Dissertations / Theses on the topic 'High schools-girls'
To see the other types of publications on this topic, follow the link: High schools-girls.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 45 dissertations / theses for your research on the topic 'High schools-girls.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Thynne, Rosemary Annette. "The Girls High Schools 1872-1914." Thesis, Royal Holloway, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.483643.
Full textAbstract:
This study focuses on the emergence of the High Schools, initiating a new type of education for middle class girls. It traces their development to 1914. The study is based largely on the extant archives of the schools themselves and the two major organisations that nurtured them - the Girls Public Day School Trust and the Church Schools Company - and on diverse published primary sources and printed ephemera. By mid-century many had become convinced of the need for an intellectual education for middle class girls. However the establishment of the High Schools involved an adaptation of contemporary middle and upper class conventions and threatened established gender and class concepts, with the result that many middle class families strongly opposed the schools. The High Schools aimed to provide a curriculum that as far as possible matched that provided for middle class boys. The liberal curriculum and team games for girls produced outrage, challenging as they did, male superiority and accepted ideas of the place of middle class women. The schools recognised however that there were boundaries that the male elite would not allow to be crossed and the thesis considers the balance as well as the breaches involved. The high schools created an educated, easily identifiable, group of women with a definite place on the national stage. While the majority returned home to become educated wives and mothers, the schools developed also a group of women teachers, with trained professional status, whose ideas were to shape the grammar schools of the twentieth century. Finally, the stress on academic excellence ensured a flow of women to the university colleges, and thence to the professions where the battle for parity of opportunity would be continued.
2
Billingsley, Cryslynn C. "What about Us? For Girls between Worlds| How Black Girls Navigate White High Schools." Thesis, University of Missouri - Saint Louis, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977071.
Full textAbstract:
This qualitative study is about the experiences and challenges Black girls have while attending predominantly White high schools and what they are doing to navigate that particular space. The purpose of this study was to explore and understand more about how Black girls navigate White space as minority members of a system that was not originally intended for them. Through semi-structured interviews, Black girls were asked directly to share their lived experiences. This study hopes to illuminate and amplify the voices of Black girls and help others see them by giving them a platform to discuss and tell their stories. It also aims to create agency in Black girls by asking them to examine the challenges they face while attending predominantly White high schools and how they navigate that particular setting and make it work for them.
3
Nakagomi, S. "English middle-class girls' high schools and 'domestic subjects', 1871-1914." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1482135/.
Full textAbstract:
How ‘domestic subjects’, variously defined as cookery, dress-making, housewifery, laundry, needlework were transformed in English middle-class girls’ high schools between 1871 and 1914 is the subject of this thesis, dates deliberately chosen to build upon the work of other scholars. Changing notions of middle-class women’s positions in society and the economy influenced the development of these schools, their academic curriculum and the characteristics of ‘domestic subjects’. Middle-class girls’ education and the pioneer headmistresses such as Miss Frances M. Buss, founder of North London Collegiate School (NLCS) and Camden School for Girls (CSG), have been extensively studied by feminist historians of education such as Delamont (1978). The Victorian women’s movements were seen as a struggle for sexual and social equality through secondary and higher education. Miss Sara A. Burstall as headmistress of Manchester High School for Girls (MHSG) introduced ‘domestic subjects’ in 1900. Delamont saw this as a challenge to what earlier pioneers had achieved in the academic curriculum. ‘Domestic subjects’ had arguably been provided to meet the needs of girls with lower academic ability and/or lower social backgrounds within the high schools. I have found that the curriculum offered in girls’ high schools throughout the period 1871 – 1914 was more gender-specific than previous scholars had considered. ‘Domestic subjects’ such as cookery, dress-making had always been included even when the pioneering headmistresses were also struggling to achieve academic goals. The originality of my thesis lies in the comprehensive and detailed documentary analysis of previously unexplored sources for the period 1870-1914 of the Association of Head Mistresses (AHM), founded by Miss Buss, and those of the three case study school archives (NLCS, CSG and MHSG) and also books written by contemporary headmistresses such as Miss Burstall. Through a detailed analysis of these materials, I have revised the history of the transformation of ‘domestic subjects’. My findings show different stories of the transformation of ‘domestic subjects’ in the three case study schools which reflected the changing positions of middle class women in universities, labour market and home. First, ‘domestic subjects’ were a part of girls’ high school curriculum from their inception. Second, three stages were revealed with different contents, aims, staff and pupils as: a) separate compulsory subjects (1870s-1890s), b) special classes under the category of ‘technical’ education (1880s – 1890s) c) comprehensive special courses (after 1900). Third, the six headmistresses in the three schools reacted differently to the changing social, economic and educational environments considering the financial states of schools and demands of pupils and their parents. Fourth, staff and pupils involved in ‘domestic subjects’ were not limited to those with lower academic ability and/or lower social backgrounds of their parents. In conclusion, the changing characteristics of ‘domestic subjects’ in girls’ high schools can be seen as a move from Miss Buss to Miss Burstall: a difficult balancing act of academic and feminine roles at home, at school and in employment and responding to individual girls, local and parental needs and the growing role of the state, through its national Board of Education (BOE).
4
Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
Full textAbstract:
Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
5
Land, Julie. "Attitudes and perceptions of high ability girls and boys in independent schools." Thesis, University of Newcastle upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397352.
Full text
6
Hughes, Edward J. "Girls and technology education why are there so few girls studying technology education at West Bend high schools? /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hughese.pdf.
Full text
7
Iqbal, Javed. "Digital literacy and access for educational inclusion : a comparative study of British Muslim girls schools." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/18095/.
Full textAbstract:
The educatiuonal achievements of British Muslims, particularly South Asians, have been studied in past decades, but, unfortunately, the impact of digital technologies on young Muslim children has not recieved sufficient attention. In addition, past studies mostly relied on quantitative methods to gain knowledge on the educational achievements of British Muslims. The thesis is grounded in a qualitative approach within a social constructionist paradigm, to elicit the views of young British Muslim girls on their use of digital technologies for educational achievements. The data presented were obtained by carrying out semi-structured interviews with a sample of young (14-19 year old) British Muslim girls at three single-sex Islamic faith schools, and were analysed using mainly template analysis, and also matrix analysis and cross-case analysis within and cross the case studies. It was found that most of the female Muslim students interviewed for this research study were satisfied and performed competently at case Islamic faith schools. Furthermore, the educational success at school A was attributable to educational norms and values relative to the provision of digital resources and skilled teaching staff. The educational experiences of school B and C were problematic, largely because of access to digital technologies, and provision of digital content and skilled teaching staff. Another factor of students’ underachievement was found to be that parents had limited levels of education and inadequate understanding of the education. Most of the students had a positive attitude towards the technologies. The thesis concludes that the educational achievement of British Muslim girls in schools is closely related to access to digital technologies, digital academic content, skilled academic staff and the technological, infrastructure in schools. The net effect of digital technologies is positive on Muslim girls in the increasingly competitive nature of the education system. The thesis is original and the first study of this kind that offers an insight into the access to digital technologies and educational attainment of young British Muslim girls that is reflected in key concepts through the usage and incorporation of technologies in education. Other aspects of this research include the issues of provision of technologies at home and parents’ educational level, contribution to knowledge, and the need for further broader and longitudinal study.
8
Clark, Paul 1965. "A study of two Philippine high schools : a cross-cultural look at the education of girls and boys." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36893.
Full textAbstract:
While most schooling in the Philippines currently takes place in a coeducational setting, it seems apparent that, although they are attending the same high schools, boys and girls are not getting the same education. In many areas of the Philippines, boys' dropout rates are almost three times that of girls'. As more females graduate from college, women are rapidly replacing men in many fields.However, this does not mean that women are leaving their traditional responsibilities in the home. Quite the opposite, women are now finding themselves faced with double the work while men essentially find themselves without the training or skills to adapt to a changing society.
This dissertation looks specifically at the schooling of two communities in the central Philippines. Looking at one school from a very rural village and another in a larger city, I examine the historical and sociological traditions of the Philippines and the island of Panay specifically. I investigate the reasons for girls' success while also looking at some reasons for boys' failure. I look closely at students' relationships with their schools, their teachers, their families, and with each other; I am trying to get a sense of how they perceive themselves and their world.
This dissertation uses qualitative research methods including lengthy observation and interview of students, families and teachers. It draws from the traditions of phenomenology and grounded theory, and is constructed in an interpretive anthropological tradition in which the narration is in first person singular and, where possible, the present tense.
9
Schwab, Shannon Y. "Bullying and victimization in high school as perceived by female students in a midwestern university /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131428180.pdf.
Full text
10
Davids, Lameez. "Knowledge, attitudes and practices of contraception amongst adolescent girls from selected high schools in a low socio-economic community in Cape Town." University of Western Cape, 2019. http://hdl.handle.net/11394/7615.
Full textAbstract:
Masters of Public Health - see Magister Public HealthAdolescents account for 20% of the world’s population, and the majority of them are inhabitants of developing countries. Increasing sexual activity amongst adolescents is a public health concern because it can lead to teenage pregnancy which in turn leads to an increase in relative poverty, unemployment, poorer educational achievements (for the adolescent) and poor health of unborn children. Contraceptive use gives females the ability to make informed decisions about their fertility as well as greatly reduce female morbidity and mortality. Despite freely available contraception and accessible reproductive health policies and facilities, a majority of adolescents still report unintended, unplanned pregnancies. .
11
Adams, Hermie E. "Case study of the educational experiences of four teenage mothers in two high schools in the Buffalo City Metropole." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/468.
Full textAbstract:
Teenage pregnancy is a worldwide phenomenon. World Health Organisation (2009) reports that teenage mothers between the ages of 15-19 years account for 11% of births recorded worldwide. In South Africa it has been estimated that teenagers aged 17-19 account for 93% of all teenage pregnancies. A large proportion of these adolescents return to school after giving birth. Research has shown that there is a great deal of controversy about not only pre-marital sex, but also concerning whether teenage mothers should be allowed back in school at all. The aim of this study was to gain some insights into the lived experiences of teenage mothers in schools with particular reference to how they cope with school work and the responsibilities of motherhood. A case study of four teenage mothers who returned to school after giving birth was carried out. In-depth phenomenological interviewing designed to elicit the voices of the selected adolescents was done. There were five main findings. First, all four teenagers were minors, under the age of 18 when they gave birth. Two of them were even under the statutory age of consent. Second, upon return to school, teenage mothers experienced stigmatisation from peers and teachers and this forced them to continually negotiate their dual identities as mothers and learners. Third, teenage mothers experienced psychological emotions of stress; low self-esteem; shame and depression. Fourth, they also had sociological experiences in the form of material, financial and social support from family and friends. In some cases they experienced rejection from peers and abandonment by boyfriends who had made them pregnant. Some educators discriminated against and ridiculed teenage mothers. Fifth, teenage mothers reorganised their lives after childbirth and established routines that enabled them to cope with the demands of school work and the responsibilities of motherhood. iii The study concludes that, although viewed with scepticism by sections of the community and some educators, and given that some pregnancies are a result of abuse and unequal power relations between men and women in society, the policy of allowing teenage mothers back to school after giving birth gives them another chance to re-focus their lives. It is recommended that the voices of teenage mothers who return to school after childbirth should be taken into account to inform any planning for future policies on teenage pregnancy by schools and the state. It is further recommended that all educators should also be trained to be able to assist the teenage mothers instead of alienating them. There should also be counselling services available for the teenage mothers to enable them to deal with psychological and sociological problems they might encounter. For further research, students from different backgrounds should be the target of similar research. Another area of research should focus on academic performance of teenage mothers who return to school after giving birth. Lastly, there should be research that seeks to link what is taught in the Life Orientation curriculum and voices of teenage mothers.
12
Schowengerdt, Inga Birgitt. "A comparative study of girls recruited from single-sex, extracurricular math and engineering programs and boys and girls recruited from high schools : implications for using extracurriculars to close the STEM gender gap." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648771.
Full text
13
Mthatyana, Andisiwe Tutula Zinzi. "How are the messages of the official grade ten sexuality education curriculum at a former model C girls' high school in South Africa mediated by student sexual cultures?" Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013262.
Full textAbstract:
The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.
14
Ndungu, Naomy W. G. "A blessing or curse on efficacy: Impact of cultural norms on the learning experiences of Somali immigrant girls." Ashland University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1575763393311021.
Full text
15
Ilsley, Jeffrey Robert. "Mathematics and physical science choices made by pupils in selected Eastern Cape high schools: an investigation into the factors influencing the different choice patterns of boys and girls." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004750.
Full textAbstract:
The disparate numbers of boys and girls who elect to continue with mathemalics and/or physical science in the higher slandards of the school system has recently attracted much research atlention and the complexity of the interrelaledness of causal factors has become obvious. The broad aim of the study was to investigale the significant drop-out rate of girls at the end of the junior secondary phase of education (approximate age of fourteen lo fifteen). This was to be carried out for mathematics and physical science and undertaken using a cross-sectional and a longitudinal study. The cross-sectional study entailed administering mathematics and physical science attitude questionnaires to 3531 standard six, seven and eight pupils from 4 co-educational, 2 allgirls' and 2 all-boys' schools, from middle and upper socioeconomic communities with similar language and cultural backgrounds . The longitudinal study involved pupils from two coeducational schools and one all-girls' school. It was a progressively-focused study starting with questionnaires administered to 358 standard six girls and boys, narrowing down to questionnaires and interviews used with 50 girls and 28 boys in standard seven and finally to interviews with 10 girls from standard eight. The parents of these ten girls were interviewed at the end of the study. The attilude questionnaires yielded strong sex differences which favoured the boys in both subjects for all the attitudes measured and also pointed to a progressive deterioralion of altitudes over the three-standard span. They also established significant differences in attitudes which favoured the pupils from Single-sex schools. It was further concluded that the girls were more strongly guided by their attitudes when making their subject-choice decisions. In the longitudinal study, reasons were suggested for pupils either taking or dropping mathematics and physical science. The introduction of algebra in the first year of high school presented a problem to pupils. In physical science, electricity was singled out as giving the subject a male bias. Socialization influences in the home were the main issue dealt with from the parent interviews . Sex-roles and stereotypes were dealt with in depth. Recommendations were made involving classroom strategies, curriculum possibilities, school policies and further research
16
楊彩蓮. "澳門女校高中生課外體育活動的參與及身體自我概念、運動動機的關係研究." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2553365.
Full text
17
Howe, Julia. "An investigation into the discourses of secondary aged girls’ emotions and emotional difficulties." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/325/.
Full textAbstract:
The aim of this research was to investigate how the emotions and emotional difficulties of secondary aged girls are constructed by teachers and the girls themselves, through the investigation of the discourses surrounding girls’ emotions. The rationale for choosing this topic was the difference in the numbers of girls and boys referred to educational support services in the U.K. in order to access support and provision for behavioural, emotional and social difficulties. The research used ideas from social constructionism (Gergen,2001) and feminist poststructuralism (Weedon, 1999), in order to explore how the emotions of secondary aged girls are constructed. Two research methods were used; focus groups with Year 9 girls and semi-structured interviews with their teachers. Discourse analysis was used in order to explore the discourses that were employed by the girls and their teachers when constructing the emotions and emotional difficulties of pupils. The findings suggest that the analysis of constructions of emotion and gender in schools can contribute to an understanding of gender differences in referral rates to support services. The limitations of the research findings and their relevance to the role of the educational psychologist are also considered.
18
Mashego, Hajira Thabitha. "Assessment of recreational physical activity amongst female learners attending Kagiso high schools." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2198_1216819224.
Full textAbstract:
Regular physical activity is linked to enhanced health and to reduced risk for mortality and the development of many chronic diseases in adults. However, many adults are either sedentary of less physically active. Children and adolescents are more physically active than adults, but participation in physical activity declines with age during adolescence. Girls are less active than boys, older children and adolescents are less active than younger children, and among girls, blacks are less active than whites. This study aimed to examine physical activity in female learners attending Kagiso Township high schools in Gauteng Province.
19
Burfitt, Helen, and n/a. "Girls and science : a study of the attitudes to science of high school students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060619.171839.
Full textAbstract:
In a case study of over three hundred students in one Canberra high school, the attitudes to
science of boys and girls in Years 7-10 were investigated using the Test of Science-Related
Attitudes (TOSRA). From this survey population, forty students were selected and
interviewed to explore in more detail students' attitudes to science. Parents of the
interviewed students were also surveyed to explore possible relationships between
students' attitudes and parental expectations and aspirations.
For the seven areas of attitudes investigated, students had positive attitudes to science in the
areas of social implications of science, normality of scientists, attitudes to scientific enquiry
and adoption of scientific attitudes. They displayed neutral to negative attitudes in the areas
of enjoyment of science lessons, leisure interest in science and career interest in science.
There was a significant difference between boys and girls in two of the seven areas with
girls being more negative than boys to a leisure interest in science, and girls more positive
than boys towards the normality of scientists.
When analysed for year at school and achievement in science, the data indicates that older
students and those with higher grades in science generally have a more positive or less
negative attitude to science. However, as a group, Year 8 girls were more negative than
other groups about the enjoyment of their science lessons, about a leisure interest in science
and about a career interest in science.
The interviews with students revealed that in general, they liked science and their science
teachers but that they would not choose science for leisure activities or for a career. Parents
are shown to have high aspirations and somewhat lower expectations for the career
prospects of their children. Both parents and students display stereotypical views about
certain careers based on gender.
Strategies to improve the attitude to science of boys and girls are suggested. These
strategies focus on activities for teachers, parents and the students themselves.
20
Blackett, Norman. "Developing understanding of trigonometry in boys and girls using a computer to link numerical and visual representations." Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/2307/.
Full text
21
Rouse, Daniel. "Why do girls get excluded from school? : a small-scale qualitative investigation of the educational experiences of Key Stage 3 and 4 girls who are 'at risk of exclusion'." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3096/.
Full textAbstract:
Title: Why do girls get ‘excluded’ from school? A small scale qualitative investigation of the educational experiences of KS3 and KS4 girls who are ‘at risk of exclusion’. Background: Levels of both fixed term and permanent exclusion from school, have caused widespread concern over the past 20 years. Most recent figures record permanent exclusion at approximately 6,500 pupils in England in the year 2008/2009 (DCSF, 2010). However, in comparison to research interest received by their male counterparts, the needs of girls appear to have been largely overlooked. Rationale/aims: In response to a lack of research nationally, and priorities within my Local Authority, I have carried out an exploratory study, which investigates the phenomenon of KS3/KS4 girls who are judged to be ‘at risk’ of permanent exclusion. Methodology: The substantive element of the current research used semistructured interviews with a small number girls (n=2), their parents (n=2), associated school staff professionals (n=2) and external professionals involved in this area (n=4). Analysis of interview data was carried out using an Interpretative Phenomenological Analysis framework (i.e. Smith et al 2009). Findings: Following a macro-analysis of interview data, findings are discussed from a Bio-ecological Systems Theory (Process-Person-Context-Time model) perspective of development (Bronfenbrenner, 2005). Conclusions: The research concludes with a discussion of findings in the context of my employing Local Authority, offering implications for practice and future research in the area of girls and school exclusion.
22
Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.
Full textAbstract:
The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.
23
Alzayed, Amal. "Problem-based learning in Islamic education in the formal curriculum : a case study of secondary girls' education in the Kingdom of Bahrain." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/28371/.
Full textAbstract:
This thesis examines the impact of introducing roblem-Based Learning (PBL) into the Islamic Education (IE) curriculum at Year 11 level (students aged 17) in the Kingdom of Bahrain (KB). The research was motivated by recent recommendations (2011) by the Ministry of Education (MoE) in KB that secondary education should develop students’ independent and critical thinking skills, and by my own professional and academic interest in pedagogy. This study is pragmatic and it uses a mixed methods approach to enhance the validity and reliability of the findings. In view of the examining nature and the context specificity, the casestudy strategy of a secondary girls’ school in KB was adopted. The core of the research is the implementation of an IE module (Islam organises marital life), designed using PBL methods, into four IE classrooms in a girls’ school in KB. The intervention took place over a period of seven weeks. Qualitative data takes the form of classroom observations before and during the PBL intervention and interviews with students, teachers and curriculum specialists employed by the MoE. Quantitative data was collected via questionnaires distributed to students before and after the PBL intervention and through student self-evaluation forms. This data was used to generate statistical results. The thesis provides a detailed explanation and critical analysis of PBL, and examines its relationship with constructivist learning theories specifically within the context of curriculum IE in KB. It presents a refined model of PBL that is workable for secondary IE in KB, and which might be transferable to similar contexts. This model is new to the education system in Bahrain and is being trialled to test its effectiveness and hopefully integrate it into the country’s current secondary teaching methods. The outcomes of this study revealed that teachers deliver knowledge through the use of conventional methods which in turn minimized the role of students in the learning process as passive receivers. Therefore, this study suggests PBL as an appropriate teaching approach to be employed in IE in KB, because it has offered advantages to Islamic Education learning by encouraging students to take a more independent proactive role and communicate more freely. Nevertheless, the implementation of PBL had its difficulties, particularly with regards to getting used to a new learning style, but it was noted that teachers provided sufficient support. The thesis also argues that constructivist learning approaches, albeit within certain boundaries, can be beneficially implemented to confessional religious education, such as curriculum IE in KB. The implementation of PBL under the umbrella of constructivism enhances the independent thinking and knowledge creation by Bahraini learners which in turn helps them comprehend religious resources, and boost their faith. The research discussed in the thesis is an original contribution to knowledge because it is the only research about PBL in IE in Bahrain as this is a completely novel pedagogy in this particular context.
24
Baldé, Aissatou MBambé. "The schooling experiences of Fulani Muslim girls in the Fouta Djallon Region of Guinea : forces influencing their retention in a rural secondary school of Dalaba /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1103142410.
Full text
25
Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.
Full textAbstract:
Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
26
Li-Na, Lu, and 盧莉娜. "Health Promotion Lifestyle and Influential Factors for Senior High School Girls' Students--The Case Study of Girls' High Schools at Tainan City." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/34547914814870745954.
Full textAbstract:
碩士南台科技大學
技職教育與人力資源發展研究所
97
The purposes of this study were to explore the relationships among health promotion lifestyle reported by girls' senior high school students and psychological influential factors (i.e., health status, health concept, health self-efficacy, social support), and to examine the differences of health promotion lifestyle among individual variables (include grade, body mass index, body image, academic performance, academic achievement, sleeping hours etc). A stratified cluster method was used to sample 810 students from six girls' senior high schools in Tainan city. The 747 valid questionnaires were returned and valid response rate was 92.22%. The data were analyzed by frequency distribution, percentile, means, standard deviation, one-way ANOVA, Tukey-Kramer method post-hoc comparison, and stepwise multiple regression. The main findings of this study were as follows: ．Most of senior high school girls' students had under weight or over weight, and had poor behaviors in exercise and health responsibility. ．Significant differences existed in the individual variables on total health promotion lifestyle and sub-scale dimensions. ．Significant differences existed in the individual variables on psychological influential factors of health responsibility and nutrition. ．All predictor variables (health concept, perceived health status, health self-efficacy, and social support) together accounted for a significant amount of variance (46.09%) on the health promotion lifestyle. According to the results of this study, the researcher tried to make not only some suggestions for educational authorities and school staffs but also study directions for future researchers.
27
Shikakura, Hisayo. "Values, gender, and socialization of high school girls in Japan /." 2003. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3088785.
Full text
28
Pillay, Nalini. "Girls' experience of violence in a single-sex high school in KwaZulu-Natal." Thesis, 2009. http://hdl.handle.net/10413/3124.
Full textAbstract:
This study explores the ways in which grade 10 girls experience violence within a
single-sex high school setting in KwaZulu-Natal, South Africa. The focus of the
study is on their accounts of witnessing violence amongst other girls in the school.
The study shows that despite the view that single-sex schools are regarded as a safer
option for many girls in South Africa, different forms of violence and aggression are
reported by the girls in this study. Violence and aggression are not easily definable
but the eye-witness accounts from the grade 10 girls in this study show how - in
everyday relations - violence is gendered, raced and classed. Violence and
aggression are also related to sexuality and the study shows how girls fight for boys.
This study draws upon a qualitative methodological approach to identify the various
forms of violence experienced within this setting. Through the process of analysing
semi-structured interviews, this study has revealed that the single-sex environment
for high school girls is a highly charged site of violence and aggression.
Implications for understanding girls' violence, as well as recommendations to
address such, conclude the study.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.
29
Wright, Neville Edward. "The perceptions of career counsellors towards girls and high status subjects in five secondary schools in Durban." Thesis, 2004. http://hdl.handle.net/10413/1826.
Full textAbstract:
This study was conducted to investigate what the perceptions of Career Guidance Counselors were
toward young girls and High Status Subjects. The study was underpinned by the work done by a
number of researchers in other countries.
These researchers all proved that the subjects Mathematics and Physical Science were not gender
biased and girls could do as well as boys. The subject packages girls chose at the end of their grade 9 year would have an impact on possible career choices they could make after the completion of
grade 12. The study also seeks to explore reasons why girls were not choosing these subjects and if
the Career Guidance Counselors were actively encouraging the girls to take these subjects.
The study was a qualitative one using interviews based on questionnaires. The answers were
carefully recorded and decoded. The Career Guidance Counselors were interviewed at their schools in the central Durban area. The schools selected were those fortunate enough to have counselors on
their staff. Many schools do not have Career Guidance Counselors as they are unable to
accommodate them with their limited resources.
The study found that at many schools there was little if any encouragement from the Guidance
Counselors to enter these subjects in grade 10. The two schools that did encourage their female learners to select these subjects found that their learners achieved very well. This study will show
that urgent intervention needs to be made if our young girls are to take their rightful place in our society in a number of high status occupations.Thesis (M.Ed.) - University of KwaZulu-Natal, 2004.
30
TZENG, SHIOU-JIU, and 曾秀菊. "A Case Study of Metropolitan Complete Schools’ Pormoting Environmental Education:Taking Stella Matutina Girls’ High School as An Example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/sf67dj.
Full textAbstract:
碩士逢甲大學
公共政策研究所
105
This study is illustrated by the example of Stella Matutina Girls’ High School promoting environmental education, and to explore the case of school promoting environmental education. Case study was adopted by interviewing ten educators and students of the case school, collecting related document and the researcher’s reflection journals, and coming up with the results. The conclusions are as followed: 1.The reasons to promote environmental education (1)The principal is the key person to influence the execution of environmental education. (2)The experience of nature determines if teachers devote thhemsevles in environmental education. 2.The procedure and practices in promoting environmental education (1)Whole-school management on environmental education is more liklely to implement it in daily life. (2)Make life education as the core curriculum of environmental education. (3)Stress that reduction of trash is an important movement of environmental protection. (4)Establish a teacher community to inject vitality into environmental education. (5)Enhance international exchange to broaden global visions on environmental issues 3.The concrete results of promoting environmantal education (1)The implement of environmental education exerts an influence on attitudes toward life. (2)Campus renovation increases teaching corners for environmental education. (3)Illustrated guides of ecology are helpful to the promotion of environmental education. (4)Visits and exchanges are beneficial to boosting the quality of environmental education. 4.The difficulties and solutions to promoting environmental education (1)In the administrative aspect, against the pressure of entering a prestigious school, we should enhance the teacher’s sense of mission and invite parents to pay attention to environmental problems together. Next, reach consensus about eco-friendly school by communicating to minimize the influece on environmental education. At last, opinions can be delivered through teacher studies against the government policy that does not fit. (2)Encourage teachers to incorporate the education into teaching to avoid extra course burden. And establish a teacher community for experience exchange to make up for lack of time. (3)Encourage students to join activities of environmental education for relieving stress from school. Arrange multiple environmental education for students instead of focusing on theories in books. Next, aimed at burgeoning beverage shops, we can ask students to prepare their own cups and forbid them to use disposable tableware. Based on the result of this study, there are suggestions for educational administration, school administrative units and teachers that want to enhance the quality of environmental education for follow-up research at the end of the paper.
31
Silangwe, Beauty Nontuthuzelo. "Nutritional status and dietary intake of adolescent girls in Mandlenkosi High School, Lindelani." Thesis, 2013. http://hdl.handle.net/10321/875.
Full textAbstract:
Dissertation submitted in the fulfilment of the requirements for the Degree of
Magister Technologie: Food and Nutrition, Durban University of Technology, 2012.Background: Assessing the nutritional status of adolescents could be a catalyst in addressing malnutrition at an early age and at a school level. Objectives: The study was conducted to examine the nutritional status and dietary pattern of adolescent girls attending school in Lindelani, KwaZulu-Natal. Methods: Adolescent girls were selected from a randomly selected high school. A total of 157 adolescent girls aged 13 to 18 years were surveyed for socio-demographic indicators, nutritional status and dietary intake. Data were collected by interviewing the adolescent girls and the parents using pre-designed and pre-tested questionnaires. Weight and height were measured and socio-demographic data collected by means of a questionnaire. Dietary intake data were gathered by using two 24hr recall questionnaires and a QFFQ. Results: The findings indicated that adolescent girls in Lindelani face two distinct nutrition situations, underweight and overweight. The nutrient intake was compared with the dietary reference intake (DRI). The prevalence of undernutrition (7.6%) among the participants assessed as stunting (height-for-age) was based on the usual pattern of food intake. The results revealed that 92.4% of the girls were of normal height for age (>-1SD to +3SD), 10.8% were overweight (>+2SD to <+3SD) and 1.9% were obese (>+3SD). Consumption of high carbohydrates based food items was prevalent and carbohydrate intake correlated positively with the BMI-for-age Z-score. The income of the household was assessed, however, there was no statistically significant correlation (p=0.442) between BMI-for-age (Z- scores) and the caregivers level of income. For the intake of protein and dietary fibre, at least 40 and 144 participants, respectively, did not meet the dietary recommended intake measured by the 24hr recall. The study explains that not only is there under and over nutrition in this group but also inadequate micronutrient intake, especially of essential nutrients such as vitamin A, vitamin C, iron and calcium. A substantial proportion of the girls did not consume adequate folate. The households that reported to have had adequate food at all times were only 29.3%. Conclusion: The results show a lack of dietary variety, which may contribute to the nutrient deficiency. Both undernutrition and overnutrition was prevalent among the girls. The majority of the population had a lower energy intake than recommended. Intervention strategies are needed to improve the dietary intake of adolescent girls and overcome the crisis of malnutrition.
32
Watson, Roxanne. "Relationship between physical activity with dietary intake and nutritional status of adolescent girls attending a private school in Durban." Thesis, 2017. http://hdl.handle.net/10321/2671.
Full textAbstract:
Submitted in fulfilment of the qualification of Master's Degree in Food and Nutrition, Durban University of Technology, 2017.Aim The purpose of this study was to investigate the nutritional status of adolescent girls attending a private high school in Durban and included an investigation of what food the girls consumed on a daily basis and an account of physical activity they participated in within a one-week period to determine a relationship between the variables. Methods Adolescent girls were selected as part of a convenience study at a private high school. A total of 225 adolescent girls aged 13-18 years were surveyed for nutritional status and dietary intake as well as physical activity levels. The parent/ caregiver of each girl who participated was interviewed to ascertain socio-demographic indicators. Data was collected by interviewing the adolescent girls and the parents/ caregivers using pre-designed and pre-tested questionnaires. Weight and height were measured, physical activity levels were identified through the use of a physical activity questionnaire and socio-demographic data was collected by means of a questionnaire. Dietary intake data was gathered over two week days and one weekend day by using a 24-hour recall questionnaire and a food frequency questionnaire (FFQ). Results The majority of the participants were from well-off, financially stable families with good living conditions and well-educated and employed parents/ caregivers who provided a more than adequate variety of food and regular meals every day. The girls were of normal BMI (72.2%) and collectively had a mean BMI of 21.9, lower than the South African national average found for adolescent girls. There was a surprising number of underweight individuals (12.6%) as compared to overweight girls (10.3%). Furthermore, 99.6 percent of the girls were of normal height-for-age (≥-2 <+3SD) but were consuming far less energy than is required for the allocated age category. Energy came from the normal recommended macronutrient range with fat being on the borderline higher end of the normal range and carbohydrates coming from the lower end of the normal range; protein sources were adequately consumed. Fruit and vegetable consumption was reported to be very low subsequently leading to the poor dietary fibre intake identified across the sample group. Supplementation is taken by nearly a third (32.7%) of the girls which may contribute to their overall nutritional wellbeing. Among the top twenty foods consumed, milk, sugar, bread, tea and lettuce were the top five foods in the order stated. Although a wide variety of foods was consumed across all nine food groups over a week period, a mean daily DDS was lower but still adequate with 5.5 and the quantity of foods consumed were not of a substantial enough amount leading to poor total energy consumed and some micronutrient levels such as calcium, magnesium and folate not being met. All the participants were seen to be fairly physically active, performing a wide variety of sporting activities during school time and after school hours. The girls completed on average 199.64 minutes (SD±134.97) of physical activity per week, which is less than half of the WHO recommended physical activity minutes per week for adolescents. Significant correlations were seen between BMI and physical activity done on the weekend (p=0.041) and BMI and the amount of money spent on food per month (p=0.016) as well as extremely significant correlations between BMI and the number of minutes spent performing physical activities per week (p=0.002), as well as BMI and the amount of sport done over a one week period (p=0.005). Conclusion The results confirm that a relationship does exist between the physical activity levels and nutritional status of the adolescent girls surveyed. The majority of the population had low physical activity levels as well as low energy intake, which was supported by an inadequate quantity of food items consumed; however, anthropometric measurements showed to be majority within normal parameters with cases of underweight girls being more prominent than overweight which may suggest that over- and/ or under-reporting may have occurred. A high dietary diversity indicated a higher nutrient intake suggesting the importance of a diversified diet.
M
33
Hung, Ya-Cheng, and 黃雅琤. "The Decision-Making Process of Junior High School Students to Enter Senior High Schools under the Multi-Entrance Program --A Case of National Ping-Tung Girls’ Senior High School ---." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/50308748251402160631.
Full textAbstract:
碩士國立屏東師範學院
教育行政研究所
93
This study investigated the practical situation of the “Multi-Entrance Program of Senior High School”, aiming to explore the decision-making process and influencing factors of junior high school graduates. In addition, discussing the students’ opinions and comment about the new scheme. Data was collected from 10 interviewees who had participated in the senior high schools’ multiple-entrance in 2004. All of the interviewees came from “national Ping-Tung girls’ senior high school”. The findings were as follows: 1.The decision-making process was a continuous process for every junior high school student to choose a senior high school after graduation. The result corresponded with the three-phase model. 2.Junior high school students obtained the information of multiple enrollment program mostly from their homeroom teachers. 3.Significant others were students’ most important information providers and consulters. 4.Willing to enter a higher school was the basic premise to make decision. 5.The main factors that influenced their decision were personal ability and academic performance. 6.Students’ decision processes﹘mutual complicated ones﹘were influenced of many kinds of factors. 7.There were no correlation directly between learning extracurricular skills and multiple entrance tracks. 8.The pressure for both entering a higher school and cramming lessons do not reduce. 9.The justice problem of applying and selecting for admission to schools was not obvious on the result of this study. 10.Students to make choice from the three entrance tracks did not accord with their aptitude, but their alternative really improved under the new scheme. Also, the teacher role shows even more. Finally, according to the results of studying, suggestions are proposed to offer consultation for students, teachers, educational administration department, and future research.
34
Mntambo, Simeon Jabulani. "A case study of girls' participation in physical science at a rural high school." Thesis, 2005. http://hdl.handle.net/10413/8360.
Full textAbstract:
The study aimed to add to our understanding of why many girls in rural high schools were not choosing to study Physical Science. A case study of a local high school was used as the research method. Questionnaires to the 120 learners in grade 9 and 10 were the main instrument used to gather data. This was followed up with interviews of a sample of learners and some classroom observations. The science teacher was also included as a key informant in this study. The data collected aimed at answering the following key question: What influences girls in their decision to choose to study Physical Science at a rural school? The following sub questions guided the researcher in answering the key research question: (a) Are there any differences in participation between boys and girls? (b) What influences their choice in Grade 9? (c) Were Grade 10 learners happy with their subject package choices made in grade 9? The data were captured, coded, analysed and interpreted. The study produced evidence that the learners' family, the classroom environment, peer influence and the shortage of role models were the main reasons for the low • number of girls participating in Physical Science. The study found that these factors have a significant influence on girls' subject choices. Ofthe four factors found, the family was the most significant factor (i.e. where the family members tended to choose the subject package for girls). In the classroom the girls were involved in proportionally the same number of interactions but importantly the female teacher had a disproportionate number of interactions with the boys. In apparent contradiction to the teachers comments that the boys were the more active learners, the girls initiated more interactions with the teacher. However, the girls reported that they were uncomfortable in the class as boys mocked and intimidated them during the lessons. Unfortunately, a large percentage of the girls who did choose to take Physical Science were unhappy with their choice as they then found it difficult. The main recommendations of the study were that; teacher and community awareness programmes should be established to raise awareness of the gender issues and to promote girls taking science; career guidance should be given to learners so they could make their own informed decisions; and possibly specialist science girls schools could be established. Further suggestions for research were made. The findings of this study should provide policy makers, curriculum developers, and science teachers with valuable information about some of the factors that influence girls not to take Physical Science.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
35
Hsiao, Yi-Fang, and 蕭宜芳. "THE CASE STUDY OF THE RELATIONSHIP BETWEEN A SCHOOL VISION AND HER SPACE PLANNING OF TWO PRIVATE GIRLS’ HIGH SCHOOLS IN TAIWAN." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/55252083525809881915.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
99
This research has been done in two schools cooperated under the topic. It mainly focuses on how the space planning impacts education concept and points of view. In addition, how the school environment arrangement influences teaching and learning. Directors and organizers of these two schools have been interviewed with the practice and activities of school space planning, such as activity design of teaching and feeling of faculty. Questionaires have been provided to students for understanding of the feeling studying in school. With observation and non-disturbing to the teaching process, the analysis shows the space usage of school activity design and records. The summery of finding is： A. The school environment should be designed with the concept of running a school : The 1st priority of school development of both 2 schools is personality, holistic education and multi-adaptability need to be implemented. The core of school environmental concept is students’ needs of learning. Besides the added value is school image and long term development. B. Efficient usage of school space for activity and teaching : Teachers use class and non-class alternatively to make the environment helpful to the teaching and learning. With use of space arrangement for activities, the importance of education value will be shown obviously for people to see. C. The influence of school space planning : If the users of school environment feel the same with the designers’ concept, the impacts are 1) Change of students’style 2) Concretization of learning 3) Students’ confidence 4) Possible influence for the application connection in the future Besides some questions I need to feedback later, the same points of view during the reserach process are a) Design concept is the same with user’s feeling b) Build of school environment image with public art c) School principle and space concept d) Everyone is the leader According to the result analysis, there are suggestions for two cooperating schools and other researching directions as a conclusion.
36
HSIAO, YI-FANG, and 蕭宜芳. "THE CASE STUDY OF THE RELATIONSHIP BETWEEN A SCHOOL VISION AND HER SPACE PLANNING OF TWO PRIVATE GIRLS’ HIGH SCHOOLS IN TAIWAN." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/31258391717192273592.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
97
This research has been done in two schools cooperated under the topic. It mainly focuses on how the space planning impacts education concept and points of view. In addition, how the school environment arrangement influences teaching and learning. Directors and organizers of these two schools have been interviewed with the practice and activities of school space planning, such as activity design of teaching and feeling of faculty. Questionaires have been provided to students for understanding of the feeling studying in school. With observation and non-disturbing to the teaching process, the analysis shows the space usage of school activity design and records. The summery of finding is： A. The school environment should be designed with the concept of running a school : The 1st priority of school development of both 2 schools is personality, holistic education and multi-adaptability need to be implemented. The core of school environmental concept is students’ needs of learning. Besides the added value is school image and long term development. B. Efficient usage of school space for activity and teaching : Teachers use class and non-class alternatively to make the environment helpful to the teaching and learning. With use of space arrangement for activities, the importance of education value will be shown obviously for people to see. C. The influence of school space planning : If the users of school environment feel the same with the designers’ concept, the impacts are 1) Change of students’style 2) Concretization of learning 3) Students’ confidence 4) Possible influence for the application connection in the future Besides some questions I need to feedback later, the same points of view during the reserach process are a) Design concept is the same with user’s feeling b) Build of school environment image with public art c) School principle and space concept d) Everyone is the leader According to the result analysis, there are suggestions for two cooperating schools and other researching directions as a conclusion.
37
HUANG, PEI-SHAN, and 黃佩姍. "A study on the Imagery Marketing of Taiwan Vocational Schools--Taking the Micromovie "Happy Hairdresser" of Chang Jung Girls' High School for example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/06431501100769834808.
Full textAbstract:
碩士崑山科技大學
視覺傳達設計研究所
105
The Ministry of Education subsidize the Micro movie program for high school and the vocational school aims to increase the enrollment result. It enhanced the characteristics of academic organizations, to attract students. The micro-film is the dynamic images, it is useful for marketing products, brand, images or policies. And it is related to the advertising paradise. In my opinion, the effective micro-film should involve the “movie elements” to describe the topic, then it could encourage the audience feedback and sharing activity. This research is based on the “Happy Hairdresser” directed by Chang Jung Girls' High School . The research method including qualitative research, literature review, observation, semi structured interview. It analyzing the vocational school shooting micro-film process, involved the brand positioning decision, scripts proposal design, shot language design, the key concept of shooting process, and the further applications. These research scope could be applied to the reference sample of vocational enrollment. In conclusion, the story elements and the shot language is the key of micro-film performance. On the other hand, well-organized script could avoid the amateur actor who have jerky skill. In addition, if we hope the audience could focus on specific topic, do not mix several concept.And the effect of Micro movie applied to semester start introducing is better than traditional report or DM, the junior high school students would be interested in it!
38
Coutts, Christine Elizabeth. "Drop out from state secondary girls' schools in New Zealand : an ecological perspective : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/740.
Full textAbstract:
Economic change requiring a more highly skilled workforce prompted worldwide concern over high school drop out. Dropouts are young people who leave school early, often without attaining formal educational qualifications. Much previous research centred on at-risk students and a range of individual, social, family and school factors associated with drop out were identified. This case study of student drop out and retention at three girls’ state secondary schools over 2003 suggests that early leaving behaviour cannot be understood outside of the settings in which it occurs. Adopting an ecological perspective facilitated a deeper understanding of the complex interactions between the dropouts and their environment. From a narratives and numbers approach rich stories of early leaving emerged. Patterns of leaving were consistent with national trends: The lower decile school had the highest drop out rate, and dropouts were more likely to be Maori and Pasifika than European. Dropping out was shown to be a complicated and iterative process in which the influence of the environment is very important. Family and school relationships had a major impact but which had the greatest influence was inconclusive because there was a high level of interconnectedness between these proximal settings within the mesosystem and the bigger picture education and welfare systems. The extent of the contribution each level made to early leaving varied across individual stories, between schools and over time. Leaving school is an ecological transition that involves changing roles from high school pupil to that of tertiary student, mother, worker or benefit recipient. The students’ stories show drop out to be both an outcome, and an initiator, of developmental change. An important challenge for schools is not necessarily to reduce the number of early leavers but to establish effective transition programmes that assist students to become proactive in navigating the many transitions anticipated over their life course. The implementation of such school programmes needs to be supported by parallel changes in government policy.
39
Lin, Chuan-Chieh, and 林傳捷. "Impact of Jump Training on Different Surfaces on the Balance Capacity and Muscle Strength of Lower Limbs of High-grade Girls in Elementary Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30922197858136346409.
Full textAbstract:
碩士國立臺南大學
體育學系體育科教學碩士班
102
Human balanced capacity, which is closely linked to life, can make actions more coordinated and elegant and not easily cause unintentional injury. Balanced capacity plays a very important role in each sport. This study took a total of 36 fifth-grade girls from 3 classes, with each class having 12 participants, in Tainan elementary schools as subjects. These subjects were assigned to soft surface jump training group (trampoline group), stiff surface jump training group (rope skipping group) and control group for training once a week for eight weeks to understand the impact of jump training on different surfaces on the balanced capacity and muscle strength of elementary female students. The subjects took tests on static balanced function (standing with one foot with eyes closed), dynamic balanced function (walking on a balance beam) and muscle strength of lower limbs (standing long jump). Independent sample co-variable analysis was used to compare differences in the balanced capacity among groups (α=.05). It’s found from the results that the soft surface jump training group (trampoline group) and stiff surface jump training group (rope skipping group) were significantly improved (p<.05) in static balanced capacity; The soft surface jump training group (trampoline group) and stiff surface jump training group (rope skipping group) were significantly improved (p<.05) in dynamic balanced capacity; The soft surface jump training group (trampoline group) and stiff surface jump training group (rope skipping group) (p<.05) were significantly improved in muscle strength of lower limbs. Therefore, jump trainings on either soft surface or stiff surface can improve static balanced performance, dynamic balanced performance and muscle strength of lower limbs of these high-grade elementary girls.
40
Brijraj, Arthie. "Managing physical abuse among learners in a girls high school in KwaZulu-Natal : a case study." Diss., 2016. http://hdl.handle.net/10500/20313.
Full textAbstract:
This study focuses on the manner in which the School Management Team (SMT) manages physical abuse among learners, providing guidelines on how to act in a proactive and constructive manner.
A qualitative approach was used and the research was designed as a single case study. National education specific law and policy regulating learner misconduct, the SMT’s management of physical abuse of learners as well as the KwaZulu-Natal Department of Basic Education’s policies were used to benchmark my evaluation of current management practices with regard to physical abuse among learners against such laws and policies. The research findings on the current management practices, factors that contribute to physical abuse, reasons and effects of physical abuse and the role of the SMT in handling physical abuse were based on an analysis of School A’s Code of conduct for learners and its Discipline Policy and information extracted by means of interviews.Educational Leadership and Management
M. Ed. (Education Management)
41
Williams, Shawyn O. "The mis-education of the Negro continues : the connection between the beginning reading instruction delivered to three high-performing Black girls and the instruction delivered within schools designed to colonize /." 2007. 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:3270050.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2880. Adviser: Arlette Willis. Includes bibliographical references (leaves 229-241) Available on microfilm from Pro Quest Information and Learning.
42
Hauptfleisch, Harriette. "Affektiewe oorwegings by kurrikulering vir adolessente." Thesis, 2014. http://hdl.handle.net/10210/9204.
Full textAbstract:
M.Ed. (Curriculum Studies)The purpose of this study is to determine whether affective considerations have a claim on inclusion in the curriculum and, if so, how these claims may be accommodated. The target group is the adolescents in their secondary school phase. Current research has indicated beyond doubt that curriculum planning can no longer be restricted to the cognitive domain. Feelings and emotions are involved in every learning experience and hamper or enhance cognitive development. Therefore the teacher's responsibility should be extended to include the education of feeling and emotion as well. The study proposes an approach based on sound educational principles and scientifically acquired data. The point of departure is the widely accepted principles and criteria for curriculum design. The relatively new communicative curriculum provides a useful framework, but it has innate weaknesses. Only if care is taken to counter the possible effects of such weaknesses, will the new sillabi have a chance of success. Affective aims should, however, not oust cognitive aims. Intellectual development is the primary goal of the school curriculum. A continuous stream of interaction flows between the affective and the cognitive fields. On all levels of curriculum design the approach should be to take the development patterns of the adolescents as the vantage points, formulate aims to accommodate affective development and only then to choose the relevant cognitive aims. Such an approach will hopefully lead to the achievement of a more balanced education for the volatile adolescent.
43
Weiser, Jessica. "The discursive marginality of gender-based harassment in high schools." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232643&T=F.
Full text
44
Preston, Candice. "Life coaching for female high school learners : a case study in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26497.
Full textAbstract:
This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners.Educational Management and Leadership
M. Ed. (Educational Management)
45
Mosaase, Mpho. "The perceptions and attitudes of boys and girls towards schoolgirl pregnancy at 'Mampota High School in Berea, Lesotho." Thesis, 2004. http://hdl.handle.net/10413/3166.
Full textAbstract:
This study explores perceptions and attitudes of boys and girls towards schoolgirl
pregnancy at 'Mampota high School in Lesotho. No policy exists in Lesotho concerning
school girl pregnancy. While Lesotho espouses democratic rights to all, pregnant
schoolgirls continue to be excluded from the school system. In this era this does not only
discriminate but also impinges on one of the fundamental rights of girls, the right to
education. Pregnant girls continue to drop out of school because of the negative
perceptions and attitudes of teachers and other students even in countries where expulsion
is outlawed. Although these attitudes reflect myths and stereotypes, they are not illusions.
They remain powerful and are a major driving force behind pregnant girls dropouts. They
reinforce the stereotypical construction of gender and work to marginalise and
disempower young girls. These perceptions and attitudes sentence girls to a life of
subservience and reduce their life chances both economically and socially.
Focus group interviews and questionnaires were used examine the attitudes of boys and
girls towards schoolgirl pregnancy at MHS. The findings suggest that both boys and girls
construct gender in ways that discriminate against pregnant schoolgirls, but girls as more
prejudiced than boys towards pregnant schoolgirls. A good sign emerging from the study
is that not all boys and girls take this position and this points to the possibility of making
the school a safer place for pregnant school girls.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.