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1
Dawley, Martina Michelle. "Indian Boarding School Tattoos among Female American Indian Students (1960s -1970s): Phoenix Indian School, Santa Rosa Boarding School, Fort Wingate Boarding School." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/193389.
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Tattooing in the federal Indian boarding school system appears to have been common among the student body, but the practice is not well documented. A search of the literature on Native education, focusing on boarding schools, yielded only fragments of references to tattooing because there has been no substantive or detailed research on Indian boarding school tattoos. One brief narrative from Celia Haig-Brown (1988), however, illustrates the commonality and the dangers of tattooing. This study examines tattoos among female students who attended Indian boarding schools in the Southwest during the 1960s-1970s. The personal accounts of my mother's experience in tattooing at the Phoenix Indian School provide a baseline for this study. My study explores an undocumented area of boarding school history and student experiences. Many students from various tribes tattooed. The tattoos most often included small initials and markings, and my analysis concludes that the meanings were mostly related to resistance.
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Buckley, Tianna Jeanne. "Academic Persistence Among Native American High School Students." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7257.
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Qualitative interviews with 12 Native American high school junior and senior students who grew up on reservations identified the following themes related to their persistence in college: (a) faculty support, (b) structured social support, (c) family support or the lack thereof, (d) motivation to be better, and (e) encountering racism. The results indicated a need for clear academic expectations between the school district and the tribal liaisons, multicultural training to foster positive relationships from the primary to secondary level, and structured college preparatory instruction designed for Native American students. Results also indicated a need for further research into the educational experiences of multiethnic students.
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Pike, Erica. "School Leaders' Perceptions of Caribbean Students' English Language Needs." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/94.
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Although British West Indian Caribbean (BWIC) immigrant students are considered to be English speaking students by U.S. public schools, many of them speak other languages. These students experience hardships and have unique remediation needs that many schools are not providing. The conceptual frameworks that guided this case study were sociocultural theory, acculturation theory, and leadership theory. These theories postulate that culture influences learning, second language acquisition is linked to adapting to a new culture, and leadership is important to implement system-wide changes. Qualitative data included interviews with 6 teachers and 3 administrators who work closely with BWIC students, New York City Department of Education English Language Test results of 512 students, and 26 BWIC student school enrollment forms. Data were analyzed through a coding process to determine emergent patterns and themes. Key findings indicated that participants identified the students' academic struggles with Standard English and that teachers experiment with various strategies to reach the students. Recommendations include development of identification and remediation programs for BWIC students and additional research on strategies to teach English to these students. Study findings may promote positive social change by encouraging school districts to work with the Caribbean-American community to help increase BWIC student retention rates.
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Golightly, Thomas R. "Defining the components of academic self-efficacy in Navajo American Indian high school students /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1592.pdf.
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Abdul, Ali Khan Subran. "Self-regulated learning and academic achievement of Hong Kong and Indian high school students." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24872647.
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Golightly, Thomas R. "Defining the Components of Academic Self-Efficacy in Navajo American Indian High School Students." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/817.
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The academic difficulties experienced by a majority of Navajo American Indian students are well documented. Past research has focused on a variety of internal and external factors which possibly explain some of these difficulties. Low levels of academic self-efficacy (ASE) has been identified as one of the factors possibly contributing to lower than expected rates of academic achievement and low post-secondary education retention rates in this population. This investigation sought to further define the component structures of ASE using theoretical structures postulated by Bandura (1977a, 1997), namely: past success, modeling, verbal persuasion, and emotional arousal. Information about grade point averages (GPA) and standardized achievement tests (IOWA Tests of Educational Development) were obtained for a sample of American Indian Students (N = 118) as a measure of past success. Three self-report measures were administered to the participants in the sample: The Career-Related Parental Support Scale-Verbal Encouragement scale (CRPSS-VE); and two measures created specifically for this study, The People I Know (to assess levels of exposure to appropriate academic models) and My feelings about School (to assess levels of emotional arousal centered on school). An additional pair of self-report measures was administered to this sample, the Self-in-School (SIS) and Academic Hardiness Scale (AHS), which sought to assess overall levels of ASE in each of the participants. Reliability and factor analyses were conducted to psychometrically examine the measures created for this study. Both were found to be highly reliable measures which load primarily onto one factor. Regression analyses were created to determine if the measures of the four components would predict totals on the two measures of overall ASE (the SIS and AHS). Results indicated that GPA, IOWA percentile rank scores, the CRPSS-VE and My Feelings about School were significant predictors of SIS totals in the regression models. Only The People I Know and My Feelings about School were significant predictors of AHS totals in the regression analyses. There was some evidence suggesting that the four components of ASE predicted overall reported levels of ASE. Implications of this study as well as possible future studies are outlined.
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Desroches, Julie Luce. "Aboriginal education programs in British Columbia's public school system and their relation to Aboriginal student school completion /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2131.
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Mathew, Subhas. "Asian and Asian Indian American Immigrant Students: Factors Influencing Their Academic Performance." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538646/.
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Asian American students have done well in school; they have had higher academic achievements, higher academic scores, lower dropout rates and higher college entrance rates as compared to other minorities and generally other students in the United States (U.S.). A possible explanation to the higher academic performance and achievement of the Asian American students is that they are more likely to have experienced an environment that is conducive to learning at home; their parents were involved and held higher expectations. Immigrant minorities have been found to do well in schools in many parts of the world. Similarly, here in the U.S. there has been increasing evidence that students of Asian ancestry, both immigrants and U.S. born, complete more years of education than most of the other ethnicities. Current research and data on the academic performance of Asian immigrants includes most Asian countries. This study reviewed the current literature regarding the factors that influence the academic performance of "Asian Indian Americans" who attended high schools in the U. S. This correlational study examined the relationship between various factors, such as parental participation, parental expectations and involvement, discipline, cultural beliefs, personal identity and values, language spoken at home, and the academic performance of the Asian Indian Americans.
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Joseph, Cynthia 1960. "Theorisations of identity and difference : ways of being Malay, Chinese and Indian schoolgirls in a Malaysian secondary school." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/8007.
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Timmons, Sara J. "Developing a plan to support mathematics students with advanced placement potential at Indian River High School." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 116 p, 2009. http://proquest.umi.com/pqdweb?did=1833621121&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Santoso, Harry Budi. "Computer Self-Efficacy, Cognitive Actions, and Metacognitive Strategies of High School Students While Engaged in Interactive Learning Modules." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2043.
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The purpose of this research was to investigate high school students’ computer self-efficacy, cognitive actions, and metacognitive strategies in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesized that computer self-efficacy is correlated positively with cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. This research used a mixed-methods approach to answer the research questions. Two research questions guided this research: (1) How is students’ computer self-efficacy related to cognitive actions and metacognitive strategies while using interactive learning modules?; and (2) How do students plan monitor their cognitive actions, and regulate their monitoring strategies during learning with interactive learning modules?This study utilized self-regulated learning framework that covered self-efficacy, cognitive, and metacognitive components. While self-efficacy was represented by computer self-efficacy, the metacognitive component was represented by planning, monitoring, and regulating strategies. Cognitive actions represent contextual activities while using interactive learning modules.
One hundred and thirteen students from two high schools in Northern Utah, USA(i.e., InTech Collegiate High School and Logan High School) participated in this study. Each student worked on three modules: Boolean Logic, Minimum Spanning Tree, and Modeling Using Graphs. Due to the differences in class schedules between both schools, students at InTech Collegiate High School and Logan High School completed the activities within 2 and 4 days, respectively. Three different forms of data were gathered for analysis. These data included questionnaires, screen captured videos, and audio recordings of the interviews. The students completed three questionnaires: demographic, computer self-efficacy, and self-regulated computer-based learning questionnaires.The findings of the study revealed that while computer self-efficacy was not positively correlated with cognitive actions, it was positively correlated with metacognitive strategies. Specifically, the findings revealed a significant positive correlation between computer self-efficacy and planning strategies. Screen-captured video analyses showed that there were different profiles of cognitive actions and metacognitive strategies between high and low computer self-efficacy groups. The findings were confirmed by issues from interview analyses between the groups.
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Cohen, Erik. "An Appreciative Inquiry Study of Successful Navajo High School Students on the Navajo Nation." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397083944.
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Gibson, Sierra M. "Increasing the High School Graduation Rate of Native American Students in Public Schools." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1045.
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Native American students obtain the lowest on-time high school graduation rate among all races and ethnicities in the United States. Through an analysis of previously published literature and seven interviews conducted by the author, this paper sets out to identify the key barriers Native students face when working toward their high school diploma. This paper will argue that, together, a history of abusive educational tactics and an institutionally racist policies and practices adopted by the U.S. Department of Education have made it challenging for Native students to complete high school on time.
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REGUIESSÉ, DAPHNÉ. "TRAILS OF AN INDIAN COMMUNITY IN PADOVA. Chasing the invisible migration of Indian students (re)shaping spaces in this Italian medium city." Doctoral thesis, Università IUAV di Venezia, 2021. http://hdl.handle.net/11578/301594.
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L’Italia viene spesso considerata come un paese che ospita o riceve migranti poco qualificati (per lo più illegali), così nel corso degli anni mi sono trovata a spiegare in più occasioni che anche migranti altamente qualificati sono attratti dall’Italia, e che addirittura vi giungono grazie ad accordi internazionali stipulati da paesi che sono tra loro in competizione ‘soft power’ per la ricerca di talenti, con lo scopo di aumentare il proprio potere a livello globale, ovviamente attraverso vie legali.
Gli studenti internazionali costituiscono una categoria di migranti che fino agli anni duemila non ha ricevuto molta attenzione in ambito accademico [Piguet et al., 2017]. Tuttavia, la migrazione per motivi di studio si può far risalire al 1190, e, forse ancora più precisamente, al periodo coloniale tra il XVII e il XIX secolo [Leucci et al., 2018]. A questo proposito, la presente tesi ha evidenziato come il flusso di studenti indiani verso l’Italia sia largamente incoraggiato da politiche internazionali che rimangono per lo più sconosciute. Tra queste politiche figurano vari accordi bilaterali firmati dal Governo italiano per attirare studenti indiani di livello universitario che vogliano “investire il proprio talento” nelle Università italiane. La tesi riesce a coniugare, attraverso un case study sulla città di Padova – città di ‘media’ dimensione che sta guadagnando importanza nel panorama internazionale grazie alla sua Università, fondata 800 anni fa - due livelli di analisi (locale e globale) in un’unica discussione sulle interdipendenze tra l’andamento e la struttura dei flussi migratori degli studenti indiani e la loro spazializzazione in Italia quale nazione di destinazione. La tesi presentata contribuisce quindi ad evidenziare un flusso migratorio rilevante ma inesplorato dalla letteratura accademica in Italia: la migrazione degli studenti internazionali. Allo stesso tempo, un focus sugli studenti universitari indiani, considerati come studenti-migranti dotati di conoscenze e capacità intellettuali, aiuterà a delineare il variegato mosaico dell’attuale migrazione indiana in Italia. In effetti, l’analisi della migrazione degli indiani in Italia resta attualmente limitata a migranti con bassi o medi livelli di specializzazione come, ad esempio, gli indiani Sikh impiegati in agricoltura. In linea generale, la migrazione di lavoratori altamente qualificati e con alti livelli di istruzione non è stata studiata in modo approfondito né in Italia, né in altri paesi europei [Piguet, 2016; McGuill, 2013; King and Raghuram, 2013]. Pertanto, richiamo la necessità di definire un diverso modo di pensare, interpretare e agire che superi l’approccio limitante alla migrazione generalmente associato ai soli irregolari [Ambrosini, 2011, 2017; Panichella & Ambrosini, 2018].
La tesi colma inoltre un’importante lacuna, valutando gli impatti negativi del processo di studentificazione di una città come Padova che ricerca il proprio riconoscimento a livello internazionale, aldilà del suo patrimonio storico noto globalmente per la basilica di Sant’Antonio. In questo contesto, ci tengo a sottolineare come il ruolo illustre dell’Università e il suo spazio fisico fungano da “ponte”, o da crocevia e punto di convergenza dell’interculturalità della città.
Nel complesso, la presente tesi di ricerca fornisce un quadro dettagliato e ricco di sfumature sui vari profili degli studenti indiani presenti in uno stesso territorio, cioè la città di Padova. Questa ricerca mira invece a portare il lettore ad una nuova visione di co-abitazione in uno spazio locale limitato, grazie all’esempio della città di Padova e del suo interessante desiderio di internazionalizzazione che coinvolge l’Università nel processo.
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Johnson, Rachael Renee. "The Navajo special program in the Pacific Northwest educating Navajo students at Chemawa Indian Boarding School, 1946-1957/." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/r_johnson_042910.pdf.
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Salmon, Laura. "Contribution of foods to nutrient intakes of grades 4-6 students participating in Kahnawake Schools Diabetes Prevention Project 1994, 1998 and 2002." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=80872.
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This study assessed the diets of participants in the Kahnawake Schools Diabetes Prevention Project (KSDPP). Data were gathered from three cross-sectional surveys of students in grades four to six in the Mohawk community of Kahnawake. Single 24-hour recall interviews were conducted in 2002 (n = 151), 1998 (n = 153) and 1994 (n = 164). Mean number of servings of Vegetables and Fruits (3.6 per day), Milk Products (1.6 per day), and Meat and Alternatives (1.5 per day) were found to be below ranges recommended by Canada's Food Guide to Healthy Eating. Correspondingly, mean intakes of fibre, calcium and vitamin D were found to be below Adequate Intake references. Positive changes detected include a decrease in soda consumption and a shift toward whole grains. Results indicate that improved nutrient intakes will require closer adherence to the principles of Canada's Food Guide to Healthy Eating. KSDPP intervention staff are using results as a basis for intervention.
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Ruhl, Melissa. ""Forward You Must Go": Chemawa Indian Boarding School and Student Activism in the 1960s and 1970s." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11484.
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vii, 122 p. : ill.High school student activism at Chemawa Indian School, a Native American boarding school in Oregon, transformed the curriculum, policies, and student life at Chemawa. Historians have neglected post-WWII boarding school stories, yet both the historical continuities and changes in boarding school life are significant. Using the student newspaper, the
Committee in charge: Dr. Ellen Herman, Chairperson; Dr. Jeffery Ostler, Member; Dr. Brian Klopotek, Member
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Nieder, Lauren E. "Effects of an Academic Enrichment Program on Elementary-Aged Students' Performance." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7871.
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The goal of this research was to develop a greater understanding of the effectiveness of enrichment programs outside of the school setting. This study was also intended to contribute to the broader understanding of the mechanism of student school-related stress, reported by parents, as it relates to student academic performance, specifically in a population which primarily consists of students and parents who are of Asian-Indian-American descent. With rising standards and intensifying pressure on students to be academically successful, it is necessary to examine the stress students experience due to their academics, as well as its effects on their academic performance. Participants in this study included twenty 1st through 5th grade elementary students who attend weekly classes at one of three local academies where the after-school academic enrichment program is offered. Data from those students participating in both math and English was accounted for separately, resulting in 34 total student subjects which can be utilized for this study (N = 34). After performing bivariate logistic regression, the models did not reach significance (p > .05), therefore it cannot be said that an increase or decrease in dependent variable of students’ school grades can be predicted that any of the following independent variables: homework completion, length of enrollment, and academy homework scores,. The perceptions of the parents, in addition to those of the children experiencing these stressors should be studied further.
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Anthony-Stevens, Vanessa Erin. "Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293532.
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This critical ethnography focuses on the practice of an Indigenous-serving charter school in Arizona and how it created space to practice culturally responsive schooling for Indigenous youth in an era of school accountability and standardizing educational reforms. Urban Native Middle School (pseudonym) opened for four years before being closed under tremendous state pressure from high-stakes testing accountability measurements. This study uses data spanning two periods of data collection: archived data collected at the time of the school's operation, and follow-up data tracking educators', parents' and students' experiences after the school's closure. Careful examination of student, educator, and parent narratives about the school during its years in operation illuminate how adults and youth co-authored a unique reterritorializing both/and discourse, building a school community of practice around connections to mainstream standardized knowledge and local Indigenous knowledges. The transformational potential of the schools both/and approach offered students access to strength-based both/and identities. The second phase of the study, which followed educators', parents', and students' into new school environments, illuminates practices of educational negotiation on the part of participants within geographies of limited educational opportunity for Native youth, both urban and rural. With four years of data collection, this study expands understanding of how Indigenous families choose among available educational environments in landscapes of limited school options and policy labels which fail to address the on-the-ground realities of schooling in Indigenous communities. For the Indigenous educators and families in this study, navigating school choice in an era of high-stakes testing reflects an enduring struggle of American Indian education with educational policy. This study's findings suggest that the transformative potential of both/and schooling has positive and wide reaching implications on the school experience of Native youth, and further illuminates the persevering practices of Indigenous educational survivance in seeking access to more equitable, culturally sustaining educational experiences. With implications for practice and policy, this anthropologic case study of an Indigenous-serving charter school considers the powerful impacts of human relationships on student learning and critiques the injustice perpetuated by snapshot accountability measurements which deny students' spaces for cultivating bridges to access imagined futures.
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Charley-Baugus, Fern. "A comparative study of on-reservation and off-reservation students' reading and vocabulary scores at an off-reservation boarding school." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/533.
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Bollinger, Susan Marie. "FAME -Families Achieving Mathematical Excellence the process of developing a family involvement program for a Western rural middle school serving American Indian students /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/bollinger/BollingerS0510.pdf.
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Family is an important element in the cultural identity of this American Indian community so involving families in the education of their children is crucial. This mixed methods study documents the process of implementing a family involvement program at a rural school serving predominantly low-income families near an American Indian reservation. The results showed there is a strong sense of responsibility among the parents for the education of their children. Parents and students were found to work together to improve their learning by reviewing homework together and doing learning activities at home. Interview data stressed the importance of developing a welcoming learning environment at school and at afterschool events that is culturally sensitive. Families need to feel they are welcomed and respected. The structure of afterschool events must be flexible and familiar for continued participation. Facilitators of family involvement programs in American Indian communities need to design programs that are culturally responsive to the local tribe and community, supporting the comfort and learning of the participants, providing materials for everyone to take home, and bringing the program to the people.
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Gill, Isabel, and University of Lethbridge Faculty of Education. "Story and stereotype : aboriginal literature as anti-racist education." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/220.
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Textbooks newly approved for use in secondary schools in Alberta reflect the belief that not only does literature have the power to change and shape our thinking, but also that the non-White voices of our culture need to be heard if Canada is to become a country which truly welcomes and values cultural diversity. The realization that many high school students in the Crowsnest Pass area of Southern Alberta hold negative stereotypes about Canadian Aboriginal people prompted this study which measured how effective studying literature written mainly by Canadian Aboriginal people is as a means of anti-racist education. Forty-three students in grade 10, 11, and 12, 22 females and 21 males, participated in the study. Both quantitative and qualitative research methods were used. Quantitative data, collected from responses on a gender-specific, six-item social scenarios scale, measured the extent to which students were prejudiced against Aboriginal people as pre- and post-tests. Written responses, field notes, journal entries, and interviews provided qualitative data. Though the quantitative evidence is not statistically significant, students in grades 10 and 12 showed decreased post-test scores, while those in grade 11 increased. Within each grade, individual students showed significant attitude changes. In all grades, female students had significantly lower scores than males, both pre- and post-test, evidence that there are perhaps different stages of moral development in females, as suggested by Belenky, clinchy, Goldberger, and Tarula (1986) and Gilligan (1982), than the male stages identified by Kohlberg (1969, 1981). Qualitative data revealed an increased understanding of Aboriginal issues and student attempts to view the world from a non-White perspective. Central to the study are my efforts to come to terms with my own Whiteness as well as help students understand their own positions of White privilege. This process was an emotional and disturbing experience for us all, yet one that brought growth and engendered
important learning. I remain firmly committed to the need to adopt a strong anti-racist stance (rather than a multicultural one) and address racism directly in the classroom. Though difficult, it is perhaps the most important work that I, or any other teacher, may do.xviii, 163 leaves ; 28 cm.
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Khanna, Pulkit. "Validation of positive psychological interventions for Indian school students." Thesis, 2016. http://localhost:8080/xmlui/handle/12345678/7144.
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Senior, Wall Cheryl. "Indian students' academic self-concept in a selected band-controlled school and a provincial school." 1991. http://hdl.handle.net/1993/17377.
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YenChen, Shao, and 陳少燕. "The Design of Emerging Technology Curriculum:Developing Modules for High School Students in Gene Technology." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/u9tvyr.
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博士國立成功大學
生命科學系
104
Modern biotechnology is one of the most important scientific and technological revolutions in the 21st century, with an increasing and measurable impact on society. Development of biotechnology curriculum has become important to high school bioscience classrooms. This study has monitored high school students in Taiwan on their knowledge of and attitudes towards biotechnology for nearly two decades. Not surprisingly, knowledge of biotechnology of current students has increased significantly (p〈 0.001) and most students have learned some definitions and examples of biotechnology. There was a positive correlation between biotechnology knowledge and attitudes toward biotechnology for current students who study Advanced Biology (AB). However, for current students who did not study AB, there was a negative correlation. The attitude results showed that students today expressed less favourable opinions toward agricultural biotechnology (p〈 0.001) despite studying AB or not. However, there is no significant difference between students today and 18 years ago in opinions towards medical biotechnology. In addition, current students showed a greater concern involving environmental risks than former students. Interestingly, the high school curriculum did affect students’ attitudes toward genetically engineered (GE) plants but not GE animals. Our current study also found that the students’ attitude towards GE animals was influenced more by their limited knowledge than by their moral belief. Followed by my design of emerging technology curriculum: the example of our ‟ a well-designed biotechnology curriculum and DNA technology experiment” for the whole class activity. Following will present some example of the Case study: “Inquiry-Based Laboratory Projects for High School Students toward learning gene technologies” for small group study. Based on findings from this study, we suggest that more materials of emerging animal biotechnology should be included in high school curriculum and recommend that high school teachers and university faculty establish a collaborative framework in the near future.
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"The Cultural Capital of American Indian Students in an Off-reservation High School." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25027.
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abstract: The growing population of American Indian students who attend off-reservation school has been under researched. This absence in American Indian education research, their unique needs, and their growing numbers warrant more attention. To address this absence in education research literature, this study captures the experiences of American Indian students in an off-reservation high school. Through Social Reproduction Theory and Cultural Capital Theory this qualitative study makes known the varying ways that American Indian students in off-reservation high schools comply and resist formal schooling. Through interviews and observations of these students, in addition their teachers and administrators, I document and interpret their experiences. The data suggest that American Indian students strongly connect to and use their tribal identities to negotiate school. By recognizing the rules of the school, these students employ different forms of cultural and social capital, specifically the importance of space and forms of communication. Even though their high school has a high population of American Indian students, they continue to experience challenges in academic success through stereotypical assumptions, expected roles, and structural barriers. Illustrating student identity as effects of the social reproduction process clearly demonstrates resistance, compliance, and agency of these students in their high school.Dissertation/Thesis
Ph.D. Educational Leadership and Policy Studies 2014
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Yang, Ke-Hsin, and 楊可欣. "The Development of Global Warming and Saving Energy Teaching Modules for Junior High School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/01405060856863491925.
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碩士國立臺灣師範大學
生命科學研究所
101
The purpose of this study is to understand the performance of environmental knowledge, attitude, and behavior of junior high school students. By the way of designing global warming and saving energy teaching modules which integrated in the curriculum, we intended to explore how the issues of saving energy and reducing carbon impacted on the knowledge, attitude and behavioral intentions of seventh grade junior high school students. Moreover, we also wanted to explore the difference in different levels of behavioral intention students’ performance among energy saving and carbon reducing knowledge and attitude. In this research, we developed global warming and saving energy teaching modules and a questionnaire was used as the research tool, and stratified systematic sampling was employed to sample the junior high school students in eastern Taiwan. We analyzed the pre-test and post-test data .PASW Statistics 18 software was used to conduct descriptive statistics. According to the evaluation results of the research tools , the following results were concluded: (1) The main information sources of global warming and carbon reduction are media and teachers. Therefore, we chose to hold those activities to enhance the teaching effectiveness. (2) The module contains nine lessons about "green energy", "energy education", "nuclear-free homeland" and "prevention and control of environmental pollutions by energy production process. Total teaching hours are twelve hours. The result revealed that there was significant difference between the pre-test and post-test grade of environmental knowledge and behavioral intention. And the post-test grade is better than the pre-test. It indicated the teaching modules enhance students’ environmental knowledge and behavioral intention. But there was no significant difference between the pre-test and the post-test in environmental attitudes. (3)After our lessons, seventh grade students’ environmental knowledge was positive related to environmental attitudes, the environmental knowledge was also related to environmental behavioral intention positively. The better environmental knowledge they have, the better environmental attitudes they own. (4)Base on students‘ environmental behavioral intention, we divided those students into three groups and discuss their performance. The better environmental behavioral intention they had, the better environmental knowledge and attitudes they owned. Based on the findings and conclusions we have, we can proposed some useful suggestions to global warming and carbon reducing education.
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楊旭. "A Study on the Impact of Physics-Teaching Modules of Vocational High School Under-Achievement Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/06498667938300683676.
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Inderpal, Lee-Ann. "Grade 9 students' accounts of conflicts and abuses in a formerly Indian school near Durban." Thesis, 2007. http://hdl.handle.net/10413/2190.
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The aim of my study was to investigate the nature of possible conflicts between Grade nine learners. Focus group discussions were conducted with about forty learners; boys and girls, Black and Indian, aged between fourteen and sixteen at a formerly Indian school near Durban. In these, I started by asking very general questions and then picked up on what the young people said, asking them to elaborate and illustrate. In this way, I tried to put the onus on young people themselves to set the agenda. I am interested in investigating whether learners will talk differently about conflict depending on whether they were in different kinds of groups marked by 'race' and gender. Therefore, I divided the participants into mono-racial single sex as well as mixed gender and mixed 'race' groups. According to all the participants in the focus group discussions, conflicts between pupils were very common at Grade nine levels. However, what sort of conflicts they spoke about and how these were spoken about, and especially those that related to gender and 'race', differed significantly between the various kinds of focus groups mentioned above. This paper reports on these conflicts and compares the kinds of conflicts spoken about in the different kinds of groups.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.
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Santiesteban, Yvette Lorna. "The role of school in the adjustment of immigrant West Indian adolescents : a case study of a program of new arrivals /." 2010. http://149.152.10.1/record=b3101835~S16.
Full textAbstract:
Thesis (Ed. D.) -- Central Connecticut State University, 2010.Thesis advisor: Sheldon Watson. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 114-119). Also available via the World Wide Web.
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Bhatnagar, Nisha. "Attitudes and concerns of Indian teachers towards integrated education." Thesis, 2009. https://vuir.vu.edu.au/30087/.
Full textAbstract:
Education is the right of all children, and integrated education aims to ensure that all
children have access to an appropriate, relevant, affordable and effective education within
their community. The recent educational policies of inclusion of students with disabilities
in mainstream classrooms have created significant changes in practices for teachers. The
inclusion of students with special educational needs in mainstream schools is a focus of
debate in education systems all across the world.
It has been suggested by eminent educators that successful inclusion is largely dependent
upon a reconceptualisation of teachers' roles and responsibilities and therefore, it is
essential to explore the attitudes and concerns of the mainstream teachers towards
integration in their classrooms.
In developing countries like India, the integration movement is a new concept for the
educators and therefore, it is essential to restructure the policies and practices of the
teachers to make integration as successful as it is in the developed world. Efforts to
integrate disabled students into the least restrictive milieu, generally the neighborhood
school, are fast becoming the dominant educational ideology in all the schools in India.
This study was undertaken to identify and explore the attitudes and concerns of secondary
school teachers regarding the integration of students with disabilities into their regular
classroom programs in New Delhi and, to determine whether the attitudes and concerns
of the teachers were significantly related to their background variables. Furthermore, the
study also sought to identify different approaches and strategies which could modify
teachers' attitudes and decrease their concerns for integrated education ·in their regular
classroom programs.
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Chun, Hsueh Ping, and 薛秉鈞. "Study on impacts of teaching modules of cooperative learning in scientific texts reading on reading comprehensive abilities of junior high school students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14467612684051216628.
Full textAbstract:
碩士國立高雄師範大學
化學系
94
Abstract The purpose of this research was to investigate the influence of teaching modules of cooperative learning in scientific texts reading on reading comprehensive abilities of junior high school students, and students’ reactions on such a teaching method. The research used the pretest-posttest nonequivalent group design. The research subjects were 65 seventh grade students in 2 classes from a junior high school in Tainan, and one class was the experimental group and the other class was the control group. The experimental group received 9 lessons on science topics and used cooperative learning strategy. Each lesson was 90 minutes and a total of 810 minutes for 9 units. The control group was not taught with cooperative learning but read the same materials and did the same practices themselves. The experiment was conducted over a period of 9 weeks. In addition, before and after the experiment, the subjects will take the pretest and the posttest of reading proficiency respectively. A questionnaire was conducted to find out about the subjects’ perceptions about this reading instruction. The main results of this research are as follows: 1. The experimental group scored significantly higher on textually explicit questions on reading comprehension after than before instructions. 2. The experimental group scored significantly higher on total science texts reading comprehension than the control group did. 3. The experimental group scored significantly higher on strategies in science texts reading. 4. Feedback from the questionnaire indicated that the experimental group recognized and favored this reading instruction. The majority of students indicated that the cooperative learning reading strategy helped them to better understand and memorize science texts. Finally, results from the experiment and the questionnaire suggested that besides the assigned textbooks, teachers should select suitable science texts along with the application of proper cooperative learning activities to help students achieve reading proficiency. Keyword: cooperative learning, reading comprehension, science texts.
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Naicker, Subramunian Anand. "A sociological study of the educational and career routes of a group of Indian secondary school students in the Durban area : the transition from school to work." Thesis, 1988. http://hdl.handle.net/10413/4500.
Full textAbstract:
This longitudinal study on the transition from school to work
of a group of Indian school-leavers from two co-educational
schools in Durban is an attempt to analyse the processes underlying
the construction of educational and career routes. It
deals with the lived experiences of boys and girls from different
social-class backgrounds within the school, the family, and
the work situation. This passage from school to work, which
also includes the experiences of unemployment, is examined
against the background of social interactions in micro settings,
as well as the influences of social, structural and cultural
forces. In particular, the career pathways are studied within
the context of the cultural background of Indians, and their
socio-historical location in the South African society as a
minority and an intermediate status group in a racially-divided
society.
As the students proceeded through the last three years at school
and into the first few months of work various qualitative,
field research methods were used to get some insight into the
changing and complex nature of the transitional process. These
methods included participant observation, focus sed and unfocussed
interviews, and discussions. Such qualitative research methods
were valuable for an understanding' of the meanings and values
on which the students' actions were based.
The structural and interpretive analysis of the family, the school, the labour market, and a patriarchal, capitalist, apartheid society points to the significance of ideological values, hegemony, class relations, racial, gender, and political and economic influences on the construction of educational and career identities. The analysis also indicates the close relationship
which exists on the one hand between the cultural interpretations
and practices of various social actors; and on the other
hand, the structural conditions in which these are located.
The findings provide some account of how social-class relations
are continued and sustained via related and different inequalities
such as race and gender. Race, class and gender exist side
by side in this reproduction process. By focussing on the close
relationship which exists between the actions and decisions
of the students, and the structures of society, this study
attempts to bridge the gap between structural and interpretive
explanations. The students' interpretations of their educational
and career choices are brought into a closer relationship with
the structures of society.Thesis (Ph.D.) - University of Natal, Pietermaritzburg, 1988.
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Lin, Yu-Sheng, and 林瑜生. "A Study of Learning Effectiveness of Digital Logic Lab Course with Digital Circuit Computer-Simulation Software and CPLD Experimental Modules for Vocational High School Students." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/62284852464759407762.
Full textAbstract:
碩士國立臺灣師範大學
資訊教育研究所
92
The purpose of this study was to investigate the learning effectiveness of Digital Logic Lab course with digital circuit computer-simulation software and CPLD experimental modules for vocational high school students in Division of Electrical Engineering. Quasi-experimental design and two-way analysis of variance were used for the study. The instruments consisted of two post-tests and an attitude questionnaire toward the computer-simulation teaching method. Two groups of senior students, the control group and experimental group, participated in this study. Both groups were instructed on the same topics covered in this study for sixteen weeks, and received post-tests. The experimental group also filled out the attitude questionnaire toward the computer-simulation teaching method. The findings and conclusions were listed as follows: A. The results of this study revealed that after sixteen weeks of learning, the learning effectiveness of the computer-simulation teaching method was significantly better than that of the traditional practice teaching method. B. The attitude questionnaire toward the computer-simulation teaching method revealed that most students of the experimental group held positive attitudes. Key words: computer-simulation software, Digital Logic Lab course, CPLD, learning effectiveness.
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Islam, Waliul. "Ways of becoming : South Asian students in an Australian postgraduate environment." Thesis, 2009. https://vuir.vu.edu.au/15244/.
Full textAbstract:
The formation of student diasporas in western universities is a manifestation of the globalization and internationalization of higher education, and has necessitated studies about international students’ adaptation to such universities. Statistics of the last decade show that there has been a significant flow of international students to Australian universities, and a large proportion of this student cohort comes from South East Asian and South Asian countries. Whilst there has been a good deal of research on international students from South East and Far East Asia, who share a Confucian Heritage Culture (CHC) background, there are relatively very few studies on South Asian students, particularly postgraduate students from India, Pakistan and Bangladesh (defined as South Asian for this study). This qualitative study about the adaptation experiences of postgraduate coursework students from South Asian countries fills some of the gap that exists in the body of literature about international students.
The study, conducted at a cross-sectoral Australian university in Melbourne, referred to with the pseudonym Southern University (SU), has utilised a longitudinal qualitative approach to explore from an ‘emic’ perspective the adaptation experiences of ten postgraduate coursework students from India, Pakistan and Bangladesh. The students were studying in four faculties at SU, and participated in in-depth interviews and focus group discussions over their first two semesters.
The study considers the students’ adjustment process in the Australian academic landscape from their pre-arrival expectations to their settlement after two semesters, and is structured to consider three phases of their experiences – initial, transitional and endpoint – in negotiating new academic norms and genres, including spoken communication.
The study identifies a number of dimensions along which differences are evident in the students’ approaches and strategies in adjusting to their studies and lives as postgraduates. In academic adjustment, all the postgraduates demonstrated incremental progress which was marked by varying levels of perceptual and attitudinal changes in understanding the new academic culture.
Whilst the students shared a common goal of undertaking an Australian postgraduate degree to enhance their employment prospects, two broad types of strategists emerged: initiators of self-development and system compliers. The study also notes that the postgraduates, through their physical presence in Australia and becoming qualified with a western education, negotiated new, hybrid and empowered identities for themselves.
In its limited exploration about the students’ social acculturation, the study notes that some of them followed a selective integrative approach while others adopted assimilatory process, and they all indicated a hybrid state of acculturation to Australian culture. The study also uncovers that, besides their academic goals, many of the postgraduates had a largely hidden agenda of long term settlement in Australia.
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Govender, Dhanasagree. "Perceptions of young Indian adolescents in Chatsworth, towards HIV and AIDS." Diss., 2016. http://hdl.handle.net/10500/22275.
Full textAbstract:
Text in EnglishAim: The aim of this study was to explore the perceptions’ of young Indian adolescents in Chatsworth, towards HIV and AIDS. Methods: An interpretative phenomenological analysis design was used. The participants were selected using judgemental purposive sampling. Nine participants were interviewed. The sample size was determined by data saturation. Data was collected through individual interviews guided by an interview schedule. The interpretative phenomenological analysis framework for data analysis was used for data analysis. Results: The study revealed that participants were well informed about HIV and AIDS. Participants reported disinterest in HIV prevention programmes due to inundation with repetitive information; disinterested attitudes of facilitators of these programme as well as fear of social stigmatisation. The misconceptions that were highlighted were related to very little personal contact with people living with HIV and AIDS. Conclusions and Recommendations: These findings have revealed that there is a need for a revision in HIV/AIDS prevention programme. The HIV/AIDS school programmes should be contextual relevant to learners from diverse backgrounds and communities.
Health Studies
M.A. (Nursing Science)
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Mukasa-Lwanga, Theopista Nazziwa. "The use of technology for improving throughput rates in an ODL context by lecturers in the School of Computing." Diss., 2018. http://hdl.handle.net/10500/25584.
Full textAbstract:
The improvement of throughput rates is a crucial factor at higher education institutions; hence, university departments focus on improving pass rates per module. This study investigated how lecturers in the School of Computing (SoC) at the University of South Africa, use technology for improving throughput rates in an Open Distance Learning (ODL) context. The study sought answers to the main research question on how lecturers in the SoC use technology for improving throughput rates in an ODL institution. A mixed research methods approach was used, where quantitative data was extracted from the university systems and integrated with the qualitative data collected from interviews. Thirteen lecturers for the thirty modules under investigation were interviewed. A thematic analysis was used on the qualitative data, and quantitative data was analysed using rankings and correlation coefficients, leading to the interpretation that the use of myUnisa technology assisted to improve throughput on the modules.Mathematics Education
M. Sc. (Computing Education)