Dissertations / Theses on the topic 'School Guidance Programme'
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1
Ip, Ching-man Amy. "Death education as a developmental guidance programme." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963651.
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Ip, Ching-man Amy, and 葉靜雯. "Death education as a developmental guidance programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963651.
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Tong, Lai-ching Charmy. "The implementation of a classroom guidance programme in a Hong Kong secondary school." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20134939.
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Tong, Lai-ching Charmy, and 唐麗貞. "The implementation of a classroom guidance programme in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960479.
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Lee, Ching-Kam Nancy. "A case study to review school guidance programme in a secondary school : from teachers' and students perspectives /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710122.
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Lo, Chi-chun Rita, and 羅賜珍. "An action research on a developmental guidance programme in a Hong Kong Secondary School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958060.
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Lo, Chi-chun Rita. "An action research on a developmental guidance programme in a Hong Kong Secondary School." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042812.
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Lee, Ching-Kam Nancy, and 李淸琴. "A case study to review school guidance programme in a secondaryschool: from teachers' and studentsperspectives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957997.
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Tung, Elaine Yee-Lai Cheung, and res cand@acu edu au. "The Voice of Teachers in a Changing Hong Kong Society: the Study of the effectiveness of a school guidance programme for teacher development." Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp27.29082005.
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This research study examines the development of a school guidance programme in a teacher education institute in a turbulent Hong Kong environment. The focus of the study is the teachers’ awareness of the impact of change, their beliefs in human nature, and the skills gained from the programme in dealing with student guidance issues in their classrooms. The study describes the political, economic and social changes in Hong Kong society after 1997 and the consequent impact on primary school teachers, educated and brought up in traditional Chinese families now facing student problems in their classrooms that are being addressed using Western humanistic theories and models. The researcher has used a variety of essentially qualitative strategies. These include: participants’ self-reflection; researcher’s observation and interviews on campus and in school classrooms; and teaching and learning materials. The effectiveness of the programme is judged to be in the teachers’ awareness of the theories imparted, and the relevant skills that they gained, in dealing with these behavioural issues in their classrooms. The study explores how contemporary teachers deliver cognitive knowledge to pupils, but also can learn to play the role of guidance helper to their pupils. Thus, the focus is on affective professional teacher development. The contribution this research makes to our understanding is in its attempt to relate teachers’ values and beliefs to their professional behaviour. It also contributes to an understanding of how Eastern and Western values interact in solving global educational issues. The study enters into the professional reflections of new generation of teachers in Hong Kong’s recent period of rapid cultural change.
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Delport, Juan Phillippe. "A preliminary investigation into the effectiveness of the N.E.D. careers education programme in promoting career maturity in high school pupils." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1007080.
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A developmental paradigm was adopted as a theoretical base from which the effectiveness of the Natal Education Department Career Education lesson-guide in promoting career maturity amongst high school pupils was investigated. It was argued that careers education embodies a distinctive approach to careers work. This approach is described. South African Careers Guidance practices are evaluated in terms of fit, and are compared to American and British ones. To investigate the outcomes of the NED lesson guide, 160 predominantly white, male and female pupils in Standards 6 - 10 were randanly divided into control and experimental grotps and underwent a six session classroom based careers education programme. In addition to the NED material,alternative materials (CRIC - Std. 7 and CRAC - Std. 9) were used on a second experimental group in two standards. The Career Maturity Inventory Attitude Scale was used to measure the outcomes. Analysis of variance and t-tests for the difference between means were used to analyse the data. The results were significant only in Standard 8. For all the other standards with all the materials, they were insignificant. Reasons for and implications of these findings are discussed.
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Ogunyewo, Oluwatoyin Abayomi. "Development of a training programme for school health nurses on guiding adolescents in their decision-making about reproductive health in Ijebu Ode local government area of Nigeria." University of the Western Cape, 2017. http://hdl.handle.net/11394/5619.
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Philosophiae Doctor - PhDThis study focused on developing an intervention programme for school health nurses on guiding adolescents in their decision-making on reproductive health. A review of literature shows that this role is necessary, as there is a great need to reduce adolescents' morbidity and mortality rates due to poor decision-making about their reproductive health. School health nurses are strategically positioned to perform this role in ensuring that adolescents are well guided in making responsible decisions about their reproductive health. However, available evidence shows that school health nurses have not been performing this role in the school health service, especially in Nigeria. The provision of guidance for adolescents, on making decisions about their reproductive health is an adaptive role of school health nurses. The literature further shows that school health nurses require adequate preparation before they can perform this role. The study was conducted in the secondary school environment of Ijebu Ode local government area of Nigeria. Work role performance theory, adult learning principles, and experiential learning constituted the theoretical point of departure for this study. The paradigmatic assumptions revolved around intrepretivism/constructionism using the qualitative methodological approach. Semi-structured interviews and focus groups were the means of obtaining information from study participants for the study. The Intervention Design and Development model of Rothman and Thomas (2013) was used to design the study. The participants for the study were eight school health nurses, five school teachers, thirty-six adolescents, and one school health coordinator. They were all purposively selected. The data collected was analysed manually using inductive content analysis. The main findings from the interviews show that school health nurses have a poor awareness of their role and responsibilities, a lack of knowledge on how adolescents make their decisions, a lack of adequate knowledge on how to guide adolescents in their decision-making. The findings also show that there is poor interpersonal communication between school health nurses, and adolescents, and between school health nurses and members of the teaching staff. The findings further show that there are insufficient continuous professional development programmes. Results from integrative reviews regarding the types of intervention programmes that had been developed for school health nurses at different times in the past focused on role orientation, knowledge and skills acquisition, and mutual interaction between school health nurses and adolescents, and members of the teaching staff. The findings reflect a gap in how school health nurses provide guidance to school adolescents in decision-making on their reproductive health, hence the need for a training programme that will assist them in discharging this function effectively. A training programme was designed and developed for school health nurses to assist them on guiding adolescents in their decision making about their reproductive health. The training programme was pilot tested with observational methods, an interview being used as a means of assessing the quality and outcomes of the training programme. The results of the pilot test show the participants' satisfaction with the organisation and the quality of the training workshop. Participants indicated that they had gained more knowledge and understanding of adolescent reproductive issues, and their decision-making processes. They also said that they had gained more interpersonal skills, and greater communication skills. Some expressed the conviction that they had gained more confidence in their ability to communicate with the teaching staff. Some also expressed their readiness to apply the skills obtained during the training to their practice area. It is recommended that the training programme be fully evaluated in phase five of the Intervention Design and Development model of Rothman and Thomas, which will enable full dissemination and implementation of the programme (Rothman and Thomas, 2013). It is further recommended that the training programme be disseminated to end users (school health nurses) by sensitizing the necessary stake-holders on the need to use the training programme for school health nurses in their respective school contexts.
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Mekgwe, Nnananyana Khutsafalo Erminah. "The career planning needs of senior public secondary school learners in Gaborone, Botswana / Nnananyana K.E. Mekgwe." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4646.
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Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices.
The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital.
Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes.
The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine:
* the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves;
* the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners.
A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study.
The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender.
The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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McGregor, Dale. "A high school guidance programme aimed at the primary prevention of sexual abuse of children as part of a national strategy for the prevention of child sexual abuse in South Africa." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003435.
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The sexual abuse of children has become recognised as a major problem affecting children in most, if not all, countries of the world. The prevention of such abuse has, in the last decade, become an issue of international significance. In South Africa, prevention efforts are mainly informal ad hoc strategies initiated by individuals or organisations. As such they suffer from being short-lived and often isolated. Prevention efforts fall into the general categories of primary, secondary and tertiary prevention. Primary prevention focuses on preventing abuse from occurring at all. There are two main aspects to this type of prevention. The first aims at teaching children to protect themselves. The second aims at preventing the development of a disposition to abuse. This study set out to suggest and justify the adoption of a national strategy appropriate to the South African situation, including an overview of what can be done through the schooling system. This strategy will provide a framework and context for individual efforts, and hopefully stimulate new programmes. In addition, a detailed prevention programme for implementation in the secondary school, through the medium of the subject Guidance, was developed. This programme addressed itself mainly to that primary aspect of prevention concerned with preventing people from developing a disposition to abuse. The programme consists of lesson plans, teacher's notes and worksheet materials for pupils.
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Loop, Patti Gaskins Jr. "Case Studies of Exemplary Elementary School Guidance Programs in Southwest Virginia." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29664.
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The Virginia Board of Education mandated that, by the Fall of 1989, all public elementary schools in the Commonwealth should establish elementary school guidance programs and employ an elementary school guidance counselor for every 500 students. Since that time, eight years have passed, and a review of successful programs was in order. The purpose of this research was to describe exemplary elementary school guidance practices and programs in Southwest Virginia.
Based on the recommendations of three counselor educators from Virginia Tech, three elementary school divisions were identified for inclusion in the study. Rural, urban and suburban school divisions were chosen, so that the results would reflect a broader spectrum of exemplary elementary school guidance practices and programs. Specific school sites were selected by the school superintendent or guidance supervisor.
During the Spring of 1997, the process of collecting data began. School counselors were asked to complete a questionnaire. Next, the researcher conducted site visits to each school, during which time ten structured interviews took place with those people who had interactions with the elementary school guidance program. While on the site, documents related to the elementary school guidance program were reviewed. Research results were presented in case study fashion.
The most frequently cited examples of exemplary elementary school guidance practices and programs were summarized. Results showed that rural, urban, and suburban elementary school guidance programs had striking commonalities. All three elementary school guidance programs reported strengths in fifteen areas, which were grouped into three categories: (1) focus on student development and achievement, (2) staff collaboration, and (3) focus on parents and volunteers. A detailed description and discussion of each exemplary elementary school guidance practice and program concluded the study.Ph. D.
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Lung, Jacob C. L. "An investigation into the development of pre-service teachers in a guidance training programme and its implications for their guidance role in schools." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/4130/.
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This study investigates the development of pre-service teachers with reference to the core conditions of counselling in a guidance training programme, which is a part of a pre-service new B.Ed, module. It aims to make some suggestions for effective preparation of the pre-service teachers to play their guidance role in Hong Kong primary schools. Qualitative rather than quantitative research approach was used. The sample was a class of 37 pre-service teachers. Among them, 16 student teachers with some seemed to be very aware of, others largely ignorant about the guidance role of teacher were selected for in-depth interviews to chart their development. Their responses for handling of two different cases of pupils' problems in the interview schedule were analyzed. Classroom assessment technique for the whole class of student teachers was used to get feedback and to monitor the progress of the programme. The results of the study show that student teachers had increased awareness and understanding of the guidance role of teachers during the training programme. They also developed their abilities in handling pupils' problems in terms of attitude towards pupil, feeling for pupil and counselling strategies and skills. Nearly all of them had progress in each of these three areas in different contexts of pupils' problems. However, they had greater progress in case 1 of an anxious pupil (with emotional difficulties) than in case 2 of an angry pupil (with emotional and behavioural difficulties). Moreover, bias towards pupils existed in both cases. Six different groups with different progress were identified among the 16 student teachers. The themes / patterns for change in attitudes, feeling and skills were explored. They were suspension of judgment and empathetic understanding. From their learning experiences, the training methodology that help them most were watching videos, case study and newspaper cutting, understanding theories, lecturing and interacting with the lecturer, group discussion, role play and doing ranking in multi-response exercise. These were in descending order of reported frequency. The results of the present study have implications for policy setting and implementation of Whole School Approach to guidance in schools and teacher education programme. At the end, a model is proposed for removing or minimizing bias of teachers towards pupils in teacher education. This is very important for effective guidance and counselling.
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Aurell, Patricia, and Martina Johansson. "Effekter av studie- och yrkesinriktad vägledning på gymnasieskolan – Effekter av vägledning, avseende gymnasieelevers valda program." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30416.
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The purpose of this study was to investigate the effect of educational and vocational guidance, refer-only high school students tend to stay on their first selected program or to change the program. The theories used in the study deals with young people's choices and choosing education and vocational and life role as a student. The method was quantitative, descriptive survey. High school students in grades three, from two high schools, were asked to answer a questionnaire about perceived educational and vocational guidance. Convenience sample consisted of 162 respondents (N = 162), 86 women and 76 men. The results showed that a majority of respondents go left on their first selected programs, and has received academic and vocational guidance for school choice. The individual guidance and information in class was the most common guidance methods. In conclusion, the study showed that educational and vocational guidance are of importance regarding whether high school students choose to go left on their first selected program or not. The indicative density in the form of many individual conversations reduces the risk of any program changes.
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Cantres, Dianah. "School-Wide Factors in New York State High School Counseling Program Readiness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1378.
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While current accountability regimes in U.S. public education focus on the job performance of individual school professionals, research in industrial/organizational psychology has established the importance of system-wide factors for organizational outcomes. The purpose of this study was to identify school-wide factors that predict guidance program readiness in New York State high schools. This nonexperimental, quantitative study was based on a survey sample of 97 guidance counselors in New York State. Multivariariate analyses of variance showed that two school-wide independent variables-urbanization of school location and counselor-student ratio-predict scores on guidance program readiness, measured using the American School Counselor Association Readiness Survey. This instrument assesses program readiness on seven subscales-community support, leadership, guidance curriculum, staff/time use, counselor's beliefs and attitudes, counselor's skills, district resources-and overall program readiness. Because prior research shows that this instrument predicts guidance program effectiveness, the findings of the present research have important implications for school reform debates. Specifically, it would appear that school-wide factors significantly influence guidance program outcomes, calling into question the adequacy of accountability systems based on the job performance of individual guidance counselors and other education professionals. This research contributes to a growing body of evidence in support of the whole system paradigm of school reform, which seeks to improve both individual and system outcomes through system transformation.
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Rungqu, Nokhanyo Marylin. "A career guidance counselling and assessment programme for disadvantaged high schools, in the case of the Eastern Cape, in South Africa." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/2014.
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A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Doctor of Philosophy in Community Psychology in the Department of Psychology at the University of Zululand, 2019.The study is a career assessment and counselling programme for disadvantaged high schools in the Eastern Cape Province, in South Africa. The specific aim was to guide learners through a process of career exploration in order to make appropriate career choices and plans. The sample consisted of 90 blacks, 1 coloured and 2 Indians from selected schools in the Eastern Cape Province. The main objectives were to formulate a career assessment and counselling programme, as an ongoing process of change, and not as an event, to empower disadvantaged students through their participation in the process; to nurture learning through engendering a tolerance of mistakes and differences in ideas, and to provide opportunities for the development of all. Using a qualitative research design, self-administered questionnaires were distributed to respondents. A convenient/purposive, non-probability sampling procedure was utilised. Descriptive statistics were used to to analyse demographic data, including frequencies and percentages. Qualitative data, obtained from open-ended questions of the survey questionnaire, were content analysed to identify the main themes. Nine themes were identified. The results showed that many disadvantaged high schools did not have educators who were qualified in career guidance issues. Furthermore, there was a lack of governmental support in career guidance in disadvantaged schools. Additionally, there was a lack of equipment and funding required in career guidance. It has been indicated that the use of psychologists and x psychometric assessment in career assessment will improve the quality of career guidance. It can be concluded that many disadvantaged and poor schools do not have educators who are qualified in career guidance issues. Disadvantaged schools do not have adequate resources such as money to pay qualified professionals to help learners in making optimised and better career decisions. The South African government is not supportive of these disadvantaged schools. Learners continue to be ignorant as far as career guidance issues are concerned. Many students are not aware of the benefits of counselling.
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Kanes, Theodora Petronella. "Riglyne vir die implementering van 'n portuurhelperprogram in sekondêre skole in Suid-Afrika / Theodora Petronella Kanes." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1079.
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In South African secondary schools there are learners who undergo a daily struggle with
social and emotional problems. The problems learners struggle with include problems
like drug and alcohol abuse, suicide, domestic violence, peer pressure, anorexia,
bulimia, stress, bullying, and many more.
These problems often result in learners experiencing a great deal of pressure. They
sometimes feel hopeless as they fail to find suitable solutions for their problems. They
often feel alone and as though there is no one whom they can share their problems with
and who truly understands.
A Peer Helper Programme is a programme that focuses on training a selective group of
learners to be peer helpers. A peer helper is someone who understands or someone of
more or less the same age as the person seeking for help, has empathy, good listening
and communication skills, and offers help and understanding in times of need.
A literature study has been undertaken to give the precise description of the concept of
peer help, to determine the task and function of a peer helper and to establish what
exactly the training of a peer helper should encompass. The results obtained from this
information allowed the setting of guidelines for the implementing of a peer helper
programme for the effective training of peer helpers.
An empirical study was executed to establish the nature and scope of the problems
learners in secondary schools in the Klerksdorp school district experience and their
needs concerning peer helping. From this study it was concluded that a need exists for
peer helping programmes as well as guidelines for the design and implementation of a
peer helper programme. Questionnaires were used and the following can be concluded
from the investigation:
There is an existing need for a peer helper programme as learners who
experience problems will rather share this with a peer before telling an older
person.
A set of guidelines need to be put into place for the implementation of a peer
helper programme.
To conclude the recommendation is made at the end of this study that a peer helper
programme needs to be implemented in every school in the various school districts and
that it should stand under the management of the school principle and the assistance of
the guidance teacher.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Mosley, Mattie Jacks. "The Relationships Among a Reading Guidance Program and the Reading Attitudes, Reading Achievement, and Reading Behavior of Fifth Grade Children in a North Louisiana School." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc278242/.
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The purpose of this study was to determine whether or not the introduction of a regular librarian-centered reading guidance program as an integral part of the entire school program would improve the reading attitudes and habits of elementary school students and increase the reading achievement scores on a standardized test of elementary school students. In addition, the reading attitudes of students were compared with reading achievement scores to assess any relationship between the two.
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Selemani-Meke, Elizabeth. "An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/501.
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This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.
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Bradley, Jeffrey James. "College Readiness and Dual Credit Participation of Alternative High School Students." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062810/.
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The purpose of this study was to explore the extent to which alternative schools add value to the college readiness of their students, as well as to measure the capacity of alternative school students to successfully complete dual credit courses while enrolled at the alternative school. This mixed methods study utilized an exploratory approach with a descriptive research design to explore the extent to which alternative schools produce college-ready students. The Texas Success Initiative Assessment was used to measure participants' academic readiness levels in mathematics, reading, and writing. Additionally, participants had the opportunity to provide their own perspectives on their college readiness levels through a student survey and semi-structured face-to-face interview. The results of this study reveal that the college readiness levels of alternative high school students varied across academic areas. Of the tested participants, 41.1% were college ready in reading, 52.1% in writing, and 16.7% in mathematics. Additionally, the findings reveal that dual credit course participation was not a viable option because of course prerequisites and the amount of time needed to complete dual credit courses. Results of this study expand on the literature to provide a better understanding of the effectiveness of alternative school programs, the college readiness levels of alternative high school students, and the capacity of alternative high school students to successfully complete college coursework while in high school.
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Kircher, Robert L. "Counselor educators' perceptions of the preparation of school counselors for advocacy." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/270.
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Craft, Eleanor N. V. "Secondary African American Students’ Perceptions of their Experiences in Special Education Programs: A Qualitative Interview Study." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399634582.
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Dafoe, Eric C. "The Effectiveness of Peer Mentoring with High School Student Mentors and Child Mentees." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062894/.
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This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.
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Labuschagne, Beverley Gaye. "Guidelines for designing a school guidance programme for senior primary school pupils." Diss., 1994. http://hdl.handle.net/10500/17157.
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The need for personal guidance was identified amongst senior primary school pupils within
a specific environment but no applicable programme was found and a programme needed to
be designed.
A literature study investigated the development of senior primary children, the field of
guidance and five need areas to include in a guidance programme. Guidelines for designing
a programme were also identified. An empirical study examined guidance needs of the
pupils through a questionnaire administered to them, their parents, teachers, and older pupils_.
Senior primary pupils were not able to provide clear information as to their needs. Older
pupils and parents did identify certain need areas. Based on this, and on the literature, plans .
to draw up a guidance programme to include all five need areas could continue. An
introductory programme would also be run for parents and senior primary pupils.Psychology of Education
M. Ed. (Psychology of Education)
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Msimeki, Arnold Khetani. "An empirical investigation of the effects of a school guidance programme on the career development of a group of senior secondary pupils." Thesis, 1988. http://hdl.handle.net/10386/2167.
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Mawire, Tinos Leopold. "Evaluating the implementation of guidance and counselling in a Zimbabwean secondary school." Diss., 2011. http://hdl.handle.net/2263/28488.
Full textAbstract:
The purpose of this research study was to evaluate the Implementation of Guidance and Counselling in a Zimbabwean Secondary School that was seen to be running an exemplary programme. The study was a search for best practice meant to provide benchmarks that could benefit other institutions in similar set-ups to establish effective Guidance and Counselling (G&C) programmes. The rational for the study emanated from reservations expressed by some teachers and heads about the feasibility of G&C programmes in their schools citing numerous practical hurdles. Policy circular number 23 of 2005 expected all Zimbabwe secondary schools to institutionalise G&C programmes. Some questions that guided the study follow below. - How did the school articulate the policy into G&C programme?
- How can insight into the implementation of G&C inform programme development?
Dissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted
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"An evaluation of a career guidance programme in rural schools in Mpumalanga." Thesis, 2012. http://hdl.handle.net/10210/5005.
Full textAbstract:
M.Ed.With the introduction of Curriculum 2005, which was followed by the National Curriculum Statement and later on by the Revised National Curriculum Statement, a whole new world was opened for all the learners in the RSA. Life Orientation became a compulsory subject up to Grade 12. One of the focus areas of Life Orientation is careers and career guidance. Unfortunately very few educators are properly trained to handle this very important educational domain. Learners in the rural areas have a bigger drawback than their peers in the urban areas, seeing that they very often don’t have access to electricity and therefore the electronic media and facilities, such as computers and internet to improve their career knowledge and their knowledge of the world of work. The challenge to open the world of work and tertiary education to these learners is a very real one. This study focused on the evaluation of the implementation of a career guidance programme in a rural area of Mpumalanga. A qual-quan mixed method methodology was used to gather raw data from various sources. The quantitative raw data was gathered through a pre- and post-test of Grade 10 learners from four rural schools with the Career Development Questionnaire. The statistical analysis of these data had limitations, such as the small number of control school participants as well as the problem of English language proficiency. The qualitative data was derived from feedback from Life Orientation educators after they had been trained, semi-structured interviews with open ended questions with Life Orientation educators and Grade 10 learners, observation and field notes and a reflective journal from the researcher. The findings from the results reflected firstly on the outcomes of the career programme in terms of achievement of career maturity as measured according to the sub-scales identified by Langley. The conclusion was that the experimental group did increase their scores from the pre- to the post-test. The increase was however very small and all the participants still ended on the scale where they still needed to improve their knowledge and skills on all the sub-scales. A number of themes referring to LO educators, the school community environment and English language proficiency provided information about the implementation of the programme. Although the results of the outcomes in terms of career maturity were not substantial, the qualitative data provided findings about the positive impact of the training of LO educators for career guidance teaching, their experience of empowerment, the creation of a positive attitude and the positive impact of the CPAWs to learners and educators. Barriers that were identified through the emerging themes were the lack of English language proficiency and a school community environment that was not conducive to career exploration and career decision-making and planning. In reflection, the general consensus among the Life Orientation educators was that the continuation of the program should get the highest priority. They believe that if it can continue, it will have a positive impact on the Grade 12 results and through this a positive impact on the lives of many learners, especially in the rural areas. Recommendations were made about the improvement of aspects of career maturity through exposure to career information and the improvement of conditions at schools to facilitate the implementation of career guidance and effective LO teaching.
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Van, Vreden Marisia Helena. "Inskakeling, leiding en ondersteuning van die beginneronderwyser via 'n effektiewe mentorstelsel in Mpumalanga skole." Diss., 2016. http://hdl.handle.net/10500/21700.
Full textAbstract:
Text in AfrikaansDie studie poog om die doeltreffendheid van beginneronderwysers se aanpassing en ervaring van werksbevrediging in werksomstandighede te hersien. Enige organisasie kan nuwe mense aanstel maar kan nie verwag dat hierdie "aanstelling" hul beste werk lewer en doelwitte bereik voordat die persoon aangepas is in sy werk, omgewing en by sy kollegas nie (Steyn & Van Niekerk 2008:205, Steyn 2004:82, Whitaker 2001:7, Arends & Phurutse 2009:7). Beginneronderwysers moet leiding en ondersteuning ontvang om so gou as moontlik effektief by die skool in te skakel sodat hulle 'n produktiewe bydrae kan lewer ten opsigte van opvoeding en onderrig vir leerders en die onderwys in Suid-Afrika. Met hierdie navorsing wil die navorser dus ondersoek in stel om te bepaal of beginneronderwysers goed genoeg toegerus word om aan te pas en in te skakel by werksomstandighede en of hulle werksbevrediging ervaar. Die navorsingstudie is gedoen deur agt beginneronderwysers in vier laerskole in die Gert Sibande-streek van Mpumalanga te betrek. In hierdie studie maak die navorser gebruik van die kwalitatiewe navorsingsbenadering. Die kwalitatiewe navorsingsmetode is die geskikste metode om die ervarings van beginneronderwysers te beskryf. Individuele onderhoudvoering is dat data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is vir die navorsingsprobleem. Die navorsingstudie het bevind dat die beginneronderwyser begeleiding en ondersteuning benodig tydens inskakeling. Positiewe strategieë sluit in inskakelingsprogramme, handleidings asook ervare toegewysde mentors. Uit die bevindinge van die navorsing is daar ongetwyfel 'n sterk behoefte aan leiding en ondersteuning vir beginneronderwysers om effektief in te skakel by die skool. Beginneronderwysers moet bemagtig word om optimaal te kan ontwikkel, hulself te bevorder en te kan handhaaf in die onderwys in Suid-Afrika.
The study aims to review the effectiveness of novice teachers' adaptation and experience of job satisfaction in working conditions. Any organisation can appoint new people but cannot expect that this "appointment" to do their best work and reach goals before the person has been adapted in his work environment and to his colleagues (Steyn & Van Niekerk 2008: 205, Steyn 2004: 82, Whitaker 2001: 7 Arends & Phurutse 2009: 7). Beginner teachers should receive guidance and support quickly and effectively as soon as possible at school so they have a productive contribution to education and training for students and education in South Africa. This research would therefore examine to determine whether novice teachers are well equipped enough to adapt and to participate in working conditions and whether they experience job satisfaction. The research study was conducted by involving eight novice teachers in four primary schools in the Gert Sibande region of Mpumalanga. In this study, the researcher used a qualitative approach. The qualitative research method is the most appropriate way to describe the experiences of novice teachers. The data collection techniques that were used included individual interviews to determine the nature, extent and possible solutions to the research problem. The research study found that the new teacher needed guidance and support during integration. Positive strategies for guidance include induction programs, manuals and experienced dedicated mentors. From the findings of the research, there is a strong need for guidance and support for beginning teachers to be involved in the school. Beginner teachers should be empowered to develop their potential, to promote themselves and to maintain in education in South Africa.
Educational Leadership and Management
M. Ed. (Education Management)
31
Sello, Theresia Mamakonyane. "Guidelines for guidance programmes for Xhosa parents with children with cerebral palsy : and orthopedagogical perspective." Thesis, 2007. http://hdl.handle.net/10500/1711.
Full textAbstract:
This research investigated the need of Xhosa parents with children with cerebral palsy in the
Eastern Cape for support through specially designed parent guidance programmes. The
research problem that was investigated was: Do Xhosa parents with children with cerebral
palsy need guidance programmes, and what guidelines can be given pertaining to such
programmes? The aim was to determine whether Xhosa parents needed guidance
programmes and if so, to provide guidelines that addressed this need. A literature study was
done and thereafter a survey was conducted using a questionnaire with closed items to
collect data from 180 Xhosa parents with children with cerebral palsy living in the rural areas
of the Eastern Cape's former Transkei. They were sampled by using a non-random
(purposive) sampling method. One hundred and two (102) parents (out of the total of 180)
answered the questions in the questionnaires and returned them by mail. The same types of
questions were used to interview 54 parents. The data was analyzed by a statistical analyst
by Microsoft Excel spread sheets. Data was presented in the form of tables and pie charts
and the researcher interpreted the outcomes in the light of the literature and her own
indigenous knowledge of the Xhosa community.
The implications of findings for all Xhosa parents with children with cerebral palsy are that
they lack knowledge of issues such as cerebral palsy, inclusive education and how to deal
with their children with cerebral palsy. Relationships within the family and the community are
affected because of the children's cerebral palsy. Moreover, Xhosa parent guidance
programmes are not available in the Eastern Cape or in other provinces in South Africa. As
a result, guidelines are provided which may be used for constructing Xhosa parent guidance
programmes.Educaional Studies
(D.Ed. ( Education Management))
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Chikutuma, Tendai. "The quality of early childhood development programmes in Harare primary schools in Zimbabwe." Thesis, 2013. http://hdl.handle.net/10500/13511.
Full textAbstract:
The study sought to establish the quality of Early Childhood Development (ECD)
programmes. It was therefore important that the researcher investigates whether the
ECD programmes were meeting the expectations of the quality indicators and
consequently the holistic needs of ECD children. The qualitative design methodology
was used in this study. Self-constructed observation checklists and in-depth interview
guides were used. The participants in the study were 10 school heads, 10 ECD
teachers and 10 ECD parents, one from each of the ten schools under study from
Harare low and high density suburbs. The data were content analysed. The findings
of the study revealed that school heads incompetently managed the ECD curriculum.
It was also revealed in the study that ECD policies existed in schools but some were
not adhered to which impacted negatively on the quality of ECD programmes.
Findings of the study also revealed that the components of a quality ECD programme
which included; nutrition, health and safety, parental involvement, stakeholder
involvement, guidance and counselling in ECD were compromised. The study showed
that ECD personnel qualifications were varied. The study also revealed that teaching
methods in ECD were all child-centred though some ECD parents and school heads
criticised the play-way and child-centred method of teaching. Findings revealed that
material, financial and human resources were scarce. It was concluded that the
quality of ECD programmes in Harare primary schools was compromised. It was
recommended that training of all stakeholders on ECD management and organisation
would bring about a better understanding of ECD programmes, mounting staff
development workshops on practical skills training in guidance and counselling of
ECD children for ECD teachers, school heads and counsellors and, inviting parents as
resource persons when teaching certain concepts would improve the quality of ECD
programmes. Recommendations for further study were madeEducational Studies
D.Ed. (Psychology of Education)
33
Muluvhu, Khathutshelo. "The impact of guidance and counselling on learning outcomes: A comparative of two high schools in Vhembe District." Diss., 2018. http://hdl.handle.net/11602/1253.
Full textAbstract:
MEd (Educational Psychology)Department of Foundations of Education
This study examined the impact of guidance and counselling on learning outcomes. The study was comparative study of two high schools in Vhembe district located in the Northern part of Limpopo Province, South Africa. A mixed method design was employed, consisting of qualitative and quantitative approaches. For the quantitative part an experimental design and a questionnaire were used. Independent samples entailed t-tests to compare the performance of the experimental and control group, a chi-square of association was used to determine the presence/absence of alignment between career and subject choices after counselling, while paired samples t-tests were used to ascertain if there was any improvement in the performance of the two groups. In addition, written mark schedules of pre-test, post-test and a short questionnaire for learners were analysed quantitatively. For the qualitative component face-to-face, semi-structured interviews were used while the purposive sampling technique was used to select 8 Life Orientation teachers, of which 4 were from school A and the other 4 were from school B. In addition, 2 Life Orientation heads of department were interviewed on challenges in implementing Guidance and Counselling in the school curriculum. For the quantitative data analysis, the chi-square and t- test of association was used to determine if there was any difference in career and subject choices alignment and performance between learners exposed to counselling and those not exposed to the program. The overall mean scores were calculated, and the chi-square test was used to indicate if there was any significant difference in career choices and subject alignment and performance between the group that received guidance and counselling and the group which did not receive such support. Fifty learners from the two selected schools were randomly selected, whereby 25 were used for the experiment and the other 25 as a control group. The experimental results indicated that learners who were exposed to guidance and counselling showed improvement in their learning outcomes while those who were not exposed to counselling showed no improvement in their learning outcomes. The fact that group that received guidance and counselling improved suggest that guidance and counselling services should be strengthened in all schools through departmental policy review meetings.
NRF