Dissertations / Theses on the topic 'Secondary level of schooling'
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Li, Ting-on, and 李定安. "Schooling effects on mathematics achievement at sixth form level in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626895.
Full textLillrank, Erik, and Fredrik Nilsson. "Job Market Signalling in the European labour market : Exploring the relationship between tertiary education access and participation in secondary level schooling." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435893.
Full textMatas, Amanda Keri. "Analyzing Best Practices in the Schooling of Secondary-Level Latino Newcomer Immigrant Youth: A Comparison Study of Two Yearlong Specialized Programs." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/68.
Full textJohansson, Malin. "Spelar det någon roll vilken kurslitteratur vi har? : Språkhistoriska prioriteringar i gymnasiets läromedel." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79595.
Full textWhen teaching aids are created the selection of content as well as the abilities andknowledge that the pupil will develop is based on the design of the governing documents.However, there are no longer a governing teaching aid review, instead it lies in the handsof the individual teacher. This study shows that in the area of language history, taught inthe course Svenska 3 at upper secondary level, the teaching aids differ markedly betweenwhat information they choose to address and what knowledge goals and abilities theyhave in focus. Which, in the long run, has consequences for the individual pupil andcontributes to the schooling not being equal but instead dependent on the teachers’individual teaching aid choices.
Kwan, Kam-por. "The educational costs of secondary schooling in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627255.
Full textHine, Paul. "Classroom environment and the transition to secondary schooling." Curtin University of Technology, Faculty of Education, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12401.
Full textin Grade 7 and students moved to a new secondary setting in Grade 8.Classroom environments in secondary settings were generally perceived less favourably, given rapid lesson turnover, multiple specialist teachers and larger school sizes, which were associated with a perceived increase in alienation. These findings seem generally consistent across the sample of schools involved in the study, although variations were evident in different schools with differing enrolment profiles and internal arrangements for catering for students moving from primary to secondary schooling. Satisfaction was closely associated with the classroom environment dimensions of affiliation and autonomy in Grade 7, and with affiliation, autonomy and teacher support in Grade 8.Given the extensive work undertaken by researchers and scholars in the area of middle schooling, this study holds significance for teachers and administrators who wish to promote effective and manageable classroom experiences for students as they move from upper primary to lower secondary schooling.
Hodgkin, Kieran. "Schooling, Physical Education and the primary-secondary transition." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6525.
Full textKwan, Kam-por, and 關錦波. "The educational costs of secondary schooling in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627255.
Full textSamuda, Karelle. "Household economic resources, household structure and secondary schooling in Jamaica." CONNECT TO ELECTRONIC THESIS, 2006. http://hdl.handle.net/1961/3709.
Full textKakuba, Christian. "Evolution of inequalities in access to secondary schooling in Uganda." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H019/document.
Full textWhile access to basic education is at the heart of development, the fact that sustained and meaningful education is critical for emancipation of the individual and entire society is no longer a matter of debate. Indeed, the myriad of advantages associated with sustained and quality mass education presuppose that it should be enjoyed by all as espoused in Education for All Goal 2 and Millennium Development Goals 2 and 3. Since Uganda was one of the first countries in Sub-Saharan Africa to introduce universal primary and secondary education in 1997 and 2007 respectively, this study endeavored to understand the extent to which the said democratization of education has eclipsed inequalities in accessing secondary schooling. This study largely used Uganda National Household Survey data for 2005/6 and 2009/10 that had information on schooling profiles of the household population and other characteristics that have been found to explain schooling outcome differentials. Through appropriate multivariate models, it was possible to map the evolution of inequalities in accessing secondary schooling for all children aged 13-24, making a transition for the ones that completed primary and accessing boarding facilities. Universalizing education at both levels has failed both to enhance completion of primary and dampen inequalities in accessing secondary schooling. Indeed, completion of primary and transition to secondary remain a prerogative of largely children from better socio-economic backgrounds, urban areas and the central region. Children in households below the 25th top percentile of household income, those in the rural, East, West and North, and those under household heads with less than secondary education, remain largely excluded from secondary schooling. Besides, whereas boarding schools (some of which are government schools) are known to offer better quality education that would enable social mobility for disadvantaged children, they are largely inaccessible to the poor as a matter of policy and this exacerbates inequalities in accessing quality secondary schooling. While inequalities in accessing secondary education for all eligible children have largely persisted, making a transition by children from poorer socio-economic backgrounds seems to be more difficult in the recent past than before implying that most children previously entangled in a vicious cycle of disadvantage, are most likely to remain so
Luecke, Heather Marie. "Post-secondary decisions of public school and homeschool graduates in Jackson County, Wisconsin, as compared to national post-secondary decision statistics." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lueckeh.pdf.
Full textBurnett, E. S. "Curriculum continuity in a rural secondary school." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234524.
Full textBlasco, Maribel. "In loco parentis? : students, families and secondary schooling in urban Mexiko /." Roskilde : Roskilde University, International Development Studies, 2001. http://hdl.handle.net/1800/271.
Full textHack, Joanne, and res cand@acu edu au. "Meaning-Making: A key pedagogical paradigm for schooling in the third millennium." Australian Catholic University. School of Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp188.09122008.
Full textBarty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.
Full textJones, Shelley Kathleen. "Secondary schooling for girls in rural Uganda: challenges, opportunities and emerging identities." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/279.
Full textKapuela, Ingrid Sibongile. "Discipline in schooling: a study of rural secondary schools in KwaZulu-Natal." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1361.
Full textThis study was influenced by a variety of disciplinary problems experienced by educators in rural secondary schools in KwaZulu-Natal. Educators regard discipline as a problem which they have to endure everyday. Teaching and learning have become difficult in some schools, and impossible in others, because some educators do not understand how to foster discipline in classrooms. The concern here is quality management and the fostering of disciplinary measures in schools. One of the important characteristics of an effective school is good discipline. The problem is that effective school discipline does not happen by chance; it has to be planned and implemented in an organised manner. The purpose of the study was to investigate the nature of discipline, and how principals of schools in rural secondary schools in KwaZulu-Natal perceive and manage discipline in their schools.The researcher chose Zululand district in KwaZulu-Natal as the field of study because that is where most rural schools are. The “mixed method research design” (the quantitative and qualitative approaches) was used in combination to provide a better understanding of research problems. Two hundred and sixty (260) schools were randomly selected. Data were collected by means of questionnaires and interviews. The following are some of the key findings that emanated from the empirical study: Schools have the following policies: discipline policy; code of conduct for learners; code of conduct for educators and alternatives to corporal punishment but their implementation is poor. Principals of schools still regard corporal punishment as a disciplinary option. Schools in rural KwaZulu-Natal still resist the use of alternative punishments. Schools have the problem of dysfunctional members of the governing bodies. Parents do not cooperate with schools. A high percentage of educators are not willing to enforce discipline. On the basis of the above findings the researcher recommends among other measures that principals of schools should implement the policies they have put in place. The Department of Education should empower newly appointed principals by giving them an induction course in management in order to ensure that they have the required skills. Principals should receive training in changes that are taking place in education; for instance, the implementation of alternatives to corporal punishment, legislation and regulations that govern discipline and punishment in schools and parent involvement strategies. Principals must work collaboratively with the school governing body, educators, learners and parents to formulate a unifying mission and develop school rules that will take care of discipline, the indispensable foundation for all other scholastic success.
Espinoza-Herold, Mariella. "From the students' point of view: Latino students' perspectives on schooling." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282641.
Full textLi, Ting-on. "Schooling effects on mathematics achievement at sixth form level in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626895.
Full textMills, Michele Celine. "Dilemmas and dynamics relating to selection for secondary schooling in Trinidad and Tobago." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618826.
Full textBarkhof, Sandra. "European integration and European identity : case study : the European dimension in secondary schooling." Thesis, University of Plymouth, 2006. http://hdl.handle.net/10026.1/436.
Full textGewirtz, Sharon Josie. "Post-welfarist schooling in London : a study of cultural transition in secondary education." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286817.
Full textPollock, Graeme Mackenzie. "The orientation of the standard six pupil transferring from primary to secondary schooling." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001443.
Full textPritzl, Nancy A. "A resource guide for parents regarding the choices of public schooling, private schooling, or homeschooling their elementary or secondary school age children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pritzln.pdf.
Full textHoxby, Caroline Minter. "Markets and schooling : the effects of competition from private schools, competition among public schools, and teachers' unions on elementary and secondary schooling." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12001.
Full textZeng, Jiayang, and 曾佳阳. "Formal schooling and private tutoring: valuesembedded in the curriculum in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369445.
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Master of Education
Varughese, Jincy. "Environmental Inequities in U.S. Public Schooling." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1416.
Full textCuttance, Peter. "The effectiveness of schooling : variation in attainment among schools and among educational sectors." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/18813.
Full textAlsuwaileh, Bader Gh H. S. "University students' academic attainment : the influence of public and private secondary schooling in Kuwait." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14645.
Full textCarey, Lucy Jane. "Narrative, autism and mainstream secondary schooling in England : issues in assessment, inclusion and intervention." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2844/.
Full textHumphreys, Sara. "Schooling identity : gender relations and classroom discourse in selected junior secondary schools in Botswana." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418712.
Full textLopez, Maria A. "Stories from the heart: Youth narratives on alternative schooling experiences." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290118.
Full textPope, Beverley, and n/a. "Public schooling and private interests : an exploration of the links between state provided secondary schooling and the class interests of professional and professionalizing groups." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061106.094056.
Full textGueye, Barrel. "Gender, identity, culture and education an ethnographic study of the discontinuity of secondary schooling in Senegal, West Africa /." Diss., Online access via UMI:, 2006.
Find full textPfister, Christina Cara. "Problems of beginning teachers at the secondary level." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Full textAkwesi, Christian Kofi. "Teacher assessment in the early years of secondary schooling in Ghana and the United Kingdom." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240731.
Full textFadil, Mamdouh Kamal Hakim. "'Between hopelessness and ambivalence' : young Egyptians, secondary schooling and the Arab Spring in urban Cairo." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51648/.
Full textBoulton-Funke, Adrienne. "An arts-based methodology of intuition : secondary visual art teacher becomings and encounters with schooling." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54604.
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Curriculum and Pedagogy (EDCP), Department of
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Linton, Rowena. "A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/34203.
Full textGstach, Dieter, Andrew Somers, and Susanne Warning. "Output specific efficiencies. The case of UK private secondary schools." Inst. für Volkswirtschaftstheorie und -politik, WU Vienna University of Economics and Business, 2003. http://epub.wu.ac.at/1164/1/document.pdf.
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Williams, Teresa L. "Global workers, local schooling : an examination of human capital investment in Virginia /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06162009-063422/.
Full textau, lasko2nd@yahoo com, and Tomaz Lasic. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.
Full textCroll, Joshua Eric. "CRITICAL PEDAGOGY IN URBAN SCHOOLING: A GUIDE FOR CLASSROOM PRAXIS." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/203440.
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This paper explores concepts and theories in the tradition of critical pedagogy as they relate to teaching practices in contemporary American urban public schooling. Objectives for critical pedagogies are discussed and applied to various aspects of teaching and education, including urban schools and school systems as problematical institutions; establishing a healthy classroom climate and learning community; creating a learning partnership with students; posing-problems for study; generating ideas through collaborative dialogue; guiding inquiry and critical thinking; providing ongoing and authentic assessment; and the imperatives of ethical values, ideology, and multiple perspectives in critical teaching praxis. Critical educational scholarship informs teaching and learning in schools to provide liberating opportunities to achieve critical and academic literacies. Theories of liberation, freedom, democracy, justice, power, oppression, transformation, community-building, humanization, authority, dialogue, agency, instructional ideology, social reproduction, standards, curriculum, culture, learning, thinking, questioning, literacy, assessment, and pedagogy are explored from critical perspectives and discussed as they are brought to bear on classroom teaching and learning in urban K-12 schools.
Temple University--Theses
Lasic, Tomaz. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school." Lasic, Tomaz (2007) Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school. Masters by Research thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/145/.
Full textLašič, Tomaž. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.
Full textBlades, Barry Anthony. "Deacons School, Peterborough, 1902-1920 : a study of the social and economic function of secondary schooling." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020417/.
Full textVos, Robin. "Education, Well-Being and Aspirations ; a Capability based Analysis of the Secondary Schooling System in France." Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0331.
Full textThis thesis proposes to explore the academic inquiries of economic science into education by focusing on its evolution over time and the associated theoretical implications. It will then provide a chronological study of the notions of well-being and aspirations from the standpoint of economic theory while attaching importance to highlight when these notions meet each other in these theoretical formulations (Part I). Findings of Economics of Education and its disregard of pupils well-being and aspirations will lead to the exploration of the Capability Approach as an alternativetheoretical framework (Part II). Finally, this thesis proposes an application of the Capability Approach to the French secondary schooling system. It does so by constructing a questionnaire through focus groups and evaluating its outcomes with multidimensional statistics (Part III).This operationalization allows establishing a link between well-being and school-related aspirations through a new methodology
Sharpless, Brittany. "Secondary Educators' Perceptions Of Teaching And Schooling Adolescent Students with Limited, Interrupted, or No Formal Education." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586530430731774.
Full textChow, Yuen-chu Marie, and 周婉珠. "A behavioural approach to classroom management at secondary level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956373.
Full textCOELHO, SUZANA LANNA BURNIER. "WORLD VIEWS AND PROJECTS OF SECONDARY LEVEL SKILLED WORKERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4331@1.
Full textA pesquisa descreve e analisa os processos de construção e reconstrução das visões de mundo e dos projetos de trabalhadores técnicos de nível médio em seu diálogo com a dinâmica cultural da sociedade na modernidade tardia. Foram entrevistados 20 técnicos de nível médio (16 homens e 4 mulheres), alguns recorrentemente, ao longo de três anos. Foram entrevistados ainda alguns pais e mães e visitadas algumas residências, locais de trabalho e espaços de lazer desses técnicos. Com foco nas concepções dos sujeitos, procurou-se identificar, descrever e interpretar o diálogo desses sujeitos, oriundos de diferentes contextos sócio- culturais, com os padrões culturais e disciplinares modernos encontrados, em diferentes graus e formas, nas famílias, vizinhança, escolas, empresas e nos espaços de sociabilidade e lazer. A pesquisa constatou que, ainda que inseridos no modelo mais geral de homem burguês, os técnicos, tanto os oriundos dos setores populares quanto de setores médios, apresentam universos simbólicos particulares, compostos, de forma híbrida, de práticas e representações selecionados de diferentes grupos sócio- culturais, em função dos eixos articuladores de seus projetos. Inúmeros fatores são descortinados como elementos que orientam tal seleção, desde as configurações familiares e as condições de vida até as características pessoais, passando ainda pelas instituições e práticas vivenciadas. As conclusões do estudo apontam para a clássica tensão entre sujeito, subjetividade e identidade, de um lado e racionalidade, universalidade e vida social de outro, equacionada de diversas maneiras nos vários grupos culturais. No caso dos técnicos investigados foi identificada uma tendência ao favorecimento do pólo da racionalidade, em detrimento do pólo da subjetividade, nas instituições acessadas ao longo de suas trajetórias de vida, como a escola profissional, os sindicatos, as universidades e as empresas. Mas tal tendência não é única e dialoga tensa e intensamente com os valores oriundos da cultura popular através de instituições como a família e a religião, e de espaços como a vizinhança e as redes de sociabilidade. Nesse quadro complexo, os técnicos constroem suas visões de mundo e projetos, plenos de limites mas também de possibilidades.
This research describes and analyses the construction and reconstruction process of secondary level skilled workers world views in their dialogue on the cultural dynamics of the late modern society. The data was collected through interviews with twenty secondary level skilled workers ( sixteen men and four women) some of them for three years following their life histories. Some of the workers´ fathers and mothers were also interviewed in their homes. Interviews also took place at work and in their places of leisure. Focusing on the subjects´ perceptions, the research tried to identify, describe and interpret the dialogue between these workers, which come from different socio-cultural contexts, and the modern cultural and disciplinary patterns encountered in their families, neighborhoods, schools, companies and places of leisure. The research findings show that, belonging to the bourgeois human model, the workers also are influenced by popular groups and also by the middle class. This reveals particular symbolic universes, hybrids, composed with practices and representations chosen from different social groups, institutions and media, and referred in the central elements of their projects. The research also points to various factors which direct these choices, from the familiar configurations to personal peculiarities and the experienced institutions and practices. The conclusions point to the classic tension between the individual, subjectivity and identity, on the one hand and, on the other, rationality, universality and social life - a tension that is differently managed by the various cultural groups. In the case of these workers, a tendency of the institutions accessed by them along their life histories was identified as encouraging the rationality aspects in prejudicing their subjectivity in areas such as educational establishments, trade unions, universities and work place. But this is not the only tendency and the rationality dialogues tensely and intensely with the popular culture values stemming from institutions such as the family and religion and from areas such as the local neighborhood and social networks. In this complex framework the skilled workers compose their world views and projects, full of limits as well as possibilities.