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1
COTZA, VALERIA. "Il paradosso dell'inclusione. Uno studio di caso nel campo delle scuole popolari e della seconda opportunità." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2023. https://hdl.handle.net/10281/404415.
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La ricerca si inserisce nel framework teorico della Social Justice Education di declinazione più critica e radicale e si apre con un’analisi della letteratura sul fenomeno della dispersione scolastica e su quello delle scuole popolari e della seconda opportunità, considerate in virtù delle loro caratteristiche un baluardo nella lotta contro il disagio giovanile, l’emarginazione sociale e il rischio educativo. La parte empirica è dedicata a una ricerca di natura qualitativa imperniata su un intervento di contrasto alla dispersione scolastica nel campo delle scuole popolari e della seconda opportunità: nell’a.s. 2020/2021 è stato infatti portato avanti uno studio di caso avente per oggetto la Scuola Popolare “Antonia Vita” di Monza, una scuola che offre ai giovani d’età compresa tra i 13 e i 16 anni in condizione di svantaggio o rischio educativo un percorso educativo e didattico alternativo rispetto a quello del sistema-scuola tradizionale. Il principale obiettivo dello studio è quello di penetrare il modello pedagogico della Scuola Popolare, avviando una prima riflessione sul concetto stesso di “dispersione” e inoltre sul modello pedagogico del sistema d’istruzione nel suo complesso. A tal fine, lo studio di caso ha previsto due fasi distinte ma complementari: una prima fase prettamente conoscitiva, volta a esplorare le rappresentazioni e le percezioni di una pluralità di soggetti e stakeholder intorno ad alcune dimensioni della scuola e del lavoro educativo e didattico, facendo ricorso alla metodologia di ricerca e analisi della Grounded Theory costruttivista; e una seconda fase di Ricerca-Azione, volta a indagare le strategie di mediazione didattica che si attivano tra adulto esperto e studenti e nell’interazione tra pari. Nel primo caso sono state condotte 20 osservazioni partecipanti e 40 interviste non direttive e semi-strutturate; nel secondo caso è stato realizzato un Laboratorio di Robotica Educativa con gli studenti, che ha utilizzato come mediatore didattico Coderbot.
I risultati arrivano innanzitutto a delineare il modello della Scuola Popolare, caratterizzato da un forte presidio educativo, da maggiore flessibilità, dinamicità e sostegno rispetto alla scuola tradizionale, dall’individualizzazione dei percorsi di apprendimento degli studenti e dal basso rapporto numerico che sussiste tra educatore/insegnante e alunni, che permette di seguire da vicino il singolo studente senza “lasciarlo perdere”. La Scuola presenta quindi molteplici diversità strutturali rispetto al sistema scolastico tradizionale, prima fra tutte la centralità accordata alla figura dell’educatore, che svolge un ruolo portante su più livelli. I risultati invitano allora a una riflessione sulle fragilità del sistema pubblico d’istruzione, da cui emergono specialmente alcuni bisogni formativi, in particolare per quanto riguarda la sfera socio-educativa. Inoltre, vengono discusse le strategie di mediazione didattica messe in pratica durante la fase di peer tutoring del Laboratorio e viene avanzata un’ipotesi circa l’efficacia di questa metodologia in contesti di forte deprivazione socio-linguistica. In linea con quanto esposto nella parte teorica e nelle domande di ricerca, i risultati delineano una prima decostruzione e ri-semantizzazione del concetto di “dispersione” alla luce di quello di “funzionamento”, proprio del modello bio-psico-sociale. La Scuola si configura inoltre quale esempio paradossale di inclusione: emerge infatti l’idea che per perseguire l’obiettivo di una maggiore equità e giustizia in ambito scolastico ci sia talvolta bisogno di prospettare percorsi alternativi e altamente individualizzati, che contrastino con un percorso canonico al quale sono legati vissuti di esclusione e difficoltà.The research is part of the most critical and radical interpretation of the theoretical framework of Social Justice Education and starts with an analysis of the literature on the phenomenon of school drop-out and on that of the popular and second-chance schools, considered by virtue of their characteristics a bulwark in the fight against youth discomfort, social marginalisation and educational risk. The empirical part is dedicated to qualitative research centred on an intervention to combat school drop-out in the field of popular and second-chance schools: a case study was carried out in the school year 2020/2021 on the “Antonia Vita” Popular School in Monza, a school that offers young people aged between 13 and 16 in conditions of disadvantage or educational risk an alternative educational and didactic pathway to that of the traditional school system. The main objective of the study is to analyse the pedagogical model of the Popular School, initiating a first reflection on the concept of “drop-out” and also on the pedagogical model of the education system as a whole. To this end, the case study envisaged two distinct but complementary phases: a first, purely cognitive phase, aimed at exploring the representations and perceptions of a plurality of subjects and stakeholders regarding certain dimensions of the school and of educational and didactic work, resorting to the research and analytical methodology of the constructivist Grounded Theory; and a second phase of Research-Action, aimed at investigating the didactic mediation strategies that are activated between expert adults and students and in peer interaction. In the first case, 20 participant observations and 40 non-directive and semi-structured interviews were conducted; in the second case, an Educational Robotics Laboratory was carried out with the students, using Coderbot as a didactic mediator. First of all, the results show that the Popular School model is characterised by strong educational supervision, greater flexibility, dynamism and support than the traditional school, the individualisation of the students’ learning paths and the low numerical ratio between educator/teacher and pupils. This makes it possible to follow the individual student closely without “letting him or her get lost”. The school thus presents many structural differences with respect to the traditional school system, especially regarding the prominent position of the educator, who plays a supporting role on several levels. The results then invite reflection on the fragilities of the public education system, from which training needs emerge, particularly in the socio-educational sphere. Furthermore, the didactic mediation strategies put into practice during the peer tutoring phase of the Laboratory are discussed and a hypothesis is put forward regarding the effectiveness of this methodology in contexts of strong socio-linguistic deprivation. In line with the theoretical part and the research questions, the results outline an initial deconstruction and re-semantisation of the concept of “drop-out” in the light of that of “functioning”, proper to the bio-psycho-social model. The school is also configured as a paradoxical example of inclusion: in fact, the idea emerges that in order to pursue the objective of greater equity and justice in the school environment, there is sometimes a need to envisage alternative and highly individualised paths, which contrast with a canonical path to which experiences of exclusion and difficulty are linked.
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Bozzetti, Alessandro <1986>. "Seconde generazioni e istruzione universitaria: opportunità e sfide." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amsdottorato.unibo.it/8246/1/Bozzetti_Alessandro_Tesi.pdf.
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Nel contesto italiano si può ormai parlare di una presenza migratoria strutturale, stabile e sviluppatasi su più generazioni, in cui quelle giovani si affacciano visibilmente ai livelli scolastico-educativi più elevati, interessando anche quello universitario.
Gli approfondimenti ad oggi condotti sul percorso formativo dei giovani con alle spalle un background migratorio hanno seguito la maturazione demografica della popolazione a cui si riferiscono, non andando oltre il ciclo secondario d’istruzione. Dato che il background socio-economico e il capitale culturale dei genitori o di altri adulti significativi influenzano le scelte formative dei giovani, appare di estremo interesse approfondire il peso che l’origine straniera ha nella decisione di intraprendere un percorso educativo di lungo periodo. Dopo un'approfondita analisi dei dati disponibili a livello nazionale, la ricerca si focalizza nel dettaglio sul caso dell'Università di Bologna: tramite un approccio quanti-qualitativo (survey online e interviste semi-strutturate), l'elaborato qui presentato è mosso da un doppio obiettivo: da un lato ha valenza prettamente esplorativa, andando ad indagare un fenomeno, ad ora, pressoché ignorato, ancorché in continuo aumento; dall’altro si propone di studiare i percorsi biografici ed educativi che hanno portato gli studenti con background migratorio ad accedere agli studi universitari, così da approfondire non solo l’incidenza delle classiche variabili associate in letteratura a percorsi formativi di successo, ma anche quegli aspetti, propri di un’educazione di tipo universitario, che intervengono in un momento successivo. L’individuazione degli aspetti caratterizzati da maggiori criticità, così come una riflessione che possa permettere di fornire, ove possibile, indicazioni concrete in termini di percorsi di socializzazione e integrazione attiva a supporto della pianificazione e della gestione di politiche inclusive, principalmente a livello scolastico-universitario, potrebbero portare a nuove prospettive e a nuovi stimoli nella ricerca sulle seconda generazioni, così da evitare che le barriere già presenti possano trasformarsi in veri e propri vincoli strutturali.Nowadays Italy has been experiencing a structural, stable and multigenerational migratory presence in which new generations have been increasingly getting access to the highest social and educational levels, including university. The educational choices young people make are either influenced by their social, cultural and economic background and also by their parents or other significant adults’ cultural background. Despite the fact that several researches were made on the presence of second-generation students in primary and secondary school, the state of research about the second generation students enrolled in the Italian University is still very poor: starting from theories such as segmented assimilation and selective acculturation, this research aims to examine the challenges and, simultaneously, the resources faced by young immigrants when they go on to university. After the quantification of the phenomenon at the Italian level, the research focused on the case of the University of Bologna: thanks to the collection of quantitative (online survey) and qualitative (semi-structured interviews) material, the resarch highlights the reasons that led the students to the decision to enroll to university, their results and their short and long-term projects. The ultimate goal is to provide guidance on the implementation of policies at national and educational level, which can concretely promote the full inclusion of second-generation students within the higher education system.
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Andersen, Axel, Emil Hristov, and Hamid Karimi. "Second Life : New opportunity for higher educational institutions." Thesis, Jönköping University, JIBS, Business Administration, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1326.
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Bachelor thesis within Business Administration
Title: Second Life – New opportunity for higher educational institutions
Authors: Axel Andersen, Emil Hristov & Hamid Karimi
Tutor: Olga Sasinovskaya
Date: May, 2008
Subject terms: Second Life, virtual worlds, distance learning, marketing, universities, stu-dents, interactions
Executive summary
Background: Virtual worlds such as Second Life have been used in the corporate world for a few years now. However, it is only recently that higher educational institutions have seen the marketing and educational potential inside this world. Several hundred universities around the world are currently involved in Second Life and a majority of them give fully accredited academic courses inside SL. As traditional distance learning can sometimes be interpreted as low on interactions, SL represents a new means for interactive distance learn-ing.
Purpose: The purpose of this study is to explore if, why and to what extent Second Life can be used as a marketing and pedagogical tool within higher educational institutions.
Method: A mixed qualitative and quantitative method was utilized in this study. For the qualitative side: in-depth interviews with SL teachers from five universities around the world were held and these were complemented by observations at educational institutions inside SL. For the quantitative side: a questionnaire was designed and sent out to 50 SL-students. This primary data have been combined with appropriate secondary data concern-ing distance learning and education within SL.
Theoretical framework: The theoretical framework can be divided into two main sec-tions: a marketing section with primarily service management theories and a pedagogical section where cognitive apprenticeship theory is applied.
Conclusion: Higher educational institutions can use SL to promote their schools to pro-spective students and to other stakeholders such as new teacher recruits. All of the univer-sities that were under our scrutiny felt SL had strengthened their university’s brand. Fur-thermore, SL represents an opportunity for universities that are looking to increase col-laborations with other international universities and who are interested in enhancing the public image of themselves as pioneering and global universities. Therefore, it is highly ad-visable that a university such as JIBS enters SL, if not on pedagogical reasons then on stra-tegic and marketing reasons. In general, a majority of the students interviewed were satis-fied or very satisfied with the quality of the SL-courses they had taken and an overwhelm-ing majority would recommend SL-courses to other students. The empirical findings showed that the most frequent courses taken within SL are design courses, although no limits were perceived to exist of which courses that can be held within SL. A majority of the students also felt SL aided their learning experience. However, due to some of the cur-rent flaws of SL – such as the slow graphics and the high demands of computer hardware – SL should be viewed mainly as a learning tool that complements, rather than substitutes other current educational forms.
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Tebaldini, Sara <1990>. "Nuove opportunità per le marche: il second screen e la social TV advertising." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/7848.
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L’obiettivo di ricerca del mio elaborato prende in considerazione il fenomeno del second screen e della social TV, in particolare la ricerca verte nell’analisi della social TV advertising nel contesto pubblicitario italiano. La prima parte è finalizzata allo studio della letteratura sui temi della pubblicità ed i suoi effetti sul consumatore, principalmente su tre aspetti psicologici: cognitivi, conativi ed affettivi. Successivamente si sono presi in considerazione i fenomeni attuali del second e multi screen dei nuovi consumatori digitali con un focus sul fenomeno della social TV e i suoi campi di azione che sono i social network.
La seconda parte è dedicata all’analisi empirica dei principali trend della pubblicità prendendo in considerazione delle rilevazioni sugli spot che vanno in onda nelle emittenti televisive italiane, in un determinato lasso di tempo. Lo studio cercherà di dare risposte a come i brand stanno sfruttando questo fenomeno del second screen e della social TV, interrogandosi anche su come basano le loro strategie per far in modo che gli spot da offline passino online restando al passo con i tempi e con consumatori sempre più digital oriented.
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Adam, Janet Elizabeth. "Equal educational opportunity in Scotland's comprehensive secondary schools : a Capabilities Approach." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6770/.
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Despite the laudable inclusive policies in Scotland such as Getting it Right for Every Child and Curriculum for Excellence, it is clear that some young people still do not experience equal access to educational opportunity. With education at its heart, the Capabilities Approach is a theory of social justice that starts with a commitment to the equal dignity of all human beings and focuses on choice or freedom. Offering an alternative means of measuring wellbeing or advantage rather than the traditional measurements such Gross National Product, the Capabilities Approach, particularly Martha Nussbaum’s list of capabilities, is a useful framework to assess how pupils and teachers in Scotland’s schools are faring. Using complementary sociological and philosophical perspectives and a literary thread of fictional characters from texts taught in Scottish schools, this dissertation shows how Scottish educational policies are deeply concerned with social justice and equity. However, there are barriers standing in the way of equal access to educational opportunity for some young people. As well as individual and micro structures addressed by the Capabilities Approach, macro structures in our society also play a role in perpetuating social injustice. A critical sociological perspective enriches the account by considering the economic and political institutions of society: unequal class structures and possession of the various forms of capital; austerity; precarity; the attainment agenda and the deficit ideology. Bourdieu’s notion of the various forms of capital is threaded through the dissertation, highlighting how possession of capital is advantageous to upper and middle class families whereas lack of capital can be disadvantageous to young people from working class and disadvantaged backgrounds. Bourdieu’s theory of habitus illuminates the inherited reproduction of social conditions and how some young people adapt their choices in accordance with what they think is appropriate for them. Oppressive societal structures and lack of agency can influence and disempower young people but there is scant recognition of this in educational policies. Teachers can and do make a difference in young people’s lives and current educational reforms such as Curriculum for Excellence are aimed at achieving better educational outcomes for all children in Scotland. However, teachers too face obstacles in achieving equality of educational opportunity, such as challenges to teacher autonomy, hegemony, crisis discourse and the attainment agenda. I argue that the Capabilities Approach can shed new light on what teachers, school management teams, local authorities and the government need to do in order to work successfully towards educational equality in twenty-first century Scotland.
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Stanley, Christina C. "Back on track| Evaluating the impact of the Opportunity program." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3573281.
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Education leaders have turned to alternative schools and classroom settings for help as students continue to fail classes and fall behind in acquiring the required units for graduation. Alternative programs, such as Opportunity Education, help at-risk students make academic progress, recover graduation units, learn appropriate classroom behavior, reintegrate into the comprehensive high school setting, and graduate from a comprehensive high school. The purpose of this study was to evaluate the impact of participation in the Opportunity Program on student academic success. Data included graduation units recovered, graduation requirements met in the comprehensive or alternative setting, attendance rates, and length of time spent in alternative education. Findings indicate that students in the Opportunity program did not recover sufficient graduation units while enrolled but did improve daily school attendance during and after exit from the program. The majority of students enrolled in the Opportunity program did not return to the comprehensive high school setting, sustain academic progress, or graduate on time with their four-year cohort. At-risk factors continued to influence students' academic progress after intervention.
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Gill, Sujata (Sujata Elizabeth) Carleton University Dissertation Sociology and Anthropology. "Opportunity and availability: two more links in Schumann's acculturation model for second language acquisition." Ottawa, 1997.
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Sohul, Munawwar Mahmud. "Spectrum Opportunity Duration Assurance: A Primary-Secondary Cooperation Approach for Spectrum Sharing Systems." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/88018.
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The radio spectrum dependent applications are facing a huge scarcity of the resource. To address this issue, future wireless systems require new wireless network architectures and new approaches to spectrum management. Spectrum sharing has emerged as a promising solution to address the radio frequency (RF) spectrum bottleneck. Although spectrum sharing is intended to provide flexible use of the spectrum, the architecture of the existing approaches, such as TV White Space [1] and Citizen Broadband Radio Services (CBRS) [2], have a relatively fixed sharing framework. This fixed structure limits the applicability of the architecture to other bands where the relationship between various new users and different types of legacy users co-exist. Specifically, an important aspect of sharing that has not been explored enough is the cooperation between the resource owner and the opportunistic user. Also in a shared spectrum system, the users do not have any information about the availability and duration of the available spectrum opportunities. This lack of understanding about the shared spectrum leads the research community to explore a number of core spectrum sharing tasks, such as opportunity detection, dynamic opportunity scheduling, and interference protection for the primary users, etc. This report proposes a Primary-Secondary Cooperation Framework to provide flexibility to all the involved parties in terms of choosing the level of cooperation that allow them to satisfy different objective priorities. The cooperation framework allows exchange of a probabilistic assurance: Spectrum Opportunity Duration Assurance (SODA) between the primary and secondary operations to improve the overall spectrum sharing experience for both the parties. This capability will give the spectrum sharing architectures new flexibility to handle evolutions in technologies, regulations, and the requirements of new bands being transitioned from fixed to share usage.
In this dissertation we first look into the regulatory aspect of spectrum sharing. We analyze the Federal Communications Commission's (FCC) initiatives with regards to the commercial use of the 150 MHz spectrum block in the 3.5 GHz band. This analysis results into a Spectrum Access System (SAS) architecture and list of required functionalities. Then we address the nature of primary-secondary cooperation in spectrum sharing and propose to generate probabilistic assurances for spectrum opportunities. We use the generated assurance to observe the impact of cooperation from the perspective of spectrum sharing system management. We propose to incorporate primary user cooperation in the auctioning and resource allocation procedures to manage spectrum opportunities. We also analyze the improvement in spectrum sharing experience from the perspective of the primary and secondary users as a result of cooperation. We propose interference avoidance schemes that involve cooperation to improve the achievable quality of service.
Primary-secondary cooperation has the potential to significantly influence the mechanism and outcomes of the spectrum sharing systems. Both the primary and secondary operations can benefit from cooperation in a sharing scenario. Based on the priorities of the primary and secondary operations, the users may decide on the level of cooperation that they are willing to participate. Also access to information about the availability and usability of the spectrum opportunity will result in efficient spectrum opportunity management and improved sharing performance for both the primary and secondary users. Thus offering assurances about the availability and duration of spectrum opportunity through primary-secondary cooperation will significantly improve the overall spectrum sharing experience. The research reported in this dissertation is expected to provide a fundamental analytical framework for characterizing and quantifying the implications of primary-secondary cooperation in a spectrum sharing context. It analyzes the technical challenges in modeling different level of cooperation and their impact on the spectrum sharing experience. We hope that this dissertation will establish the fundamentals of the spectrum sharing to allow the involved parties to participate in sharing mechanisms that is suitable to their objective priorities.PHD
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Dalton, Thomas H. "Innovative opportunity and school culture : a study of curriculum innovation in two secondary schools." Thesis, University of Leicester, 1985. http://hdl.handle.net/2381/35633.
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The aim of this research is to explore the social mechanisms and processes of curriculum change in two secondary schools, an urban secondary modern and a rural high school. The implementation of the Geography for the Young School Leaver Project provided the initial impetus for the research but as the schools' response to innovation was explored, other Projects and school-based initiatives became an integral part of the study. A first assumption was that the teaching in any curriculum area is partly determined by the system characteristics or cultural norms of the school. The thesis examines the negotiations between the innovators and the various reality definers. Value conflicts which surround the idea of educational change are often treated superficially. This research examines some of the conflicts engendered by innovation at a personal and ideological level. The style of the research was in an anthropological and phenomenological mode. An open-ended illuminative stance allowed issues immediate to the life of the schools to be explored. The researcher adopted an observer role. In one school, the GYSL Project was seen as a pathfinder for curriculum development. For some staff in the other school, the Project was perceived as reactionary, resulting in a process/content debate becoming the central issue. The research indicated that while senior management within a school can encourage curricular initiatives and provide a supportive framework, micro-politics and above all the personal philosophy and values of teachers, are the major determinants of a school's response to change in the curriculum.
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Holguin, Catalina. "Secondary schools as social capital builders : opportunity structures and response strategies in four cases in Spain." Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/612/.
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In 2006 Spain undertook a programme of building social capital as a means of bolstering social cohesion, trust, democratic values and mutual tolerance in the country. The thesis analyses the attempt by the Spanish government, starting in 2006, to build social capital and the role assigned to Spanish secondary schools. The thesis looks at the formulation of the policy and its subsequent transposing into regional legislation and implementation at the grassroots level. The empirical analysis assesses the policy’s implementation in four secondary schools in two regions-- Aragon and Castile Leon --immediately after the relevant legislation was put into place. Focus of the investigation is on the role that the regions and schools have played in the operationalisation of the national strategy. The thesis hypothesises that in the Spanish case: if the government can provide a well formulated and structured social capital building strategy, then secondary schools will be in a position to operate as effective social capital builders. The “dependent” variable in the thesis is defined as the secondary schools’ capacity to implement the national strategy that is based on six policy pillars. Thus, the basic unit of analysis in the thesis is the individual school and its capacity to carry out the functions stipulated in the national and regional legislation. The “independent” variables represent the components of the institutional and operational context. The study has found differences in the approach adopted by the two regions in the transfer of the national policy to the regional level indicating that it takes time for lower level institutions to fully put into place national policies. Accordingly, changes need to be made in the operationalisation of the six policy pillars as well as in encouraging the schools to become more pro-active in their implementation.
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Torres, Núñez Rodrigo. "Institutional policies, secondary school quality and teacher effects : three studies on inequality of educational opportunity in Chile." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041876/.
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Inequality of educational opportunity is a crucial topic in education policy, and a matter of strong debate in the Chilean context. In this thesis, I aim to identify and analyse likely drivers of educational inequality in Chile, by looking at three relevant dimensions: Teacher effectiveness, Secondary School Quality and School Systems’ Institutional Characteristics. First, in Chapter 2, I analyse how differentials on teacher effectiveness across Chilean schools from different socioeconomic status explain differentials in learning achievement in secondary education. Second, in Chapter 3, I assess how school level characteristics and other institutional features of the Chilean school system could be explaining students’ access to higher education. Third, in Chapter 4, and through an international comparison using PISA data, I study the effect of school accountability practices on educational outcomes, gathering lessons for the Chilean case.
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Friis, Simon C. ""It's no problem" : using reverse bargaining to manage the threat of second-order opportunism in social exchange." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118012.
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Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 44-47).
Social exchange is paradoxically characterized by actors who expect reciprocity (Blau 1986), yet vigorously downplay these expectations using language we refer to as reverse bargaining. For example, responses to thanks such as "it's no problem" and "the pleasure was all mine" are ubiquitous in social exchange. The theory of local action (Leifer 1988a; Leifer 1988b) understands reverse bargaining as a tactic that defers status claims until they are less risky to make, but this explanation is problematic because actors often initiate social exchange to create value (e.g., Uzzi 1997), not capture status. The key insight of our theory is that givers seeking reciprocity must balance two competing objectives: to ensure that the receiver recognizes a debt she must repay; and to mitigate the receiver's suspicion that the giver's ulterior motive is to capture value from the receiver. Results from two online experiments support our prediction that reverse bargaining is used to signal benign motive. The second experiment further suggests that givers will mix reverse bargaining with emphases of debt when they are anxious about reciprocity.
by Simon C. Friis.
S.M. in Management Research
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Jones, Sheila. "Not "part of the job" sexual harassment policy in the U.S., the Equal Employment Opportunity Commission, and women's economic citizenship, 1975-1991 /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1217964889.
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Ferreira, Melvin. "Spectral opportunity analysis of the terrestrial television frequency bands in South Africa / M. Ferreira." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9656.
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The sharing of the terrestrial TV frequency spectrum with Secondary Users (SUs) is presently the focus point of numerous research efforts worldwide. In many regulatory domains, contiguous blocks of VHF and UHF spectrum are available for exclusive use by the terrestrial TV broadcasting incumbents. However, this notion is currently challenged by the spectrum management paradigm of Dynamic Spectrum Access (DSA), advocating that this spectrum may be shared on a dynamic basis with SUs.
The migration of analogue terrestrial TV to Digital Terrestrial Television (DTT) has also catalysed the notion that the terrestrial TV frequency spectrum will no longer be exclusively used for terrestrial broadcasting. Some administrations have already embraced this technology, reforming spectrum policy to allow unlicensed secondary access to the Spectral Opportunities (SOs) present in the terrestrial TV frequency bands. The Independent Communications Authority of South Africa (ICASA) has expressed early interest in the possibilities of TV white space technology and its possible utility in exploiting the SOs that exist in the terrestrial TV frequency bands.
Core to the issues mentioned above is the quantification of the Spectral Opportunity (SO) available. To this end, the work presented in this thesis gives a quantified estimate of the SO available in South Africa. This work is the first of its kind for the South African environment and uncovers new knowledge regarding SO in South Africa.
SO is analysed and quantified on provincial and national level for three discrete points in time: before the start of dual-illumination, during dual illumination and after analogue switch-off.
A system model that is able to produce the required geo-referenced field strength coverage and SO maps is conceptualised and implemented. A complete standards compliant model is implemented from scratch, verified and validated, with design decisions specific to the South African context. The analysis methodology is developed with rigour. The construction of the TV transmitter database, definition of incumbent protection criteria and development of the required analysis metrics to quantify SO are presented.
SO in the VHF and UHF terrestrial TV frequency bands is quantified by expressing SO in terms of the number of available channels, weighted respectively by land area and population density. The analysis results indicate that significant SO is available for exploitation by TV white space devices in the terrestrial TV spectrum in South Africa.
The effects of radio astronomy advantage areas on the SO available are also investigated. The probability of finding contiguous channels in the Very High Frequency (VHF) and Ultra High Frequency (UHF) bands is also quantified. A comparative study, comparing the SO for South Africa with related work in Europe and the United States of America (USA), is also performed. Finally, maps that visualise the SO available are constructed for the three discrete time periods evaluated.Thesis (PhD (Computer Engineering))--North-West University, Potchefstroom Campus, 2013
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Martinez, Mabell Jeannette. "Moving traditional teaching methods of advanced placement biology toward improving opportunity for students to develop understanding of scientific principles." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2972.
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This project investigated the role of the advanced placement program in the classroom. The research suggested that implementation of inquiry-based methods in science classrooms, including advanced placement biology courses, would improve student understanding.
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McMahon, Patrick J. "'The opportunity to study History' : curriculum politics and school pupils' subject choice in the General Certificate of Secondary Education." Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/2594/.
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This study investigates (a) the existence of changes in pupils' perceptions of Key Stage 3 (KS3) History as they move from Year 8 (Y8) to Year 9 (Y9), when they make choices about which subjects they will study for General Certificate of Secondary Education (GCSE) during Key Stage 4 (KS4), and (b) whether any changes might influence their choices. The study adopts a qualitative approach involving 500 pupils and more than 60 teachers in 10 schools over two years. The place and usage of History in contemporary society are explored. The origins of History as a educational issue are reviewed from the late 18th Century to the late 20th Century when there was considerable debate as to what information should be taught, what skills should be developed and which teaching methodologies should be employed. These aspects were at times polarised when 'traditional' teaching seemed to be at odds with the 'new' Schools Council History Project, against a background of an evolving national examination system. With the compulsory inclusion of Citizenship within schools' curricula, the role and methodology of History are subject to further debate. The origins of the current situation, where school History is a non-compulsory subject in the compulsory state-maintained sector, is outlined with reference to issues and debates which led to comprehensive schools delivering History as an element of the National Curriculum as initially presented in the Education Reform Act (ERA) of 1988, which has since been subject to review and amendment. The study deals with the introduction, implementation and development of the ERA (1987 –2000) and focuses on the proposals for the subject of History, responses from teachers, administrators and Government as well as amendments proposed by the Dearing reviews leading towards Curriculum 2000. The background to the current GCSE examination scheme is reviewed along with the requirements for compulsory and non-compulsory subjects, and the rationales employed by individual schools when constructing ‘GCSE option choice schemes’. Factors that may affect pupils’ perceptions of History in their Y8 and Y9 are discussed. The sets of data collected reveal ways in which pupils may be influenced by (i) personal perceptions of interest, enjoyment, demands of work and usefulness in later life and (ii) externally-controlled issues such as socio-economic circumstances, access to Special Educational Needs (SEN) or language support, and the nature of the KS3 History curriculum they experience
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Pernick, Ira S. "An Alternative to High School Tracking with an Opportunity for Student Personal Growth| The Independent English Honors Project at Cooper High School." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600979.
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Rather than offering honors courses in English, Cooper High School (CHS) provides students in grades 9 and 10 with an opportunity to pursue an Independent English Honors Project (EHP) as a means of earning Honors credit on their high school transcript. While most schools utilize a more traditional Honors class system that often identifies students as early as 3rd grade, the lack of Honors courses in English leads directly to English classes that are heterogeneously grouped. Cooper High School’s atypical approach to Honors English instruction, controversial among some CHS parents, raise important questions about the potential value of independent student work and the benefits, if any, of heterogeneous instruction. This model of Honors instruction, unlike other subject areas within CHS, is also a cause of great consternation for many within the community and district.
This qualitative study, based on interviews and focus groups with students and teachers, seeks to better understand the perceptions of the EHP and its place at CHS. The study also addresses how students and teachers experience/perceive the EHP, those who choose to undertake it (or do not), and the heterogeneously grouped English classes that come with it. This study examined both those presently engaged in the EHP, and reflections of older students on their past experiences with it. Additionally, this study reveals student and teacher perceptions of smartness, the often challenging influence of parents and the value of being an Honors student at CHS. Although understandably complex, the core findings of this study are that students benefit academically and socially from their participation in the English Honors Project and that, despite the EHP’s limitations, it lays foundation for addressing issues associated with tracking, an important issue for the CHS community and district.
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Lowndes, Gabrielle. "An expressive-psychoanalytic approach to the reconstruction of personal experience : an opportunity for middle year males." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/349.
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This exegesis provides a theoretical background that supports and accommodates the Artist-Researcher's exhibition and visual diary. Efland's, (1990) Expressive Psychoanalytic model, reinforces the notion that through creating, individuals construct their experiences through the making processes. This self-responding approach focuses on emotionally centred expression, fusing the practical with feelings about relationships. The exegesis underscores the essential therapeutic role of visual arts in education. The Artist-Researcher's exhibition centres upon a personal exploration of her adolescent years in London, when she dealt with a complex family break up. She combines studio practise, personal text and computer graphics to reconstruct childhood experiences by confronting her parent's marriage break down. This selfanalytical approach provides the underlying function for the exhibition. The work examines a personal context for an application into teaching. Through self-discovery and reconstruction, she develops the basis for a teaching tool for middle year male students to gain confidence in expressing complex emotional issues.
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Montesanto, Ludovica <1991>. "CAPTURING THE NEXT FASHION OPPORTUNITY IN CHINA: ANALYSIS OF THE HIGH-END FASHION MARKET IN SECOND-TIER CITIES. THE CASE OF PLISSE’ SPA." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/7105.
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Second-tier cities have been described by many as the next growth opportunities in China. Since the beginning of 2000, these cities have started a significant development path that have led many to achieve impressive growth and rise as leading cities in the country, along with the group of first-tier cities –Beijing, Shanghai, Guangzhou and Shenzhen.
Despite the great opportunity that these cities are representing for businesses, there are limited sources available on the topic: through the review of recent literature, this dissertation will provide a comprehensive view on the market of Tier 2 cities, with the aim to find a distinguishing economic profile. In the first chapter of this dissertation, Tier 2 cities will be analysed under different perspectives, which range from socio-economic data, real estate and logistics markets to development outlooks. One main part will be devoted to the examination of consumers living in Tier 2 cities and their purchasing habits: the main objective is to identify a peculiar profile that distinguishes them from other consumer groups in China. Moreover, the consumer analysis will be enriched with the description of the Chinese middle class and female consumers, with the purpose of analysing the target consumer segment for the final company case study.
Chapter 2 will investigate the market for high-end and luxury apparel (fashion) in those cities, with focus on the womenswear segment. Commonalities and differences among Chinese Tier 2 cities will be pointed out through the examination of different sources, as to understand whether they could be though of a single market from the point of view of high-end fashion brands. This chapter would help providing a framework for brands targeting Tier 2 cities, through the analysis on sales, retail and distribution and consumers’ profile and buying behaviour.
The research conducted in the previous chapters will provide a frame of reference for the case study at the centre of this thesis. Plissè SpA is an Italian medium-sized firm from the Veneto region, which operates in the medium-high women fashion industry. It represents a noteworthy example of an Italian SME that decided to venture in China, choosing some Tier 2 cities as locations to establish its mono-brand stores.
The analysis of the company strategic choices and its performance in the market of Tier 2 cities will help understanding the factors that could determine the success in such market, also providing a reference for other Italian SME in the women fashion industry.
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McElyea, Ryan. "THE IMPACT OF OPPORTUNITY, PROPENSITY, AND DISTAL FACTORS ON SECONDARY EDUCATION SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) PROGRAM AND ACADEMIC OUTCOMES." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1468601054.
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Martinez, Carmella Marie. "Extended opportunity program and service, and cooperative agencies resources for education for welfare students in pursuit of a post-secondary education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2280.
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The purpose of this study was to evaluate the effectiveness of the relationship between participation in one community college EOPS & CARE program and participant sense of preparedness for self-sufficiency.
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Ertan, Naciye, and res cand@acu edu au. "Factors Relating to Women Attaining Principal Positions in Victoria's Government Secondary Colleges: a Case study." Australian Catholic University. School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp44.29082005.
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Regardless of the promotion structures employed within the different educational systems of this country, men dominate the position of Principal of secondary schools. Despite legislation seeking to provide equality of opportunity and the apparent breaking down of deeply entrenched societal attitudes of women being the servers or followers, there still exist factors that give rise to the under-representation of women in Principal positions of secondary schools. This thesis was designed to investigate issues associated with the apparent gender imbalance in Principal positions in Victoria's government secondary schools. It will attempt to identify elements that have militated against women gaining such positions. The research methodology employed to investigate the problem is a case study approach. The study centered on a girl's school, Gilmore College for Girls, which has had a succession of female Principals. The research involved inviting women who were Principals of Gilmore College for Girls to participate in an interview. Within that format structured interviews were used to seek the women Principals' perceptions as to factors leading to this under-representation of women as Principals. The findings from this study are then interpreted in the light of factors by which the literature explains the problem. Various reasons emerged to explain the lower number of women Principals. It seemed to stem from perceptions about their roles, which limited the level of their involvement in schools: for instance once women teachers were married with children they were less likely to advance in their careers and to apply for Principal positions. The workload of the Principal was also identified as one of the factors inhibiting women from applying for Principal positions. It was seen to make marriage and child rearing almost impossible. Therefore most women were content to be classroom teachers and only apply for positions that suited their interests and allowed them to meet family, home and social commitments. It is suggested that further related investigations be pursued of women in Principal positions of our secondary schools.
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Jones, Sheila. "Not “Part of the Job”: Sexual Harassment Policy in the U.S., the Equal Employment Opportunity Commission, and Women’s Economic Citizenship, 1975–1991." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1217964889.
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Yu, Yiting. "The Influence of Types of Homework on Opportunity to Learn and Students' Mathematics Achievement: Examples from the University of Chicago School Mathematics Project." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5808.
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ABSTRACT
Public views on assigning students mathematics homework have been controversial. Although homework is designed for students to complete during non-school hours (Cooper, 1989), many see homework as excessive pressure on students. Most research placed their focus on the influence of the time spent on homework or the amount of homework on student achievement. Few studies have addressed the impact of types of mathematics homework. The purpose of this study is to examine the role of homework types in influencing opportunity to learn (OTL) on student achievement.
This quantitative study used subsets of a large existing dataset collected by University of Chicago School Mathematics Project (UCSMP) in Pre-Transition Mathematics, Transition Mathematics, and Algebra. The findings showed that OTL measured by lesson coverage and by teachers’ reported posttest OTL have significant impact. Each type of homework as a mediator might have significant, positive or negative mediating effects or no mediating effects at all. The findings from having OTL measured by lesson coverage as the independent variable were more consistent with each mathematics course. The differences of the mediating effects of types of homework on the impact of OTL measured by lesson coverage on student mathematics achievement and on the impact of teachers’ reported posttest OTL on students’ mathematics achievement may be explained through the nature of the types of homework as well as through limitations of the study. Recommendations for future research and implications of the study were presented in the discussion part of the study.
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Cal, Gabriel. "Opportunity to Learn (OTL) and the Alignment of Upper Division Mathematics Learning Outcomes, Textbooks, and the National Assessment in Belize." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3027.
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Ramirez, David de Freitas. "O Impacto da colocação secundária na performance das firmas." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5818.
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O objetivo do presente trabalho foi examinar o desempenho das firmas em períodos próximos à realização da colocação secundária, perfazendo uma análise das pesquisas relatadas sobre o evento. Como constatado na literatura, os agentes alienam sua participação acionária por motivos diversos e, dependendo do tipo de informação que o alienante possui, a performance das ações e operacional das firmas tendem a ser robusto em momentos próximos ao fenômeno e fraco conforme vai se distanciando do mesmo. Foi a demonstração dessa repercussão que se buscou comprovar nesse trabalho, tratando de diferenciar os efeitos no mercado quando a venda é feita por um detentor de informação privilegiada da que é realizada por um alienante que não detém esse tipo de informação. O que se depreende da literatura é que os agentes no momento da venda de suas ações tendem a se aproveitar da janela de oportunidade. Apresentando ainda as teorias levantadas sobre o tema, percebe-se que elas possuem um poder de explicação sobre o que ocorre no mercado de capitais no momento da distribuição secundária.The objective of this study was to examine the performance of firms in periods near completion of secondary offering, executing an analysis of the research reported on the event. As noted in the literature, shareholders sell shares for various reasons and, depending on the type of information that the he carry, the stock and operational performance of the firms tend to be robust at times closest to the phenomenon and poor as will moving away from same. Was the demonstration of this effect which sought to prove in this work, trying to differentiate the effects on the market when the sale is made by an insider with respect to non-insider. What is clear from the literature is that agents at the time of sale of their shares tend to take advantage of the window of opportunity. Yet anchoring in theories raised on the topic, it is clear that they have a powerful explanation of what happens in the capital market at the time of the secondary distribution.
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Fresneda, Betina. "Desigualdades educacionais no ensino médio brasileiro: avanços e persistências." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6925.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorCom a presente tese, buscou-se investigar as desigualdades educacionais que permeiam o ensino médio, principal gargalo do sistema educacional brasileiro. Inicialmente, questionou-se o papel central da educação como legitimadora das desigualdades sociais nas sociedades democráticas. Apresentaram-se os estudos pioneiros da Sociologia da Educação que procuraram explicar as desigualdades educacionais para, então, abordar as hipóteses teóricas elaboradas sobre as tendências da desigualdade de oportunidades educacionais (DOE) ao longo do tempo. Em seguida, testaram-se empiricamente essas hipóteses a partir de modelos de regressão logística sequenciais que permitiram estimar a evolução do efeito das características da família de origem nas chances condicionais de entrada e conclusão do ensino médio durante um período de mais de vinte anos. Observou-se de forma inédita, de 1986 a 2009, que a DOE relativa ao ingresso e à conclusão desse nível de ensino se manteve significativa e relativamente constante, mesmo no período mais recente no qual as taxas de transição no ensino médio vivenciaram seu maior crescimento. Esses resultados corroboram aqueles previstos pela hipótese da Desigualdade Maximamente Mantida (MMI) e aqueles encontrados por estudos anteriores. Incluiu-se também uma análise das mudanças qualitativas da DOE, evidenciando-se um significativo crescimento, entre o ano de 1982 e a década de 2000, no impacto das variáveis que medem o capital cultural e econômico dos estudantes nas chances destes frequentarem a rede de ensino médio particular. Logo, a estratificação entre a rede pública e particular no ensino médio está cada vez mais marcada pela desigualdade na seleção dos seus respectivos alunos, reforçando a dualidade de desempenho que caracteriza essas duas redes de ensino, conforme previsto pela hipótese da Desigualdade Efetivamente Mantida (EMI). Além dessas análises da evolução quantitativa e qualitativa da DOE no ensino médio, investigou-se o quadro geral de desigualdades que incidem sobre o ensino médio técnico à luz das experiências internacionais, tendo em vista que essa é uma modalidade ainda incipiente no Brasil, mas cuja rede está em rápida expansão. Diferentemente do que ocorre na maioria dos países, os jovens de origem menos privilegiada não são os maiores beneficiários dessa modalidade. Apesar de a mesma ser propagada como principal solução para a falta de qualificação juvenil, a ampliação desse tipo de ensino deve ser avaliada com cautela, tendo em vista o público que está sendo efetivamente atingido e o potencial impacto negativo em termos de estratificação educacional observado nos países que seguiram esse caminho.
With this thesis, we sought to investigate the educational inequalities in the upper secondary education, the main bottleneck of the Brazilian educational system. Initially, the central role of education as a way of legitimating social inequalities in democratic societies was discussed. Classic studies of Sociology of Education that tried to explain those educational inequalities were presented, and the theoretical assumptions about trends in inequality of educational opportunities (IEO) over time were addressed. Subsequently, those hypotheses were empirically tested using sequential logit regression models, which allowed the estimation of the evolution of the social background effects on educational transition related to high school during a period of more than twenty years. It was observed, in an unprecedented way, from 1986 thru 2009, that the IEO related to entrance and completion of this educational level remained significant and relatively constant, even in the most recent period, when the transition rates to high school experienced its greatest growth. Those results corroborate the ones predicted by the hypothesis of Maximally Maintained Inequality (MMI) and those found by previous studies. An analysis of the qualitative changes of the IEO was also included, demonstrating significant increase, between 1982 and the 2000s, of the effect of variables that measure the economic and cultural capital of high school students on their chances of enrollment in private high schools (vs. public ones). Hence, the stratification between the public and private high schools is increasingly marked by the inequality in the selection of their respective students, reinforcing the performance duality that characterizes those two school systems, as predicted by the hypothesis of Effectively Maintained Inequality (EMI). In addition to those quantitative and qualitative IEO analyses, the general framework of inequalities concerning the vocational high school was investigated in light of international experiences, taking into account that such type of education is still incipient in Brazil, but expanding rapidly. Unlike what happens in most countries, young people from less privileged background are not the greatest beneficiaries of that educational scheme. Despite being propagated as the main solution to the lack of youth qualification, the expansion of that sort of education should be evaluated with caution, considering the public effectively reached and the potential negative impact in terms of educational stratification observed in countries that followed that path.
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Myers, Juliette Burke. "Federal Compensatory Education Programs of the 1960s: The Implementation of Head Start and Title I Services in Roanoke County Public Schools." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29537.
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The federal government has taken an increasingly active role in its involvement in public education since the turn of the twentieth century. Prior to World War II, federal intervention in public education was a result of war initiatives. Following World War II, the United States experienced a number of social and economic conditions that had implications for public education. Among these were a rapid increase in student enrollments resulting from the post World War II baby boom, continuing racial segregation, and chronic inferior education for African Americans and economically disadvantaged students of all races and ethnic groups. To combat the economic, social, and political implications associated with these conditions, the federal government worked with states and local departments of education to formulate plans for educational reform.
During the 1960s, federal aid to public schools grew from half a billion dollars in 1960 to 3.5 billion in 1970 (Kantor & Lowe, 1995). Federal aid was increased to provide support for educational facilities and to provide compensatory educational programs for economically disadvantaged students through Head Start of the Economic Opportunity Act of 1964 and Title I of the Elementary and Secondary Education Act of 1965. Educators were encouraged to develop programs to meet the needs of the minority, disadvantaged, and special education populations through the provisions of these acts and subsequent appropriations. This is the report of a historical study of the federal response to the needs of the identified students as implemented through Roanoke County Public Schools.
The purpose of this study is to provide a historical account of the development of Head Start and Title I programs in Roanoke County Public Schools within the national context of Head Start and Title I programs. The potential impact of this study includes a greater understanding of the influences that led to the development of Head Start and Title I at the national level and the subsequent educational services implemented through Head Start and Title I programs in Roanoke County Public Schools.Ph. D.
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Wicks, Joan Y. "Student, Parent, and Teacher Perceptions of School Racial Climate in a Charter Middle School in South Los Angeles: A Microcosm of Missed Opportunity." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/455.
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This qualitative case study explores student, parent, and teacher perceptions of school racial climate and its impact on students’ academic and personal lives at a charter middle school in South Los Angeles. The study also explores teacher handling of the impact of racial tensions at this school with a majority Latin@ student enrollment and a predominantly Black teaching staff. School climate refers to the perceived quality of interpersonal interactions among teachers, students, staff, and parents. A positive school climate is associated with increased academic achievement and decreased disciplinary problems. Conversely, schools wrought with interethnic conflict or a poor racial climate divert focus and resources away from student learning and toward chronic disciplinary problems and teacher attrition. This case study demonstrates how Black administrators handled displacement by a large immigrant Latin@ population by instituting a system of Black privilege to protect political and economic space. The massive immigration of Latin@s offered a critical opportunity for coalition building with Blacks. However, a competition-based framework emerged, rendering this case study a microcosm of missed opportunity in South Los Angeles and beyond.
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Jackoby, Henry Benjamin EdD. "The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.
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Point, Wendell. "VIRGINIA TRANSPORTATION FUNDING: AN ANALYSIS OF ENHANCING THE SECONDARY HIGHWAY SYSTEM CONSTRUCTION ALLOCATION MODEL USING BRIAN D. TAYLOR’S GEOGRAPHICAL EQUITY CRITERIA." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2923.
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The focus of this research is Virginia’s Secondary Highway Construction System funding allocations and its impact on statewide deficient lane miles reduction. The research question guiding this study is: “Which of the four allocation models -- the current Secondary Highway System allocation model or one of three alternatives of this model based on Brian D. Taylor’s geographic equity categories (outcome, opportunity, and market) best maximizes statewide deficient lane miles reductions?” Taylor defines each of these geographic equity categories (independent variables for this study) for all levels of government. While Taylor’s research focus has been on equity as it relates to transit and congestion pricing, this study applied his construct to highways. As a result of scanning subjects related to transportation, the need for this study became apparent. Since the 1980’s, Virginia’s highway allocation formula has not changed (Virginia Department of Transportation, 2005). The Virginia General Assembly has sponsored follow-up studies through a series of resolutions over the years (Auditor of Pubic Accounts, 2004). To date, none of the legislatively sponsored research findings have prompted an update of Virginia’s highway allocation formula (Virginia Transportation Research Council, 2008). There is a significant academic and professional literature on federal transportation politics and specific transportation engineering issues. However, there is very limited research on the development of state level highway transportation funding methodologies. This study used the quantitative research approach, which is concerned with determining the relationship between one factor (an independent variable) and another (a dependent or outcome variable) in a population (Walker, 2005, Newman, 1998, and Geddes, 1990). Therefore, this study employed the quantitative research approach to study cause and effect (Mulhall, 2004, Loughborough, 1995, and Collier 1995) relationships of Virginia’s Secondary construction allocations to individual counties and statewide deficient lane miles reductions overall. The .20 portion of the formula for area was examined because this data rarely changes due to locality annexations. Conversely, the .80 portion of the formula was excluded from the analysis because of the demographic variability due to population shifts. As such, the Federal Highway Administration and states update population statistics from the decennial census with the apportionment of funds for formula based programs such as Virginia’s Secondary Highway Construction program (Federal Register, 2002). This researcher concluded that of the four geographic allocation models, the geographic opportunity equity maximized an additional 4.15 statewide deficient lane miles reductions over the baseline model. This study recommends using the geographic opportunity equity model when allocating Virginia’s Secondary Highway Construction funds to maximize the statewide deficient lane miles reductions above the baseline model, the geographic market equity model and the geographic outcome equity model.
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Lundien, Katrina. "Exploring a secondary urban ESL program : addressing the social, affective, linguistic, and academic needs of English language learners (ELLs)." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2218.
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Grant, Melva R. "Examining Classroom Interactions and Mathematical Discourses." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259014641.
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Pearson, Phyllis Findley. "Beyond High School Readiness in the 21st Century: A Multi-Case Study of the Perspectives of African American High School Students in Accelerated Learning Programs and Their Experiences of Success in Terms of Efficacy, Ethnicity, and Future Aspirations." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/542.
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Secondary Education reform efforts have focused on perpetual achievement gaps for more than a decade, highlighting the essence of state level standardized test scores in reading and math, among diverse student groups in relation to their white peers. The reauthorization of ESEA (2013), is a reform effort described as the Student Success Act, whereby the expectation of student success is described in terms of all students graduating from high school, both college and career ready. The concept of no child left behind remains at the base of the law, which designates federal funds for education programs designed to ensure equal access to educational opportunities for all students regardless of their demographics. In the 21st century, a major challenge of secondary school reform efforts is to guarantee equal access while supporting overall student success in accelerated learning environments.
The major purpose of this study was to explore the perceptions of African American high school students’ on their experiences of success in accelerated learning programs, including Advanced International Certificate of Education (AICE), Advanced Program (AP), and International Baccalaureate (IB). Other key interest areas of influence on their perceptions of success included academic efficacy, ethnic identity awareness, and future aspirations.
The theoretical frameworks of Bandura’s social cognitive theory (1986), Erikson’s (1968) identity development theory, McClelland’s (1961) human motivation theory, Benard’s (1993) resiliency theory, and Phinney’s ethnic identity development model (1992) framed this research study. Using a qualitative design, in-depth interviews were conducted to obtain thick, rich, detailed materials to gain a deep understanding of the self-concepts, beliefs, and views of how African American high school students think about key influences on their success in accelerated learning programs.
Data analysis applying a thematic approach through an inductive and interactive systematic process of data coding and analysis generated themes regarding knowledge strengths, academic and cultural diversity, resource systems, stereotypical expectations, future focused, commitment to give back to the community, and networking for progress. Implications for secondary education policy makers include the need for a more comprehensive resource system, to address opportunity gaps in accelerated learning programs, and expectations gaps in the preparedness of diverse students for college and careers. Understanding African American high school students’ experiences of success may assist in fostering an environment of wholeness and inclusion, in turn possibly leading to a full health approach to student success, including the physical, psychological, mental, and spiritual/inspirational aspects of human development for optimal learning and increased academic and overall life success among African American high school students and all diverse student groups.
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Ritucci, Raffaella. "Bambine e ragazzi bilingui nelle classi multietniche di Torino." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.
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Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft.The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.
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Almeida, Nuno Miguel Dias. "Curricular internship in a clinical research unit." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17113.
Full textAbstract:
Mestrado em Biomedicina FarmacêuticaO presente relatório descreve em detalhe as tarefas e atividades desenvolvidas no contexto de um estágio curricular durante o segundo ano do Mestrado em Biomedicina Farmacêutica, da Universidade de Aveiro. Este estágio teve lugar na Unidade de Farmacologia Clínica do Professor Joaquim Ferreira, do Instituto de Medicina Molecular, de 14 de setembro de 2015 a 27 de junho de 2016. Esta experiência permitiu-me pôr em prática aquilo que aprendi no mestrado durante dez meses. Tive a oportunidade de trabalhar em três áreas diferentes da biomedicina farmacêutica: farmacovigilância, coordenação de ensaios clínicos e gestão de dados. Durante o estágio, surgiram múltiplas dificuldades e obstáculos. Contudo, consegui ultrapassá-los, melhorando as minhas capacidades profissionais, tais como organização, responsabilidade, comunicação, espírito critico, entre outras qualidades fundamentais para ser um bom profissional. Em conclusão, este estágio curricular permitiu o meu crescimento, não só como profissional, mas também como pessoa. Considero que tenha sido um desafio concretizado com sucesso e estou consciente que me abriu muitas janelas para a minha carreira futura.
This report describes in detail the tasks and activities developed in the context of a curricular internship during the second year of the Master’s degree in Pharmaceutical Medicine of the University of Aveiro. This internship took place in the Professor Joaquim Ferreira’s Clinical Pharmacology Unit (CPU) of the Instituto de Medicina Molecular, from September 14th, 2015 to June 27, 2016. This experience allowed me to put in practice what I learned from my master’s degree during ten months. I had the opportunity to work in three different areas of pharmaceutical medicine: pharmacovigilance, clinical trial coordination and data management. During the internship, several difficulties and obstacles showed up. However, I managed to surpass them, improving my professional skills, such as organization, responsibility, communication, critical thinking, among other fundamental qualities to be a good professional. In conclusion, this curricular internship allowed me to grow up, not only as a professional but also as a person. I think it was a successful challenge and I’m aware that it has opened many windows to future career.
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Donisan, Julius Romica. "An Algebraic Opportunity to Develop Proving Ability." Thesis, 2020. https://doi.org/10.7916/d8-ha83-p861.
Full textAbstract:
Set-based reasoning and conditional language are two critical components of deductive argumentation and facility with proof. The purpose of this qualitative study was to describe the role of truth value and the solution set in supporting the development of the ability to reason about classes of objects and use conditional language. This study first examined proof schemes – how students convince themselves and persuade others – of Algebra I students when justifying solutions to routine and non-routine equations. After identifying how participants learned to use set-based reasoning and conditional language in the context of solving equations, the study then determined if participants would employ similar reasoning in a geometrical context.
As a whole, the study endeavored to describe a possible trajectory for students to transition from non-deductive justifications in an algebraic context to argumentation that supports proof writing. First, task-based interviews elicited how participants became absolutely certain about solutions to equations. Next, a teaching experiment was completed to identify how participants who previously accepted empirical arguments as proof shifted to making deductive arguments. Last, additional task-based interviews in which participants reasoned about the relationship between Varignon Parallelograms and Varignon Rectangles were conducted.
The first set of task-based interviews found that a majority of participants displayed ritualistic proof schemes – they viewed equations as prompts to execute processes and solutions as results, or “answers.” Approximately half of participants employed empirical proof schemes; they described convincing themselves or others using a range of arguments that do not constitute valid proof. One particularly noteworthy finding was that no participants initially used deductive justifications to reach absolute certainty. Participants successfully adopted set-based reasoning and learned to use conditional language by progressively accommodating a series of understandings. They later utilized their new ways of reasoning in the geometrical context. Participants employed the implication structure, discriminated between necessary and sufficient conditions, and maintained a disposition of doubt toward empirical evidence. Finally, implications of these findings for pedagogues and researchers, as well as future directions for research, are discussed.
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Madungwe, Louise Stanley. "Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25011.
Full textAbstract:
The study examined the opportunities to learn Mathematics that are accorded to secondary school students with visual impairment in Zimbabwe. The study focused on form one and form two students who are completely without sight, but are learning in inclusive settings, together with their Mathematics teachers. The study examined how teachers interacted with the subject matter, how the teachers interacted with the visually impaired students and how these students interacted with partially sighted students in the teaching and learning process. The study adopted the case study approach under the qualitative inquiry. Data was collected using document analysis, lesson observations, personal interviews with teachers and focus group interviews with students who were purposive sampled. The study established that visually impaired students were not accorded adequate opportunities to learn mathematics at secondary level. The reasons for this deficit are (1) visually impaired students learnt the same curriculum as sighted students when they could not access some topics on the syllabus, (2) the teachers were professionally qualified but they lacked the necessary specialist training for teaching students without sight, (3) teachers used the same teaching methods as those used with sighted students, (4) a lot of time was spent on task though not much ground was covered, (5) the schools were not adequately resourced with appropriate teaching and learning materials for use by visually impaired students, culminating in lost opportunities to learn mathematics. The study recommends that appropriately qualified teachers be deployed to teach at schools for the visually impaired, that all secondary teachers learn the basic modules in Special Needs Education during training. The study also recommends for the government to assist the schools for the visually impaired students to import the much needed teaching and learning equipment. The study has provided some knowledge about the learning of mathematics by visually impaired students in Zimbabwe in the areas of lesson delivery, materials provision, and programme adjustments at secondary teacher training colleges and universities. It has also provided curriculum planners with an insight on the prevailing situation with regard to the teaching and learning of mathematics by visually impaired students. This knowledge could be used when formulating future mathematics curriculum and training policies to do with non-sighted students in Zimbabwe and other countries in Africa.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Buckley, Jacquelyn Anastasia. "Authentic instruction and authentic intellectual work : assessing the opportunity to learn for secondary students with and without disabilities in restructuring schools /." 2002. http://www.library.wisc.edu/databases/connect/dissertations.html.
Full text
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Chen, I.-huai, and 陳憶淮. "The Influence of Educational Reform on Senior Secondary Education in Taiwan－Discussion for the equality of educational opportunity of tracking education." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/30656941724827088132.
Full textAbstract:
碩士南華大學
教育社會學研究所
92
This paper is to discuss the unequal situation under the tracking education of senior secondary school from the 410 educational reform in year of 1994. Meanwhile, to the discussion and the responses from government after the educational reform proposed the “Widespread establishment of high school & university” is further reviewing the construction of those policies and result of the execution. According to the analysis of official documentation and cultural heritage, I have concluded the following, 一、From the investment of educational resource side, government has a principle of “subsidized to private school and inspired to private investment”. As for the educational environment such as the budget for educational and teachers, there are less difference between public and private schools than the past yet the private Senior Vocational School is the least one. 二、From the opportunity of enrollment side, because college transforms to university, it significantly increases the opportunity of enrollment for Senior Vocational School, which is mostly from the private schools. 三、From the system of enrollment side, under current system of multiple enrollment, it emphasizes an ability of “carry-on” and is much more negative for the competition of weakness group. The selection progress is almost evaluated only based on the result of the Basic Competence Test and it is no difference with the association test from the past. 四、From the result of education side, the students graduated from high school have more opportunities than the Senior Vocational School to go to universities. Meanwhile, the diplomas from difference universities are not really equal-evaluated and the weakness are especially those from the universities transformed by colleges. Besides, certificates of professional have no trustworthiness from the public. There are still lots of unfair plans to the students from Senior Vocational School under the structure of current educational system. In additional, I discover from my studies that the reasons and implementations that government arises from this educational reform are quite similar with the reform of “extension of 9 years for Compulsory Education” in 1968. However, this is for the same parties who didn’t get improved of entrance examination stress from the reform of “extension of 9 years Compulsory Education”. The government right now is still using the same pattern under the same old questions of lack of resources to extend the Higher Education and I don’t believe that the same old question from the past 10 years can be resolved. Therefore, I propose the followings as a reference for the educational reform: 1. Establish national long-term education research centre 2. Integrate vocational system and implement certificate system 3. Establish speedily the multiple educational environment 4. Shorten the difference between public and private school 5. Operated by government and managed by privates for private Senior Vocational School
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"Breaking Down Barriers Through the "STEAM" College Success Program: Increasing STEM Bachelor's Degrees for First-Generation Hispanic Students of the Desert Southwest." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.55651.
Full textAbstract:
abstract: ABSTRACT
To remain competitive on local, state, and national levels and to achieve future economic and social goals, Imperial and Yuma County need an educated workforce. The primary industries supporting the desert region are technical, science, technology, enginnering and mathematics (STEM)-based, and require a highly skilled and educated workforce. There continue to be vast disparities in terms of numbers of students declared and enrolled in STEM transfer degree programs and the number of students completing STEM bachelor’s degrees.
Perceptions regarding post-secondary education start to develop at a young age and can prevent or enable a student’s development of post-secondary aspirations. Understanding a student’s perceptions of barriers are important because they can prevent students from completing a four-year degree. The pilot research provided in the study are the first steps in helping educators and community leaders understand what drives and form student perceived educational barriers and student perceptions of self, and then provide a better understanding of first-generation Hispanic students’ value of higher education.
As part of the study, I designed the science, technology, engineering, agriculture and mathematics (“STEAM”) College Success Program to help college students overcome the perceived barriers intervening with the completion of a bachelor’s degree. The program involved community, industry, and college students in a unique experience of incorporating a one-week camp, academic year of mentorship, STEM education, and college support. Pilot results of the “STEAM” College Success Program indicate the innovation was effective in reducing perceived barriers relating to college success and bachelor’s degree completion.and was most effective in the area of self-efficacy and personal achievement.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019
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Kim, Young-Eun active 2013. "Students' understandings of educational achievement in a high-stakes testing environment : stories from Korean secondary schools." Thesis, 2013. http://hdl.handle.net/2152/23320.
Full textAbstract:
The purpose of this study is to explore high school students’ understandings of achievement and opportunity through their lived experiences which are constructed under a high-stakes testing environment in Korea. This study undertakes a critical analysis of high-stakes testing and its intersectional effects in terms of structure and culture, attending to students’ everyday experiences in testing practices as these are embedded in certain discourses. Recent scholarship reveals that high-stakes testing reinforces a correspondence between socioeconomic status and educational attainment under the neoliberal educational policies of school choice, privatization, and high-stakes testing. In the analysis of educational policies such as the accountability movement, some studies contend that the political and economic discourses underpinning high-stakes testing are effectively hidden behind educational practices ostensibly aimed at raising standards. To date, however, there has been little attention to how students internalize the logic of neoliberal competition and how they experience educational achievement and opportunity structure within a high-stakes testing environment. Drawing on in-depth interviews of high school students from varying economic and academic backgrounds, this study found that students’ experiences of the high-stakes testing environment are influenced by their social class and achievement levels. High-stakes testing does not contribute to reducing achievement gaps between classes but rather reinforces educational alienation as well as opportunity gaps. Furthermore, high-stakes testing, as a cultural practice which affects students’ daily lives and their experience of curriculum and instruction, contributes to the ideological construction of students’ understandings of achievement and opportunity structure. While students experience structural constraints in achievement, they believe in testing as being a fair and equal opportunity. Concealing students’ struggles within structural barriers as well as their contradictory experiences in relation to ideologies of achievement and success, high-stakes testing becomes the medium through which students’ social desires are reproduced. An intersectional analysis in terms of culture and structure of students’ experiences in relation to high-stakes testing can help us to understand how the achievement ideology responds to students’ aspirations and also how those aspirations help this ideology persist. This study urges educational policies to focus on opportunity gaps and to look at contradictions and struggles that students experience in high-stakes testing.text
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Idris, Khairiani, and 伊凱蒂. "Opportunity to Learn Data Distribution through Reading Statistics Texts Written in English as a Second Language for Indonesian Pre-Service English as a Foreign Language Teachers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3hdq96.
Full textAbstract:
博士國立臺灣師範大學
數學系
106
The ability to understand statistical information written in English is prominent given the global status of English and the importance of statistics to understand data, variation and chance which are omnipresent in modern life. Furthermore, college students might need to read and understand statistical results of research in their field of study, while English continues to be the preferred language of scientific communication in most published articles. The main purpose of this research was to investigate the issue concerning the opportunities of learning through reading statistics texts written in English as a second language for Indonesian pre-service English as a Foreign Language (EFL) teachers by taking two components of reading, i.e., reader and text, and the interaction between the two. Accordingly, three studies were compiled to reach the purpose. Initially, Indonesian pre-service EFL teachers’ views on statistics were explored in study one, which involved their values on the learning and conceptions of statistics. Study two concerned on statistics text, in which a framework for analyzing the accessibility of statistics text was developed and subsequently utilized to analyze two versions of college statistics textbooks. By taking the components under one of the accessibility attributes proposed in study two, i.e., the integration of verbal and visual information, six versions of statistics reading materials were designed. Subsequently, study three explored the relationships between different versions of statistics reading materials and students’ reading comprehension. Findings from study one revealed that almost all Indonesian pre-service EFL teachers in this study acknowledged the utility of statistics, yet only 60% of them had a positive intrinsic value in learning the course. Conflicting beliefs expressed by both positive and negative intrinsic value were also found on some students. Meanwhile, three types of conceptions of meanings of data were found underlying the six categories and the three factors of conceptions of statistics: data as numerical numbers, data as numbers in problem contexts; data as information for investigation. Additionally, an instrument for measuring conceptions of statistics was developed and validated in this study. Findings from study two proposed five accessibility attributes of statistics texts, which might reveal not only the strengths and weakness of statistics texts for particular readers, but also to what extent the content knowledge of statistics is presented in the textbooks. The textbooks analysis conducted using the framework revealed several different characteristics between English and Indonesian version textbooks. Indonesian textbook more likely emphasizes on a knowledge-based view of statistics, in which statistical basic knowledge and data as numerical numbers with or without contexts are presented dominantly. English version presents both knowledge based and problem solving views of statistics and more dominantly addresses data as numbers in problem contexts or data as information for investigation. Findings from study three revealed that the verbal information in form of data scales provided on boxplot hinder students reading comprehension. Moreover, providing not scaled-labeled boxplots by sequencing the boxplot before the corresponding verbal information was more favorable for reading comprehension. The implications of the findings and further research were discussed.
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Clemens, Charlotte. "Learning and teaching cultural connectedness from the secondary art room, or, Survival and success in a secondary art room." Thesis, 2014. https://vuir.vu.edu.au/25345/.
Full textAbstract:
Through autoethnography, I am seeking to demonstrate how Cultural Connectedness can be developed from and in the secondary art room. My project comprises three parts, two visual exhibitions and an exegesis. The first exhibition consisted of paintings and prints around the theme of Creativity and how I am inspired by my environment at home, in my community and at work. This exhibition was called ‘Living Colour’.
The second exhibition consisted of digital photographs taken in the classroom that were manipulated by Photoshop CS6 and collaged prior to the show and in situ to emphasise different meanings. This show was named ‘The Real Deal’.
The exegesis fuses all aspects of the creative project and goes into depth about how my ideas were formed and how they were used to effect transformation in the secondary art room. I use the term ‘Cultural Connectedness’ to mean a feeling of completeness and confidence of themselves in their communities achieved by students through activities created in and through the visual arts.
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Burrun, Shanita. "Attaining quality education in Mauritius at secondary level : a case study of the Zone 2 (state secondary) schools from the educator’s perspective." Diss., 2011. http://hdl.handle.net/10500/5076.
Full textAbstract:
"Education For All" is the goal which the Ministry of Education and Human
Resources, in Mauritius, wishes to attain, based on the recommendations of
UNESCO. Mauritius urges for quality education, that is, a world-class
education in which each Mauritian child should be given the opportunity to
reach high educational success. Education must be the privilege of all and not
the sole right of a few elites. This study analyses, from an educator‘s point of
view, the extent to which Mauritius is proficient in reaching quality education
at secondary level. It is mainly based on hypothesis-testing. The research
process also includes a case study of the Zone 2, for which a selfadministered
questionnaire was distributed to a sample of 90 educators. The
study reveals that Mauritius is heading towards a quantified education rather
than a quality education. Mass education can be seen as a better rhetoric for
its current educational plan.Sociology
M.A. (Sociology)
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Eason, Noelle Rogers. "State Funding and the Equal Educational Opportunity of Language Minority Students: The Texas Public School Finance Mechanism and the Extent to Which English Language Learners Are Equitably Served." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8832.
Full textAbstract:
This quantitative study examined state and local funding and district spending
patterns for English language learning (ELL) students in Texas. The purpose of this
study was to examine the vertical equity of the state public school funding system from
1997-2007 for purchasing educational resources for ELL students. Vertical equity was
operationalized through a research-based framework that places ELL students at risk of
academic failure. Regression analysis examined vertical equity through (a) the extent to
which the quantity of ELL students within districts predicted the TPSFM funding output
for ELL students in districts over 10 years and (b) the extent to which, when districts are
grouped by like-sized populations of ELL students within each of the 10 years, the
quantity of ELL students within districts with like-sized populations of ELL students
predicted the TPSFM funding output for ELL students. The findings revealed that from
1997-2007, the ELL student funding component was not found to be a statistically significant predictor for district spending on ELL students in any given Texas district.
The present study therefore concludes with a discussion of policy implications and
recommendations for further study. Within the current punitive culture for student
assessment results and annual yearly progress measures, these findings indicate that
programs serving ELL students may be constrained to produce results in areas where
they are not equitably funded to be able to do so. In the daily life of school operations,
teachers and administrators may be well aware that the state's mechanism does not
supply adequate funding for the education of ELL students, therefore the results of this
study may serve policy makers to clearly see the elephant of inequitable funding
standing in the classroom.
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Hudson, Natasha. "Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students." Thesis, 2009. http://hdl.handle.net/1807/18119.
Full textAbstract:
To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools.
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Afework, Tadesse Hailu. "Challenges and opportunities of using a distributive approach in instructional leadership : a case study in secondary schools in the Haramaya district of Ethiopia." Thesis, 2020. http://hdl.handle.net/10500/26575.
Full textAbstract:
This thesis draws on a case study research method conducted to identify the challenges of school leadership and to investigate the opportunities of instructional leadership practices via a distributive approach for secondary school principals in Haramaya District of Oromia region, Ethiopia. This qualitative research approach allows for obtaining detailed information from the participants for the issue under study. The participants of the study were five secondary school principals, 25 secondary school management members and five Haramaya District Education Office experts. Totally 35 participants were the subjects of the study. The data collected from the participants were analysed using a thematic analysis by employing the necessary steps of qualitative data analysis. Therefore, the study identified that school principals do not give equal emphasis for some of the instructional leadership roles and distribute instructional leadership roles based on a traditional ways rather than using a theme approach. The support provided to school principals from stakeholders to strengthen their instructional leadership practices using a distributive approach is also low. In addition, lack of knowledge and skill of principals to understand the recent school leadership theories and a distributive approach make principals not to practice instructional leadership via a distributive approach effectively and efficiently. Moreover, low commitment of stakeholders to take instructional leadership roles and activities, lack of adequate support from stakeholders to principals and lack of instructional materials and qualified personnel were the major challenges of principals in practicing instructional leadership via a distributive approach. Finally, the researcher recommended that school principals, Haramaya District Education Office and East Hararghe Zone Education Desk should work collaboratively to formulate and communicate a school vision, to use technology for assisting learning and strengthen CPD programme based on need assessment. Moreover, school principals should work on the approach of distributive leadership on a team base to use the various knowledge, skill, expertise and experience of stakeholders. Teachers, students, parents, community, educational authorities at different levels, GO and NGOs should distribute instructional leadership roles and activities to support principals. Haramaya District Education Office and East Hararghe Zone Education Desk in collaboration with NGOs should prepare up-to-date training and strengthen school-community relationships.Educational Management and Leadership
D. Ed. (Education Management)
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Takeuchi, Miwa. "Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms." Thesis, 2012. http://hdl.handle.net/1807/32821.
Full textAbstract:
Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students’ opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students’ opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language.
Drawing on cultural historical activity theory, this study focuses on two aspects of learning: externalization, which emphasizes learners’ creation of new cultural artifacts and new contexts to apply the given artifacts, and internalization, which emphasizes learners’ acquisition of preexisting cultural artifacts.
In this ethnographic study, I examined the activity systems of participatory action research (PAR) with the activity system of regular mathematics lessons. Within these activity systems, I focused on newly-arrived English language learners’ (ELLs) participation. Specifically, I examined the range of opportunities to learn afforded to students in the two activity systems and identified how focal ELLs accessed these opportunities to learn.
In the activity system of PAR, which emphasized externalization, students conducted research and presented their conclusions in order to implement changes in their school environment. All students, however, did not participate equally. Specifically, the focal ELLs were not able to access these opportunities to learn as a result of group dynamics, marginalized social identities, and other students’ perceptions of their linguistic ability.
In the activity system of regular mathematics lessons, which emphasized internalization, the teacher organized lessons in ways that allowed focal ELLs to receive extra support and resources to reach the curriculum expectations. These mathematics lessons allowed focal ELLs to increase their participation through mathematical reasoning, problem solving, and explanations with a variety of resources including visual representations.
A critical examination of the interactions revealed that focal ELLs’ opportunities to learn were expanded or limited depending upon classroom configurations. Furthermore, this research suggests that students’ social identities serve as both a medium and a product of learning. These results have valuable implications for developing inclusive classroom practices and curriculum in multilingual content classrooms.
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(13276773), Ellen Gibson. "Adolescent self-esteem." Thesis, 1993. https://figshare.com/articles/thesis/Adolescent_self-esteem/20524365.
Full textAbstract:
Reported are the results of a 6 year study of adolescent self-esteem. This study observed a group of students from Year 10 to their third year after leaving the secondary school system. In that 6 year period, the subjects were tested 3 times using the Coopersmith Self -Esteem Inventory (1975). Both the Adult and School Forms were used. The students attended both single sex and coeducational schools in their junior secondary years and then attended a common coeducational college for the Years 11 and 12. Their self-esteem levels showed no gender effect in Year 10, but when tested in Year 12, the self-esteem of the whole group had declined noticeably.
In 1993, the group of 81 students was recontacted for the final testing with the SEI. Only 20 responded. The SEI of those 20 students over the three testings indicated that the group of 20 had not changed its self-esteem level from 1988. It is possible that the use of questionnaires and written surveys as opposed to face to face contact resulted in an atypical group as its self-esteem levels and Tertiary Entrance Score was higher than average.
The group showed no relationship between its academic ability and self-esteem, there was no gender effect in any area including subject choice in Years 11 and 12 and in choice of university course and generally the subjects' estimates of their self-esteem was in accord with the score on the SEI. The question of the reason for the decline of self-esteem of the 81 students in Year 12 remains and may not be observable in the light of significant changes in school environments. It is possible that gender differences if they were significant at any time may have diminished because of programs and general interest in the issue.