 49 students (25 females/24 males, mean age 18.6 years) admitted at six swedish skiing high schools with status from the Swedish Sports Confederation as national sports high schools filled out a web-based survey which mainly consisted of the instrument GHQ-12 (General Health Questionnaire-12). No statistically significant relationships between psychological well-being and gender, injuries and training volume were observed.
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Zschätzsch, Daniel. "Duale Unterstützungsleistungen an den Berliner Eliteschulen des Sports." Doctoral thesis, Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-154816.
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Das Verbundsystem „Eliteschulen des Sports“ (EdS) wurde geschaffen, um schulpflichtige Nachwuchsathleten bei der Bewältigung ihrer „dualen Karrieren“ zu unterstützen. In aktuellen Evaluationsstudien wird den EdS diese duale Wirksamkeit jedoch teilweise abgesprochen. Festgemacht wird dies maßgeblich an outputorientierten Ergebnis-kriterien, wie der Anzahl an Schulabschlüssen oder Medaillen, die in erster Linie die Sichtweise von Geldgebern und Eigentümern repräsentieren. Dies hat zur Folge, dass die Strukturen und Prozesse, auf denen ein erfolgreicher Output basiert, genauso wenig berücksichtigt werden wie die subjektiven Anforderungen, die Nachwuchsathleten an dieses Fördersystem stellen. In der vorliegenden Arbeit wird daher im Rahmen dreier Untersuchungsabschnitte die subjektiv empfundene Zufriedenheit der jugendlichen Athleten mit den EdS in den Fokus der Betrachtung gerückt. Zur Analyse dualer Karrierebedingungen an den EdS wurden zunächst auf der Basis einer expertengestützten Delphi-Untersuchung (N = 40) 20 Qualitätskriterien dualer Unterstützungsleistungen an den EdS identifiziert. Darauf aufbauend wurde ein Erhebungsinstrument (AZ-EdS; N = 445) entwickelt und faktoranalytisch überprüft, das die individuellen Ansprüche der Athleten an die EdS in standardisierter Form erfasst. Dieses diente abschließend als Grundlage für eine Zufriedenheitsanalyse (N = 445) mit Sportschülern, in der die Schwachstellen des Fördersystems EdS aus der subjektiven Athletensicht identifiziert wurden. Es zeigte sich, dass die Athleten das Fördersystem insgesamt positiv beurteilen. Hierbei wird vor allem den Strukturen und Prozessen, die dem Ergebnis vorgelagert sind, erhöhte Wichtigkeit beigemessen. Es offenbart sich allerdings auch eine hohe Subjektivität bei der Zufriedenheitsbeurteilung, so dass durch die Athleteneinschätzung zwar kritische Handlungs-felder aufgedeckt werden können, weitergehende Analysen anhand objektiver Maßstäbe jedoch unumgänglich sindThe German Elite Sport Schools (ESS) have been established to support the “dual career“ of junior athletes by offering school education and optimal training conditions. However, present evaluations of ESS argue that the aimed dual efficacy is not achieved. This efficacy is mainly determined by analysing output-based criteria out of a shareholder-perspective, such as completed graduations or medals won. Thus, the structures and processes, on which a high output is based, are not taken into account nor the individual demands of junior athletes regarding the dual promotional system. The present work is reacting on this situation by performing three empirical studies, which focus on the individual satisfaction of junior athletes in a holistic approach. At first, a Delphi-analysis was performed (N = 40) to identify 20 quality criteria of dual support at the ESS. These criteria were used to develop and validate a standardized questionnaire (AZ-EdS; N = 445) assessing the individual demands of junior athletes regarding the ESS. The questionnaire was used as a base to determine the athlete satisfaction with the ESS and, furthermore, to reveal the weak spots of that support system out of an athlete point of view (N = 445). The results show, that the athletes judge the support system as overall positive. An elevated importance is ascribed to the structures and processes that are a precondition for the results. However, the results also show a high subjectivity of athlete ratings. Thus, the athlete opinions can be used to reveal weak spots concerning the ESS, but further analyses using objective facts are inevitable
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Chan, Ying-kit, and 陳應杰. "The emergence of the Shenzhen Experimental School as an elite school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957043.
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Ricciuti, David P. "Examining the mistake-contingent communication strategies of elite high school football coaches." Thesis, Boston University, 2009. https://hdl.handle.net/2144/32821.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
There is little doubt that successful football coaches have tremendous amounts of tactical and technical expertise, but are the coaches also expert communicators? This study aimed at developing a greater understanding of mistake-contingent coach/player interactions and sought to identify and explore specific patterns and recurring themes in the subsequent reactive coaching behavior and communication that occurred within the dynamics of the natural setting as experienced by male high school football players and their elite coach. The participants for this systematic observational study included two "elite" high school football (n=2) with career records of 286-72-4 and 219-35-2 and respective career winning percentages of .790 and .827. The findings reveal that the coaches addressed a total of 5,053 mistakes over the course of a single week of practice and one game. There were three different types of errors that emerged from the data: tactical error (2191), technical error (1156), and effort error (1106). The findings also reveal that 13 different categories of feedback type emerged from the 7781 utterances of individual feedback identified in the data. The categories of feedback were: technical instruction (540), tactical instruction (804), general instruction (1240), criticism (722), modeling the right way (483), modeling the wrong way (317), hustles (450), rationale (510), scolds (618), praise (444), challenge (311), questions (860), and OK/Alright (482). The two main categories of voice power emerged from the data and were elevated, and neutral/even. The importance of this finding was twofold. First, it supported the hypothesis that these two great football coaches did in fact use concrete communication strategies with their players by revealing that even the power of the voice they used to deliver feedback may not have been the product of a spontaneous reaction to a specific event, but was actually rooted in a pre-determined feedback strategy that consistently emerged across all categories of error type. Second, this finding supports the idea that it voice power is a teaching tool in the hands of these great communicators. They do not just yell to be authoritative; but use the volume of their voice as a stimulus to strategically direct, reinforce, or extinguish a particular behavior.
2031-01-01
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Anderson, Marilyn Joan Whinnerah. "Gender Differences in Computer Attitudes, Interests, and Usage in an Elite High School." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28338.
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A descriptive case study examined the gender differences concerning computer technology (IT) by a convenience sample (N = 180, 76%) of 11 th and 12 th graders at an elite public high school, recently named the "second best high school in America" (Newsweek, 2000), in suburban Northern Virginia. The purpose of the study was to examine the apparent discrepancy in male and female differences in computer use, interests, and attitudes.
The research design included a student questionnaire combining the Computer Attitude Rating Scale (CARS, Heinssen, Glass, & Knight, 1987) and the Attitudes toward Computer Technology (ACT, Delcourt & Kinzie, 1993) with demographic and academic data (GPA, PSAT, and SAT I), and the Strong Interest Inventory (Strong, 1994). Chi-square tests of association for categorical data and t tests for independence of means for metric data were used to analyze the data, which resulted in several statistically significant relationships (p = < .05) and meaningful effect sizes (> .70).
The results were higher mean scores for the Strong Realistic General Occupational Theme (males) and Artistic Theme (females); the Athletic and Mechanical Basic Interest Scales (males) and Music/Drama, Art, Culinary Arts, and Social Service Scales (females), and Risk-Taking Personal Style Scales (males) and Working Style with People (females). Females also had higher GPAs, levels of computer anxiety, resistance to technology, and avoidance of careers and study in computer fields. Females chose Pre-Medicine majors to help others and males chose Computer Science majors to gain financial rewards.
The implications for practice and research included: female technology internships, 9th grade mechanical and technical training, computer anxiety group counseling, cooperative learning and hands on instruction, female-friendly computer and computer science classes, equal access to computers at all grade levels, student-parent information programs concerning the many opportunities and high paying jobs available in computer technology, female orientated computer games, and more non-linear computer programs and activities that encourage females to "have fun" with computers and not view them as machines. A longitudinal study of the current sample and research at other grade levels and locations were recommended.Ph. D.
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Smith, Debra Elaine. "The Lived Experience of African American Parents of Middle School Boys at a Predominantly White Elite Private School." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/30.
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ABSTRACT THE LIVED EXPERIENCE OF AFRICAN AMERICAN PARENTS OF MIDDLE SCHOOL BOYS AT A PREDOMINANTLY WHITE ELITE PRIVATE SCHOOL by Debra Elaine Smith Parental involvement has been associated positively with school success across ethnic groups (Hong & Ho, 2005). Yet, some African American parents were found to be more alienated from school than were White parents (Abrams & Gibbs, 2002). One of the most consistent findings in educational research is the underachievement of African American males (Lee, 2003), and a recent report chronicled the pervasive and systematic failure of public schools to educate African American males (Schott, 2008). In the southeastern region, only 40% of African American males graduate from high school (Schott); however, in the post-Civil Rights era, advances in racial equity in education and other arenas of society have created a growing African American middle class (McKinnon, 2003). The southeast region has the largest percent of affluent African Americans (Miller, 2002), and a growing number of these upper middle class African American parents are sending their children to private schools because they are dissatisfied with the lack of rigor in the public school experience (Freedman,2004). This is a new phenomenon that warrants study. Currently, there are no empirical studies on middle class African American parents who send their children to private schools. The purpose of this study was to explore the ways 12 African American couples of middle school boys experience a predominantly White elite private school. To undertake this qualitative investigation, a phenomenological approach incorporating grounded theory was utilized. This research approach is well suited for exploratory investigation of phenomena that are not yet clearly defined within the literature (Creswell, 1998). Data were collected from the couple interviews, focus group, demographic information, and reflexive journal. Five overarching themes emerged from the analysis of the data: better opportunity/brand, parental connection, selective engagement, parental struggle, and parental marginalization. These results are informative and significant to research and practice. Ultimately, it is hoped that this study may contribute to the efforts of providing a quality education to African American male students and satisfaction to their parents in the areas of diversity and inclusion at predominantly White elite private schools.
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Joubert, Cornel. "Energy expenditure, dietary intake and nutritional knowledge of elite, school-aged gymnasts / C. Joubert." Thesis, North-West University, 2005. http://hdl.handle.net/10394/783.
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Objective. To compare energy balance and nutrient intake of elite and non-elite
school-aged gymnasts, as well as to evaluate their nutritional knowledge and eating
attitude and its effect on dietary intake and practices.
Methods. Demographic information, anthropometric measurements, menstrual
status, sources of nutritional information, nutritional habits as well as supplement use
was documented. Eating attitudes were measured by the EAT26 test and nutritional
knowledge by a standardised questionnaire. Dietary intake and practices were
determined with a 3-day weighed food record, while energy expenditure was
measured with an Actical® accelerometer (Mini Mitter Co., Inc. Bend, OR, USA).
Results. The total daily energy intake (non-elite = 6 944.37 ± 1 272.28 kJ vs. elite =
6 543.01 ± 2 570 kJ) in both groups was similar to their daily energy expenditure
values (non-elite = 6 393.77 ± 1 244.19 kJ vs. elite = 6 696.09 ± 1 676.58 kJ). Elite
gymnasts tended to have higher protein (21.37 vs. 15.4% total energy intake (TE),
small effect size, d = 0.1) and lower fat (28.9 vs. 33.6% TE, medium effect size, d = -
0.6) intakes. More non-elite gymnasts (n = 7, 88.88%) used micronutrient
supplements than elite gymnasts (n = 4, 45.45%, medium effect size, d = 0.45). Most
of the gymnasts (55%) ate snacks during the day, which consisted mostly of refined
carbohydrates. In the total group of gymnasts the most frequently used source of
nutritional information was the coach (60%). There was no difference in nutritional
knowledge between the groups (elite = 61.8% vs. non-elite = 62.8% respectively).
Lastly, elite gymnasts had a practically significantly higher risk than non-elite
gymnasts to follow a diet (large effect size, d = 1.32), while non-elite gymnasts
exercised practically significantly more self-control over their food intake com pared to
elite gymnasts (large effect size, d = - 1.03). Conclusions. South African elite
gymnasts do not differ from non-elite gymnasts in terms of energy-, carbohydrate-,
protein-, or fat intake. There is also no difference in energy expenditure or risk in
developing an eating disorder, probably due to less competitiveness compared to
other international gymnasts.Thesis (M.Sc. (Dietetics))--North-West University, Potchefstroom Campus, 2005.
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Nordahl, Birgitta. "Return to elite alpine sports activity after an anterior cruciate ligament injury : Ski high school students' experiences." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12448.
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Salgado, Isabela Cristina. "A educação católica da elite campineira na Primeira República = o Colégio Sagrado Coração de Jesus (1909-1930)." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251209.
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Orientador: Sérgio Eduardo Montes CastanhoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A presente dissertação teve como objetivo analisar a história da educação feminina em um colégio confessional católico, ministrada por irmãs calvarianas francesas, instalado em 1909 na cidade de Campinas, no Estado de São Paulo, o Colégio Sagrado Coração de Jesus. O Coração de Jesus iniciou suas atividades educando as meninas da elite da cidade e região, na forma de internato, semi-internato e externato, e completou 100 anos em 2009. O trabalho buscou compreender principalmente duas questões fundamentais ao percorrer a história da Instituição no período da Primeira República brasileira, entre 1909 e 1930: 1) A necessidade de instalação do colégio na cidade, que atendeu aos anseios da Igreja Católica, que principalmente através das congregações religiosas femininas e masculinas européias, fortaleceu o movimento de romanização da Igreja no Brasil. Também denominado de ultramontanismo, este movimento que pretendia recristianizar a sociedade foi praticado no Brasil aproximadamente entre meados do século XIX e 1960, marcado pela adequação da Igreja Católica brasileira a Roma, pelo fechamento da instituição sobre si mesma, a necessidade de afastar os jovens do ensino leigo e do mundo moderno, e de preparar as mulheres para exercer o papel de mães exemplares e professoras dedicadas; 2) A singularidade da instalação da Instituição na cidade, que no momento já contava com outras instituições de ensino, públicas e privadas, e assim perceber o sentido dessa instalação no contexto educacional do Estado de São Paulo, articulado com o contexto sociopolítico-econômico da cidade de Campinas.
Abstract: The following dissertation had as the objective the historical analysis of the Colégio Sagrado Coração de Jesus, a traditional women's catholic college in the city of Campinas in 1909 within the state of Sao Paulo. The school, which was ministered by the French Calvarian sisters, initiated its activities in educating the women of Campinas' top social class in the form of internship, semi-boarding schools and boarding, and completed 100 years in 2009. The work aimed at understanding mainly two fundamental questions to the history of the Institution in the first period of the Brazilian Republic, between 1909 and 1930: 1) The need for the installation of the college in the city, which took into account the concerns of the Catholic Church, which mainly through the religious congregational communities, strengthened the movement of Romanization of the Church in Brazil. Also known as Ultramontanismo, the movement that wanted to re-Christianize society was practiced in Brazil, approximately between middle of the 19th Century and the 1960s, and marked the adaptation of the Brazilian Catholic Church to Rome, by the closing of the institution itself, the need to remove the young people of the teaching layman and that of the modern world, and to prepare the women to perform the role of dedicated mothers and teachers. The uniqueness of the installation of the Institution in the city, which at the time already had other educational institutions, private and public understood the meaning of that installation in the educational context of the State of São Paulo, articulated with the political-economic context of the city of Campinas.
Mestrado
Filosofia e História da Educação
Mestre em Educação
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Reis, Roseli Regis dos. "Juventude e conhecimento escolar: um estudo sobre o (Des)interesse." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10442.
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Previous issue date: 2014-03-24Conselho Nacional de Desenvolvimento Científico e Tecnológico
The present study intends to comprehend the manifestation of uninterest of teenager students in school knowledge, at the heart of the school-society relationship. The matter of the uninterest demonstrated by private high school students is counterpoised with objective data that demonstrates a high level of satisfaction of such students with the school they attend and with the fact that many students remain interested. Under the sociology perspective, the research attempted to denaturalize the concept of interest, assuming it as a socio-historical construction, as something learned, and, thenceforth, to comprehend how the family environment, the social and schooling experiences constitute elements which configure the relation of the high school student and the school knowledge. The study supported the hypothesis that such uninterest is fundamentally forged in the net of interdependence composed by the family, the school and other educational experiences, in which are engendered and reinforced the provisions which, pursuant to the pressures exerted by the field itself, are triggered by the agent and define its relation with the knowledge. Aiming to test such hypothesis, eight students of the 2nd grade of high school were heard, through semi-structured interviews, conducted in the year of 2011: four of them appointed by professors as uninterested students and four appointed as interested students. The contributions of the French sociologist Pierre Bourdieu, especially the concepts of habitus, field, ethos and illusio, constituted the theoretical background that guided all the steps of the research, from the delimitation of the problem to the analyses of the empirical data. The study evidenced that the uninterest of the young in school knowledge is the expression of a cultural disinvestment (in the libidinal sense) which has its origins in the familiar ethos and is reinforced in the maladjustment between it and the school ethos and of a hyper investment in the consumer relations and hedonistic pleasure, governing the new order of values in the contemporary society (in which also structure such ethos)
O presente estudo procura compreender a manifestação de desinteresse de alunos adolescentes pelo conhecimento escolar, no âmago da relação escola-sociedade. A questão do desinteresse manifesto por alunos de ensino médio de uma instituição privada que conta com boa parte de alunos interessados e satisfeitos com a escola é contraposta com dados objetivos que demonstram que existe também por parte dos alunos desinteressados um alto grau de satisfação para com a escola que frequentam. Sob a perspectiva da sociologia, na pesquisa buscou-se desnaturalizar o conceito de interesse, assumindo-o como uma construção sócio-histórica, como algo aprendido; e, a partir daí, compreender de que forma a ambiência familiar e as experiências sociais e de escolarização constituem elementos configuradores da relação do aluno do ensino médio com o conhecimento escolar. Como hipótese, o estudo sustentou que tal desinteresse é fundamentalmente forjado na rede de interdependências composta pela família, pela escola e por outras experiências educativas, onde se engendram e se reforçam as disposições que, em conformidade com as pressões exercidas pelo próprio campo, são acionadas pelo agente e definem sua relação com o conhecimento. Com vistas a testar tal hipótese, foram ouvidos, por meio de entrevistas semiestruturadas, realizadas no ano de 2011, oito estudantes da 2ª série do ensino médio: quatro apontados pelos professores como desinteressados e quatro indicados como interessados. As contribuições do sociólogo francês Pierre Bourdieu, sobretudo os conceitos de habitus, campo, ethos e illusio, constituíram o referencial teórico que orientou todos os passos da pesquisa, da delimitação do problema às análises dos dados empíricos. O estudo apontou que o desinteresse do jovem pelo conhecimento escolar é a expressão de um desinvestimento (no sentido libidinal) cultural - que tem origem no ethos familiar e é reforçado no desajuste entre este e o ethos escolar - e de um hiperinvestimento nas relações de consumo e prazer hedonista, que regem a nova ordem de valores da sociedade contemporânea (onde também se estruturam tais ethos)
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Adrião, Silvia Maria de Freitas. "Educação e privilégio: o que querem os pais das escolas privadas?" Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10434.
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Previous issue date: 2014-02-24Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present study aimed to describe the expectations of the parents whose children study in private schools in São Paulo since the choice of the school where their children begin the elementary school; it also intended to describe the facilities those parents apply in order to build a successful school life for their children. The research focused on the social uses of school especially those used by the economically privileged groups. It was performed in date collection and study of literature on the issues about the participation, the private schools and family-school relations for the development of this research. It was performed a fieldwork for the collection of information through an on-line questionnaire sent to parents of private schools in different regions of São Paulo. Based on the Bourdieu's theory, it´s possible to assume that families operate in the educational field by the illusio (idea to invest with conscience in the field), playing the game of school education in line with the operation of private schools, by having similar habitus that are inculcated in schools that facilitate and promote this relationship. The study also identified that there is a market relationship embodied in the relationship between schools and those families in the terms of a business relationship, considering that the result and the interventions were due to the product that they bought at the time of making the choice of school for their children
A presente pesquisa teve como objetivo caracterizar qual é a expectativa que os pais de crianças que estudam em escolas privadas do município de São Paulo têm em relação à escolha da escola para seus filhos quando estes iniciam seu processo de escolarização no ensino fundamental e quais os recursos que utilizam para tentar construir uma vida escolar de sucesso. É uma pesquisa sobre os usos sociais da escola em especial ao que diz respeito aos grupos privilegiados economicamente. Para o desenvolvimento desta pesquisa, foram consultados documentos e foi realizado um levantamento e estudo de bibliografia referente aos temas da participação, escolas privadas e relação família-escola. Posteriormente foi realizada uma pesquisa de campo para a busca de informações por meio de um questionário on-line enviado aos pais de escolas privadas de diversas regiões da cidade de São Paulo. Teve como hipótese a afirmação de que há investimentos e expectativas das famílias de escolas privadas em manter, reproduzir ou obter privilégios e status social utilizando da escola como mecanismo de perpetuação, de forma consciente e programada, apostando e intervindo na vida escolar de maneira a garantir o sucesso desse investimento. Partindo da teoria de Bourdieu, é possível dizer que as famílias operam no Campo educacional a partir da illusio (ideia de investir com consciência no Campo), jogando o jogo da educação escolar em consonância com as operações das escolas privadas e que possuem habitus similares aos que são inculcados nas escolas que facilitam e promovem essa relação. O estudo identificou também que há uma relação de mercado incorporada na relação entre as escolas e as famílias participantes, o resultado e as intervenções estão vinculadas ao produto que se compra, ou melhor, ao que foi observado na hora de fazer a escolha da escola para seus filhos
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Oliveira, Amanda Prado de. "Entre a periferia e uma escola de elite: um estudo sobre trajetórias de jovens bolsistas de camadas populares." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28012014-093926/.
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Essa dissertação tem como principal objetivo analisar os efeitos da passagem de alunos de camadas populares por um projeto de escolarização concebido por uma escola de elite, que desenvolveu uma unidade escolar para atendimento exclusivo e gratuito de moradores de regiões periféricas da cidade de São Paulo. A análise das relações entre família e escola constitui um tema já clássico da Sociologia da Educação, que assume, em um país desigual como o Brasil, uma dimensão ainda mais importante para a compreensão da transmissão de vantagens e desvantagens de uma geração a outra. Nessa pesquisa, tal discussão foi feita por meio da compreensão de diferentes aspectos de um projeto de escolarização atípico, ou seja, uma escola concebida por um colégio de elite para alunos moradores da periferia de São Paulo. Interessamo-nos, principalmente, entender tanto os efeitos concretos, quanto aqueles subjetivos dessa experiência na vida desses jovens estudantes. Analisamos as trajetórias de ex-alunos dessa instituição escolar utilizando a metodologia qualitativa de pesquisa, tendo em vista compreender, por meio da realização de entrevistas semiestruturadas com os ex-alunos e familiares, como a família se relaciona com a escola em uma situação tão pouco comum, além de discutir como esses vêm constituindo, após a saída da instituição, seus projetos de futuro. Também entrevistamos colegas e/ou parentes próximos desses jovens que foram escolarizados em escolas públicas para tecer comparações na tentativa de desvendar a (potencial) influência do Colégio nas trajetórias de seus ex-alunos. Algumas perguntas norteadoras da pesquisa poderiam ser assim sintetizadas: Qual seria a natureza dos conflitos e/ou alianças entre essas duas instâncias socializadoras na formação das trajetórias de vida desses jovens? Como, na constituição dos seus projetos de futuro, sobretudo, no que tange a sua inserção sócio ocupacional, essa relação afetou suas escolhas? Em que consiste e como se expressa a presença familiar nessas trajetórias escolares atípicas? Quais os sentidos da escolarização para esses pais e filhos? Os resultados indicam uma variedade de possibilidades de relação entre família e escola, das mais próximas e/ou concordantes às mais conflituosas e/ou discordantes, embora esses conflitos, em geral, não se concretizassem em ações de confrontação, sobretudo por parte das famílias. Os dados permitiram concluir que essa escola teve destacada influência sobre as trajetórias dos ex-alunos, e que o alcance dessa influência dependeu, em grande medida, dos arranjos possíveis entre família e escola, que variavam desde uma forte integração até a desconexão entre objetivos e modos de conceber o futuro desses jovens por parte dessas duas instâncias socializadoras.This dissertation main objective is to analyse the effect of the experience of lower classes students in a school project created by an elite school, which developed a school unit that offered free and exclusive service to the people who live at outskirts in the city of São Paulo. The analysis of the relationship between family and school is a classical subject of the Sociology of Education, which is, in an unequal country like Brazil, really important to understand the transmission of advantages and disadvantages from one generation to the other. In this research, such discussion was made through the comprehension of different aspects in an unusual school project, which is a school for students who lived in the outskirts of São Paulo created by an elite school. We were interested mainly in understanding the concrete and subjective effects of this experience in the life of these young students. We analysed the trajectories of former students of this institution in a qualitative research in order to understand, by conducting semi-structured interviews with former students and their families, how was relationship between school and families in a such unusual situation, besides discussing how they are building, after leaving the school, their projects for the future. We also interviewed some of these young people colleagues and or close relatives who had been educated in public institutions to make comparisons trying to discover the (potential) influence of the school in the paths of its former students. Some guiding questions can be summarized this way: What would be the nature of the conflicts and or alliances between these two socializing institutions in the path of these young people\'s lives? How, in the creation of their projects for the future, mostly in regard to its socio-ocupational insertion, has this relationship affected their choices? What is the family presence made of and how is it expressed in these unusual school paths? What is the meaning of educating for these parents and their children? The results indicate a variety of \"possibilities\" in the relationship between family and school, from the very close and agreeing to the most conflicting and disagreeing, although these conflicts, in general, didn\'t become confrontation actions, mainly from the families. The data lead to the conclusion that this school had a huge influence in the former students\' paths and the range of this influence depended largely on the arrangements between family and school, which varied from a strong integration to the disconnection between objectives and ways to conceive the future of those young people by these two socializing institutions.
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Viana, Karine Dutra Rocha [UNESP]. "As crenças transmitidas por escolas de negócios: um olhar sobre a FGV-EAESP e a Chicago Booth School of Business." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/139508.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
O objeto de pesquisa desta dissertação consiste em analisar, a partir da sociologia relacional de Pierre Bourdieu, como os discursos adotados pelas Escolas de Negócios (FGV-EAESP e Chicago Booth School of Business) contribuem para a consolidação de crenças dominantes no campo da Administração, e por qual motivo estes discursos são capazes de sensibilizar estudantes, majoritariamente provenientes de uma fração da elite do estado de São Paulo. Deste modo, busco trazer elementos das pesquisas empíricas desenvolvidas tanto no Brasil quanto nos EUA, de modo a estabelecer comparações principalmente entre os discursos e as crenças difundidas por estas Escolas. Assim, o estudo ora apresentado aponta que, para além da constatação de que tais instituições são formadas por agentes provenientes de uma elite educacional e econômica, situada principalmente no estado de São Paulo, é preciso considerar em que medida a posição profissional e as redes das quais estes agentes participam são capazes de criar e difundir crenças hegemônicas tanto no âmbito dos mercados quanto na formulação de ideias e teorias científicas no campo da Administração e da Economia.
The research object of this dissertation is to analyze, from the relational sociology of Pierre Bourdieu, how the discourse adopted by business schools (FGV-EAESP and Chicago Booth) contribute to the consolidation of dominant beliefs in the field of Administration, and for what reason these discourses are able to sensitize students, mostly from a fraction of the elite of the State of São Paulo in Brazil. In this way, I seek to bring elements of empirical research developed both in Brazil and in the USA, in order to draw comparisons between the discourses and the beliefs disseminated by these schools. Thus, the study presented here shows that, apart from the fact that such institutions are formed by agents from an educational and economic elite, located mainly in the state of São Paulo, one must consider to what extent the professional position and the networks of which these agents participate are able to create and disseminate hegemonic beliefs both in the markets and in the formulation of ideas and scientific theories in the field of Administration and Economics.
FAPESP: 2013/19448-1
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Faircloth, Catherine. ""Work Hard, Depend on Yourself": The Transition Stories of Seven International Master's Students at an Elite U.S. School of Education." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107591.
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Thesis advisor: Audrey FriedmanAs increasing numbers of international students enroll at US universities, these institutions must consider how best to create inclusive campus environments that serve varied learning needs. While international student enrollment at schools of education remains low, some elite programs are drawing growing numbers, but there is a dearth of research regarding international students' transitions into this culturally-embedded field. These experiences warrant investigation so that faculty, administrators, and fellow students might better understand, accommodate, and empower the international students in their midst. The purpose of this dissertation is to describe how 7 female international students from China, South Korea, and India perceive their transition experiences in Master’s programs at an elite US graduate school of education. Three interviews were conducted with each woman, using questions based on Charmaz's (2006) life change protocol. Research sub-questions concerned: a) the decision to study in the US, b) the women’s personal characteristics and background experiences, c) challenges and changes, d) strategies, and e) forms of support. Grounded theory was paired with narrative methods to analyze and present findings, highlighting themes within and across participants’ transitions. Schlossberg’s transition model (Anderson et al., 2012) was used to interpret results, especially women's coping resources. Three main themes emerged: the complexity of self-determination, hard work and its limits, and marginalization and attempts to minimize it. Despite positive experiences, the women faced challenges. While most gained a sense of independence, some resented their new responsibilities and missed previous support networks. All women reported hard work as a key academic strategy, but their diligence was not always enough to transcend language and cultural barriers. Faced with segregation and/or marginalization in America, most women attempted to enrich their experience, surrounding themselves with caring people, volunteering, or seeking resources to achieve goals. The findings suggest that institutions of higher education should assess the social and academic needs of international Master's students and offer tailored support services that address language and cultural barriers inherent in their programs
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Jambersi, Belissa do Pinho. "O papel da escola normal secundária de São Carlos na constituição de um poder local de elite (1911-1923)." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2734.
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Previous issue date: 2014-02-03Universidade Federal de Sao Carlos
The research, based on the Sociology of Education, had, by goal, to understand the role played by the old Secondary Normal School of the city of São Carlos, in the constitution of a local leverage of intellectual elites characterized by a socially valued in the city lifestyle, during the period from 1911 to 1923. The research, through primary sources, rebuilt the relationships established between the school and the city, pointing out the symbolic elements of leverage / knowledge that determined the formation of the old Normal School, as a field of leverage propagated by cultural differences, disseminated within the daily relationships established in the city. As a category of analysis, was used the concepts of field, symbolic leverage, cultural capital, elite education and habitus from Education Sociology of Pierre Bourdieu, and also the concept of elite, according to authors like José Murilo de Carvalho.
A pesquisa, fundamentada na Sociologia da Educação, teve, por objetivo, compreender o papel ocupado pela antiga Escola Normal Secundária da cidade de São Carlos, na constituição de um poder local de elites intelectuais caracterizadas por um estilo de vida socialmente valorizado na cidade, durante o período de 1911 a 1923. A pesquisa, por meio de fontes primárias, reconstruiu as relações estabelecidas entre a escola e a cidade, apontando os elementos simbólicos do poder/saber que determinaram a constituição da antiga Escola Normal, enquanto um campo de poder propagado pelas diferenças culturais, disseminadas no seio das relações cotidianamente estabelecidas na cidade. Como categoria de análise, foram utilizados os conceitos de campo, poder simbólico, capital cultural, educação de elite e habitus provenientes da Sociologia da Educação de Pierre Bourdieu, e também o conceito de elite, segundo autores como José Murilo de Carvalho.
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Viana, Karine Dutra Rocha. "As crenças transmitidas por escolas de negócios : um olhar sobre a FGV-EAESP e a Chicago Booth School of Business /." Araraquara, 2016. http://hdl.handle.net/11449/139508.
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Orientador: Maria JardimBanca: Renata Medeiros Paoliello
Banca: Roberto Grün
Resumo: O objeto de pesquisa desta dissertação consiste em analisar, a partir da sociologia relacional de Pierre Bourdieu, como os discursos adotados pelas Escolas de Negócios (FGV-EAESP e Chicago Booth School of Business) contribuem para a consolidação de crenças dominantes no campo da Administração, e por qual motivo estes discursos são capazes de sensibilizar estudantes, majoritariamente provenientes de uma fração da elite do estado de São Paulo. Deste modo, busco trazer elementos das pesquisas empíricas desenvolvidas tanto no Brasil quanto nos EUA, de modo a estabelecer comparações principalmente entre os discursos e as crenças difundidas por estas Escolas. Assim, o estudo ora apresentado aponta que, para além da constatação de que tais instituições são formadas por agentes provenientes de uma elite educacional e econômica, situada principalmente no estado de São Paulo, é preciso considerar em que medida a posição profissional e as redes das quais estes agentes participam são capazes de criar e difundir crenças hegemônicas tanto no âmbito dos mercados quanto na formulação de ideias e teorias científicas no campo da Administração e da Economia.
Abstract: The research object of this dissertation is to analyze, from the relational sociology of Pierre Bourdieu, how the discourse adopted by business schools (FGV-EAESP and Chicago Booth) contribute to the consolidation of dominant beliefs in the field of Administration, and for what reason these discourses are able to sensitize students, mostly from a fraction of the elite of the State of São Paulo in Brazil. In this way, I seek to bring elements of empirical research developed both in Brazil and in the USA, in order to draw comparisons between the discourses and the beliefs disseminated by these schools. Thus, the study presented here shows that, apart from the fact that such institutions are formed by agents from an educational and economic elite, located mainly in the state of São Paulo, one must consider to what extent the professional position and the networks of which these agents participate are able to create and disseminate hegemonic beliefs both in the markets and in the formulation of ideas and scientific theories in the field of Administration and Economics.
Mestre
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Chapon, Vincent. "Les « repris de justesse » des belles écoles : Etude ethnographique de la structuration et de la construction sociale de l’échec scolaire et des situations de rattrapage dans les classes dominantes." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21850/document.
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L’étude des élèves en situation scolaire difficile dans les classes dominantes nous permet un autre éclairage quant à la construction de l’idée d’échec. Les enfants issus de milieux très favorisés bénéficient d’un cumul de capitaux leur assurant théoriquement la reproduction de leur posture et de leur niveau social. Cependant on observe au sein même de ces classes des situations d’échec non négligeables. À travers une recherche ethnographique dans des établissements scolaires privés sous contrat très favorisés de Bordeaux et d’une immersion ethnographique dans les classes dominantes, ce travail décrit les modes de construction sociale de l’idée même d’échec dans ces classes ainsi que des formes de rattrapage des « repris de justesse ».La thèse montre à quel point les établissements scolaires d’excellence créent eux-mêmes de l’échec dans ces classes sociales. L’étude des normes d’excellence et des distances à celles-ci, montre à quel point une culture d’établissement trop forte et tournée exclusivement vers les codes des classes favorisées est créatrice d’échec pour les plus éloignés de ces normes et des règles théoriquement inhérentes aux classes supérieures. L’étude montre également comment par la quotidienneté, des établissements se mettent au service d’une classe entière afin de récupérer ces « repris de justesse » et leur assurer la perpétuation attendue. Loin d’une attitude rationnelle de rupture volontaire avec les codes de leur classe, ces élèves en situation d’échec sont les produits des structures même des classes dominantes et des établissements scolaires qui les accueillentThe study of students from the upper classes in difficulty at school offers a different perspective on the idea of failure. Children from very advantaged backgrounds benefit from a variety of assets, which, in theory, guarantee their position and social status. Within these classes, however, significant situations of failure can be observed.Through ethnographic research in Bordeaux's private schools under contract, and ethnographic immersion in the dominant classes, this work describes the types of social constructions of the idea of failure in these classes and forms of remedial for children of ruling classes in failure.This thesis shows how elite schools themselves create a kind of failure in their social classes. The study of the gap between actual performance and the expected standards of excellence in highly respected institutions shows how a strong school culture which exclusively adheres to the codes of the privileged classes could lead to school failure even in children far removed from the rules and values of the upper classes. The study also shows how institutions are at the service of an entire class to retrieve their own children from failure and ensure the perpetuation expected. Far from a rational attitude of deliberately breaking away from the codes of their class, these failing students are the product of the same structures of the dominant classes and schools that host them
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Chen, Hsiu-Chen, and 陳秀珍. "Principles’management strategy ：Elite physical education programs at grade schools in Taiwan." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/73119470797863759413.
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碩士國立臺灣體育學院
體育研究所
91
Abstract The purposes of the study were to investigate the present situation of the management strategy and effectiveness of schools’ principle directing sports programs in well-performed grade schools at Taiwan, as well as to explore the relationship between the management strategy and the effectiveness of school principles. The research questionnaire was developed and administered to 186 grade school principles from Mar 2002 to Feb 2003 .165 usable questionnaires were returned yielding a response rate of 97.63﹪.Item analysis, reliability, validity analysis, factor analysis, descriptive analysis, MANOVA, Fisher Test, Pearson Product Moment correlation coefficient, Canonical correlation analysis and regression analysis were utilized for data analysis. The results listed as following: 1. Different types of school principles have significant difference in public relationship management. After post-hoc comparison, the result suggests that the public relationship management of elementary school’s principles scored higher than junior and senior high school principles. 2. The six dimensions of management strategy moderately related to the 5 dimensions of effectiveness. (P＜0.05) 3. There were 6 pairs of factors between management strategy and management effectiveness canonically correlated. The pair of linear composites accounted for 66.38% of the shared variation between the two variables. The results suggested that management strategy and management effectiveness were closely related. 4. The management strategy can predict the principles’ effectiveness. The model can explain 81% of the variation of the effectiveness. Based on the results of study several suggestions are made on the issues regarding sports program management, the curriculum of teachers’ professional preparation and physical education policy for administrators.
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Tsao, Li-Chun, and 曹立群. "Effective Coaching Behaviors for the Elite Badminton Coaches in the Elementary Schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/06955777179893609149.
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碩士國立中正大學
運動與休閒教育所
97
Effective Coaching Behaviors for the Elite Badminton Coaches in the Elementary Schools Abstract The purposes of this study were to explore the concepts and the influenced factors of the effective coaching behaviors for the elite badminton coaches in the elementary schools in Taiwan, and examine their process in sequence of discipline for student-athletes. Based on the qualitative methods, in a theoretical sampling process, eight elite badminton coaches that had ever acquired ahead of sixth place in a national competition in the elementary schools were interviewed by using semi-structured interviews, documents analysis, and then actual coaching situation of one coach was observed for eight weeks by participation observation. All of information was rearranged, induced, compared, and analyzed. The results of this study indicated that (1) the main concepts of the effective coaching behaviors for the elite badminton coaches in the elementary schools were included coaching plan, coaching strategic, coaching evaluation, and coaching atmosphere. The coaching plan included discipline objectives, the progress of contents, and discipline plan; The coaching strategic included individual difference, demonstration and explanation, time management, discipline methods, and the methods to divide into groups; The coaching evaluation included coaching feedback, coaching reflection, and evaluate outcomes; The coaching atmosphere included coach expectancy, teamwork, discipline management, discipline enthusiasm, and teacher-student relationship. (2)The influential factors of the coaching included ‘coach per se’, ‘equipment’, ‘student-athletes’, ‘parents’, and ‘school’. (3) The process in sequence of discipline for student-athletes was the interesting cultivated phase, the fundamental motor learning phase, fundamental motor mastery phase, the competitive phase, and the gratitude phase. The effective coaching behaviors outstandingly for the badminton coaches in the elementary schools needed the self-learning contiguously, reflection, and to make a breakthrough. This study showed clearly the important concepts, the various discipline phases, and the influenced factors of effective coaching behaviors those could contribute to improve the professional coaching abilities of the badminton coaches and physical education teachers in the elementary schools in Taiwan.
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Baker, Jayne. "Girl Power, Boy Power, Class Power: Class and Gender Reproduction in Elite Single-gender Private Schools." Thesis, 2013. http://hdl.handle.net/1807/43479.
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This dissertation contributes to our understanding of the role of elite single-gender schools in the reproduction of class and gender inequalities. This is an ethnographic study of an all-boys and all-girls school in the Toronto area, combining participant observation, semi-structured interviews, and web and print school documents. I focused especially on students in their final year of high school, when the potential advantages embedded within a private school are most likely to be capitalized on. The data provide an opportunity highlight three mechanisms of class and gender reproduction. First, I explore the teacher/student relationship as a source of advantage for students and show how teachers are complicit in these negotiations. I make sense of this in the context of the schools’ belief in the importance of educating the whole child, including traits like leadership, and the university prep focus of these schools. Second, I focus on how school personnel understand their students as gendered subjects and the contradiction this presents at the all-girls school, where administrators are keen on students defying stereotypes but draw on many of those stereotypes to develop best practices at the school. Third, I analyze the university choice process of these students, noting especially how they construct distinctions between Canadian universities despite Canada not having a steep and well-known hierarchy between institutions, and how they use the established hierarchies in other countries. I bring together theories on the correspondence between the economic structure and the education system and the role of culture in reproduction, staying mindful of how these educational settings are structured and what is happening in the classroom, including how students shape their educational experiences through their actions and their interactions with others, especially teachers.
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Fan, Yu-Hsiang, and 范宇翔. "A Retrospective Study on Atypical Sexuality Practices of Girl Students in Elite High Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/61014756682122972787.
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碩士國立臺灣師範大學
公民教育與活動領導學系
104
Adolescent girls used to be portrayed by the society at large as sexually innocent and passive. More recent researches, however, have emphasized that adolescent girls are able to transform their experiences learned from exploring sexuality into expressing sexuality from a female perspective. Through sexuality practices, they discover the meaning of sexuality and body to themselves, while exhibiting activeness in sexual activities. This research thus proposes the following three questions: 1. Under what kind of resources are atypical sexuality practices by female students in elitist high schools formed? 2. What are the forms and contents of atypical sexuality practices by female students in elitist high schools? How do these practices interact with the existing, traditional sexuality structure? 3. How do atypical sexuality practices in the process affect the ways in which female students in elitist high schools manage their own bodies? How do these practices help them reconstruct their sexual subjectivity? This research uses female students in college-preparatory high schools as primary objects of study. The research results are as follow: 1. Through extensive reading and utilizing Internet resources, female students in elitist high schools are able to construct more diverse forms of sexuality. Especially, the immediate and anonymous qualities of the Internet allow adolescent girls to obtain information easily and acquire identity through virtual interactions. 2. Adolescent girls used to be the object of rigorous control by the existing sexuality structure, while the practices of atypical sexuality could only hide in the crevices in the structure. They often took place after school in obscure places in public spaces, making adolescent girls’ sexuality practices constantly under unsafe conditions. However, the existing sexuality structure has been loosening, relaxing its control over adolescent girls on matters of relationships, dress codes, and sexual attitudes, thus providing them with more opportunities to explore and practice sexuality. 3. Everyday interactions and exchange of bodily experiences between students are important ways in which views on body and sexuality are formed. The intensity of control on student behaviors by high school authorities has been weakening, while the normative power formed among the student peers has been strengthening, thus becoming a new system for surveilling sexuality. 4. There is an established notion in the society that the academic achievement of students correlates to their behaviors. Female students in elitist high schools inherit a code of docility and purity, making them prone to self-contradiction during process of atypical sexuality practices; at the same time, students with high academic achievements are privileged with the leniency of society. For the insulation of their identity from sexuality can act as a protection for sexuality practices. As a result, the position of being “a good student,” to adolescent girls in atypical sexuality practices, is not only a source of suppression but also a resource. 5. Adolescent girls that have gone through atypical sexuality practices manage their own bodies in ways closer to their own needs, exhibit more self-acceptance, and are able to establish positive attitudes towards sexuality. These experiences provide adolescent girls the ability to rewrite the script of sexuality, which inherits the older version of existing sexuality structure. Adolescent girls, through personally engaging in sexuality practice, continually revise and rewrite the script, in which process they reconstruct their sexual subjectivity.
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WEN, YAO CHIH, and 姚志文. "The bloom of teaching profession :The life stories of four teacher elite in elementary schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/47834761725605477120.
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碩士臺北市立師範學院
國民教育研究所
93
Abstract The study aims to understand the life progresses of four teacher elites at elementary schools. It is our hope that, in the traditional elemen-tary/high school environment without advanced professional career, we can find the feasible ways of professional career development of teachers at elementary/high schools based on our concern for the career courses of teachers who are not headed for administration field as well as the life experiences of the four teachers who won the highest educational honor. Qualitative research approach is used and, with interview outlines, documents provided by each teacher, information collected from the chronicles, we will describe the life experiences of the four teacher elites of the four elementary school teachers and make respective case study and further conclude and analyze their contents and characteristics of the ca-reer development, significant others and critical incidents, elements of career selection, philosophy and viewpoints, advantageous situations and difficulties as well as the major elements that make them teacher elites in cross-case measure. The major findings of the study are: 1. The career development of the four teacher elites basically conforms to the development tendency of academic, although there are no completely conforming theories. 2. Due to the elements such as “uncertainty of retirement system, lack of advanced professional career and long-term effect encouragement incen-tive environment, shock resulted from educational reform and retirement droves,” senior excellent teachers decided to retire earlier than expected. 3. Significant others and critical incidents of the four teacher elites: （1）There are many significant others and critical incidents in the career of the four teacher elites. （2）The significant others that influenced the career of the four teacher elites most are teachers. （3）Support and understanding from spouses are the key elements that support the professional development of the excellent teachers. （4）“Good words make winter warm and malicious words make June cold.” What teacher say and do significantly affect the children’s development for their entire life. （5）Absence of or negative comments from significant others are both regret and attention to teacher elites. 4.There are similarities as well as differences of the elements of career selection of the four etherealities and they become what they are owing to the wholehearted devotion. 5.The environment of elementary/high schools as “only administration advancement without teaching specialty advancement” affects the basis of teaching specialty, development of career and morale of teachers. It remains to be changed. 6. Major life philosophy and educational concepts of the four teacher elites are: Educational concepts based on children and touch of life: all of them look forward to establishing teacher encouragement measures with long-term effects, advanced system of professional career with relevant measures, diversified and flexible advanced study systems for teachers and pragmatic and comprehensive educational reform policies. 7.There are similarities as well as differences of the advantageous situations and difficulties of the four teacher elites: all of them could break through difficulties and encounter challenges and they had more difficulties or pressures than advantageous situations. 8.“Government subsidy system” encourages numerous impoverished stu-dents to study hard and move upwards, maintains an extremely good level of teachers, and fosters a great amount of outstanding teachers. The policies regarding own expense system and widely available educational courses require to be discussed. To keep the high quality of teachers, it’s necessary to explore substituting the government subsidy system by some related rules. 9.There are similarities as well as differences of elements that made the four teachers elites. The influences of “individual internal characteristic viewpoints” are greater than those of “external environment elements.” 10.The common advantageous situations of the four teacher elites are “rich life experiences, work environment of good quality, happy marriages, as-sistance and encouragement of significant others and critical incidents.” 11.The shared qualities of the four teacher elites are “altruistic life phi-losophy, aggressive and positive self-awareness, self-fulfillment in the handing of cultural values, high achievement motif in search of “success in teaching,” sincere humanitarian feelings, diversified wisdom ability and learning, professional knowledge that guides learning, being aggres-sive to break through difficulties and excellent expounding ability in education.” Based on the above findings, the researcher makes the following sug-gestions for educational workers, training institutions for teachers, educa-tional administration institutes for elementary/high schools, parents and future studies respective: 1. Suggestions for educational workers (1) Being persistent and endeavoring to search the ideals of the career (2) Building the values of being proud of students’ achievements (3) Listening to, accepting, caring for and approving the diversified wis-dom and potentials of students (4) Giving students more positive encouragement and expectations to avoid Pygmalion Effect 2. Suggestions for training institutions for teachers (1) Teacher's university should seek active transformation to make full use of function of cultivating potential teachers from various channels. (2) Training teachers with humanitarian qualities and key abilities at the pre-occupation educational stage (3) Improving the overall function of “training teachers, guiding and as-sisting schools, advanced study and researches and research and de-velopment” 3. Suggestions for elementary/high schools (1) Extensively establishing and carrying forward the “teacher elites” rules and culture. (2) Improving teacher-recruiting regulations to hire outstanding teachers to enter the campus. (3) Building fully dimensional learning and growth situations and foster-ing students with sound personalities (4) Forming good quality school culture and building advantageous edu-cational situations for teachers (5) Duly implementing diversified, flexible and pragmatic teacher studies to improve professional knowledge of teachers 4. Suggestions for educational administration institute (1) Actively carrying forward long-term study and popularization of “teacher elites”. (2) Planned controlling the amount of normal training and reviewing the policy on teacher training. (3) Trying to establish stable retirement system as early as possible to assure teachers (4) Preparing teacher encouragement system with long-term effects to stimulate morale of teachers at the basic level (5) Cohering the mutual understanding, preparing the relevant measures and promoting the professional career advancement system (6) Overall implementation of mentor teacher system to encourage senior excellent teachers to continue growth (7) Stably promoting educational reforms in proper sequence and humble reviews (8) Reviewing policies on own expense system and broadened educa-tional courses, and exploring to replace the government subsidy system with other institutions in order to maintain the quality of teachers 5. Suggestions for parents (1) Enriching the knowledge of parent/children communication and giv-ing more positive encouragement and proper expectations to children (2) Cherishing different aptitudes and potentials of children; encouraging and supporting them to seek their career development 6. Suggestions for future studies We suggest the depth and width of studies be enhanced. For exam-ple, the target may include all excellent teachers serving at kindergartens, elementary schools, junior high schools, and senior high schools/vocational high schools from any other prefecture beyond Taipei County. Studies can also be made on elites in other occupations or other groups with special features and number of samples can be increased at a proper amount. Moreover, we can have more interviews on the significant others of the target and make further studies on the influences of system to the target. Key words: career development of teachers, teacher elites, significant others, critical incidents, teacher ranking system, mentor teacher system, life story
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Hsiung, Nien-Tzu, and 熊念慈. "A study on learning stress and adjustment of students in elite senior high schools in Taipei City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/7cdbz8.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
103
This study aims mainly, via adopting the methods of questionnaires survey and literature review, to explore the learning stress and adjustment of students in elite senior high schools in Taipei city. The main purposes of this study are: 1.To explore the learning stress of students in elite senior high schools in Taipei city. 2.To analyze the primary sources of the learning stress of students in elite senior high schools in Taipei city 3.To understand the problems of the adjustment of students while facing learning stress in schools. 4.To review the strategies adopted by students for solving their adjustment problems in schools. 5.To propose suggestions, based on the findings of this study, for the reference of policy reform or improvement in the future. A self-designed questionnaire is used as the research tool of this study, and via purposively sampling, two best-known elite senior high schools in Taipei City are selected as samples of the case studies. In each school, first year’s students are chosen as samples. Four classes in each school are surveyed, which accounts for 330 students in total. With a response rate of 88.8%, 293 valid questionnaires are collected and analyzed. The main conclusions of this study can be summarized as follows: 1.Students are facing medium degree of learning stress in elite senior high schools, and the greatest pressure derived mainly from their own “individual” factors. 2.Students adjust quite well in schools, and their adjustment at the “physical and psychological dimension” is the best, among all the dimensions measured. 3.There are significant differences in the learning stress and learning adjustment between boys and girls. 4.There are significant differences in the learning stress and learning adjustment among students whose parents adopted different methods of home discipline. 5.Whether both parents adopt the same or consistent methods of home discipline has affected their children’s learning stress and learning adjustment. If both parents adopt consistent method of discipline, their children’s learning adjustment at schools are better. 6.There are significant differences in the learning adjustment among students with different order of sibling at home, and with educational qualification of the head of households.. 7.There is no significant difference in the learning stress and learning adjustments of students in terms of their home residential districts, composition of family members, economic situation and occupations of the head of households.
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Bailin, Wells Emily. "Un/tangling girlhood: Negotiations of identity, literacy, and place at an elite, independent private all-girls school in New York City." Thesis, 2018. https://doi.org/10.7916/D8QN7Q7K.
Full textAbstract:
All-girls schools are commonly framed as institutions meant to empower girls to be their best selves in an enriching environment that fosters learning, compassion, and success. In elite, private schools, notions of language, privilege, and place are often tethered to the school’s history and traditions in ways that are seamlessly woven into the cultural fabric of the institution, subsequently informing particular constructions of students. Therefore, a closer examination of the dialogic power of belonging and expectations between an institution and its members is required. Failure to interrogate language and power dynamics in privileged spaces can perpetuate systems and structures of exclusivity and prohibit the construction of authentically inclusive practices and place-making within educational institutions.
This study, which took place at an elite, independent, private all-girls school (the Clyde School) on the Upper East Side of Manhattan, interrogates how ideations of girls and girlhood are constructed and promoted as part of a school’s institutional identity and, in turn, how members of the institution understand, negotiate, and reimagine ideals, expectations, and forms of membership within the Clyde School. Drawing on literature from sociocultural, sociolinguistic, and communications perspectives, and concepts of literacy, identity, and place as constructed, situated and practiced, this study highlights the importance of context and discourse when examining how young people understand themselves, others, and their socially-situated realities.
Data collection included semi-structured interviews, multimodal media-making, and participant observations. The primary method of data analysis was a critical analysis of discourse—an examination of the language, beliefs, values, and practices that collectively work to construct a school’s institutional identity; and foster insight into how students perceive and challenge notions of what it means to be a student at the Clyde School.
The findings of this case study offer analyses of individual, collective, and institutional identity/ies. It considers the discursive practices, critical literacies, and place-making processes that young people use to navigate and negotiate their experiences in a particular sociocultural ecology. This study contributes to understandings of girlhood, youth studies, and elite, private independent school settings and provokes further questions about the possibilities of disrupting storylines and re-storying pedagogies.
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Malik, Akhtar Hassan. "A Comparative Study of Elite-English-medium Schools, Public Schools, and Islamic Madaris in Contemporary Pakistan: The Use of Pierre Bourdieu’s Theory to Understand "Inequalities in Educational and Occupational Opportunities"." Thesis, 2012. http://hdl.handle.net/1807/34798.
Full textAbstract:
A Comparative Study of Elite-English-Medium Schools, Public Schools, and Islamic Madaris in Contemporary Pakistan: The Use of Pierre Bourdieu’s Theory to Understand "Inequalities in Educational and Occupational Opportunities"
Doctor of Education, 2012
Akhtar Hassan Malik
Department of Sociology and Equity Studies in Education
University of Toronto
ABSTRACT
This thesis has attempted to understand the role of mainstream schools: elite English-medium schools, public schools and Islamic madaris in reproducing various social classes in Pakistan. Bourdieu’s theory of social reproduction serves as a major conceptual framework in this study, and it has been complemented by Anyon’s thesis about social class and school knowledge.
My study suggests that an unequal availability of capital resources, agents’ class-habitus, and the type of their “cultural currency” act as selection mechanisms that clearly favour some social groups over others. This consolidates existing social-class hierarchy. The ruling classes ensure the transfer of their power and privilege to their children by providing them quality education in elite schools. The disadvantaged classes have no other option than to educate their children either in public schools or Islamic madaris. The new non-elite private schools have blatantly made education a commodity. This has contributed towards educational apartheid in the country. My study underscores that the working-class parents possess cultural capital which they transmit through building efficient learning environments in family settings. Yet, their class-habitus plays a causal role in keeping aspirations low.
The three types of schools constitute distinct fields of education and provide a fairly different schooling experience to their students. For instance, these schools have different standards of material/human resources that are likely to instil a hierarchical view of the world among students. Likewise, differing curricular, pedagogical, and student evaluation practices emphasize different cognitive and behavioural skills. These differences can become central features for the reproduction of the division of labour at work and in society between those who plan and manage and those in the work force whose jobs primarily entail carrying out policies made by others. Public school knowledge has some exchange value in the marketplace, but it legitimates the ideology of production for consumption. I recommend that an integrated and equitable system of “national education” is vital for nation building. For future research, I suggest both considering different components of cultural capital other than exposure to high culture and exploring a wide range of dispositions to better understand how they influence one’s actions.
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Gameiro, Fernando Luís. "Portuguese Secondary Schools: Places of Education and Networks of Complicity.Alentejo Elites’ Progress through School and Professional Career,Development 1841–1960." Bachelor's thesis, 1999. http://hdl.handle.net/10174/21404.
Full textAbstract:
The aim of this paper is the relation between the local elites and the secondary level scool in Alentejo during the 19 th and 20 th centuries.
These historiographical tendencies show very cleary the necessity of analysing the problem of the elites formal education under the view of the education’s social dimension, trying to evaluate the impacte of schooling’s trajectories in the social and economical dynamics. So, it will be in this perspective that i’ll support the empirical results, wich will be introduced.
I will argue the secondary scools is a privilileged space of elites training and in which I establish the relative adptation of the teaching offered to the different kinds of professional and social perfomances that were demanded to the studentes who finished the secondary education.
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Císařová, Pavlína. "Pád české učitelské elity 1945 - 1955." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-354122.
Full textAbstract:
This dissertation focuses on history of czech teachers, primarily high school teachers. The idea is to originate everything from the basics of history that is traditionally in rythm with political changes. This thesis is focused on deeper understanding of transformation of czech education, changes and developpement of one multilayered professional status or in the end a change of czech society in the first half of the 20th century. The time period between 1945 and 1955 is well known for its political, bussines and economic transitions. The main focus of this disertation is to show from the history of teachers which they are related to the teaching laws, the big modification that has happened at the time period. Concrete examples are presented in a detailed developpements which are different between inland and borderline gymnasiums and the way the teaching is conducted. This disertation offers complete picture of this topic, that is until now processed only in ideologically orientated publications. KEY WORDS decline, elite, high school teachers, school reforms, school laws, history of teachers
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Lin, Yu-Ting, and 林昱庭. "Leadership Behaviors of an Elite Volleyball Coach in Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/4k9qem.
Full textAbstract:
碩士國立中正大學
運動與休閒教育研究所
102
The purpose of this study was to investigate the leadership behavior, and its influential factors, and success factors of an elite volleyball coach in elementary school. Qualitative analyses were used in the stay and the case study was an elementary school volleyball coach, Ah Yin teacher, who has coached the players to win national champions for eleven consecutive years. The research methods included semi-structured interviews, document analysis and participatory observation. I then processed the collected data using open coding, axial coding, selective coding, sustained induction, comparison and analysis. The results showed that the elite elementary school volleyball coach leadership behaviors include authoritarian leadership, benevolent leadership, and moral leadership. Authoritarian leadership concept includes autocratic style, straighten the image and teachings of behavior. Benevolent leadership concept includes individual care and maintenance of pride. Moral leadership concept includes separating business and personal matters and practicing what he preaches. In addition, the factors that affect the excellent leadership behavior of the elementary school volleyball coach include individual characteristics, school supports, players and parents’ perspectives. The conclusions indicated that (1) the moral and benevolent leaderships are more important components than the authoritarian leadership for the elite elementary volleyball coach leadership behaviors, (2) an elite elementary volleyball coach should pay more attentions to develop players’ interests, and (3) an elite elementary volleyball coach is motivated to develop excellent communication skills and networks to assist gaining the resources and supports for the team.
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CHIN, CHANG YUNG, and 張詠晴. "The impact of the elite elementary school on housing prices." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/51144908129561037714.
Full textAbstract:
碩士中國文化大學
建築及都市計畫研究所
97
In Taiwan, school aged students are obligated to receive nine years of education. Assignment the school for the student depends on school district of the household register address subordinate, being called as “the matriculation school district system”. Because many parents favor a certain elementary school district, the parents will utilize ways for their children entering an ideal elementary school. This phenomenon shows that student admission concentrates massively in certain schools, and this causes these so called “elite schools” to fill up rapidly. Therefore, the housing price for this famous school district rises directly. However, there are many factors affecting the house prices. Whether or not there is a correlation between the elementary school district and the house price actually is the important topic to be determined. For this research distinguishes elementary school district on the basis of “elite school”. The so-called “elite school”is name for both the “filled up school” and “the high quality school” announced by the Bureau of Education of Taipei government. In accordance to the sample by Taipei real estate transaction price, announced by the Real Estate Transaction Price Inquiry Information Bank of the Land administration Department of Ministry of the Interior primarily, this research utilizes the characteristic price theory in discussion about whether or not the house price of the “elite school district” is higher than the general school district and further understand if the distance from school could create difference in house prices in the elite elementary school district. Then, by applying the space self-correlation analysis with the Geoda software and geography information system (GIS), this research will discuss the space aggregation condition of the entire Taipei elementary school district and the house price. The findings shows, the double logarithm model for this research is the most suitable model. Variable to influence the house price includes “the building shifting area”, “the total floor number”, “full up elementary school district”, “quality elementary school district”, “ quality and full up elementary school district” and “the floor (whether is first floor or not)” for 6 items. No matter full up or the high quality elementary school district all has the remarkable influence to the house price. In relative change ratio aspect, when full up, high quality or the high quality full up elementary school district changes every 1%, and it causes the house price relative change ratio respectively 9.9%, 4.8%, 4.3%. From the spatial self-correlation examination result, there are 14 high quality, and full up elementary school district presenting the spatial accumulation, mainly concentrating in the Beitou Dist, Datong Dist, Wanhua Dist, Da-an Dist, Neihu Dist and Wunshan Dist.