To see the other types of publications on this topic, follow the link: Secondary level of schooling.
Dissertations / Theses on the topic 'Secondary level of schooling'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Secondary level of schooling.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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 text
2
Lillrank, 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 textAbstract:
This study re-examines a theoretical scenario introduced by Kelly Bedard in which increased university access leads to an increase in high school dropouts due to the decreased wage premium of a high school diploma caused by talent departing to higher education. The goal for this empirical study is to expand upon the theoretical framework introduced by Bedard in order to determine whether job market signalling is present in the European labour market. In line with Bedard, we theorise that if signalling holds true, secondary education graduates will decrease when access to tertiary education increases. To test this we construct 3 linear regression models to analyse a panel data set constructed of data gathered by Eurostat. Our research question is: Does increased enrolment in tertiary education have a negative effect on participation in secondary education? Our results differ from earlier studies as they indicate that increased enrolment in European tertiary education correlates with increased participation in secondary education. Ergo, we do not prove the presence of signalling in the European labour market. Our results support continued policy efforts with the aim of increasing participation at all levels of education as we find no evidence of a trade-off between university access and secondary schooling graduate rates.
3
Matas, 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 textAbstract:
The purpose of this research study is to compare two yearlong program models designed specifically to educate secondary-level newcomer immigrant youth within one large, urban school district in Southern California. The two divergent secondary-level programs that are compared in this study, a self-contained newcomer program and a beginning level English as a Second Language program (ESL 1/2), are explored to determine which program more successfully prepares secondary-level Latino immigrant youth to gain the language proficiency, academic skills, and academic self-concept necessary to exit after the requisite year.
The research for this study is informed by scholarly literature that concerns the education of immigrant youth. The literature review is driven by the following four central concepts: an analysis of significant federal and California state language policy, mitigating factors in the education of immigrant youth, existing specialized program models, and guiding theories in the schooling of linguistically and culturally diverse students.
The data for this study was collected utilizing a mixed-methods multiple case study approach. Three classrooms within each of the two programs were observed over a month-long period as simultaneous stakeholder interviews and focus groups were carried out to illuminate emergent themes and tensions. Additionally, both current and former students from the two programs were surveyed to determine their academic, social, and personal self-concept levels. The qualitative and quantitative data gathered through this study was analyzed and triangulated to determine the effectiveness of each program and answer the guiding research questions.
The results of this study demonstrated mixed findings between the two programs under study. The students gained greater academic skill levels and a higher academic self-concept level as a result of the more supportive environment offered within the newcomer program, yet the ESL 1/2 students made greater gains linguistically, as was evidenced by higher redesignation rates. In addition, after their second year, the students from the newcomer program reported far lower academic self-concept levels than those who had exited the ESL program. Therefore, due to the mixed results, this study incorporated an action plan to assist districts in creating and implementing effective programs for newcomer youth.
4
Johansson, 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 textAbstract:
När läromedel skapas sker ett urval av vilket innehåll samt vilka förmågor och kunskapersom eleven ska utveckla baserat på styrdokumentens utformning. Dock finns det intelängre en statlig läromedelsgranskning utan det ligger istället i den individuella lärarenshänder. Denna studie visar att inom området språkhistoria, som undervisas i kursenSvenska 3 på gymnasial nivå, skiljer sig läromedlen markant mellan vilken information deväljer att ta upp och vilka kunskapsmål och förmågor de har i fokus. Vilket i förlängningenkan ge konsekvenser för den enskilde eleven och bidrar till att skolgången inte blirlikvärdig utan istället beroende av lärares individuella läromedelsval.When 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.
5
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 text
6
Hine, 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 textAbstract:
This study was undertaken to investigate changes in classroom environment as students move between upper primary and lower secondary school in selected schools in South Australia. A new instrument, the Middle School Classroom Environment Indicator (MSCEI), was devised to measure students' perceptions of particular aspects of classroom environment that were considered important in this transitional phase along the educational continuum. Actual and preferred versions of the instrument were used longitudinally with students in Grade 7 and again in Grade 8 in order to determine whether students perceived an improvement or deterioration in salient aspects of their classroom climate. Also, student satisfaction was assessed before and after transition. Quantitative data from the questionnaire were supported by qualitative data gathered through discussions with teachers, students and administrators, as well as classroom visits before and after transition into secondary school.Research questions were answered through numerous statistical analyses of questionnaire data: item analysis, factor analysis and analysis of variance for establishing the reliability and validity of the MSCEI; simple correlation and multiple regression analyses for investigating associations between student satisfaction and classroom environment scales; and paired t tests to compare and contrast perceptions of classroom environments in Grade 7 and Grade 8.The sample consisted of 311 students in six schools in Grade 7 and 575 students in six schools in Grade 8. The schools represented different enrolment profiles and 'distinctive settings. The schools involved were two single-sex boys' schools, one single-sex girls' school, and three co-educational schools. Five of the six schools in the sample had both primary and secondary classes in the school, while one school terminated enrolment as a primary school ++in 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.
7
Hodgkin, Kieran. "Schooling, Physical Education and the primary-secondary transition." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6525.
Full textAbstract:
Preliminary evidence indicates that although there have been attempts to ensure continuity across the primary-secondary transition (Tobell, 2003), discontinuities remain and that there is a „hiatus in progression‟ (Galton et al., 2000). For pupils the transition to secondary school is a time of change leaving their small familiar primary school and entering a large unfamiliar secondary school. This thesis presents pupils‟ expectations and experiences of the primary-secondary transition, across the curriculum and specifically with regards to Physical Education (PE). The primary-secondary transition with regards to PE is marked by significant changes in resource provision, and a mode of delivery from (mainly) non-specialist teachers to subject specialists (Capel and Piotrowski, 2000). As an exploratory case study, an ethnographic approach was adopted with „pupil-voice‟ a distinctive and central feature. Two phases of fieldwork were conducted. The first phase examined Year 6 (aged 10-11) pupils‟ expectations of the primary-secondary transition at Urban Primary and tracked these pupils into City Comprehensive to explore their experiences (June-October 2011). The second phase of fieldwork examined the particularities of the transition concerned with PE. Once more, expectations of Year 6 pupils at Urban Primary were explored and tracked into City Comprehensive (June-October, 2012). Thematic inductive analysis was conducted and there were four super-ordinate findings which relate to: pupils‟ perceptions of the process of transition across the curriculum and with regards to PE; the notion of „being good enough‟; social implications of transition; concept of „growing up‟; teachers and teaching. Findings suggest that these factors contribute to a discontinuous experience for pupils during transition. Future research directions point towards a focus on academia across transition and a consideration of the development in physical competence within primary school settings. Throughout this thesis reflexivity and reflection were used to provide an insight into the research journey as part of the doctoral apprenticeship.
8
Kwan, 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 text
9
Samuda, Karelle. "Household economic resources, household structure and secondary schooling in Jamaica." CONNECT TO ELECTRONIC THESIS, 2006. http://hdl.handle.net/1961/3709.
Full text
10
Kakuba, Christian. "Evolution of inequalities in access to secondary schooling in Uganda." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H019/document.
Full textAbstract:
Alors que l’accès à l’éducation est au cœur du développement, le fait qu’une éducation soutenue et de qualité soit un facteur critique pour l’émancipation d’individus et de sociétés entières ne fait plus l’objet de débats. En effet, la myriade d’avantages liés à une éducation de masse soutenue et de qualité présuppose qu’elle soit à la portée de tous, comme il est décrit dans l’objectif 2 de l’Education pour tous et les buts 2 et 3 des Objectifs du millénaire pour le développement. L’Ouganda étant l’un des premiers pays d’Afrique Subsaharienne à introduire l’éducation primaire et secondaire universelle, respectivement en 1997 et 2007, cette thèse s’attache à comprendre jusqu’à quel point ces politiques de démocratisation de l’éducation ont permis de réduire les inégalités d’accès à l’école secondaire. Ce travail utilise principalement les données des enquêtes nationales de ménages de 2005/2006 et 2009/2010 qui procurent des informations sur le profil éducatif des membres du ménage ainsi que d’autres caractéristiques qui, selon les études préalables influent sur les parcours scolaires. Par le moyen de modèles multivariés pertinents, il a été possible de décrire l’évolution des inégalités d’accès à l’école secondaire, de transition du primaire au secondaire, et d’accès aux internats, ce pour l’ensemble des enfants de 13 à 24 ans. L’universalisation de l’éducation au niveau primaire comme secondaire n’a ni pu améliorer l’achèvement du cycle primaire ni réduire les inégalités d’accès au secondaire. En effet, achever le cycle primaire et accéder au secondaire demeurent principalement la prérogative d’enfants issus de milieux socio-économiques privilégiés, de zones urbaines et de la région centrale. Lorsque le chef de ménage n’est pas lui-même allé au secondaire, ou que le ménage se situe en deçà du 25e percentile de revenus, lorsqu’il est en milieu rural, ou situé dans l’Est, l’Ouest ou le Nord du pays, ses jeunes membres demeurent largement exclus du cycle secondaire. En outre, alors que les internats (dont certains sont des écoles publiques) sont connus pour offrir une éducation de meilleure qualité qui permettrait la mobilité sociale pour les enfants défavorisés, ils sont généralement inaccessibles aux pauvres selon la politique sur les internats ce qui accroît les inégalités d'accès à l'enseignement secondaire de qualité. Alors que les inégalités d’accès au niveau secondaire pour tous les enfants persistent, la transition du primaire au secondaire, pour les enfants de milieux socio-économiques les moins aisés, semble plus difficile dans le passé récent qu’auparavant, ce qui implique que la plupart des enfants qui se trouvaient dans un cercle vicieux du désavantage, très probablement y demeurerontWhile 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
11
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 text
12
Burnett, 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 text
13
Blasco, 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 text
14
Hack, 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 textAbstract:
This thesis addresses the need for schools to provide a method for young people to come to terms with the complexity of their changing world as they seek to make meaning for themselves. It begins by tracing the theoretical foundations for an increased focus on meaning in Australian schooling and its establishment as a stated pedagogical principle in federal and state policies, syllabi and Catholic Church documentation on education. It analyses the literatures of the future direction of schooling, youth spirituality and the foundation documentation on Catholic education. It proposes that there is a degree of overlap in these literatures and the common discourse and the emerging paradigm addresses the need for students to develop a sense of personal meaning. The thesis provides an historical overview of schooling in terms of the societal contexts and the educational and philosophical assumptions that underpin the curriculum and pedagogical activities. It develops a model that identifies changes in the process of meaning-making and proposes a framework that could help schools become more effective resource agents for students in the development of their meaning-making capacities. It uses this framework to investigate the key documents of one Catholic system of secondary schools. It identifies the extent to which the system actually puts into action this pedagogical principle through its policy, research material, strategic planning, school culture (charism) and religious education programmes. Finally the thesis relates the findings of the specific school system to the overall process of secondary schooling within a Catholic context in Australia and proposes some issues for further consideration.
15
Barty, 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 textAbstract:
The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
16
Jones, 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 textAbstract:
This dissertation represents a year-long (August 2004-August 2005) ethnographic case study of 15 adolescent schoolgirls attending a secondary school in a poor, rural area of Masaka District, Uganda which explores the challenges, opportunities and potential for future identities that were associated with secondary level education. This study includes an extensive analysis of the degree to which the global objective of gender equity in education, prioritized in UNESCO’s Education For All initiative as well as the United Nations’ Millennium Development Goals, is promoted and/or achieved in the National Strategy for Girls’ Education in Uganda (NSGE). I consider various ideological understandings of international development in general as well as development theory specifically related to gender, and I draw on the Capabilities Approach (as developed by Amartya Sen and Martha Nussbaum) and Imagined Communities and Identities (Benedict Anderson, Bonny Norton) to interpret my findings. My research reveals that girls’ educational opportunities are constrained by many “unfreedoms” (Sen, 1999), such as extreme poverty, sexual vulnerability and gender discrimination, that are deeply and extensively rooted in cultural, historical, and socioeconomic circumstances and contexts, and that these unfreedoms are not adequately addressed in international and national policies and programme objectives. I propose several recommendations for change, including: a safe and secure “girls’ space” at school; mentorship roles and programmes; counselors; comprehensive sexual health education and free and easy access to birth control and disease prevention products, and sanitary materials; regular opportunities for dialogue with male students; employment opportunities; closer community/school ties; and professional development opportunities for teachers.
17
Kapuela, 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 textAbstract:
Thesis submitted in fulfilment of the requirements for the degree of Doctor of Education in Educational Management at the University of Zululand, South Africa, 2014.This 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.
18
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 textAbstract:
This ethnographic study illuminates the connections between race, class, and academic engagement and the role that schools and educators exert in shaping them. The critical events portrayed demonstrate the power of social stereotyping and racism in relationship to academic engagement and the aspirations of culturally diverse high school students. At the same time, the study shows that human relationships are at the heart of schooling, and that the power relations of the broader society are often enacted in the interactions that occur between students and teachers in the classroom. Two Latino high school students, one foreign born and one U.S. born, shared candidly their points of view and perceptions about students' attrition and academic disengagement. Their perspectives were later compared to the views of thirty-three educators employed at the same urban educational institutions these students attended. A survey of these educators expanded our understanding of the forces that influence teachers' views of Latino students and their communities. The present study also examined Ogbu's influential theory of differential school success, and the connections between opposition, identity, and academic engagement. However, this study corroborated Jim Cummins' recent work, suggesting that students' behavior and motivation is influenced not only from historically or politically derived structures, but most importantly from day-to-day interactions with members of the institutional setting. During the study, the students spoke at length about school practices and policies that serve to separate students along ethnic and class lines, and that favor certain dominant ideologies over others. Issues of selective enforcement of strict disciplinary school rules, marginalization of Latino students in the curriculum, and a deteriorated school climate characterized by the absence of a true "community" among the diverse ethnic groups represented in the schools were some of the issues that emerged. The study concluded with a summary of the main recommendations for change and reform based on suggestions of the students themselves. These recommendations emanate from the sincere and genuine voices of Latino youth, representing much needed insights if we are to reverse the ongoing pattern of failure among Latino populations.
19
Li, 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 text
20
Mills, 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 textAbstract:
The high-stakes eleven plus placement examination has remained a feature of the education systems of many postcolonial Anglophone Caribbean territories. Originally based on a British model, it was introduced to the Republic of Trinidad and Tobago in 1961 and was perceived to be the fairest means of allocating the limited number of secondary school places. The expansion of the secondary sector and the achievement of universal secondary education, however, have had little impact on the selection role and societal significance of the examination in the local context. This qualitative study draws on concepts of cultural and social capital and power, and the theoretical work of sociological and educational researchers such as Bourdieu, Foucault, Bernstein, Dore and Broadfoot, to investigate whose interests are being served by maintaining the selective examination system. This is done with reference to implications that stem from the uncritical transfer of educational and assessment policies and practices to, and within, small states. More specifically, critical discourse analysis, and four detailed school case studies, are employed to examine the extent to which the Trinidad and Tobago eleven plus reproduces patterns of power and social inequity in practice. In developing the arguments, the study draws upon experiential knowledge based on my own varied professional experience within the Trinidad education system. Metaphor informs the stages of data analysis and allows the voices of the research participants to be foregrounded in the presentation of the data. Additionally, metaphor offers an important bridge that connects the findings with the key theoretical concepts that guide the study. The findings suggest that students are unequally positioned in terms of access to the cultural, social and linguistic capital that is taken for granted, and indeed required and rewarded, by the examination. It is argued that the linguistic and cultural competence demanded by the examination process requires initial familiarisation within the family and that those students who are better placed, in terms of the quantity and quality of such capital, have a better feel for the game and a significant advantage at the eleven plus level. These findings are consistent 'With Bourdieu's theory that education systems reproduce the unequal distribution of cultural capital and therefore contribute to the reproduction of inequities in the social structure. in concluding, it is argued that the eleven-plus examination symbolises and is located within the power struggles and ideological disconnections that marked its introduction to Trinidad and Tobago in the 1960s.
21
Barkhof, 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 textAbstract:
This thesis explores some of the issues concerning the concept of European identity. In particular, the aim is to assess how far school education is a suitable method to foster a European identity and support for European integration. In this context, the thesis aims to investigate whether the historic and more recent political and national developments in England and Germany have resulted in different attitudes to European integration, European identity and subsequently to a European dimension in education. The analysis also compares the general attitude towards national and European identity and European integration in England and Germany and assesses if different attitudes have resulted in a different implementation of a European dimension in education. To facilitate this analysis, the political and national development in England and Germany as well as the emergence of the European idea and the history of European integration will be discussed. The assessment of a European dimension in secondary education in England and Germany includes an analysis of documentary material and selected curricula. In addition, a survey has been carried out among a sample of German and English head and subject teachers to explore aspects of the practical implementation of a European dimension. The findings show that there are significant differences between the two countries concerning their understanding and implementation of a European dimension in education. Many of these differences can be attributed to different attitudes to national and European identity and European integration.
22
Gewirtz, 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 text
23
Pollock, 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 textAbstract:
Pupils entering High School for the first time experience many problems of orientation and adjustment. This study arose from the conviction that something could be done to alleviate this time of stress to the benefit of both pupil and school alike. A brief review of literature showed that despite a fair amount of research having been done in Britain and the United States, there is still a dearth of information relating directly to the South African situation. Most transition studies differentiate between factors affecting academic adjustment, those relating to personal adjustment after transfer, and those which involve adjustment to environmental factors. In general studies approached orientation pogrammes from two perspectives - those that handled orientation as an event with its concomitant administrative and practical advantages, and those that saw it to be a process which has more person-focussed advantages. Most researchers agree that each school has its own needs and that the orientation programme should reflect those needs. Many favour a problem-solving approach to the design of any programme and emphasize the need for constant evaluation of the programme to maintain relevance and effectiveness. A low-key investigation into adjustment problems faced by new pupils in the High School was conducted by means of a questionnaire. Three main areas of information were investigated: attitude to school; personal adjustment as indicated by the self-concept; and general impression of Secondary School. The results confirmed that problems of orientation and adjustment are experienced by pupils in the South African Education System and revealed a framework upon which an orientation programme could be based. An overview of existing orientation programme objectives stresses the fact that orientation must be concerned with the total adjustment of the child - personal, academic and environmental - and that, of necessity, it involves the whole family. An orientation programme is outlined and expanded upon in order to provide a framework upon which other programmes could be designed, specific to the particular needs of the schools involved. Finally, certain observations are offered which may lead to a better understanding of the demands of the orientation process
24
Pritzl, 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 text
25
Hoxby, 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 text
26
Zeng, 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.
Full textAbstract:
This study aims at finding out values in the curriculum of formal schooling and private tutoring in China’s context. Value is an important component of education. As schools’ values have great influence on students’ developing values, it is significant to study values experienced by students in both formal schooling and private tutoring. The present study adopts a qualitative research method with case studies of two secondary students who go to both public formal schools at weekdays and private tutorial institutes at weekends in Guangzhou, China. Data collection consists of documents and interviews.
The present study identifies and analyzes stated values in the curriculum of both formal schooling and private tutoring and values perceived by students. Comparison between these two educational systems is drawn. Also, comparison between stated values and perceived values are being made.
Distinctive differences in values between formal schooling and private tutoring are identified as collectivism vs. individualism, curriculum for moral education vs. nil curriculum for moral education, and non-consumerism vs. consumerism. The two systems also share similar values such as quality and efficiency on teaching and learning and success on scores. There are some gaps between what educational institutes claim and what students perceive in practice. They are all-round development vs. all-subject development on exam success, student-centre development vs. economic efficiency and aspirations in life vs. success in realistic world. The findings suggest a need to rethink the educational aims in an era of transformation in China.published_or_final_version
Education
Master
Master of Education
27
Varughese, Jincy. "Environmental Inequities in U.S. Public Schooling." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1416.
Full textAbstract:
Several studies and local accounts have documented elevated levels of air pollution and toxics on or near US public schools. The low cost of brownfield lands and lands near major sources of air pollution have made siting schools on these areas enticing. Histories of using toxic chemicals in building materials explain their presence in school environments. The impacts to academic achievement associated with air pollution and exposure to lead as well as the health implications of regular, high exposure to air pollution and toxic chemicals necessitate policy changes. In this paper, the extent of these health and achievement impacts will be analyzed along with the current work being done by government and nongovernmental organizations to mitigate pollution in public schools. This study will also offer policy recommendations to address these issues and advance environmental equity in public schools.
28
Cuttance, 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 text
29
Alsuwaileh, 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 textAbstract:
The purpose of this study was to compare the academic attainment of public and private school students at Kuwait University and to explore the reasons for the differences that were found. In the first part of this study, a Kuwait University data set of three cohorts of students, which consisted of the final Grade Point Average (GPA) of 8619 university graduates, was analysed in order to determine whether there were significant differences in academic attainment between publicly and privately educated students. An analysis of the dataset revealed that the academic attainment of the students who had attended private secondary schools was statistically significantly higher than those who had attended public ones. The second part of this study employed a mixed methods approach in order to try to determine why private schools students outperformed public school students in terms of the GPA at Kuwait University. Based on the literature review, an interview schedule was constructed and utilized in interviews with sixteen university students. Drawing on my analysis of these interviews, a questionnaire was designed in order to further explore the emerging issues. Two hundred and two students completed the questionnaire survey. Also, a deeper understanding of the key factors underlying the differences in academic attainment between the three cohorts of students was facilitated by interviews with five public and five private secondary school principals. The findings of the questionnaire survey and principals’ interviews suggest that school leadership practices, the quality of teaching, aspects of assessment and feedback and parental involvement are important factors in determining why private schools students outperformed public school students in terms of the 3 GPA at Kuwait University. Of crucial importance, as it permeates every aspect of its policies and practices, is a school’s mission – its aspirations for its pupils.
30
Carey, 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 textAbstract:
Narrative research has been the focus of investigation for many years and has provided insights in to communication, the development of society, individual identity, and psycholinguistics. In recent years, interest in the narrative abilities of individuals with autism spectrum disorders (ASD) has developed and the field has advanced rapidly. This thesis investigates the abilities of high-functioning individuals with ASD with regard to narrative structure in the context of inclusive practice within mainstream schooling in England. It is motivated by the implementation of inclusive education policies and focuses on using the abilities of children and young adults with ASD to overcome their weaknesses. This positive view of ASD forms the ethos of this thesis and the data it presents. The discussion encompasses research from the fields of Education, Psychology and Linguistics to develop the initial investigation into the level of structural narrative abilities in high-functioning individuals with ASD. Through an investigation which uses Labov's (1997) framework of analysis, these initial studies identify impairments in the narrative structure produced by these individuals. In addition, this initial analysis identifies the potential impact of elicitation techniques on the narrative data yielded. These results are discussed in relation to the existing research, to inclusive practice, and their implications for the intervention study undertaken as part of the current research. The intervention presented in the second part of this thesis aimed to provide teaching staff with an additional tool in order to meet the needs of high-functioning individuals with ASD in mainstream, inclusive education. As such, the intervention design is unobtrusive and flexible in its application. The results of case study analyses for five high-functioning individuals with ASD are inconclusive but nonetheless highlight the importance of individualising interventions where possible. They reveal that whilst three individuals benefit from the intervention, two do not. Further discussion identifies several areas for the development and further research of the techniques used. In particular, it is suggested that more discrete task levels reflecting more discrete ability levels would enable the intervention to remain applicable in inclusive classrooms whilst providing additional support at a variety of levels. These conclusions are related to inclusive practice, and recommendations and implications for future research are highlighted.
31
Humphreys, 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 text
32
Lopez, 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 textAbstract:
If you had a choice to be in an environment that ignored you and made you feel insecure and inferior, or one that affirmed your individuality, your identity, and made you feel welcome, which one would you choose? This study is about such decisions. "Stories from the Heart: Youth Narratives on Alternative Schooling Experiences" seeks to understand the social and educational conditions that lead growing numbers of "minoritized" youth to enter alternative education settings. The term minoritized refers to youth who have been disenfranchised educationally by the systemic interactions of socio-economic, socio-political, and linguistic forces that structure their everyday experiences; however, they are not necessarily minority in a numerical sense. It is my premise that these structures of feeling frame how these youth experience living in a modern world with competing interests and how they negotiate multiple subjectivities and identities. Increasing concerns about standards, safety, and accountability in American public education have given rise to a growing number of alternative school settings. Students arrive at these schools largely due to culminating negative experiences. The reasons range from school failure due to academic and/or behavior problems, poor home-school communication, excessive truancy, social alienation and juvenile delinquency to those motivated students who are working full-time to accomplish life goals in the fastest way possible. At many of these alternative schools, Hispanic/Latino and other minoritized students comprise a majority of the student body. As a teacher in the alternative-charter school where this research took place, the qualitative methods utilized revealed some surprising results. Although the data confirmed some prior findings in research on alternative schools, the results of this study bring forth new understandings of and possibilities for the education of disengaged youth. This study confirms that minoritized students enrolling in alternative education settings have a historical and enduring dissatisfaction with traditional public schools. And yet, provided with a more positive schooling experience, minoritized youth express genuine excitement for learning and even came to view school as a congenial environment. They profess learning more "than in any other school" in both academic lessons and the moral education of enhanced life skills. Grounded in Critical Theory and understanding of a caring approach to schooling, this study espouses the need for "love" in schooling as a pathway for positive educational change and revolutionary social transformation.
33
Pope, 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 textAbstract:
This thesis takes as its basic premise the need for
more democratic educational structures and practices. By
examining the restructuring of public secondary schooling
provisions in New South Wales in the period after 1950 it
argues that public schools in Australia are not democratic
institutions.
Rather than being democratic institutions public
schools, it is maintained, reflect the private interests of
members of so-called "professional and professionalizing
groups", or, more precisely, of those with assets in
credentials or assets in organization employed within
monopoly capitalist enterprises and state enterprises. The
employment domain of these groups is characterized by
bureaucratic forms of control.
The private interests of these groups are class
interests in that they pertain to the maintenance of the
material interests of those with assets in credentials and
assets in organization through the monopoly of special
knowledge and skills and reflect the class structure of a
society in which monopoly capitalism has become the
dominant economic, and, therefore, political and
ideological, force.
As the above outline suggests, in attempting to address
the question of inequality in secondary schooling, marxist
theories and categories, most notably those pertaining to
class formation and class struggle, are drawn upon.
In addition, the thesis maintains that the private
interests of those with assets in credentials or assets in
organization are "naturalized" in and through the ideology
of individualism and of meritocracy. By examining the
actual way in which the labour force was being restructured
in the post-war period the thesis provides one avenue of
critique of these constructions and attempts to demonstrate
the limits of equality of opportunity in a class-based
society.
34
Gueye, 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 text
35
Pfister, 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 text
36
Akwesi, 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 text
37
Fadil, 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 textAbstract:
This thesis is based upon ethnographic fieldwork carried out in and around three secondary schools and Tahrir Square in urban Cairo between October 2009 and December 2011. It explores the lives of young Egyptians at the time of their secondary schooling and the Arab spring through examining the contradictions and ambivalence of the coming of age for middle class young people inside the school and in the wider everyday life in urban Cairo. This thesis seeks to understand, by examining the social theory on the tension between structure and agency, the way through which disciplinarian interventions enable youth's articulation of critical dispositions and forms of resistance. This thesis, whilst it embarks by looking at the deterioration of the formal schooling system in Egypt after thirty years under Mubarak's rule, examines the extent to which the everyday educational studentship circumstances had constrained the sorts of subjects that Egyptian youth could become and which would constitute them as young and educated in contemporary Egypt. Whilst education, in its broader meaning, emerged as being undeniably crucial for young Egyptians' project for social mobility, secondary schools are presented not as venues for socialisation or reproduction of inequalities but rather as an ambivalent and contradictory resource. The young Egyptians who were the subjects of this thesis negotiated meritocratic aspirations at the intersections of their transversal educational circumstances, and the norms of patriarchy and subordination of their wider everyday life. The forms of exclusion and tension about the future have affected young Egyptians' articulation of their critical dispositions of hopelessness and ambivalence. Their engagement in the Tahrir riots and occupational actions and demanding their right to the city, manifested their emerging political consciousness and capacity to produce new spatial meanings and practices.
38
Boulton-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.
Full textAbstract:
In this dissertation, I seek to understand how pedagogy and arts-based research might provoke the conditions for creative thought by drawing on experience as a sensory and affective event to disrupt perceptions and memory of teacher practice. I examine two secondary visual art teachers’ experiences of: (1) returning to their high schools and (2) filming their returns. Christen and Kelsie each returned twice, responding to prompts that I had provided: to explore the pedagogical value of school space, and to imagine the school as an installation designed to teach.
The films, and the subsequent group dialogue sessions pointed the types of experiences that research and pedagogy might enact with teacher candidates to destabilize their tacit understandings of teacher practice. Through their filmmaking as art practice, Christen and Kelsie performed as nomads (Deleuze & Guattari, 1987) in the school space, which triggered unique memories in and of place. My research suggests that rather than filming events of significance— described by Dewey (1934) as an experience—which form the basis of teaching narratives (Connelly & Clandinin, 1990), both participants filmed the lesser events formed in the everyday mundane spaces of schooling, such as halls and stairways. In doing so, each participant developed an individuated aesthetic of becoming in their films, which, during the dialogue sessions, provoked a consideration of their perceptions of teacher practices in novel ways.
A significant implication of this research includes the emergence of an arts-based methodology of intuition to provoke alterity as a way of being in and of the world. Artistic practice and embodied experience offer new conceptualizations of time and experience that create the conditions for memory and perception to become amenable to change, and for intuition, as a disposition, to problematize, differentiate and temporalize experience. The methodology of intuition (Deleuze, 1991) develops intuition as an individual disposition to destabilize understandings gained through experience even as understanding of that experience is sought. I argue that the arts-based methodology of intuition holds significant potential for the ways in which both research and pedagogy might create opportunities for new perceptions of and capacities for visual art teacher practice.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
39
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 textAbstract:
Black females achieve high standards of success, yet their lived experiences are frequently absent from educational literature in Canada. Using narratives gathered through semi-structured interviews and focus group discussions, this thesis documents the navigational strategies adopted by four Black female students to achieve academic success in learning environments that often predicted their failure. The narratives highlight the factors the girls believed contributed to their academic success, how they conceptualized their identity and the role(s) their identity played in their schooling experiences and academic success. Contrary to deficiencies that are often highlighted in studies on the schooling experiences of Black students, using feminist theory, critical race theory and antiracism, coupled with resistance theory shed light on the positive aspects of these Black females’ schooling experiences in Ontario. Such an approach disrupts negative views of Black students as lagging behind in education in Canada. Disseminating the narratives of successful students provides real life examples for other students to imitate in pursuit of academic success amidst educational and societal barriers. On a macro level, these narratives provide education policy makers with different perspectives on how students struggled to achieve academic success within a system that promised to be accessible to all students.
40
Gstach, 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.
Full textAbstract:
Based on regularly published data we quantitatively assess the efficiency of UK secondary, private schools in providing quantity vs. quality of graduates on a per output basis. In economic terms the primary question is whether indeed an increase in the quantity of graduates with the observed inputs would be associated with a deterioration of average quality of graduates. The estimation framework is a new, statistically enriched type of Data Envelopment Analysis as detailed in Gstach (2002) to account for output-specific efficiencies. The results indicate that quantity clearly dominates quality as performance distinguishing criteria amongst sample schools, i.e. on average quantity efficiency is low while quality efficiency is high. The results also provide evidence that the abilities of schools to provide quantity resp. quality are positively correlated. These findings indicate considerable scope for increasing the number of graduates without sacrificing average graduation quality through improved school management. (author's abstract)Series: Department of Economics Working Paper Series
41
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 text
42
au, 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 textAbstract:
Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia.
This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals.
Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments.
The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.
43
Croll, 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.
Full textAbstract:
Urban EducationEd.M.
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
44
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 textAbstract:
Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia.
This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals.
Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments.
The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.
45
Lašič, 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 text
46
Blades, 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 text
47
Vos, 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 textAbstract:
Cette thèse propose d'explorer la conceptualisation de l'éducation dans la science économique en se concentrant sur son évolution dans le temps et les implications théoriques associées. Elle effectuera ensuite une exploration chronologique des notions de bien-être et d'aspirations du point de vue de la théorie économique, tout en cherchant à mettre en exergue lorsque ces notions se rencontrent dans leurs formulations théoriques (Partie I). L'économie de l'éducation, et sa négligence du bien-être et des aspirations des élèves, mènera à l'exploration de l'approche par les capabilités comme un cadre théorique alternatif (Partie II). Enfin, cette thèse propose d'appliquer l'approche par les capabilités au système d'éducation secondaire en France. Elle le fait en construisant un questionnaire à l'aide de groupes de discussion et en évaluant les résultats grâce à des statistiques multidimensionnelles (Partie III). Cette opérationnalisation permet d'identifier un lien entre le bien-être et les aspirations liés à l'école à travers une méthodologie nouvelleThis 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
48
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 text
49
Chow, 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 text
50
COELHO, 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 textAbstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORA 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.