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Dissertations / Theses on the topic 'Primary school boys'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

McDonald, Anne. "Primary school boys' narratives about masculinity." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80281.

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Thesis (MEdPsych)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research dem

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2

Glenn-Hume, David, and n/a. "Being a boy in a primary school." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060712.095746.

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This thesis uses a poststructuralist methodology and leads to a Foucauldian analysis of power, subjectivity and discursive practices for a group of twelve boys in a Year 3 and 4 classroom. The thesis is written in a poststructuralist way, and as such, it is experimental. It experiments with a writing style that encourages the critical engagement of the reader in deconstructing the text. The personal subjectivity of the author is placed in the foreground risking a vulnerability that is not apparent in theses generally. The thesis describes the structure and practicalities of research in a prima

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3

Benjamin, Gaynor. "An exploration of male identity construction amongst primary school boys." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95944.

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Thesis (MEdPsych)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The social construction of masculinity is a complex process, one which cannot be divorced from the immediate environment and culture of boys. The aim of this study was to understand the construction of male identity in young primary school boys, who grew up in a context where few positive male role models might be, and where society might play a bigger role in shaping their identities. I focused on boys between the ages of ten and thirteen. The participants were from a poor socio-economic coloured community in the Western C

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4

Hyndman, Robert Murray. "Connecting School Culture to Boys' Learning: An investigation into how school culture affects boys' learning in one New Zealand primary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2322.

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Abstract Boys' underachievement has become a topical issue in recent years. In response, one New Zealand primary school created a Boys' Project. It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them. This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning. The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement. From one perspective it

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5

Kurz, Susanne, Dyck Zoé van, Daniela Dremmel, Simone Munsch, and Anja Hilbert. "Early-onset restrictive eating disturbances in primary school boys and girls." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-205300.

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Background. This study sought to determine the distribution of early-onset restrictive eating disturbances characteristic of the new DSM-5 diagnosis, avoidant/restrictive food intake disorder (ARFID) in middle childhood, as well as to evaluate the screening instrument, Eating Disturbances in Youth-Questionnaire (EDY-Q). Methods. A total of 1444 8- to 13-year-old children were screened in regular schools (3rd to 6th grade) in Switzerland using the self-report measure EDY-Q, consisting of 12 items based on the DSM-5 criteria for ARFID. Results. Forty-six children (3.2%) reported features of ARFI

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Kurz, Susanne, Dyck Zoé van, Daniela Dremmel, Simone Munsch, and Anja Hilbert. "Early-onset restrictive eating disturbances in primary school boys and girls." European Child & Adolescent Psychiatry (2015) 24, 7, S. 779-785, 2015. https://ul.qucosa.de/id/qucosa%3A14778.

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Background. This study sought to determine the distribution of early-onset restrictive eating disturbances characteristic of the new DSM-5 diagnosis, avoidant/restrictive food intake disorder (ARFID) in middle childhood, as well as to evaluate the screening instrument, Eating Disturbances in Youth-Questionnaire (EDY-Q). Methods. A total of 1444 8- to 13-year-old children were screened in regular schools (3rd to 6th grade) in Switzerland using the self-report measure EDY-Q, consisting of 12 items based on the DSM-5 criteria for ARFID. Results. Forty-six children (3.2%) reported features of ARFI

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7

Harris, James R. "A comparison of treatments for primary enuresis in school age boys /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604130109.

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8

Lebeaume, Joël. "AN HISTORY OF MANUAL WORK FOR BOYS WITHIN PRIMARY SCHOOL IN FRANCE." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2006. http://hdl.handle.net/2237/12062.

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9

Wells, Jennifer. "Primary school boys, academic achievement in literacy and hegemonic identities : a qualitative study." Thesis, Keele University, 2016. http://eprints.keele.ac.uk/2482/.

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The perceptions held of the fundamental differences in the nature of boys and girls is an issue which has dominated educational discourse over recent years and thus, has shaped pedagogical approaches and policy. However, despite some calls to focus on how the social construction of masculinity affects boys’ responses to school based literacy there is still a pervasive discourse which focuses on neurological and hormonal differences. Furthermore, the waters seem muddied by a narrative of the disempowerment of boys as a consequence of the success of the feminist movement, the answer to which has

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10

Alarfaj, Abdulhamid. "Developing a classroom science enrichment programme for gifted primary school boys in Saudi Arabia." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/195437/.

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Enrichment is one of the important educational facilities that are provided for gifted students. However, the research on gifted enrichment programmes still requires further exploration in order to meet the diversity of gifted students. The purpose of this study was to determine the important components of an enrichment programme in science for gifted boys in the 6th grade of primary schools in Saudi Arabia. The current study has critiqued the components that are recommended in the literature pertaining to gifted programmes that include the Renzulli Model, VanTass- Baska Model, and Oasis Enric

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11

Matthews, Anne Elizabeth. "Developing an understanding of the 'culture of testing' : low achieving boys at primary school level." Thesis, Oxford Brookes University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444337.

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12

Ferguson, Shirley, and n/a. "An examination of a school based, multimodal program for middle primary boys with difficult behaviours." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060710.101053.

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This study examined the efficacy of a multimodal intervention with conduct disordered boys in the middle primary years. The intervention consisted of a behavioural classroom program; a small group, social skills program; and a behavioural parenting program Resource implications of this model were also evaluated. A review of the current literature on conduct disorders showed that these children account for less than 5% of the population, but they have a strong impact on families, teachers, peers, schools and the wider community. About 50% of children with severe, early behavioural problems will

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13

MacKie, Leila. "The relationship between language skills, social cognition and externalising behaviour in primary school aged boys." Thesis, Queen Margaret University, 2010. https://eresearch.qmu.ac.uk/handle/20.500.12289/7451.

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There is evidence of a high incidence of language difficulties (LD) amongst boys with externalising behaviour (EB); however we still have little understanding about why they co-occur. This 3 part study investigates aspects of this relationship framed within a biopsychosocial model and with a focus on pragmatic language skills and social cognition. Firstly, this study seeks to replicate recent research that has indicated a close association between pragmatic language skills and EB. It is the first study to consider the strength of this association while controlling for other variables known to

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14

Alghamdi, Ahmed. "Factors affecting body weight in boys in primary school, Makkah, Saudi Arabia : a comparative case study." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/108361/.

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Childhood is an important period for determining long-term health in life. One of the biggest threats facing children is obesity. Globally, childhood obesity is reaching the level of a serious public health concern. In some countries, rates of obesity have more than doubled in the last two decades. For example, in Saudi Arabia a recent national study of 11,112 children aged from 2-7 years found the prevalence of obesity among Saudi children has almost doubled since 2002. Global literature shows that obesity is a complex issue and that many factors contribute to children becoming overweight. Fr

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15

Giles, Paul N. "The gender myth: Discourses of sexuality, sport and work among boys and girls in a primary school." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36574/1/36574_Digitised%20Thesis.pdf.

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This thesis investigates the social construction of sex/gender in 116 upper primary school students. Particular attention is paid to the Gender Myth - a belief that the manifestation of sex/gender is polarized, that the male half of such a dualism is superior to the female half, that such differentiated sex/gender is grounded in essential biological difference between males and females; and the way that it impacts on these school children, in reference to their internalization of discourses and practices associated with sport, work and domesticity, and sexuality.

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Priddis, Lynn E. "The effects of participation in a socio-psychoeducational resource centre programme on the school behaviour of primary school boys with behavioural and emotional problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1134.

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This study examined the relationship between child and family factors, treatment approaches, and behavioural outcomes in a socio-psychoeducational resource centre for children with behavioural and emotional problems. Twenty four boys aged between five and twelve years on entrance to the centre were rated on “A Children's Behaviour Questionnaire for Completion by Teachers - Child Scale B” (Rutter, 1967). Data was also collected on the following variables: reading achievement, intelligence, problem severity, problem type, family disturbance, family involvement, and child living situation. On the

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17

Mayeza, Emmanuel Simo. "Playing gender in childhood : how boys and girls construct and experience schooling and play in a township primary school near Durban." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96650.

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Thesis (DPhil)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Research on how children learn to behave in gendered ways has focused on a „top-down‟ process of socialisation which positions children as passive recipients of gender norms of the societies they inhabit. In contrast, this ethnographic study explores gender as constructed and experienced by children themselves with a specific focus on play as a means through which social identities are produced. This study focuses on children between the ages of six and ten and explores how they construct and experience being „boys‟ and being

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Heppell, Marlize. "The effect of a sport- and nutritional programme on components of psychological development in previously disadvantaged school-aged rugbyplayers / Marlize Heppell." Thesis, North-West University, 2005. http://hdl.handle.net/10394/946.

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This study aimed to determine what the effect of a sport development and nutrition intervention programme would be on the following components of psychological development of previously disadvantaged, primary school-aged rugby players: self-esteem; cognitive development, attention and concentration and social support. The participants were primary school boys between the ages of 9 and 14 years from disadvantaged communities. They were recruited on the basis of availability from six primary schools in the Potchefstroom area of the North West Province involved in a rugby development programme. T

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Lund, Matilda. "”New era towards gender equality in Uganda?” : A case study in rural Lukonko on households’ perceptions towards sending their girls and boys to primary school." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35575.

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Background: Worldwide, gender inequality has existed for a long time due to culture, religion and patriarchal structures, sometimes maintained by law. As a result, millions of girls lose their right to schooling, and it is affecting the development of entire nations. Uganda one the other hand, has for the past decade had many girls accessing school and hence, an increase in the quantitative perspective of gender equality. This is a result of efforts and different projects to bring girls to school mobilised by many organizations, together with the government. Uganda implemented free universal p

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20

Wheeler, Linda. "Attention Deficit Hyperactivity Disorder (ADHD) : identification, assessment, contextual and curricular variability in boys at KS1 and KS2 in mainstream schools." Thesis, University of Worcester, 2007. http://eprints.worc.ac.uk/466/.

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The concept of Attention Deficit Hyperactivity Disorder (ADHD) in children presents conceptually controversial and practical challenges on several levels. These include the theoretical basis of the disorder, its manifestations in everyday life and identification and assessment procedures. The field has attracted considerable attention from professionals in the areas of education, psychology and health. One of the major areas where ADHD behaviours can present problems is in school settings. The present research derives from, and addresses, English educational perspectives and practices, based i

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HABIB, Habibullah. "TEACHERS’ SEX AND STUDENTS’ DROPOUT-DOES IT MATTER? : A study of dropout boys and girls in primary schools in Paktia province, Afghanistan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31340.

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Afghanistan, among other countries in the world, is counted as one of the poorest countries and has extremely large gender disparities in education in both urban and rural areas. Dropout is an issue in many countries, especially dropout of girls. In Afghanistan the main cause for girls’ dropout is lack of female teachers, hence Ministry of Education of Afghanistan has put decreasing dropout of girls as a priority and the key strategy is to increase the number of female teachers. I intended to explore the phenomenon of boys’ and girls’ dropout rate in primary schools and I have found different

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Ferguson, Graeme William. "'I don't want to be a freak!' An Interrogation of the Negotiation of Masculinities in Two Aotearoa New Zealand Primary Schools." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9650.

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Increasingly since the 1990s those of us who are interested in gender issues in education have heard the question: What about the boys? A discourse has emerged in New Zealand, as in other countries including Australia, Canada, the United States and the United Kingdom, that attention spent on addressing issues related to the educational needs of girls has resulted in the neglect of boys and problems related to their schooling. Positioned within this discourse, boys are depicted as disadvantaged, victims of feminism, underachieving or failing within the alienating feminised schooling environment

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Mahmoud, Nejad Sama, and Robin Ahlberg. "Lugna aktiviteter eller bollspel? : En observationsstudie av barns aktivitetsval på fritidshemmet." Thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158433.

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Barn spenderar en stor del av sin tid i olika institutioner som skola och fritidshem. I den delen av vardagen som definieras som fritid gör barn olika val av aktiviteter. Begreppet motorik är i detta sammanhang en aspekt av aktiviteter som är intressant att undersöka. Människors rörelseförmåga och rörelsemönster är den generella definitionen på motorik som delas in i finmotorik och grovmotorik. Tidigare forskning visar att pojkar generellt har en mer utvecklad motorik än flickor och att dessa skillnader blir större ju äldre de blir. Syftet med vår uppsats är att undersöka barns val och deltaga

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Zghal, Jamil. "L'école primaire en Tunisie (1956-2014) : l’influence des secteurs culturel, social, économique et politique sur les représentations que les enseignants se font de leurs élèves." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20009/document.

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Une activité pédagogique est un ensemble d’actions s’additionnant et se croisant en faveur d’un objectif déterminé au préalable et qui est au-delà d’un exercice ou d’une évaluation. C’est un processus qui, d’une part fait apparaître un produit unique tel que le nouvel apprentissage en termes de compétences et de savoir-faire et, d’autre part, amène une réorganisation de schèmes, connaissances et compétences en faveur d’une nouvelle strate de stabilité dans le sens piagétien du terme. La construction du savoir est une tâche individuelle effectuée par l’apprenant lui-même par le biais de l’ensei

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Suchanandan, Atal. "The life world of the primary school in a boys town." Diss., 1998. http://hdl.handle.net/10500/16148.

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The purpose of the present study is to obtain an understanding of the primary school child's life world while resident at a Boys' Town. The study presents an extensive review of the literature on developmental phases of the primary school child, relationships with himself, his family and peer group while resident in an institution. The study employed the use of quantitative and qualitative measures to elicit information from the child. To enhance the findings of the study, information from a co

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Clark, Emmarentia. "Absence of fathers on middle childhood boys at a primary school." Thesis, 2015. http://hdl.handle.net/10210/13742.

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M.A. (Clinical Social Work)<br>This research involves exploring how middle childhood boys at a primary school experience the phenomenon of growing up with an absent father both functionally and psychosocially. The absent father being defined as a living father who does not live with his son and has chosen to be uninvolved in a financial, physical, emotional or spiritual way and has little contact with his son. The goal of the study was to investigate the effect of absent fathers on middle childhood boys and to gain an understanding of how they view the absence of a father in their lives. The o

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Wilkinson, Jeanne. "Comparison of packed school lunches of boys and girls in primary schools in East London." Thesis, 2015. http://hdl.handle.net/10321/1269.

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Submitted in fulfilment of the requirements for the degree Master of Applied Science in Food and Nutrition, Durban University of Technology, 2015.<br>Objective: To determine the contribution of packed school lunches to the daily food intake of girls and boys in two Primary Schools in East London. Methods: The study was conducted among 199 girls and boys aged 9-13 years. Three 24-Hour recalls and a Food Frequency Questionnaire were completed during an interview with the participants to gather data on dietary patterns over a period of three consecutive days. Additionally, the contents of one

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Ranchhod, Maganlal Mithal. "The syntactic language development of two groups of Indian boys during their first year at school." Thesis, 2015. http://hdl.handle.net/10539/18114.

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Manickum, Leon. "The school principal's management duties : a case of boys-only primary school in the Pinetown district of Kwazulu-Natal." Diss., 2011. http://hdl.handle.net/10500/4162.

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This study describes the research that was carried out at a boys-only primary school in the Pinetown District of Kwazulu-Natal. The study was conducted with the purpose of investigating the management duties undertaken by the principal regarding time, staff and curriculum. In order to achieve the aim of this study the main research question was formulated, that is: How does the principal of X primary boys-only school manage the administrative and instructional programme in the process of executing his duties? Chapter One orientates the reader regarding the purpose, research problem, motivati

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Chimanzi, Luckmore. "Masculinity construction : Grade 7 boys’ relations with girls at a township primary school in Gauteng East." Diss., 2016. http://hdl.handle.net/10500/23394.

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Text in English<br>Guided by Connell’s social constructionist theory of hegemonic masculinity, in a study conducted at a township primary school in Gauteng East, I explored the way boys in Grade 7 interact with each other and girls, as a well as the way in which they understand the world around them in the context of gender relations. A purposive sampling method was used to select boys and girls to participate in this qualitative study. A total of 30 research participants, 17 boys and 13 girls, took part in this study. The methodology included the use of individual diaries and focus groups to

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Maphanga, Innocent Dumisani. "African boys and gangs : construction of masculinities within gang cultures in a primary school in Inanda, Durban." Thesis, 2004. http://hdl.handle.net/10413/1842.

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This thesis explores the ways in which a group of boys who belong to gangs enact their masculinity. The focus is on African boys' construction of their masculinities within gang cultures at a primary school in Inanda, Durban. The school is an exclusively African co-educational school and predominantly African teaching staff. Data collection involved qualitative methods that primarily include observation and unstructured interviews. These research tools were used to investigate the interrelatedness between violence, gangs, and masculinities. This study demonstrates that young boys in gangs enac

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Nzimakwe, Phumzile Jane. "Girls and boys in the early years : gender in an African Catholic primary school in Marianhill, Durban." Thesis, 2008. http://hdl.handle.net/10413/3197.

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There is evidence that primary schools are important places where gender inequalities are prevalent. The aim of this study was to explore how gender relations amongst grade two boys and girls in an African junior primary are constructed. It investigated how gender relations amongst 7/8 year old grade two boys and girls in an African Catholic junior primary school situated in Mariannhill, Durban, are constructed. It explored the process through which young township boys and girls attach meaning to gender and forge their gender identities. In this study young boys and girls were active agents in

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John, Samuel Eric Vedanayagam. "An exploration of educator's and learners' perceptions of learner discipline at an all-boys primary school in the southern region of Durban." Thesis, 2013. http://hdl.handle.net/10413/9481.

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Poor learner discipline, a problem for both educators and learners at South African public schools, ranges from violence to issues with classroom management. As a result of learner-on- learner violence, learners generally feel that schools are unsafe places to be in (Premdev, 2008). Schools have become challenging contexts for effective teaching and learning to take place in, owing to the presence of bullying, disobedience, drug addiction, vandalism, rape, assault, use of obscene language and disrespect for teachers (Anderson, 2009). With examination results on a downward spiral, De Lange and

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Wu, Yi-Ting, and 吳依亭. "Effects of Plyometric Training on the Relevant Abilities of Sprint Start of Track Team Boys in Primary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/22282081798497964038.

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碩士<br>國立臺南大學<br>體育學系體育科教學碩士班<br>102<br>This research aims to discover the effects on the sprint start, speed and agility of primary school track team boys, looking forward to applied the result to the training in the future. There were ten track team boys in both experimental group and control group. (The average age of experimental group is 11.4±0.52 years and that of control group is 11.5±0.53 years. The average height of experiential group is 158.6±4.5 centimeters and that of control group is 157.8±2.94 centimeters. The average weight of experimental group is 40.4±2.41 kilograms and that of

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Drinkwater, Jane. "Bullying and victimisation among primary school boys : an exploration of response selection from a social information processing perspective." Master's thesis, 1998. http://hdl.handle.net/1885/145332.

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SÝKOROVÁ, Lenka. "Věková struktura, růstový věk a školní úspěšnost chlapců v prvních a čtvrtých ročnících základních škol." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-44540.

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The work brings up age structure, growth age and school success in boys in the first and fourth year of primary school. The surveying took place at fourteen basic schools in České Budějovice and its proximity in 2006.The sample was made up of 225 pupils in the fourth year and 235 pupils in the first year. The survey focused on detecting differences in school success between pupils whose school attendance had been postponed and those who had entered primary school at due age. In addition, the work looks into problem of age growth and its potential impact on school success. Based on questionnair

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"Home, family and school literacy practices : reading and the primary school boy." Thesis, 2015. http://hdl.handle.net/10210/14117.

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Malinga, Millicent Ntombizodwa. "An exploration of boy's and girl's responses to dominant gender identity constructions in a primary school : a case study in a rural school in KwaZulu-Natal." Thesis, 2012. http://hdl.handle.net/10413/9158.

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Gender is a social construction. Society presents us with acceptable models of masculinity and femininity, and these teach us how to be masculine or feminine in a sense. We learn how to be as women and men through some sort of social conditioning, although we have some agency to resist such normative constructions. This study sets to explore how boys and girls responded to dominant constructions of gender in a rural primary schooling context. The idea was to explore ways in which boys and girls colluded with and/or challenged constructions that "boxed‟ them into particular versions and constru

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