Dissertations / Theses on the topic 'High school students – social conditions – fiction'
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Nesengani, Ralintho Isaac. "Father-absence and the academic achievement of high school students." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/18319.
Full textBrown, Kevin L. "A comparison of social competencies among high school students referred for disciplinary action and nonreferred peers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344197.
Full textDepartment of Special Education
Nigg, Catherine Michele. "Understanding conditions leading to high school success as identified by urban Georgia at risk students." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2007/catherine_m_nigg/Nigg_Catherine_M_200808_Edd.pdf.
Full text"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Mary Jackson. ETD. Includes bibliographical references (p. 82-88) and appendices.
MERCADO, CANDIDO ANTONIO. "EDUCATIONAL EXPECTATIONS AND ATTAINMENTS OF PUERTO RICAN HIGH SCHOOL SENIORS IN THE UNITED STATES (SOCIAL MOBILITY, PATH ANALYSIS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183898.
Full textAndriot, Angie L. "Adolescent crowd affiliations and the perceived ingroup homogeneity effect." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1337186.
Full textDepartment of Sociology
Koalepe, Leshodu James. "Determinants of school success in the disadvantaged communities : managerial implications for principals of high poverty schools." Thesis, Welkom: University of Technology, Free State, 2013. http://hdl.handle.net/11462/227.
Full textThe study focuses on the challenges facing principals of high-poverty schools in the Lejweleputswa Education District in the Free State. This study moreover deals with the strategies employed by principals of high-poverty school in addressing these challenges. It further profiles the leadership qualities as exhibited by the principals of high-performing, high-poverty schools. An in-depth literature review which covered typical problems faced by such schools and the leadership styles generally employed when managing them, was conducted. An empirical investigation using a qualitative research design was conducted and data was gathered through interviews with the principals and focus group discussions with teachers of the five selected schools. In the final analysis, findings and recommendations were made to officials in the Department of Education, teachers and the principals of high-poverty schools on how to confront challenges in the disadvantaged communities while at the same time moving towards maintaining academic excellence.
Mackin, Freeman Daniel. "An Investigation of the Impact of High School Student Fine Arts Course Accumulation on Mathematics Course Achievement." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5041.
Full text黃素琴 and So-Kam Sally Wong. "An investigation of the relationship between socio-economic status andparental influence towards physical activity patterns in Hong Kongsecondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963286.
Full textMo, Kit-ling Pauline, and 毛潔玲. "Socio-economic status, schooling experience and academic performance: a study of students of low socio-economicstatus in six local schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208332.
Full textGibson, Greg. "School Resource Allocation in Texas Public Schools: Study of High-Poverty, High Performing Schools and High-Poverty, Low Performing Schools." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9927/.
Full text龔仁崇 and Ronnel Bornasal King. "Studying for the sake of others : the role of social goals on engagement and well-being." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193013.
Full textpublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Ngqela, Nozuko. "Exploring learners' experiences of violence in a township high school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5165.
Full textBibliography
ENGLISH ABSTRACT: School violence is a reality in South African township schools contaminating the school environment and jeopardizing the educational process. The aim of this study is to explore adolescent learners' experience of school violence in township high schools in order to develop and recommend a school prevention intervention programme/strategy. The study is explained in the theoretical framework of the bio-ecosystemic theory where violence is discussed as a reaction and as an action that occurs through reciprocal interaction between systems and the social environment. Through this interaction, adolescent learners are exposed to individual, family, school and community risk factors which place them at risk. Literature shows that schools in the township are sites of widespread violence; and these impacts on learners‟ emotional well-being. School violence also reflects the relationship that exists between what occurs in schools and what happens in learners' homes and communities. The specific design selected for this study is a case study and is qualitative and explorative in nature. Unstructured interviews were conducted with individual learners and focus groups to gather information regarding adolescents' experiences of school violence. The data was analysed with three main themes emerging during the participants' interviews. The findings revealed that a significant number of adolescent learners in the township school have experienced some form of gender-related violence at school, and that boys are more often the perpetrators of this school violence. The findings further showed that lack of safety and class management is another cause of violence and the violent activities within the school are a symptom of the social ills of the community within which the school is situated. Conclusions drawn from the study are that school violence is a multifaceted phenomenon and, based on these findings, it is recommended that a 'whole school' and an integrated approach be taken when dealing with violence in schools.
AFRIKAANSE OPSOMMING: Toenemende geweld in skole in Suid-Afrikaanse townships bederf die skoolomgewing en belemmer die opvoedkundige proses. Die doel van hierdie studie is om leerders se ervarings van geweld in hoërskole in townships te verken, ten einde 'n voorkomingsprogram/-strategie vir skole te ontwikkel en aan te beveel. Die studie gebruik die teoretiese raamwerk van die bio-ekosistemiese teorie waarbinne geweld bespreek word as 'n aksie en 'n reaksie wat plaasvind deur wedersydse interaksie tussen die sisteme en die sosiale omgewing. Hierdie interaksie kan adolessente leerders aan individuele, gesinsverwante, skool- en gemeenskapsrisikofaktore blootstel. Die studie wys dat skole in townships die ligging is van wydverspreide geweld wat 'n uitwerking het op leerders se akademiese prestasie. Dit wys ook dat geweld in skole 'n weerspieëling is van die verhouding wat bestaan tussen gebeure in die skool en gebeure in die leerders se huise en gemeenskappe. Die navorsingsontwerp vir hierdie studie is dié van 'n gevallestudie. Dit is kwalitatief en verkennend van aard. Ongestruktureerde onderhoude is met leerders en fokusgroepe gevoer om inligting rakende hulle ervarings van geweld in skole in te win. Die data is ontleed na aanleiding van drie temas wat tydens die onderhoude na vore gekom het. Die bevindinge het gewys dat 'n noemenswaardige aantal adolessente leerders in townshipskole een of ander vorm van geweld ervaar het, en dat seuns gewoonlik die aanrigters van die geweld is. Die studie het voorts gevind dat akademiese prestasie ernstig beïnvloed word deur geweld wat binne en buite die skoolgronde plaasvind, en ook dat geweld binne die skole 'n simptoom is van die sosiale euwels van die gemeenskap waarbinne die skole geleë is. Die studie se gevolgtrekking is dat geweld in skole 'n veelvlakkige fenomeen is. Die aanbeveling wat op hierdie gevolgtrekking berus is dat 'n "heel skool" geïntegreerde benadering gevolg moet word wanneer daar met geweld in skole gewerk word.
Ho, Tin Lai. "A study of the relationship of family structure, students' social-economic status, and grade retention to the educational and occupational expectations of secondary school students in Macao." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1880480.
Full textTsang, Chi-ming, University of Hong Kong, and 曾志明. "An investigation of the relationship between the socio-economic status and the parental choice of secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960480.
Full textChan, Siu-wah, and 陳少華. "Explaining education success with special reference to Bourdieu's theory of cultural capital." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959994.
Full textSanzila, Keith Mumba. "Environmental factors influencing learner absenteeism in six schools in the Kavango Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003398.
Full text"Understanding Transformative Leadership Among High School Students: Creating Conditions to Lead." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38497.
Full textDissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2016
"Social relations and school life satisfaction in South Korea." 2011. http://library.cuhk.edu.hk/record=b5894532.
Full textThesis (M.Phil.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 68-74).
ABSTRACT --- p.i
ACKNOWLEDGEMENTS --- p.ii
TABLE OF CONTENTS --- p.iii
LIST OF TABLES AND FIGURES --- p.v
Chapter CHAPTER ONE --- INTRODUCTION --- p.1
Chapter 1.1 --- BACKGROUND OF STUDY --- p.1
Chapter 1.2 --- LAYOUT OF THESIS --- p.4
Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.5
Chapter 2.1 --- DEFINITION OF SCHOOL LIFE SATISFACTION --- p.5
Chapter 2.2 --- STUDENTS' SOCIAL RELATIONS AND SCHOOL LIFE SATISFACTION --- p.8
Chapter 2.3 --- SOCIAL RELATIONS AND KOREAN CONTEXTS --- p.19
Chapter 2.4 --- FOCUS OF THESIS --- p.20
Chapter CHAPTER THREE --- THE EMERGENCE OF THE HIERARCHICAL SCHOOL SYSTEM IN SOUTH KOREA --- p.21
Chapter 3.1 --- EDUCATIONAL EXPANSION DURING THE COUNTRY'S ECONOMIC DEVELOPMENT --- p.21
Chapter 3.2 --- THE EMERGENCE OF ELITE HIGH SCHOOLS AND THEIR REPID DEVELOPMENT --- p.22
Chapter 3.3 --- VOCATIONAL HIGH SCHOOLS EDGED OF THE HIERARCHY OF HIGH SCHOOL SYSTEM --- p.25
Chapter CHAPTER FOUR --- METHODOLOGY AND RESULTS --- p.30
Chapter 4.1 --- HYPOTHESES --- p.30
Chapter 4.2 --- DATA AND SAMPLES --- p.30
Chapter 4.3 --- VARIABLES --- p.31
Chapter 4.4 --- METHOD AND ANALYTICAL STRATEGIES --- p.33
Chapter 4.5 --- RESULTS AND FINDINGS --- p.38
Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION --- p.51
Chapter 5.1 --- MAJOR FINDINGS AND DISCUSSION --- p.51
Chapter 5.2 --- ADDITIONAL FINDINGS --- p.56
Chapter 5.3 --- THE SOCIOLOGICAL IMPLICATION --- p.58
Chapter 5.4 --- LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH --- p.59
Chapter 5.5 --- CONCLUSION --- p.60
APPENDIX A --- p.62
APPENDIX B --- p.65
REFERENCES --- p.68
Wu, Angela Mei-Chen. "Tutoring as a social practice : Taiwanese high school students in Vancouver." Thesis, 2003. http://hdl.handle.net/2429/15157.
Full textMolefyane, Frances. "Family and familial conditions that contribute to identity formation of secondary school students." Thesis, 2014. http://hdl.handle.net/10210/10910.
Full textDladla, Thamsanqa Elphas. "Poor urban learners' long walks to school and the influence on their school activities." Thesis, 2012. http://hdl.handle.net/10413/5832.
Full textThesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.
Chen, Meng-Yun, and 陳孟筠. "Identifiable Conditions on Sport Performance and Social Loafing among Junior High School Students: Moderating Effect of Narcissistic Personality." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2ua6e4.
Full text臺北市立大學
運動教育研究所
107
The purpose of the study was to explore the effect of narcissistic personality on student’s sport performance and social loafing situations under different identifiable conditions. This study recruited 39 junior high school students in Taipei City to participate in a task of five-minute shuttle run under personal, low, and high identifiable conditions. The instruments for the study were Narcissistic Personality Inventory-40, Perceived Loafing Scale, Perceived Effort Scale and shuttle run as sport performance. A two-way Mix ANOVA was used to analyze the data in this study. The results were as follows: First, there was no significant difference between high and low narcissism on social loafing under three identifiable conditions. Second, there was no significant interaction of narcissistic personality with identifiable conditions on shuttle run performance. Third, there was a significant difference on social loafing in sport performances under high/low identifiable conditions. In conclusion, the present study may facilitate junior high school students’ sport performance and decrease the social loafing effect on teams. Participant’s sport performance could be improved by raising the personal identification on teams. The results of the study provide the teachers with insights and information and for further research.
Holley, Barbara. "The academic challenges experienced by learners from a local informal settlement attending a public (former Model C) suburban secondary school." Thesis, 2010. http://hdl.handle.net/10210/3243.
Full textIn spite of notable changes that have been made in education since 1994 in South Africa, many challenges are still being experienced in the education system. Not least of these are the academic challenges experienced by learners from contexts of poverty, and in particular, those who live in informal settlements and who attend public (former model C) suburban secondary schools. Inclusive education, founded upon the principles of human rights, aims to provide equal and quality education to all learners in South Africa. A process of addressing and responding to the diversity of learners, its objective is to reduce exclusion from education, however, many learners either fail to achieve or drop out of the education system altogether. In the changing educational climate, and with limited research in this sector of education being found, the researcher, wished to explore, interpret and describe these academic challenges. To achieve this, a qualitative approach was chosen with a phenomenological design and a constructivist paradigm. The methodology was selected according to the research question. Data collection was based on semistructured, conversational interviews and projective techniques, namely, the sentence completion method. The data analysis approach was qualitative in nature. Data from both the interviews and incomplete sentence sets were compared with connections sought between the data. Attention was paid to trustworthiness and ethical considerations in the study. The results of the study revealed four themes: Learning Challenges; Relationships; Lack of Resources; Family Support. Firstly, the study revealed that learning and academic achievement was of great importance to the participants, secondly, relationships played an important role in learning, thirdly, a lack of resources was a major challenge, and finally, the importance of family support was indicated. Guidelines and recommendations were provided to educators and other learning support professionals in order to support participants and other learners so that they can achieve their potential in school.
Duran, Jacquelyn Nely. "Living the American Dream? Second Generation Dominican High School Students in a Diverse Suburban Community." Thesis, 2018. https://doi.org/10.7916/D8NW119Q.
Full textMasithela, Nepo Justice. "An investigation of the role that high school teachers can play in reducing truancy in the Galeshewe area, with specific reference to Tlhomelang High School." Thesis, 1992. http://hdl.handle.net/10413/3148.
Full textThesis (M.Ed.)-University of Natal, Durban, 1992.
Kharibe, Avhatakali Lucky. "The contribution of the geographical environment to the identity of secondary school learners." Thesis, 2012. http://hdl.handle.net/10210/6170.
Full textThis investigation forms part of a greater research project on identity and the factors influencing identity as perceived by the learners themselves. A research team of the Department of Educational Sciences of the Rand Afrikaans University conducted the research project. The focus of this study is the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Aspects of the geographical environment are addressed as factors contributing to the identity of secondary school learners as perceived by the learners themselves. In chapter two a literature study to the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves was undertaken. This information was used to support the investigation and to make conclusions based on factual information. Aspects of the geographical environment that make a contribution to the identity of the learners as perceived by the learners themselves were discussed. In chapter three the instrument of research was discussed. Questionnaires were completed by secondary school learners of different schools in the Johannesburg district of the Gauteng Department of Education. The information from the completed questionnaires helped the researcher to ascertain to what extent the aspects of the geographical environment contributed to their identities as perceived by the learners themselves. The analyses and interpretation of empirical data were discussed in chapter four. The validity of the research instrument was investigated. Chapter five focused on the importance of research on the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Teachers and parents should be aware of the contribution of the geographical environment and how this affects the secondary school learner's personal and social development as well as his/her expectations for the future. The findings of this research essay suggest that secondary school learners do perceive the geographical environment as contributing to their identities. Data indicate that learners seem to put a higher value on 'mobility' and `home' followed by 'health' than in other aspects. Data also show that learners seem to have a lower opinion of the contribution of the geographical environment to their identities concerning 'educational and recreational facilities' as well as on 'security in their surroundings' despite literature that proves that these aspects are very important in the development of an adolescent's identity.
Dvorak, Alexander Stephan. "Becoming an Internationals Student: What do Newcomer Adolescents do with a High School Designed for Them?" Thesis, 2019. https://doi.org/10.7916/d8-73c8-e616.
Full textMashile, Elias Oupa 1963. "Psychological and social factors related to physical science achievement and attitude of secondary school students." Thesis, 1999. http://hdl.handle.net/10500/18149.
Full textPsychology of Education
D. Ed. (Psychology of Education)
Lund, Darren E. "Social justice pedagogy and teacher-student activism : a collaborative study of school-based projects." Thesis, 2002. http://hdl.handle.net/2429/12798.
Full textJaipal, Kamini. "ESL students learning biology : the role of language and social interactions." Thesis, 2002. http://hdl.handle.net/2429/13080.
Full textYom, Tiana. "Looking At The Whole Child Through Student Health Profiles: A Latent Class Analysis of CDC 2019 National Youth Risk Behavior Survey Data." Thesis, 2021. https://doi.org/10.7916/d8-gqbs-4v30.
Full textJohnson, Rebecca Lee. "Listening to the Voices that Sing a Different Song: Mathematically Successful and Socially Conscious Students of Color." Thesis, 2020. https://doi.org/10.7916/d8-mvsv-1w20.
Full textMinichiello, Diane Betty. "The voyage of cultural transition : adjustment issues of Chinese-speaking foreign-born students in a social environment where they form the largest cultural group in a secondary school setting." Thesis, 2000. http://hdl.handle.net/2429/10702.
Full textMagwa, Logic. "Exploring the role of student-teacher relationships in the educational, social and emotional lives of form 5 students in Masvingo District, Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25001.
Full textThis study aimed at exploring the role of student-teacher relationships in the educational, social and emotional lives of Form 5 students in Masvingo District. Student-teacher relationship is an important factor in educational research within pre-school settings and primary education, but remains largely neglected in secondary schools. The study was informed by a qualitative and instrumental case study design within the constructivist paradigm. In-depth interviews, focus group discussions, document analysis and reflective journals were used to collect data. General teachers, Guidance and Counselling teachers, educational psychologists and students were purposively sampled. The data were analysed using the thematic content analysis approach. Findings indicate that a decisive understanding of the complex nature of student-teacher relationships is not easy as the field is under-explored in Zimbabwe and multifarious. The participants described student-teacher relationships according to two dimensions, namely a democratic and egalitarian dimension and an authority figure within a subordinate student-teacher dimension. The study further revealed that the personal characteristics of the teachers and students, the educational environment, teaching methods and the schooling community have a direct impact on the quality and nature of student-teacher relationships. In addition, the study established that a democratic and egalitarian relationship between the teacher and students results in positive educational, social and emotional outcomes in the lives of Form 5 students. Likewise, an authority figure within a subordinate student-teacher relationship negatively affects the educational, social and emotional outcomes of students. Lastly, the study revealed that child-centred approaches, reciprocal power-sharing, the positive personal characteristics of the participants and positive labelling can help to improve student-teacher relationships in secondary schools. The study recommends that in order to enhance the educational, social and emotional lives of students, the teacher and students could share the learning environment. In this sense, students’ voices in the selection and development of teaching and learning activities are important and could promote a democratic classroom environment.
Hierdie studie is gerig op die verkenning van die rol van student-onderwyser-verhoudings in die opvoedkundige, sosiale en emosionele lewens van Klas 5-studente in die Masvingo-distrik. Student-onderwyser-verhoudings is ʼn belangrike faktor in opvoedkundige navorsing in voorskoolse omgewings en primêre onderwys, maar word grootliks in sekondêre skole verwaarloos. Die studie is gebaseer op ’n kwalitatiewe en instrumentele gevallestudieontwerp in die konstruktivistiese paradigma. Indringende onderhoude, fokusgroepbesprekings, dokumentontleding en reflektiewe vaktydskrifte is gebruik om data in te samel. Gewone onderwysers, beroepsleiding- en voorligtingsonderwysers, opvoedkundige sielkundiges en studente is doeldienend bestudeer. Die data is ontleed deur gebruikmaking van die benadering van tematieseinhoudontleding. Bevindings dui daarop dat ’n deurslaggewende begrip van die komplekse aard van student-onderwyser-verhoudings nie maklik is nie, aangesien die terrein veelsoortig is en in Zimbabwe onderverken is.Die deelnemers het student-onderwyser-verhoudings volgens twee dimensies beskryf, naamlik ’n demokratiese en egalitêre dimensie aan die een kant en ʼn gesagsfiguur in ’n ondergeskikte student-onderwyser-dimensie aan die ander kant. Die studie het verder aan die lig gebring dat die persoonlike eienskappe van die onderwysers en studente, die opvoedkundige omgewing, onderrigmetodes en die skoolgemeenskap ’n regstreekse uitwerking op die gehalte en aard van student-onderwyser-verhoudings het. Daarbenewens het die studie vasgestel dat ’n demokratiese en egalitêre verhouding tussen die onderwyser en studente positiewe opvoedkundige, sosiale en emosionele uitkomste in die lewens van Klas 5-studente tot gevolg het. Eweneens beïnvloed ʼn gesagsfiguur in ’n ondergeskikte student-onderwyser-verhouding die opvoedkundige, sosiale en emosionele uitkomste van studente negatief. Laastens het die studie aan die lig gebring dat kindgesentreerde benaderings, wederkerige magsdeling, persoonlike eienskappe van die deelnemers en positiewe etikettering kan help om student-onderwyser-verhoudings in sekondêre skole te verbeter. Die studie beveel aan dat die onderwyser en studente die leeromgewing deel ten einde die opvoedkundige, sosiale en emosionele lewens van studente te bevorder. In hierdie verband is studente se stemme in die seleksie en ontwikkeling van onderrig- en leeraktiwiteite belangrik, aangesien dit ’n demokratiese klaskameromgewing kan bevorder.
Ndzavisiso lowu wu naxikongomelo xo kambela vuxaka exikarhi ka muchudeni na mudyondzisi eka vutomi bya swa dyondzo, vuxakelani bya vanhu na ntlhaveko emoyeni eka machudeni ya Form 5 eka Distriki ya Masvingo, eZimbabwe Vuxaka bya muchudeni na mudyondzisi i nchumu wa nkoka eka rhiseche ya swa dyondza eka swiyimo swa dyondzo ya xiyenge xa khreshe, dyondzo ya prayimari, kambe i nchumu lowu wu honisiwaka swinene eka swikolo swa sekondari. Ndzavisiso lowu wu seketeriwe hi ndzavisiso wo tirhisa fambiselo ra qualitative na dizayini ya case study eka paradayimi ya constructivist. Ku endla tiinthavyu to enta, mimburisano na mintlawa yo kongomisa mbulu, ku xopaxopa tidokumente na ku tirhisa ti-reflective journals swi tirhisiwe ku hlengeleta datara. Ku endliwe sampuli hi mathicara ya tidyondzo to nava (general teachers) mathicara ya tidyondzo ta swiletelo hi mintirho, tisayikholojisti ta swa dyondzo na machudeni. Datara yi xopaxopiwe hi ku tirhisa fambiselo leri vuriwaka thematic content analysis kumbe ku xopaxopa hi ku landza tinhlokomhaka to karhi. Vuyelo byi kombisa leswo ku twisisa ku enta hi ku nonon'hwa na ku sohana-sohana ka vuxaka exikarhi ka muchudeni na mudyondzisi a hi nchumu wo olova, hikuva xiyenge lexi a xi si lavisisiwa kahle eka swiyenge swo tala eZimbabwe. Lava va nga na va xiavo va hlamusele vuxaka exikarhi ka muchudeni na thicara hi tindlela timbirhi, leti ku nga leswo thicara i munhu wa fambiselo ra xidimokrasi na ndzinganano, na ndlela ya munhu loyi a nga munhu wa matimba na vutivi eka vuxaka bya muchudeni na thicara. Ndzavisiso wu tlhele wu humelerisa na leswo swihlawulekisi swa muchudeni na mudyondzi hi xiviri, mbangu wa dyondzo, maendlelo yo dyondzisa, na vaaki eka ndhawu ya xikolo swi na vuyelo eka khwaliti na muxaka wa vuxaka exikarhi ka muchudeni na thicara. Na le henhla ka swona, dyondzo yi kume leswo vuxaka bya xidimokrasi na ndzinganano exikarhi ka thicara na machudeni byi na vuyelo lebyinene eka swa dyondzo, vuxakelani bya vanhu na ntlhaveko eka swa moya eka vutomi bya machudeni ya Form 5. Kasi na swona, vuxaka bya ku tirhisa matimba ka thicara (authority figure) na ku vonela machudeni ehansi, swi na vuyelo lebyi nga ri ku lebyinene eka swa dyondzo, vuxakelani na ntlhaveko eka moya eka machudeni. Xo hetelela, dyondzo yi humelerise na leswo maendlelo yo tshikilela ku pfuneta eka n'wana, ku avelana matimba, na swihlawulekisi leswinene swa lava nga na xiavo, na ku nyiketa tilebule letinene eka vana, swi nga pfuneta ku antswisa vuxaka exikarhi ka muchudeni na thicara eswikolweni swa sekondari. Ndzavisiso wu bumabumela leswo ku antswisa swa dyondzo, vuxakelani na ntlhaveko vi emoyeni eka vutomi bya machudeni, thicara na vadyondzi va nga avelana hi ku dyondza eka mbangu wa ku dyondza. Hi ndlela leyi marito ya machudeni eka nhlawulo na nhluvuko eka migingiriko ya ku dyondzisa na ku dyondza i swa nkoka na swona swi nga promota mbangu wa klasi ya xidimokrasi.
Psychology of Education
D. Ed. (Psychology of Education)
Phuthi, Kesiwe. "Investigating the psycho-social needs of orphaned adolescent learners in the context of HIV and AIDS : a case study of a high school in Bulawayo, Zimbabwe." Diss., 2014. http://hdl.handle.net/10500/14331.
Full textHealth Studies
M.A. (Social Behaviour Studies in HIV/AIDS)
Sithole, Njabulo. "Promoting a positive learning environment : school setting investigation." Diss., 2017. http://hdl.handle.net/10500/24348.
Full textCurriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
Maja, Florah Mabogwera. "The influence of the home environment on the academic performance of secondary school children." Diss., 1998. http://hdl.handle.net/10500/13341.
Full textPsychology of Education
M. Ed. (Psychology of Education)
Сивак, Вікторія Анатоліївна. "Соціально-педагогічні умови формування лідерських якостей старшокласників у діяльності учнівського самоврядування." Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/1892.
Full textUA : Кваліфікаційна робота: 108 с., 7 таблиць, 6 рисунків, 80джерел, 7додатків. Об’єкт дослідження: процес формування лідерських якостей старшокласників. Предмет дослідження: соціально-педагогічні умови формування лідерських якостей старшокласників у діяльності учнівського самоврядування. Мета дослідження: визначити, теоретично обґрунтувати та експериментально перевірити соціально-педагогічні умови формування лідерських якостей старшокласників у діяльності учнівського самоврядування. Методи дослідження: аналіз нормативної документації, соціально-педагогічної, психологічної літератури, систематизація та узагальнення, анкетування, опитування, визначення потенціалу учнівського самоврядування як засобу розвитку лідерських якостей. Теоретичне значення роботи полягає у системному підході до формування лідерських якостей старшокласників. Практичне значення роботи полягає у перевірці, аналізі та підвищенні рівня лідерських якостей старшокласників. Експеримент проводився в природних умовах освітнього процесу. Метою проведення даної експериментальної роботи полягало в перевірці показників рівнів сформованості лідерських якостей старшокласників у діяльності учнівського самоврядування закладу загальної середньої освіти. Галузь використання: заклади освіти.
EN : Qualification work consists of introduction, 2 parts, conclusions, list literature (80 subjects), 7 applications on 20 pages. Qualified volume of work is 108 pages, 90 of which are basic text. There are 7 tables and 6 figures. The theoretical significance of the work is that it defines the pedagogical conditions that contribute to the formation of leadership qualities of high school students. Object of study: the process of forming leadership qualities of high school students. Subject of research: social and pedagogical conditions of formation of leadership qualities of high school students in the activity of student self-government. Purpose of the study: to determine, theoretically substantiate and experimentally test the socio-pedagogical conditions of formation of leadership qualities of high school students in the activity of student self-government. The objectives of the study are: 1. To analyze the essence and structure of the key concepts of the research: «leadership qualities», «student self-government». 2. To reveal the content, forms and methods of formation of leadership qualities of high school students. 3. To define and scientifically substantiate the socio-pedagogical conditions of formation of leadership qualities of high school students in the activity of student self-government. 4. Experimentally check the effectiveness of socio-pedagogical conditions for the formation of leadership qualities of old
Ngcongo, Piuson Hluphani Muntu. "Exploring the causes of low grade 12 pass rate in two Umlazi District schools, KwaZulu-Natal." Diss., 2016. http://hdl.handle.net/10500/22254.
Full textInclusive Education
M. Ed. (Inclusive Education)