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Dissertations / Theses on the topic 'Post-secondary schools'

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Published: 4 June 2021
Last updated: 27 April 2022

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1

Thomas, Michael. "The secondary principalship: administrators' perceptions of pre- and post-service barriers to effectiveness." Youngstown State University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996756860.

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2

Galbreath, Leslie M. "Tracking public post-secondary enrollment patterns of Missouri A+ Program-eligible graduates." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4750.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.
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3

Sanderson, Victoria. "Post-Secondary Students with Symptoms of Psychosis: A Mixed-Methods Systematic Review." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39788.

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The purpose of this thesis was to synthesize evidence on symptoms of psychosis in post-secondary students, including participant characteristics, prevalence, risk factors, interventions, and reported experiences. The design was a mixed-methods systematic review, modeled on the Joanna Briggs Institute and PRISMA guidelines, with all standard systematic review procedures followed. A search in nine databases yielded 26 (published between 2006 and 2018) articles for inclusion. Data were analyzed according to objectives and reported using synthesis tables and narrative summaries. Average age of participants was 21 years and most identified as female and Caucasian. Prevalence of psychosis across the included studies was inconclusive. Risk factors associated with symptoms of psychosis included substance use, depression, and younger age. There were five interventions with mixed results and three studies about experiences. While five promising interventions exist, inadequate testing and replication limits confidence in their effectiveness. There is a notable deficit in qualitative evidence exploring the experiences of students with symptoms of psychosis.
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4

Barbis, Anthony M. "The impact of the Missouri A+ Schools Programs on high school graduation rates and post-secondary enrollment rates /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115521.

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5

Ng, King Wah Charlie. "An Odyssey Between Fragments : Post-Modernity, Power, Networks and Identities in Hong Kong Secondary Schools." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514290.

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6

McKinley, Rashida J. "Exploration of Post-secondary Preparation in Urban, Suburban, and Rural High Schools in the State of Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427396.

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The purpose of this study was to analyze how high schools in the state of Missouri’s rural, suburban, and urban areas were preparing students for post-secondary education and career readiness. The researcher analyzed the state of Missouri secondary data gathered from the 2013 through 2017 school years, in urban, suburban, and rural high schools. The researcher also surveyed school guidance counselors and administrators. The data represented consisted of ACT Composite Scores, Annual Performance Reports, Post-Secondary Placements, Career and Technical Education Placements, Dropout Rates, and Graduation Rates. This examination utilized a mixed method study to gain an understanding of each school’s delivery method, as well as factual data. Such an investigation was undertaken to understand how each targeted school was performing and what areas needed improvements.

The results of the study indicated that there were multiple elements that may be causing urban school students to perform less than their counterparts, and suburban schools to outperform rural and urban schools. Suburban students had the highest score for meeting or exceeding the minimum ACT score, rural schools came second, and urban schools had the lowest scores. Rural schools had the highest number of students attending Technical Schools after graduation. Data also indicated that counselors from rural schools felt that an unsuccessful strategy was verbally telling students to apply to college, and that universal programs did not work well with their students. Suburban school counselors felt their caseloads were too large, which limited the 1-1 interaction that students needed. Urban school counselors felt that getting parents involved was a challenge and students had high levels of trauma, which led to difficulty in focusing on college or career options.

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Makhoba, Freddie Fukuza, A. B. Buthelezi, and B. T. Gumede. "Influence of the post-provisioning model in curriculum implementation at Secondary Schools in the King Cetshwayo District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1751.

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A thesis submitted in accordance with the requirements for the Degree Master of Education in the Department of Educational Foundations and Management at the University of Zululand, 2018.
When Post-Provisioning Model (PPM) was implemented in 1998, it appeared as if the need to maintain quality teaching and learning and good working conditions for educators was not taken into consideration. The conditions under which schools have been working since the implementation of the PPM do not appear to have improved curriculum implementation in schools. This has affected the management of implementation, and to a large extent the entire education system in South African schools. In this study, the researcher investigates the influence of the PPM on curriculum implementation at secondary schools in the King Cetshwayo District of KwaZulu-Natal in South Africa. The objectives of the study were to:  To establish how principals manage the PPM at secondary schools.  To find out the influence of the PPM in curriculum implementation at secondary schools. The quantitative approach grounded in the positivism paradigm was used to collect and interpret empirical data from principals of secondary schools in the King Cetshwayo District. The findings of the study reveal that the influence of the PPM in the management of the schools and in curriculum implementation affects the performance in all spheres of the schools in the King Cetshwayo District. The principals experience contextual problems which affect administration and curriculum implementation. The main recommendation from the study’s findings is that there is a need for the Department of Basic Education to revise the PPM in order to serve the needs of schools, particularly the previously disadvantaged schools that experience deficits in all areas of teaching and learning.
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8

Lambert, Ainsley E. "Applying & Deciding: Students' Perceptions of the Role of Parents and Schools in the College Enrollment Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377865780.

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9

Margot, Gary L. "An investigation of the Management Information Systems curriculum in Ohio post-secondary schools compared to the needs of business /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801318837.

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10

Wallace, Jennifer. "The Gift of a Scholarship: The reflective accounts of scholarship recipients attending elite secondary schools in post-apartheid South Africa." Doctoral thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33078.

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This study investigates the experiences of scholarship students from historically disadvantaged communities who attend elite secondary schools in South Africa. Specifically, the study analyses the narrated accounts of a sample of former scholarship recipients who reflect back on their experiences of entering into, and engaging with, the field of elite schooling, having come from very different primary school contexts. Viewing the scholarship as a form of a ‘gift' (following Mauss, 1969), and using a Bourdieusian framework and the concepts of habitus, field and capital as well as symbolic violence, the study investigates the dynamic and intricate interplay between the recipient of the scholarship on the one hand, and the elite schooling environment on the other. In-depth, one-on-one semi-structured interviews were conducted with 20 male and female scholarship recipients between the ages of 19 and 24 years. The focus of the interviews was on the participants' reflective experiences as scholarship recipients in elite South African schools. From the analysis of the narrative interview transcripts three main themes were explored: the interviewees' initial experiences of the elite school space; the adjustments that they felt were required of them in order to fit in and the strategies they employed to improve their positions within the field; and what their reflective accounts reveal regarding the impact of their secondary schooling experiences on their lives. This thesis makes several key contributions to academic debates on schooling in the postapartheid South African context. It shows that in this profoundly unequal setting, success in one part of the field does not necessarily equate to success in another. Moreover, any assumption that access to elite schooling through the awarding of a scholarship equates to ‘equal access' is refuted by the recipients' narratives of their experiences. In addition, the accounts of the participants in the study reveal that accepting the gift of a scholarship is far more complex, multi-layered, and at times harsh and even painful for the individual recipients than is possibly realised by those involved in this practice. Thus, as is seen from the scholarship students' accounts, the giving of a scholarship as an opportunity for upward social mobility impacts on the recipient in fundamental and unanticipated ways.
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11

Dregalia, Donald Martin. "A descriptive study of the post-secondary musical/cultural behaviors and attitudes of participants and non-participants of instrumental music ensembles from two secondary schools in eastern Massachusetts." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1272374147.

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12

Dregalla, Donald Martin. "A descriptive study of the post-secondary musical/cultural behaviors and attitudes of participants and non-participants of instrumental music ensembles from two secondary schools in eastern Massachusetts /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu148784494807576.

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13

Wallace, Jennifer. "Playing the field: the responses of elite, girls-only secondary schools to the shifting landscape of an increasingly globalised, post-apartheid South Africa." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6861.

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This study investigates the responses of elite, girls-only secondary schools in Cape Town to the shifting landscape of an increasingly globalised, post-apartheid South Africa, from the perspective of their principals. It sketches the shifts due to neoliberal globalisation and the socio-political changes of the post-apartheid dispensation, and argues that South African schools face the enormously complex task of navigating the impact of these forces from these two, often contradictory, fields on a daily basis. The study draws extensively upon Pierre Bourdieu's notions of habitus, field and capital for the analysis of the qualitative research data gathered by means of semi-structured interviews. The dissertation firstly examines what the field looks and feels like for the six elite schools included in this study from the perspectives of their principals, with a specific focus on the impact of the dual forces identified above as experienced by these schools. Because of the particular position that these privileged, well-resourced schools occupy within the field, they are potentially well-placed to play the field in powerful ways, and thus possibly influence the field in their own right, as well as produce students with the appropriate symbolic and cultural capital to be effective future players in this increasingly globalised, post-apartheid world. This concept of being effective players (for both schools and individuals) draws upon Bourdieu's analogy of the field as a game. If the field, as a structural social space, is compared to a game, those who embody the habitus of the field and posses the appropriate symbolic and cultural capital for that field are best placed to be effective players. They possess, as it were, a seemingly instinctive 'feel for the game' (Bourdieu & Wacquant, 1992, p. 62). This study examines the nature of the habitus of the schools in this study and the advantages that those who enter these schools already possessing this habitus have by being able to embody the regularities of the game. From an analysis of the research data it is clear that the primary concern of all of the interviewees is their students. Collectively the principals viewed many aspects of the changes upon the field as presenting exciting opportunities for their students. These opportunities included the formation of new types of networks as a form of social capital, as well as the ability both to imagine and experience a world beyond South Africa's borders as a result of the ascendancy in technology and the emergence of the knowledge economy. However, there are clear pressures on both schools and students that need to be carefully managed and contained. The common themes that emerged were: market-related issues of financial sustainability;; various challenges presented by the number and nature of the curricula implemented since 1994;; heightened parental expectations;; a general disintegration of the traditional, stabilising role played by families;; and a significant rise in stress levels amongst teenagers, resulting in an increase in phenomena such as cyber-bullying and teenage depression. This study found that the common strategies adopted by these schools to equip their students with the appropriate symbolic and cultural capital to maximise the opportunities and manage these and other pressures included: having high expectations of students;; the instilling of a strong work ethic;; the development of inter- and intra-personal social skills;; an emphasis on the growth of leaders and leadership skills;; a focus on traditional values in a changing world;; and the encouragement of 'giving back' to society by means of involvement in community partnerships. There was also strong agreement that the girls-only feature of these schools could work to the benefit of their students in terms of instilling capital. These, then, are the ways in which these elite schools are 'playing the field'.
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14

Wright, A. J. "Contested images of the school : a post-Marxist analysis of education policy under the New Labour government and the divergent approaches to its implementation in English secondary schools." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605577.

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This thesis provides a detailed and contextualised account of the New Labour government's education policy from a post-Marxist perspective, with the aim of understanding the complexities and paradoxes of policy implementation in secondary schools in the UK during this period. While Marxism has remained a dominant critical app roach to the study of education, J argue that its ontological commitment to economic necessity limits the scope of its critical and explanatory power. Other approaches, such as functionalism and interpretivism, also contain theoretical shortfalls that prevent a comprehensive understanding of education. Drawing on poststructuralist theory to rearticulate key concepts in Marxism, I show how a post-Marxist approach can provide a deeper critical explanation of the pol icy process and the micropolitical tensions that affect the way policy is implemented within the school. My empirical investigation identifies a particular tension in New Labour's education policy discourse, between two seemingly incompatible strands: neoliberal modernisation and social cohesion . Through a genealogical analysis of the policy discourse, I reveal how this tension emerged and became articulated in the policy texts and speeches of the New Labour government. Moreover, I reveal how this tension developed as New Labour attempted to consolidate the previous Conservative government's neoliberal agenda while also renegotiating a historical schism in the labour Party between the discourses of 'gradualism' and 'radicalism'. In order to understand how New labour's pol icy discourse, and the tensions existing within it, played out in schools, I undertake in-depth research in two secondary schools in England . This research, which included open interviews, focus groups and Q-method analysis with staff and • pupils, is collated into two case studies. These case studies identify the specific micro political logics that led the schools to develop radically different approaches to implementing policy.
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15

Lai, Mee-Ling. "Language attitudes of the first post-colonial generation in Hong Kong secondary schools : issues in gender, medium of instruction, social class and cultural identity." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/1010/.

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16

Scott, Robert Bruce. "Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13095.

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Doctor of Education
Department of Special Education, Counseling and Student Affairs
Warren J. White
Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.
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17

Rideout, Roxanne Sharon. "Partnerships in education : secondary/post-secondary collaboration /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ62419.pdf.

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18

Stower, Catherine J. "Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27160.

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The purpose of this study was to investigate post-secondary students' perceptions of the role and functions of their high school counselor. One hundred seventy-three students currently attending a community college in a suburban area of a large metropolitan city participated in this study. The participants were asked to complete a survey developed by the researcher. Five research questions (listed below) guided this study. 1) Do post-secondary students perceive that high school counselors are performing the functions outlined by the American School Counselor Association (see Appendix B and C), and are there gender and ethnic differences? 2) How are perceptions of services rated as "very" important by post-secondary students, and are there gender and ethnic differences? 3) How are perceptions of services rated as "often" performed by post-secondary students, and are there gender and ethnic differences? 4) What are post-secondary student's perceptions of the importance with which specific counseling functions are performed as compared to perceptions of frequency? 5) What is the level of unmet need for counseling services perceived as "very" important by post-secondary students? The results indicated that only two percent of high school counselors performed all functions identified on the questionnaire, however the majority of participants indicated counselors performed nearly one-third of the functions. The functions were noted as academic, career, or personal/social domain. The most important function and the most often performed function rated by participants was discussing graduation requirements and the least important as well as the least performed function was identified as assistance with relationship issues. In general, there was not a significant difference between gender and ethnicity. The percentage of participants who indicated a function was "very" important, however was "seldom" or "never" performed was above 50% for most functions.
Ph. D.
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19

Kithyo, Mattemu. "High school students aspirations for post secondary career programs." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28251.

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The purpose of this study was to find out what the students' perceptions are regarding the influence of the following factors in the students' career programs decision making: students' self-expectations; parents' expectations; teachers' expectations; industry's expectations; financial rewards; academic ability; upward mobility; sex role stereotyping; and availability of career information. The study was carried out in Machakos district, Kenya between April and August 1988. The subjects were 210 form 3 (grade 11) students drawn from 3 different schools in the district. One school was an all girls school, one an all boys school and one a mixed school. For each school, two classes of 35 students each were used. Data for the study were collected by use of a questionnaire developed by the researcher. This questionnaire was administered in each school by the researcher assisted by 2 teachers supplied by the school. The data were then analyzed and the results grouped into categories reflecting the questions addressed by the study. Some of the major findings of the study were: 1. Programs in Agriculture are priority aspirations for both the boys and the girls. 2. Besides agriculture, the career program aspirations of the students followed the traditional gender lines such that most of the boys aspired for technological programs while most of the girls aspired for office based programs. 3. There seemed to be no difference between the effects of parents expectations on the boys and on the girls. 4. There seemed to be no difference between the effects of teachers' expectations on the boys and on the girls. 5. The boys believed that they had good academic abilities in Mathematics and science subjects while girls believed they were good in business education and languages. 6. The boys seemed to be more concerned with chances for further studies in career program than the girls were. 7. By the time students chose subjects for Kenya Certificate of secondary Education (K.C.S.E.) certification they had very little career information available to them. 8. Although technical education is a priority field for the government, it is not a priority aspiration for the students. The findings of the study suggest that career guidance in the secondary schools in Machokos District is not effective. The author gives several recommendations for addressing the issues and concerns raised by the study.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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20

Flynn, Michaline L. "Post-Secondary Transitions for Students with High-Incidence Disabilities." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1511191618068595.

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21

Ochalski, Heather. "Inuit Students' Journeys from High School into Post-Secondary Education." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42772.

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Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada. At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society. This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.
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Luecke, Heather Marie. "Post-secondary decisions of public school and homeschool graduates in Jackson County, Wisconsin, as compared to national post-secondary decision statistics." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lueckeh.pdf.

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23

Gair, Elizabeth-Anne. "Perspectives on attitudes, engagement, expectations and aspirations pre- and post-secondary school." Thesis, University of Strathclyde, 2015. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=25778.

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Amidst on-going initiatives aimed atraising attainment and promoting social inclusion, a key stage identified for improvement in the HMIE report: Improving Scottish Education (2006) is that of primary/secondary transition. Current programmes that can address this issue are A Curriculum for Excellence 3-18 (SEED, 2004) which allows schools curriculum flexibility and the Integrated Community Schools policy (HMIE, 2004) which offers a multi-agency approach to improving achievement, health and well-being for all pupils through collaborative working between cluster schools. International researchers have found that repetition of topics, disregard / distrust of transfer information and failure to build on the work of the primary school (McGee et al., 2003), inappropriate teacher support (Stemler et al., 2006), misinterpretation of pupils' attitudes by school / teacher (Gnaldi et al., 2005), inadequate parental support, difficulties in the family environment (Marjoribanks, 2005; Casanova et al., 2005) and exclusion by peers and student's self-image (de Bruyn, 2005) are possible contributors to post-transitional decline in academic effort. De Bruyn (2005) argues that engagement is a strong predictor of academic achievement and Marjoribanks (2003) hypothesizes that post-transition academic performance has a significant impact on the formation of adolescents' educational aspirations. This thesis seeks to discover perspectives in relation to pupils' attitude, their engagement in learning activities, and the aspirations of learners - pre- and post- transition to secondary school. The thesis also reports on the exploration of expectations - those of learners and stakeholders (parents, school management, teachers and home/school link staff) at this crucial point in an individual's education. Additionally, it explores whether the presence of aspirations before and after transition might relate to the formation of a positive attitude to learning and to providing focus for pupils engaged in the move to secondary school. The thesis compares learners' education and career aspirations with those of their parents. It reveals perceptions of the role of aspirations in influencing Primary 7 learners' and Secondary 1 students' attitude and engagement in learning, from the perspectives of the learners themselves, their parents and educators. The thesis finds that parental involvement and support, and the family work/study ethic are perceived as strong pre- and post-transitional influences on learners' attitude to, and engagement in learning, and on their aspirations for tertiary education and career. Additionally, given the sustained focus on transition within academic research and educational policy, this thesis finds an absence of written policies on transition and inconsistent practices between different schools - within and between clusters.
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Havlíková, Petra. "Production Accuracy in L2 English Checked Vowels: Cross-sectional Study of Czech Secondary and Post-Secondary School Students." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23914.

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In Czechia, teaching L2 English pronunciation is underestimated, which might lead to potential production slips and affect the intelligibility of the learners. This study investigates accuracy in L2 English pronunciation of checked vowels (/ʌ, ɛ, ɪ, ɒ, ʊ, æ/) as produced by Czech students. I applied cross-sectional approach and analysed participants from two distinct school classes who are divided by an 8-year study period. The pronunciation accuracy is analysed with the help of the computer program Praat, which generates frequencies for both Czech and English vowel phonemes produced by the participants reading out loud a set of monosyllabic citation words. The formant frequencies are later compared to a reference set of SSBE frequency values, which represents the targeted native language model. The results of this work show that the L2 English values are influenced by the students’ inventories of L1 Czech, leading to inaccuracy in production of the phonemes /ʌ, ɛ, ɪ, ɒ, ʊ/ and setting constraints to the L2 /æ/ acquisition.
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Bermingham, Charles Joseph. "Contextual support for Post Secondary Plans Scales: school personnel and community factors examination." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2046.

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Social support has been identified as an important component of planning for careers among high school students. Lent, Brown, and Hackett (2000) advocated for the importance of this support within Social Cognitive Career Theory (SCCT). These authors identified a need for further research with better measurement for examining contextual support and its connection to career decision-making. Ali et al. (2011) developed a set of measures to address this need for better measurement, but identified the need for more nuanced examination of specific types of contextual support. The current study was designed to assess the importance of nuanced measuring of different types of support in career-decision making. Specifically, two scales, School Personnel and Community, from the Contextual Support of Post Secondary Planning Scales (CSPSPS) are analyzed using confirmatory factor analysis to force the scales into the factor structures proposed by Ali et al. (2011). Additionally, exploratory factor analysis was used to further examine the school personnel scale. Finally, interventions to aid School Personnel and Community in ways to support students in career decision-making are considered.
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Artman, Vickie. "DUAL CREDIT AND DUAL ENROLLMENT: AN ANALYSIS OF THE EXPERIENCES OF HIGH SCHOOL STUDENTS THAT COMPLETED HIGH SCHOOL WITH A DUAL DEGREE." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1336.

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This particularistic qualitative study examined the perceptions of 18 students’ dual credit experience and the viewpoints of three administrators. While limited in scope, this study makes an important contribution to what is currently known about dual credit experiences from students that have graduated with a dual degree at the completion of high school. Primary data collection occurred through individual interviews with the students and with the administrators. Nine themes were identified from the qualitative analysis of the students’ interview responses and 10 themes were identified from analysis of the administrators interview responses. Student themes related to influence, the dual credit experience, student decisions/choices, value, desire to continue, dual credit concerns, advice to high school students, and the top three advantages to a dual credit program. The student participants reported that, while the dual credit experience had been challenging, the program resulted in positive educational outcomes, time savings, cost savings, and access to college courses. Administrator themes related to the dual credit enrollment process, influence, the student experience, support systems, student choice, outcomes of acquiring a dual degree, impact of dual degree status on pursuit of higher education, degree completion, advice for dual credit students, and the future of dual credit programs. While the three administrator participants valued the dual credit program, each provided a unique view of the program. The findings from this study may help to improve future dual credit experiences for the students and help to create a favorable relationship between the community college and high school. Conclusions drawn from the findings were reported. Implications for policy, research, and practice were identified. Recommendations were made for further research.
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Stewart, Dalys A. "Principals' post-observation feedback and its influence on teacher professional growth at two Southern California Catholic high schools." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588574.

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The principal plays a key role in establishing a culture of collaboration and ongoing learning, and his/her actions related to effecting change are vital to the success of the school. A principal can contribute to the advancement of teacher expertise by engaging in specific behaviors. One such behavior is focused feedback, which leads teachers to reflect on their instructional routines. Given with intentionality, it is a powerful tool. Therein lies the motivation for this study.

The purpose of this qualitative, phenomenological study was to examine the practices in which principals engage during classroom post-observation feedback, and their effect on teacher professional growth. Seven teachers at 2 Southern California Catholic high schools were interviewed to capture their perceptions of the effect that principal feedback has had on their professional growth. Although much research has revolved around the impact that principals' actions have on the enhancement of teacher practice, very little research has focused on these effects from the perspective of the teacher. Capturing teachers' perceptions about the way their principals' actions impact their instructional practice may add to the existing body of knowledge in the field of education related to the way principals promote the use of effective practices at their schools. It may also shed light on the need for the teacher's voice to be heard and taken into consideration when making decisions on and implementing policies that are directly related to improving teacher practice.

Three main ideas emerged from a review of the existing literature: (a) there is a direct connection between the principal's actions and teachers' professional growth; (b) principal feedback produces lasting changes in instructional practice, especially when given immediately following the teaching; and (c) teachers are reflective practitioners seeking to improve their practice on an ongoing basis. Educational institutions may be able to utilize the findings of this study to inform their practice, and or to re-examine their policy on evaluation processes.

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Kehoe, Earl. "The teaching of history in post-genocide Rwanda : a case-study of a post-genocide secondary school history curriculum." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33446/.

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The focus of this thesis is an investigation of secondary school history in post-genocide Rwanda. The thesis addresses a knowledge gap by examining the 2008 O-level Rwandan history curriculum as a case of a post-genocide secondary school history curriculum. The issues surrounding the construction of the 2008 O-level history curriculum and the wider opportunities and challenges of teaching and learning history in Rwandan schools are addressed. The research is located in the field of literature that investigates school history in different post-genocide and post-conflict countries and the connections between history education, conflict, peace and reconciliation. Research involved two periods of fieldwork in Rwanda of 11 weeks and 16 weeks respectively. During this time curriculum documents were collected and field-notes taken. Also, interviews were conducted with Rwandan policy-makers (3), secondary history teacher-educators (5) and secondary history student-teachers (10). Informal discussions were held with four additional policy-makers. The empirical research was related to the research question: What opportunities and challenges does teaching history face in post-genocide Rwanda - perceptions of what, why and how history is taught to secondary school pupils? A thematic analysis of the data resulted in three key inter-related findings. Firstly, there are competing policy visions and curriculum processes at the heart of the 2008 O-level secondary school history curriculum. Secondly, the memory of the 1994 genocide is central to the 2008 O-level history curriculum construction (policy), mediation (teacher-educators) and implementation (student-teachers). Finally, and related to finding two above, limited learner-centeredness in student-teachers’ classroom practice demonstrates how the legacy of the Rwandan 1994 genocide impacts on the delivery of the 2008 O-level history curriculum. Based on these findings the thesis makes three original contributions to knowledge. The legacy of the genocide in terms of post-genocide fears of future violence and aspirations for unity and reconciliation needs to be at the centre of our understanding of school history curriculum reform in post-genocide Rwanda. Also, over 20 years after the 1994 genocide the on-going emotional legacy of the genocide in the classroom shapes the classroom practice of a new and university trained generation of history teachers. Yet, student-teacher classroom practice also challenges the uniform depiction of teacher-led history teaching by writers, suggesting a more complex history classroom reality. Finally, this is the first empirical study to use the theoretical framework of ‘unity in homogeneity’, ‘unity in diversity’ and ‘diversity’ approaches to frame and investigate the opportunities and challenges the teaching of history faces in post-genocide Rwanda.
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Cheng, Mung Lai Clara. "A case study of successful teacher followership in a Hong Kong post-secondary school." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685009.

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This seven-year research project analysed the teacher followership traits of a high-performing school in Hong Kong and discussed how the experience may offer some insight into successful teacher followership traits and teacher competencies. The qualitative approach was adopted to examine the process of successful teacher followership in a total of seven cases-six teachers and their school head-with reference to the exemplary followership model suggested by Robert Kelley (1992). The embedded case study was designed to identify the differences among three award-winning teachers, three non-award-winning teachers, and their school head. Analysis of the six successful teachers yielded four primary categories related to successful teacher followership and teacher competencies: (a) successful followers are primarily doers in their organization; (b) successful followers are primarily lovers/caring to their students/customers; (c) more successful followers tend to be learners in behaviour; (d) more successful followers tend to be hunters in personality. I address implications for teacher followership, teacher competencies, leadership studies, teacher education, and government policies concerning education as well as teacher tl:aining. Data collection was mainly done by (a) questionnaires; (b) recorded semi-structured interviews; (c) written documents; and (d) the researcher's four years of reflection notes. From the interviews and themes identified in the seven cases, it is suggested that values rather than skills or knowledge are the key teacher competencies found in the six successful teachers and their school leader/head. And these educators were not only the doers: Most important, they were also the lovers, the learners, and the hunters in their school. The followership and leadership experience in this high-performing school may provide a good case for understanaing the dynamics of followership and leadership as well as drawing the theoretical and practical implications for research, policy formulation and implementation, not only in Hong Kong but also in other international communities. This study on successful teacher followership will tender some insight into leadership, teacher professionalism, and school success.
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Xerri, Daniel. "Attitudes, beliefs and practices in poetry education at a post-secondary school in Malta." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12498/.

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This study is an investigation into the relationship between attitudes, beliefs and practices in relation to poetry and the study of poetry. Its participants consisted of teachers and students at a post-secondary institution in Malta as well as the chief examiner responsible for the Matriculation Certificate Advanced level English syllabus and examination. The study’s application of a mixed methods approach entailed the use of a number of research methods and instruments, including a questionnaire, classroom observation, and semi-structured and focus group interviews. These interviews employed the use of poetry as stimulus material. This research design was deployed as a means of developing an understanding of the participants’ attitudes and beliefs in relation to poetry and its pedagogy, as well as a way of examining their practices in the poetry classroom and their approach to poetry outside the school environment. This study shows that the interplay between attitudes, beliefs and practices is fundamental. Given that such research is to a large extent missing from the literature on poetry education, this study’s main contribution to advancing knowledge in the field is the light it throws on the importance of the relationship between attitudes and beliefs on the one hand and practices on the other. Rather than restricting itself to exploring the influence of examinations on poetry pedagogy, as is the case with much previous research, this study clarifies the importance of shared attitudes and beliefs in determining the way teachers and students approach poetry. It demonstrates how fundamental it is for them and other stakeholders to develop an awareness of the effect of attitudes and beliefs in relation to poetry and poetry pedagogy. Its findings lead to a better understanding of the complexity of the events that occur in the poetry classroom and beyond, events that are engaged in by teachers and students both consciously and not.
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Lujan, Caroline Lucille. "How Well Informed are High School Student-Athletes about Post-Secondary Options? A Survey of One High School." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193407.

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A sample of 98 student-athletes at one southern Arizona high school completed a survey that examined their personal characteristics, athletic goals, knowledge about the college recruiting process, and the role of the school counselor in that process. Results revealed that the majority of student-athletes were not well informed about the college going process. However, there was a significant increase in recruiting knowledge of students who definitely want to participate or possibly want to participate in college athletics between 9th and 11th grade and between 9th and 12th grade. The majority of participants felt "slightly comfortable" or "very comfortable" coming to their school counselor to discuss this information. However, they would feel more comfortable if the counselor were knowledgeable about college athletics. Results show that high school counselors need to be better prepared to assist student-athletes with the college going process.
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West, Dean. "e-sticks@nd_text-stones:-/cyberbullying_in_post-16_education : a phenomenological investigation into cyberbullying : a mixed methods study with specific focus on 16-19 year old students in post-16 education." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77918/.

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The phenomenon of bullying and, more recently, cyberbullying, continue to be of interest to scholars, practitioners and policy makers. To date, the vast majority of research into bullying and cyberbullying has been contained to compulsory education contexts, leaving a dearth of literature in post-compulsory education. This thesis explores cyberbullying in the context of post-16 education in England, considering, in particular, four research questions relating to prevalence, involvement of particular groups, reasons for cyberbullying, and consequences on feelings, learning, and social integration. Previous research on cyberbullying is considered, including a discussion of the definition and criteria of both bullying and cyberbullying. The main contributions to knowledge are the age group and context of this research, the use of phenomenology as a philosophical framework in the research design, data collection, and analysis, and how attribution theory is related to the reasons given for cyberbullying others and being cyberbullied. A mixed methods survey methodology was used to collect data; an online questionnaire was used to collect data from 5,690 students from 41 colleges, and semi-structured interviews were used to collect in-depth data from six victims of cyberbullying. In terms of prevalence, 7.9% of those aged 16–19 years old who study in colleges in England reported being victims of cyberbullying and 1.9% admitted to cyberbullying others. The findings also show certain demographic groups statistically more likely to be disproportionately involved as cyberbullies, such as boys and those who were offline victims at school, and as cybervictims, such as girls and those who had a physical disability. A range of reasons were reported for cyberbullying others, in particular the victim’s intelligence/ability and because of feelings of anger, and for being cyberbullied, in particular because of their physical appearance and friendship groups. Various consequences for being a cybervictim were revealed, in particular on they way they felt and on their mental health/wellbeing.
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Sher, Robert. "THE RELATIONSHIP BETWEEN THE ROLE OF THE SCHOOL PSYCHOLOGIST AND POST-SECONDARY SCHOOL OUTCOMES FOR SPECIAL EDUCATION STUDENTS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/161298.

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School Psychology
Ph.D.
Since the federal law IDEIA of 2004 allowed for the determination of LD eligibility for Special Education services, it was expected that School Psychologists would have begun spending less time devoted to standardized tests, and more time providing other services such as counseling, consultation, and interventions. Moreover, any benefit that these services might have for students would ideally extend beyond the K-12 period when they receive these services. This study compares the time school psychologists spend engaged in service delivery unrelated to testing with post-school outcomes for special education students. Data are compared from all 50 states, as well as other variables such as the ratio of students to psychologists, socio-economic status, and per pupil spending. While time not testing did not correlate with post-school outcomes, other variables proved to correlate significantly, and are discussed in accordingly. Data were collected from a variety of sources, including state and national governments, education departments, professional school psychology organizations, and research institutions. Students' post-school outcomes were tracked for eight years after high school, and measured and compared based on level of education. The ratio of students to school psychologists proved to correlate significantly with the graduation rate of special education students both from high school and from four-year secondary institutions, suggesting that the fewer students a psychologist serves, the better the outcomes for those students. However, socio-economic status (as represented by students receiving free lunch or lunch assistance) was by far the most significant correlate with school and post-school outcomes, necessitating comparisons between statistics with that variable removed. Ultimately, variables for which school psychologists have little control, such as socioeconomic status, the ratio, per pupil spending, the percentage of students receiving ELL instruction, and other factors, proved to be more significant in their correlation with graduation rates and post-school outcomes than how much time psychologists spent providing services other than testing. Further study is recommended, as various elements of this study proved to limit the value of the results, such as the use of states as units of study, as opposed to smaller units, the inability to further divide the ways in which psychologists allocate their time, and the inability to obtain post-school data for more specific subsets of the special education population, such as LD. A study employing smaller units of comparison, such as school districts, and which could accurately measure time school psychologists spend in a variety of service delivery capacities, as well as more uniform groups of special education students, is recommended.
Temple University--Theses
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Shropshire, Julia M. "Psychosocial factors associated with children's physical activity levels pre and post transfer to secondary school." Thesis, University of Manchester, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528534.

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35

Carter, Allia L. "Collaborative Leadership Practices Among Ohio's Early College High School Prinicpals and Their Post-Secondary Partners." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340034683.

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Thomas, Jamie Allison. "Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1505238/.

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Poor post-school outcomes for young adults with an autism spectrum disorder (ASD) have underscored the need to gain insight into the use of evidence-based practices (EBPs) in the planning and implementation of transition services. EBPs for effective transition planning and implementation have been documented in the literature but do not appear to be fully utilized in practice to achieve desired student outcomes, reflecting a research-to-practice gap. EBPs have the potential to produce positive outcomes at the high school level, if implemented with fidelity. Special education personnel, especially administrators, play a vital and unique role in transition planning. They can either facilitate or hinder the process. This phenomenological study investigated the perceptions of public school administrators regarding the extent of their awareness of EBPs to ensure the successful transition of students with ASD and associated barriers. Semi-structured interviews were conducted with 10 secondary-level public school administrators. Major themes identified through analyzing the qualitative data included (a) a positive vision for students with ASD, (b) characteristics of a good transition program, (c) administrators' roles in the transition process, (d) barriers to EBP implementation, (e) strategies to reduce barriers, and (f) ownership of what administrators can do to remedy the problem. Lastly, the study generated recommendations to assist school districts with improving transition services for students with ASD.
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Ryan-Gonzalez, Clark. "Do Military Personnel Feel Excluded and Ignored in Post-Secondary Education." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/458.

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The present study was conducted to investigate whether returning veterans feel ostracized (excluded and ignored) and if they experience its immediate negative impact (reflexive pain response and thwarted basic needs) on university campuses. Additionally, this study was designed to investigate veteran students’ feelings of perceived burdensomeness, and three caveats of student engagement: student faculty engagement, community-based activities, and transformational learning opportunities. Participants in the study were 118 civilian and veteran students at the University of North Florida. All data were collected through a world wide web surveying program that allowed each participant to respond on computers from any location. Both veteran and civilian participants recorded the interactions and feelings they recalled experiencing in the classroom during the month prior to participating in the study. The surveys administered were the Needs Threat Scale, the Numeric Rating Scale (NRS-11), the Wong Baker Faces Pain Rating Scale, the Interpersonal Needs Questionnaire (INQ), the Student Faculty Engagement (SFE) scale, the Community Based Activities (CBA) scale, and the Transformational Opportunity (TLO) scale along with a demographics questionnaire. Results show that participants in the veteran group reported greater thwarted belongingness than civilian students. Military service was also associated with less engagement in CBAs and TLOs. The association with less engagement in CBAs explained the impact of militarily service on thwarted belongingness.
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Feldman-Sparber, Carol. "Analysis of Evidence-Based Course of Study Predictors for Improving the Post-school Outcomes of Post-Secondary Education and Employment for Students with Autism." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1429015103.

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39

Fullarton, Stephanie. "Experiences and Expectations of Adolescents with Learning Disabilities and their Families as they Transition from Secondary School to Post-Secondary Education or Employment." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26011.

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This qualitative study was designed to explore the transition experiences of youth with learning disabilities (LD) educated in the province of Ontario and their families. The primary purpose of this research was to understand what influences the decisions adolescents who have LD make about post-secondary education and employment goals and paths. The expectations and experiences of youth with LD and their families during the transition process were investigated. Adolescents and their parents were the main informants. Facilitators and barriers to the process in terms of each of the systems described in Bronfenbrenner ecological theory and Turnbull and Turnbull’s family systems theory were also examined. A case study method was used in the design of this research and data were collected following Seidman’s three-interview process. Five families consisting of the youth with LD, at least one parent, and in four cases, a sibling participated in this study. The questions focused on family interactions, roles, and the decision-making process. Data from the 18 participants were coded and arranged according to the research questions which were linked to the central ideas in the theoretical framework. The findings revealed that parents’ expectations influenced the decision-making about post high school goals and paths by the youth and their families. In contrast to previous research, it was found that parents’ expectations were generally high for their children with LD and were shaped by their own post high school experiences. The dynamics of family relationships and roles during transition planning depended on the time of diagnosis of LD (primary grades vs. senior high school), attitudes towards LD by the parents, advocacy by parents, self-advocacy abilities of the youth with LD, and the nature of relations among siblings. Additionally, none of the youth with LD had a formal transition plan and the data showed that teachers could facilitate or hinder the transition process. Also emerging from the data were three types of advocacy that were practised by parents. The study findings add to our knowledge about the transition process and in particular how decisions are made and the factors that influence them. Moreover, this study gives a voice to youth with LD and their families as they described their transition experiences to post-secondary education or employment.
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Cotton, Gary Dean. "An examination of strategic renewal techniques of private post -secondary liberal -arts colleges and universities." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2563.

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This study examined how four provosts dealt with a range of financially related problems to reposition their universities in the current higher education environment. The four provosts agreed to in-depth interviews. A quantitative profile of each institution was developed to provide a meaningful context for the interviews. All four universities benefited from a rising economy at the time, so the findings may not apply in different circumstances. The methods of the provosts fell along a continuum that linked three distinctive styles. Each institution began with an Analytic style that responded in a reactive way to the problems that demanded immediate attention. Two of the institutions exemplified this style. As one provost began to get control of issues, he began to examine how to prepare for the future. The combination of dealing with immediate issues and restructuring administrative decision-making was termed a Transition style. One provost functioned in a Strategic style; i.e., he had used opportunities to professionalize his staff to gather important data, use strategic indicators, and orient decision-making toward consolidating and enhancing the university's position. The role of stakeholders in the university changed as universities moved along the continuum. Faculty were very important and involved in the Analytic style, and critical to the survival of the university. Transitional style faculty objected to the change in mission as professional programs were added to the liberal arts curriculum, but generally supported redirection efforts. In the Strategic style, decisions tended to be data-driven and made by professional staff, with faculty having a limited role, if any, especially in long range planning. Administrators relied heavily on faculty in the Analytic style, and progressively less in the Transitional and Strategic styles. Recent Association of Governing Board positions suggest that trustees will impose mission and direction on administrators, so the balance among stakeholders in the university will continue to shift.
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Bason, Marie Louise. "The planning and implementation of post-school transitions for young people with special educational needs." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-planning-and-implementation-of-postschool-transitions-for-young-people-with-special-educational-needs(13278fa0-6b73-455a-ac5f-df8582a09719).html.

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This study is about the transition planning of young people with special educational needs (SEN) from secondary mainstream and special schools to post-secondary opportunities. Leaving secondary school is the first task related to the transition to adulthood and it has been identified as a particularly complex task for pupils with SEN. A systematic literature review was undertaken to start to develop a ‘map of transition’, a framework of positive transition practice. Interviews with key professionals, parents and teachers and pupil case studies were used to generate qualitative data. It was used to analyse transition practice in the real world of schools and the involvement of families, pupils and external services. This study was particularly concerned with understanding any barriers or gaps of transition work. Pupil annual reviews, including those adopting a person-centred format were thematically analysed in terms of their ability to address transition planning and future options. Results suggest similarities and differences in transition planning practices between mainstream and special schools. In both settings there was appreciable reliance on the Connexions Service. For pupils with SEN in mainstream schools transition planning could be conceptualised as ‘invisible transition’. It was a not an explicit process, with experiences and access to services likely to be related to schools’ perception of need, option pathways and whether or not pupils had a Statement of SEN. In special schools, transition planning was conceptualised as ‘visible but blurred’. It centred on gaining external service involvement, with limited focus on transition-related education. In both mainstream and special schools there were difficulties with the compilation of distinct transition plans and their implementation. Tensions related to unclear roles and responsibilities, difficulties with access to external services and limited post-secondary opportunities were highlighted. This allowed revision and extension of the ‘map of transition’. The study leads to suggested improvements to service delivery for young people by schools and other stakeholders.
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42

Bryant, Terrence LaMar. "The Influence of High School Preparation on Black Male Students' Ability to Succeed at the Post-Secondary Level." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690516.

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This qualitative study explored the perceptions of 14 African American male undergraduate students about their high school preparation for post-secondary education. This study synthesized past and present research on the experiences of African American males within the public education system and examined how school discipline and the lack of positive student-teacher relationship negatively impacts the trajectory of African American males entering into institutions of higher education. Through semi-structured interviews three salient themes emerge: (1) inconsistent support from certificated school personnel in meeting the needs of African American male high school students; (2) lack of academic preparedness for post-secondary education in high school programming; and (3) the importance of family support and role models for Black male high school students. The results from these interviews highlighted the continuous disparities African American males’ face within the K-12 system. Such barriers impede on college access and success.

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com, coble-neal@bigpond, and Fiona Elaine Coble-Neal. "Post-compulsory curriculum reform and teachers' work: A critical policy ethnography in a Western Australian State Secondary school." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20091117.130012.

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This thesis set out to examine how teachers understand, experience and respond to mandated curriculum reforms in English in years 11 and 12 at a Senior High School in Western Australia over the period 2004 – 2005. The time period is significant as it is a halfway point between the commencement of the new policy driving reform of senior secondary education and the partial settlement of the policy and curriculum reform. The research is conceptualised using labour process theory as a means of analysing how teachers are being separated from their intellectual work throughout this curriculum reform process. The methodology chosen to inform this research is a dual approach using critical ethnography of lived individual experiences and critical policy ethnography to analyse the changing landscape of education policy in Australia. This dual approach offers a system level of understanding of mandated curriculum reform with an emphasis on the individual experience of expert teachers implementing the contested curriculum reform. Several central themes emerged over the course of the research: growing deprofessionalisation of teachers’ work; intensification of workload and curriculum creation; technocratisation of teacher roles; diminishing autonomy, increased accountability and responsibility; and heightened external surveillance and control. Significantly, the data also captured and analysed in this research demonstrates how teachers are continually experiencing the processes of reprofessionalisation as a consequence of sustained critical reflective practice and the imposition of mandated curriculum reform. The data also relates the need for an authentic consultation between teachers and policy makers/government authorities in order for curriculum reform to be successfully established and taken up in secondary State schools. The processes of reprofessionalisation are a source of continued professional renewal and reinvigoration for the teachers involved.
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Ohlsson, Henrik. "Teaching About Religion in a Post-Soviet State : An Examination of Textbooks in Kazakhstan's Upper Secondary School System." Thesis, Stockholms universitet, Religionshistoria, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119864.

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The search for new identity factors and shared values in the post-Soviet region has given rise to a process of reevaluation of the role of religion in society. Not least the Central Asian countries are struggling with these issues in their nation building processes. They share important parts of their history with other Muslim dominated nations, but the Soviet heritage sets them apart. The focus of this study lies on the way religion as a general concept and Islam in particular are treated in four textbooks used in Kazakhstan’s school education. The contents of the textbooks are analyzed within a historical and societal context as well as a framework of contemporary secularity theory. The results elucidate a contrast between the discourse on religion found in the textbooks and the official legal status of religion in Kazakhstan today, which is taken as an indication of an ongoing reevaluation of religion leading away from the staunch Soviet secularity and possibly towards a situation where religion is seen as a natural part of societal developments. At the same time, however, the normative effect of official discourse is a double-edged sword, which, while shaping ideas of what religion is and ought to be, may also undermine the credibility and authority of a religion too closely associated with political authority.
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Coble-Neal, Fiona. "Post-compulsory curriculum reform and teachers' work : a critical policy ethnography in a Western Australian state secondary school /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20091117.130012.

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Murphy, Joyanne Patricia. "Post-Secondary Education Decisions of High School Black Males in St. Thomas, U.S. Virgin Islands (A Case Study)." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30282.

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This study sought to understand the perspectives of young Black males toward post-secondary education. A qualitative case study research design was selected because it allowed the researcher to examine in a holistic fashion the complexities of how the issues of school, home, community, and peers function in the life of a young Black male in St. Thomas, USVI; and how these issues in his life yield a perspective on and a decision about participating in higher education. A case study using taped interviews and observations of one high school Black male and his mother was conducted. Data were analyzed using Ethnograph and a coding matrix based on the tenets of grounded theory. The findings showed that the young man was ambivalent about the educational process and about his plans concerning his preparation for the future. In high school he saw three options: enlisting in the military, engaging in full-time employment, or pursuing a college education at the University of the Virgin Islands as long as he could achieve success. He viewed all three paths as equal. His family's influence had a profound impact on his decision to participate in advanced education despite his lack of commitment and his underachieving high school career. The educational issues in the territory signal the need for territorial policy makers to initiate educational improvements in the public schools and to mandate, at the university level, an information and recruitment program for young males to improve the demographics of post-secondary education in the U.S. Virgin Islands. Recommendations for further research are offered.
Ph. D.
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Olsson, Fredrik. "Post-Colonial Reading: Cultural Representations of Ethnicity and National Identity in English Textbooks for Swedish Upper Secondary School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28232.

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The aim of this study is to examine if English textbooks offer a cultural perspective of the English-speaking world in accordance with Swedish ordinances and recent research. The research question is: How is the English-speaking world culturally represented in English textbooks for Swedish upper secondary school course A in terms of ethnicity and national identity? The study comprises four textbooks from 2000 or later. The analysis is carried out within the framework of post-colonial theory. Four aspects are focused on: the ideological point of view, the representation of ethnicity, the representation of national identity and how these issues correspond to the ordinances. The results display that the books contain almost no biased stereotypes and that they fulfil several, if not always all, of the requirements of the English syllabus. All books include texts that provide balanced information about the ways of living, the cultural traditions and the historical conditions of a few selected countries. There are also exercises and activities that encourage intercultural understanding. However, the focus is mainly on the West and the view of culture is remarkably often based on national and monolithic assumptions. In particular, the positive values of cultural and ethnic diversity are still not fully acknowledged. In order to develop international solidarity and greater understanding and tolerance of other people, a higher degree of post-colonial and diasporic writing is needed. Above all, cultural issues have to be allowed to imbue the entire material.
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48

Riepenhoff, Mary E. "COLLEGE ASPIRATIONS TO COMPLETED APPLICATIONS: A STUDY OF INTENTIONAL HIGH SCHOOL PRACTICES DESIGNED TO INCREASE POST-SECONDARY ENROLLMENT." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461878024.

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49

Roach, Kay L. "Case studies of three academically-able students choosing not to pursue post-secondary education immediately after high school /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801323346.

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50

Garforth, Graham. "School control of information, advice and guidance during transition : a two year study into post-16 student decision-making." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35625/.

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The majority of research into choice, transition and decision-making took place in the 1990s-2000s. Since this time the context in which post-16 transition takes place has been changing due to increased competition between institutions and the extended length of time students are required to remain in education or training through raising the participation age. Additionally, in 2012 the government made schools responsible for Information, Advice and Guidance. This thesis explores choice and decision-making during the transition to post-16 education and training. It provides new research evidence to contribute to the existing literature in light of the changes in context since the body of literature was formed. In particular, it explores the impact of the changes to Information, Advice and Guidance provision and the role of schools in influencing students' transition. The study uses evidence from three schools with sixth forms, drawn from two contrasting counties of England during the first year of research. The second year of research draws evidence from a range of post-16 institutions which the students progressed onto. Overall, the data from staff, students and documentary evidence explores student transition from the final year of secondary schooling to post-16 education or training. The study finds that competition between post-16 institutions has implications for the way that post-16 Information, Advice and Guidance is provided by schools. The practical strategies schools use to influence transition include practical prevention of access to alternative IAG, control of the application process and active student selection. The most powerful strategies involve the social construction of unique selling points and the management of culture and trust. The implications of these strategies for students' transition is assessed taking into account how students make their post-16 transition decisions in a loosely coupled manner and the common belief that their position is of their own making. Overall, a continuum of schools' influence on transition is presented. The study concludes that the competitive post-16 environment coupled with school control of guidance may lead to imperfect transition for students and reproduction of the structural status quo rather than social change. For school leaders implications exist in being able to mitigate competition through collaboration and specialisation. However, the complexity of achieving this in the competitive post-16 marketplace produces implications for guidance providers in equipping students with decision-making skills and empowering them with an understanding of their position which is more likely to lead to students being able to challenge influencing structures and make effective post-16 transitions.
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