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Dissertations / Theses on the topic 'Minority pupils'

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1

Grimes, Janice. "Cultural capital, ethnicity and early education." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282941.

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2

Finch, Lisa. "School bullying : the experience of ethnic minority and ethnic majority pupils." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31272.

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Bullying is widely acknowledged as an insidious form of victimization that is prevalent within out schools. In the context of a wider society that may in itself be racist, racial bullying in schools is beginning to be acknowledged both in the academic literature and the media. However, studies of ethnicity and bullying are scarce. The present study aims to highlight the experiences of bullying at school for both ethnic minority and ethnic majority pupils. In particular, the relationship between ethnic identity and the experience of bullying is examined. A total of 199 secondary school pupils aged between 12 and 13 years (Year 8) from an inner city school in Leicester participated. Two questionnaires were completed which assessed their experiences of bullying and ethnic identity. Significant differences were found for ethnicity regarding the overall experience of being bullied, with ethnic majority pupils reporting experiencing more bullying than their minority peers. Ethnic minority pupils were more likely than ethnic majority pupils to experience bullying with a racial content. No relationship was found between the effect of racial bullying and ethnic identity status. Some gender differences reported in the literature were reflected in the results of this study. The results proved difficult to interpret and a critical discussion of methodological limitations is offered. Implications of the findings for schools, and the clinical implications for psychology are discussed. Future research needs are also considered.
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3

Wong, Billy. "Science aspirations : investigating the views of 11-14 year old minority ethnic pupils." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/science-aspirations-investigating-the-views-of-1114-year-old-minority-ethnic-pupils(460d6054-5b0b-4033-bfd3-b461db5fcada).html.

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The importance of science for the economy and the value of scientific literacy in contemporary society are widely acknowledged. However, there are concerns that young people, particularly girls and minority ethnic students, are ‘leaking’ from the science education pipeline (notably the physical sciences). This study draws across sociology of education and science education literature to explore the science and career aspirations of minority ethnic pupils aged 11-14 in London. British pupils from Black Caribbean, Bangladeshi and Pakistani backgrounds were investigated as examples of typically ‘low’ academic achievers and participants in science (e.g. at GCSE and A-level), and British pupils from Indian and Chinese backgrounds were investigated as examples of typically ‘high’ achievers and participants in science education. Forty-six semi-structured interviews, six focus group discussions and 22 hours of classroom observations were conducted with minority ethnic pupils. Five science teachers and one parent were also interviewed. The study aims to explain current uneven patterns of science participation and achievement rates amongst minority ethnic students, focusing on why some students aspire, and others do not, towards science. The study found that although a diverse range of students aspired to science-related careers, the relationship between students’ achievement, aspirations, interest and capital in science was complex. A typology of ‘student science engagement’ was developed, mapping seven forms of student participation in science. British Black Caribbean students were the least likely, and British Indians were the most likely, to be engaged in science. Many British Bangladeshi students expressed science career aspirations, despite their tendency to have low science achievements, and most British Chinese pupils achieved highly in science, even though few have expressed aspirations towards science. The typology and reasons for these variations were explored using Bourdieu’s notions of habitus and capital, and sociological theorisations of identity (e.g. exploring the purchase of ‘science identity’). The study builds on the small but growing understanding regarding how minority ethnic students experience, aspire and identify with science.
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4

Smith, Matthew Robert. "The OFSTED inspection system and its impact on the education of ethnic minority pupils." Thesis, University of Manchester, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669544.

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5

Rider, Kay Susan. "Access to justice for minority ethnic pupils and their families : the first five years of the special educational needs tribunal and its use by parents from minority ethnic groups." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532593.

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Successive Annual Reports of the Special Educational Needs Tribunal (SENT) have shown low usage of the Tribunal by minority ethnic families. As a Specialist Lay Member of the Tribunal I was allowed access to the first five years data so that more detailed analysis could explore this position and consider possible causes and possible remedial steps that could address this low usage. As an Educational Psychologist I am alert to the whole issue of educational entitlement particularly for cultural and ethnic minorities and this thesis seeks to explore the whole area of redress and its use. To begin this study I consulted the President of the Tribunal, the Secretary of the Tribunal and Officers from three Local Education Authorities (LEAs) on the issues they thought were relevant to appeal rates. Following these discussions I drew up a list of questions that I used as the basis for discussions with the SENT Midlands and Wales User Group, this meeting expanded the potential areas for investigation and set some of the parameters for the literature review and statistical analysis. The research questions focus on whether this low appeal rate should be a cause for concern or whether it is a reflection of the lower level of needs of these groups or whether some of the other contributory factors highlighted by my discussions may be influencing the appeal rate. In the absence of a substantive theory a framework of influences is described. The data were made available as hard copy, it was manually entered into SPSS and analysed using Models to identify key factors related to appeal rate. The data was then matched against National Statistics on the parameters highlighted by the discussions, levels of Statements of Needs, achievement, language and deprivation. Two Local Education Authorities are used as exemplars and examined for Statements of Needs, achievement, language and deprivation to see if a more detailed exploration could reveal more information on the factors highlighted by my discussions. The main outcomes of this study were to clarify the profile of minority ethnic access to the SENT and identify the appeal rate of each of the DfES ethnic categories: just under 12% of the pupil population in England are members of minority ethnic groups, the three black categories form 3.7% and their appeals from all LEA's total 2.6%: the Asian subcontinent, excluding Chinese, forms 5.8% and their appeals for all LEA's total 2.1%. Using these combination figures more clearly shows the marked under-representation at appeal to the SENT. It is particularly interesting to note the appeal rate of the Pakistani group; in the ten separate regional listings there are eight regions from which no appeals have been registered from this group despite them forming the highest percentage ethnic minority group in Yorkshire and the West Midlands and this aspect needs more exploration. This study also highlights difficulties using the Department for Education and Skills (DfES) categories where misdiagnosis and inadequate categorisation may be linked to problems with test materials and their use with the various cultural and ethnic groups particularly in relation to Speech and Language problems and Emotional and Behavioural difficulties. Further work needs to be done within the whole field of redress gaining a picture of parental views within targeted Local Education Authorities (LEAs). Educational Psychologists need to question, more closely, diagnoses of language problems and design early interventions to improve spoken and written English, they also need to work more closely helping schools devise the Pastoral Support Programmes necessary for pupils at risk of exclusion improving the parental partnership and assisting the individual pupils with their attitude and motivation.
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6

Pham, Thi Thanh Chung. "Linguistic minority learners in mainstream education in Vietnam : an ethnographic case study of Muong pupils in their early years." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17768/.

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This thesis presents a case study of some young linguistic minority learners in mainstream education in Vietnam. Using ethnographic approaches, the study focuses on some selected Muong-speaking children who experienced difficulties with learning in their first year of primary education. The study therefore aims to observe the process and situations in which these struggling children become categorised as ‘slow’ learners, and what the consequences are for these children. By employing an ethnographic approach, the study involved an extended data collection period, during which semi-structured interviews and participant observations were extensively carried out. Such an approach allows for an in-depth study of the perspectives of participants, as well as emphasizing the significance of the researcher identity. In this process, a careful collection and analysis of relevant documentation and participants’ work samples was also undertaken. The different layers surrounding these learners, both at school and at home, were observed and recorded. An analysis of observed lessons and samples of work from particular situations, identified in field notes, suggests that there are significant factors that may not be recognised in schools that negatively influence the learning of these children. The study flags up complicated issues regarding pupils at the lowest end of the learning spectrum, where changes in the education system may not be enough to adequately or effectively address their learning problems. Such issues challenge any potential developments in education policy by suggesting that socioeconomic issues may negate any attempt to improve the learning experience of economically disadvantaged linguistic minority children in some situations. The conclusion suggests that further study into the issue over a longer period of time would provide a fuller picture of the learning journey for children like those studied here. This also identifies the multifaceted difficulties that the education authorities in Vietnam face when addressing educational equity for all groups of learners. Overall, the study offers an alternative perception when examining the underachievement of linguistic minority learners in mainstream classes, as well as exploring the extent to which a learning programme and/or an education system could be made more equitable and accessible for all learners.
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7

Hamilton, Sandra Karis Susan. "The education of linguistic minority pupils in English schools, 1966-1999 : how an extra pair of hands can limit teachers' learning." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409497.

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8

Palechorou, Irene. "How can educational drama be used to facilitate the acquisition of Greek as an additional language by ethnic minority pupils in a Cypriot primary classroom?" Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50021/.

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Globalisation along with dramatic increases in immigration, have led to increased levels of diversification in modern societies. The rapid change of the Cypriot society to a multicultural and multilingual one has resulted in the presence of a multitude of additional languages in Cypriot primary classrooms, reinforcing the concern for the education of pupils whose first language is other than the dominant language of the country. As a primary school teacher I am concerned in developing an effective pedagogy that can support these pupils’ additional language learning. Thus, the specific action research project at the heart of this research examines how educational drama can be used to facilitate the acquisition of Greek as an additional language by ethnic minority pupils in a Cypriot primary classroom. Throughout this thesis language learning is understood as a social construct, a continual, negotiated exchange of meanings, between the child and the environment, drawing on social theories of language that stress the overarching importance of cultural and social interactions for second language learning. Guided by theory, this research argues for the inter-relationship between social and linguistic processes and how specific drama strategies enable both one and the other. Evidence from this research suggests that a dramatic context that reflects the cultural and linguistic diversity of the classroom has a positive effect in GAL students’ affective variables, and particularly the socio-cultural factors and the personal variables within oneself, as well as the affect on L2 learning of the reflection of that self to other people. Illustrative drama schemes, developed throughout the project, together with concrete examples of children’s work are provided to represent more clearly how living contexts and fictitious worlds can be created within which the different functions of language can be identified and developed. At the same time unconventional and anxiety-reducing strategies for assessing second language learning are presented.
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9

Nair, Sheladevi. "A study of the experiences and perceptions of parents of Black and Minority Ethnic pupils statemented with autism in relation to the educational support provided for their children and for themselves." Thesis, Cardiff Metropolitan University, 2015. http://hdl.handle.net/10369/7538.

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This study investigates the experiences and perceptions of parents of Black and Minority Ethnic (BME) pupils statemented with autism of the support they receive for their child in education and for themselves. These perceptions are explored alongside the views of stakeholders in education who work to support these pupils and parents. The study expands upon the work of Perepa (2008) who investigated the cultural influences on the understanding of appropriate social behaviour by BME parents of children within the autism spectrum in a London borough. Since then there has been minimal research on BME parents’ experiences of having a child with autism in education, so this study addresses a gap in research. A qualitative case study approach was adopted using in-depth interviews with participants from one selected local authority in Wales. An interpretivist approach was used to gain an understanding of the researched phenomena within a cultural context. The data was managed for thematic analysis using the qualitative analysis software tool, NVivo. The findings reveal that BME parents receive support from the providers within education rather than from their own ethnic communities. They show a preference for mainstream education, although evidence here suggests that there are fewer specialist resources in these schools compared to special schools. The findings also reveal that their culture, religion, education and socio-economic backgrounds influence BME parents’ ability to access and utilise educational support services. They feel that their ethnicity and cultural needs are not always taken into account in the ‘culturally-blind’ system which appears to be implemented within education, and their expectation is that society should provide them with more support. It is anticipated that these findings would be taken into account by policy makers and contribute to further research in Wales.
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10

Granstedt, Lena. "Synsätt, teman och strategier : några perspektiv på mångkulturella frågor i skolan i ett praktiknära projekt." Doctoral thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38152.

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The chief aim of my thesis is to study and analyse how the multiculturalism of schools is reflected in research and reports in Sweden and in the way in which teachers talk about multicultural issues at school. Part of the work is done in the form of reflecting talks with two groups of teachers in two different schools on issues and situations taken from their own everyday experience. The talks are conducted over two years. One partial aim is therefore to study whether this working method can help teachers to develop their strategies with regard to multicultural issues at school. I describe how the talks develop over two years in an ethnically heterogeneous group of teachers in one of the schools, some areas related to multicultural issues in the school that the teachers find problematic, and how the talks to some extent influence the teachers’ choice of strategies in the school’s practice. Part of the work is an analysis of a talk from each group of teachers and their conceptions of “the immigrant pupil” and her/his parents are focused on. The analytical tool of interpretive repertoires is used to visualise patterns of common points of departure and values in the talks. Also part of the work is an analysis of how research and reports reflect the discourse on multicultural issues from 1980 to 2005. I emphasise some themes and how these change over time. Through the study, parts of the content of the discourse about the multicultural Swedish education are made visible. The discourse contains expressions of a focus on shortcomings and problems that are regarded as linked to pupils, parents and to some extent to teachers with foreign backgrounds. The discourse also contains expressions of seeing differences, chiefly between groups of pupils with foreign and ethnic Swedish backgrounds respectively. By focusing on differences and shortcomings a boundary is at the same time set up between “us” and “them”. The composition of teachers in Swedish schools is relatively homogeneous as regards ethnicity. When, in addition, it is many times teachers that have the responsibility and power to define what are seen as problems and to find solutions in schools’ practice, the problems and solutions are often defined from a majority perspective. It is also from a majority perspective that decisions are made about to what extent, to what degree and in what way minority perspectives should be represented in these contexts. It is a matter of who has the power to define themselves and the others and the others’ shortcomings.
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11

Smith, Lance Santoro. "The effects of homophobia, legislation, and local policies on heterosexual pupil services professionals' likelihood of incorporating gay affirming behaviors in their professional work with sexual minority youths in public schools." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002156.

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12

Tichá, Kateřina. "Bariéry ve vzdělávání dětí ze sociálně vyloučených lokalit očima jejich rodičů." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-405466.

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Diploma thesis deals with pupils from socially excluded localities and their education. The theoretical part defines the term socially excluded locality and deals with distinctive features that influence the situation of people living here. The Roma minority, which is often associated with social exclusion, is also characterised, and unfortunately is still frequently represented in socially excluded localities. The main topic is a socially disadvantaged pupil, their needs and current educational opportunities are taken into account. Special attention is given to Roma children and pupils with regard to cultural and ethnic specifics. The practical part is processed in the form of 12 case studies describing individual families from socially excluded localities and their attitude to children's education. The main objective of the research was to identify barriers that influence the education of their children from the parents' point of view. Partial objectives focus on other circumstances that families may have to limit access to school in relation to their social situation. The results of the research point to a close connection between the unfavorable social situation of the family, when these circumstances have a negative effect to the school education of children. Parents themselves perceive these...
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13

LUKÁŠOVÁ, Hana. "Dějiny české obecné školy v Šindlových Dvorech od jejího vzniku do 50. let 20. století." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-395423.

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The thesis focuses on the beginnings and historical development of elementary education in the village of Šindlovy Dvory between 1919 and 1950. It summarizes and analyzes available regional sources. The first chapter deals with the history of connected municipalities from 1259 to 1950. The following chapters are devoted to the emergence of a Czech school, the lesson planning, students´statistics, changes in the teaching staff, extracurricular activities, numerous celebrations, important events, collections and use of the school building. The thesis also examincs the influence of historical events and political changes on education.
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14

ČEKALOVÁ, Petra. "Vietnamský žák na základní škole a jeho vnímání učiteli a spolužáky." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-155417.

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The goal of my diploma thesis is to find out, what kind of relations exists between minority and majority at Czech primary schools. Vietnamese minority was chosen for this thesis. We research differences in perception between girls and boys and between older and younger pupils. We also research differences between formal and informal situations. Another goal is to find out if pupils have some basic knowledge about native land of this minority. The thesis is divided into two parts, theoretical and practical. The theoretical part includes the explanation of basic terms about minorities at all, historical and cultural information about Vietnam, information about life and distribution of Vietnamese in the Czech Republic and also information about Vietnamese pupils in Czech schools. In the practical part the questionnaire method is used for pupils and the interview is used for teachers. Results of these research studies are processed into graphs and tables, which are supplemented by relevant comments.
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15

Matuštíková, Hana. "Sociálně pedagogická práce s minoritami." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312605.

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This Diploma Thesis deals with the issues of social and pedagogical work with the minorities. The opening chapters aim to determine the basic theoretical terms and they introduce basic information about some selected national minorities. The core of the practical part of this work describes the processes and specific activities, which can help in integrating pupils, who belong to ethnic minorities, into the educational system. The closing chapters of this Diploma Thesis include an empirical survey, focused on professional orientation and vocational selection among the Roma pupils at the basic school in Obrnice. Attention is drawn to the family influence and the role of school and other institutions operating in this field.
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