Thèses : « Upper class – Education – Germany »

1

White, David Robert. « Upper-middle-class complicity in the National Socialist phenomenon in Germany ». Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/7528.

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The original research element of this thesis consists of the study of an emerging· professional association of senior managerial employees in business and industry in Weimar Germany. This association which went by the name of VELA, Vereinigung der leitenden Angestellten, or the Organisation of Leading Salaried Employees, was founded in December 1918, and continued in existence until December 1934. Utilising a complete collection of VELA's bi-monthly members' periodical, the development of a coherent ideology of elitism is traced from 1919 to 1933, with the emphasis upon the crystallisation of a world-view compatible and congruent with that of National Socialism by 1924/25. Political convergence with, and support for, the Nazi Party then followed some time after the onset of the Great Depression. A detailed study of the process of Gleichschaltung, or co-ordination, in the spring and summer of 1933 is used to illustrate how easily, readily and enthusiastically VELA embraced the coining of a New Order in the Third Reich.

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Fortner, Kitty M. « Social Class Influences| Student Engagement of Upper Middle Class African American Students ». Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637581.

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This study examined the social class of African American students in an upper middle class high school and their engagement in school influenced by a parent advisory group consisting of upper and middle class African American men. Student engagement has become a hot topic for school policy makers, administration, teachers, and parents at all educational levels. The question of how best to engage students for academic success is the priority. Although research suggests middle and upper class students do well in school as compared to lower class and working class students, the upper and middle class African American students in this particular school were failing until a group of parents intervened. The school experienced increased student engagement resulting in higher GPA, increased graduation rates, increased numbers of college enrollments and graduation rates, and a reduction in the achievement gap. Using the narrative inquiry method, a qualitative approach, the researcher listened to the participants' authentic voices and conveyed their story. Using a semi-structured conversational interview protocol, the participants shared their "lived" stories about the impact that a parent advisory group had on student engagement at the high school of interest. Findings suggest that when adults exhibit care, build meaningful relationships, and communicate that students are valued, student engagement increases and students are successful in school. The participants explained how the identity, behavior, and status of a group of parents gave options to a group of students in order to increase their academic success and hope for the future.

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Jacobi-Dittrich, Juliane. « The struggle for an identity : working-class autobigraphies by women in nineteenth-century germany ». Universität Potsdam, 1986. http://opus.kobv.de/ubp/volltexte/2010/3236/.

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Hanson, Marcus John. « The Influence of Social Capital Through Social Relations| Student Engagement in a Middle Upper Class High School ». Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637601.

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This dissertation examines the influence of social capital through social relations on student engagement. Specifically, it examines how the resources of social capital through the social relations developed with a group of high school students may have influenced their engagement in school. A narrative inquiry method was used to elicit the voices of students, teachers, administrators, community members, and parents belonging to an advisory group. Open interviews were conducted with participants so they could freely express their insights concerning the influence of social capital through social relations on student engagement. Data from the "authentic voices" of the participants were gathered and analyzed to discover commonality in the experiences and perceptions of the participants. Common themes were found concerning the influence of building positive social relations through social capital resources by looking at social interactions in group memberships, networks and social connections, and personal relationships. The investment of social capital resources through social relations reflected positive student engagement, according to responses of the participants interviewed. Bourdieu claimed, "The economic, social and symbolic 'profit' that follows from belonging to the associations establishes a concrete base for the growth of solidarity," according to Siisianen (2003, p. 294).

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Stuber, Jenny M. « Within the walls and among the students how white working- and upper-middle-class college students make sense of social class / ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223041.

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Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2345. Advisers: Pamela B. Walters; Donna Eder.

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Vongprateep, Kwanjai Pearl. « Parents' Social and Cultural Capital| One Parent Group's Influence on Student Engagement in an Upper Middle Class High School ». Thesis, University of Redlands, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3637653.

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Parent involvement has been shown to have positive effects on student achievement and engagement, yet the lack of necessary social and/or cultural capital prevents some parents from being involved. Applying a conceptual framework based on Bourdieu's concepts of social and cultural capital, this study examines the social and cultural capital that one parent advisory group possessed and the influence their involvement had on student engagement at an upper middle class high school. This qualitative study used a semi-structured interview protocol and narrative inquiry approach. Using NVivo software, 15 participants' interviews were coded and analyzed for emergent themes in the areas of social and cultural capital. Twelve themes emerged. Social capital themes included: Group memberships that provided a sense of empowerment and responsibility, social networks that highlighted the importance of the community and knowing the right people, and relationships that were purposeful, caring, supportive, and trusting. Cultural capital themes included: having privileged status, knowing how the system works, setting priorities for action and change, and having high expectations and values. Despite the fact that these parents had an extensive network of social and cultural capital, the findings from this study suggests caring relationships that instill a value in education, and that high expectations might be the most important form of capital parents need to be effectively involved. Implications and recommendations for practice and future research are discussed.

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Tjaden, Jasper Dag [Verfasser], et Cornelia [Akademischer Betreuer] Kristen. « Migrants’ Educational Choices - Evidence from Upper Secondary Education in Germany and Switzerland / Jasper Dag Tjaden ; Betreuer : Cornelia Kristen ». Bamberg : Otto-Friedrich-Universität Bamberg, 2017. http://nbn-resolving.de/urn:nbn:de:bvb:473-opus4-494496.

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Dogan, Oguzhan. « Upper Elementary Mathematics Curriculum In Turkey : A Critical Discourse Analysis ». Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614470/index.pdf.

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The purpose of this study was to trace the reflections of critical issues, such as neo-liberalism, cultural differences based on social class, gender stereotyping, and nationalism in the elementary mathematics education in Turkey. Critical discourse analysis was conducted to examine these possible reflections. By researching mathematics education from a critical perspective, this study aimed to contribute constructing a starting point for socially responsible mathematics education. There were four main data sources in the study: elementary mathematics curriculum, 6th, 7th, and 8th grade elementary mathematics textbooks, workbooks and teacher&rsquo
s guide books, 7th grade mathematics classroom observations, and pre- and post-interviews with participant teacher. The discourse analysis of mathematics education contexts implied that elementary mathematics discourse: (i) oriented students to use their mathematical abilities and skills for the benefit of private corporations instead of public welfare
(ii) replaced the &lsquo
real life&rsquo
in mathematics problems with the life of middle and upper middle classes
(iii) included sexist expressions
and (iv) fostered nationalism via ignoring ethnic and non-Muslim groups living in Turkey. It appeared that teachers might not be aware of such discourse. Findings have addressed that policy makers and textbook writers should consider these critical issues in order to reach all students and teachers&rsquo
awareness should be increased. Future research should clarify these issues in a broad sense including pre-service teachers, teachers, students, and mathematics instruction in schools.

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Harrison, Jullian. « PUSHED WITHOUT DIRECTION : Privileged Problems and the Configuration of Class and Race. How Latent Class Differences, Supported Through Racial Inequities, Maintain the Achievement Gap for Upper Class Black Students ». VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4301.

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Scholars for decades have studied the achievement gap and attempted to explain it in regards to race and class. Throughout the existing literature regarding the achievement gap between black and white students, however, there is a dearth of research exploring why the gap exists for upper-class black students; this population is largely ignored. This research seeks to explain why an achievement gap exists between white and black students who come from households of similar incomes. Ten students (five white and five black gradates) of a private, non-parochial school in Washington DC are interviewed about high school and post-high school experiences. Using cultural capital and labeling theory frameworks, this study follows the work of Billings (2011), Pattillo-McCoy (2000), Lacy (2007), and Khan (2011) in their focus on black students, cultural capital, and embodied privilege, and builds on that of Lensmire (2012), Dixon-Roman 2014, Orr (2003) Adams (2010) and Tyson et al. (2005). Results uncover the uniquely complex configuration of class and race. Latent issues as a result of race can arise, and the research illustrates how they affect the achievement ideology and attainment of both black and white students. This study’s findings suggest that two mechanisms shape the achievement gap: academic support and social interactions and interpretations, with the former rooted largely in class differences and the latter rooted in racial differences. This study aims to improve our understanding of the distinct role race and class play in influencing educational and professional outcomes from upper-class backgrounds.

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Kröger, Iina. « Practicing mathematical modeling in upper secondary school : An analysis of the opportunities offered by Swedish and German textbooks ». Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73102.

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This study aims at investigating what opportunities mathematics textbooks used in Swedish and German upper secondary schools offer to practice modeling within the topic of mathematical analysis. The main interest of the study lies in how the textbook content relates to the national curriculum goals regarding modeling, but the Swedish and German textbooks are also compared to each other. In order to achieve this objective, two textbooks, one from each country, were analyzed with respect to the amount and to the quality of available modeling tasks. In the content analysis, theory on modeling competence and realistic tasks were used. The results indicate that the two analyzed textbooks contain modeling tasks to approximately same extent. Both textbooks support exclusively intra-mathematical aspects of modeling, which is in line with the findings of previous studies. While the scope of mathematical modeling in the textbooks does not correspond to the general curriculum goals of realistic modeling, it covers partly (Sweden) or completely (Germany) the curriculum requirements for at least the lowest proficiency level of the modeling competence.
Denna studie syftar till att undersöka vilka möjligheter matematikläroböcker som används i den svenska och den tyska gymnasieskolan erbjuder för att öva modellering inom matematisk analys. Studiens intresse ligger framför allt i hur läroböckernas innehåll relaterar till de nationella styrdokumentens lärandemål om modellering, men dessutom jämförs de svenska och tyska läroböckerna även med varandra. För att uppnå detta syfte analyserades två läroböcker, en från vardera land, med hänsyn till mängden och kvaliteten av befintliga modelleringsuppgifter. I innehållsanalysen användes teori om modelleringsförmåga och realistiska uppgifter. Resultaten indikerar att de två läroböcker som analyserats innehåller modelleringsuppgifter i ungefär samma utsträckning. Båda läroböckerna stödjer endast inommatematiska aspekter av modellering, vilket är i linje med tidigare forskningsrön. Även om omfattningen av matematisk modellering i läroböckerna inte överensstämmer med läroplansmål om realistisk modellering, motsvarar de befintliga modelleringsuppgifter delvis (Sverige) eller helt (Tyskland) åtminstone de lägsta kunskapskraven som styrdokumenten har angående modelleringsförmågan.

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Carlbaum, Sara. « Blir du anställningsbar lille/a vän ? : Diskursiva konstruktioner av framtida medborgare i gymnasiereformer 1971-2011 ». Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-54360.

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School is one of the most important institutions society has for fostering its future citizens. Education policy can be seen as an important arena for the discursive struggle over the meaning of education, not only what it is for, its goals and purposes, but also its deficiencies. Education policies are not mirrors of reality but include a power dimension in describing the problems to be solved. Thus, a specific question or a particular phenomenon is given a certain value and meaning. The different articulations involved in representations of problems construct certain subject positions of citizenship which are not open for everyone. This makes it essential to deconstruct these gendered, racialized and classed subject positions. In the same way as in the beginning of the 1990s, the Swedish school system is currently facing changes. The most recent reform of upper secondary education, implemented in 2011, needs to be viewed in a historical perspective. This thesis analyses discursive continuity and change with regard to representations of the problems, goals and purposes of upper secondary education during the period 1971-2011. Focus is also placed on changes and continuities in how the good future citizen is constructed and in what ways gender, class and ethnicity are produced in these constructions. The theoretical framework is inspired and informed by discourse theory, feminist theory and theories on citizenship. Adopting this approach, I analyse government policy documents concerning upper secondary education reforms. The analysis shows not only changes, but also the importance of continuities in the dominating discourses of a school for all (1971-1989); a school for lifelong learning (1990-2005); and a school for the labour market (2006-2011). A shift from integration to differentiation is revealed in which the silencing of signifiers, such as democracy, equality and multiculturalism, lead to a risk of unequal opportunities for people to politicize their experience and situation. The previous demands for retraining and flexibility, for emancipation and lifelong learning are marginalised in favour of employability, skill supply and entrepreneurship. The constructions of good future citizens as consumers become instead constructions of citizens as products for business and growth. A male productive worker and male entrepreneur are constructed, privileging a white middle class. Neo-liberal and neo-conservative influences, reinforce the individual’s responsibility to become included in what is constructed as a desired citizenship.

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Nylund, Mattias. « Yrkesutbildning, klass & ; kunskap : en studie om sociala och politiska implikationer av innehållets organisering i yrkesorienterad utbildning med fokus på 2011 års gymnasiereform ». Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-29316.

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The overall purpose of this thesis is to critically contextualise the organization of content in Swedish upper-secondary vocational education by highlighting its social and political implications in relation to social class. Policy documents concerning the content of vocational education in Sweden from 1971 to 2011 serve as the main empirical source, with particular attention given to the reform of 2011 (Gy11). The thesis is comprised of four studies that each represents a different context that reveals social and political implications of the selection and organisation of content in Gy11. The content structure of Gy11 is thus analysed in relation to (a) the school’s role of fostering democratic citizens and the overarching societal function of education, (b) knowledge distribution among social classes, (c) a class context, including key historical and contemporary reforms, and (d) a modern historical context, focusing on how two previous structural reforms (1971 and 1994) organised power and control over educational content. The study results show that, in terms of its content structure and underlying principles, Gy11 represents a historical break with previous reforms in many respects. Fundamental organising principles of past reforms, such as students’ preparation for active citizenship, critical thinking and entry to higher education, have been given less importance while the content is more context-bound than in previous reforms. The Gy11 reform can thus be seen as a part of a broader policy trend that is detracting from earlier efforts to give all social classes equal access to an equivalent education and reduce social imbalances in education. This new way of shaping vocational education is, it is argued, likely to exacerbate class inequalities by both reducing social mobility and rendering knowledge distribution in society more asymmetric.

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Barg, Katherin [Verfasser], et Marita [Akademischer Betreuer] Jacob. « Social class differentials at the transition from lower to upper secondary education in France : School track choices, parental involvement and grade retention / Katherin Barg. Betreuer : Marita Jacob ». Mannheim : Universitätsbibliothek Mannheim, 2013. http://d-nb.info/104390669X/34.

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Hjelmér, Carina. « Leva och lära demokrati ? : En etnografisk studie i två gymnasieprogram ». Doctoral thesis, Umeå universitet, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-62757.

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The aim of this study is to acquire knowledge regarding democratic education in upper secondary school programmes with different gender and social class profiles. It covers the teaching in and about democracy, pupils’ power-positions and their attempts to affect routine school activities. A particular focus of attention was processes of influence, through which the pupils themselves pursue issues in school. The analysis is based on theories and previous research focused on gender and class perspectives of fostering democracy. Basil Bernstein’s theories regarding power, control and pedagogic codes, in combination with feminist theories (principally those of Arnot, Reay, Skeggs, Gordon and Walkerdine), form the basis of the theoretical framework. Ethnographic methods have been applied, including participatory observations, conversations, interviews, and analysis of relevant documents over one academic year. Two Swedish upper secondary school classes were followed: one from the vocational Child and Recreation Programme and one from the academic Natural Science Programme. Teaching students about democracy and invitations for them to exert influence appeared generally to be unplanned and were marginalised in school. The few invitations that occurred had an individual stamp and focused on pupils’ choices, responsibilities and duties, rather than on their rights in school. Democracy was presented in the form of facts about formal democracy and formal participation in democracy in the future, while a more critical attitude and possible influence strategies for youths were marginalised. Pupils in both classes wished and attempted to influence teaching, primarily through informal means. There were, however, significant differences between the classes in what they were able to influence. Analysis of pupils’ voices in relation to the pedagogic context revealed that the power relationships in these influence processes depend partly on the focal academic subject. More importantly, they also differ between the upper secondary school programs, which differ in strength of classification (sensu Bernstein), demands, pace and difficulty levels. These differences are related, in turn, to whether the programmes are intended to prepare the pupils for higher education and/or a vocation after school. Generally, the Child and Recreation pupils exerted influence more successfully when they wished to reduce the pace and difficulty of lessons than when they wished to get more out of their education, while the opposite applied to the Natural Science class. Who had influence over what was principally related to the programmes’ gender and class profiles and the pupils’ expected positions in society.
Ett aktivt medborgarskap? Om demokratifostran i gymnasieskolan

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Nyström, Anne-Sofie. « Att synas och lära utan att synas lära : En studie om underprestation och privilegierade unga mäns identitetsförhandlingar i gymnasieskolan ». Doctoral thesis, Uppsala universitet, Sociologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-164049.

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In the last decade stratification within educational results has, in Sweden as in other countries, been framed as a matter of boys’ and young men’s under-achievement. The question of whether this is a problem, and if so, for whom and how to change the structure, has been discussed in research and educational policy. The aim of the thesis is to contribute to these fields and to enhance knowledge of young people’s gendered and classed identity processes, by analyzing how achievement and engagement were negotiated and given meaning in relation to young men. Previous research has primarily explored identity processes among “risk categories” or subordinated students. The objective here was to analyze how masculinity was accomplished via peer-group interactions within a rarely problematized category, through examining how upper middle-class young men identify themselves and are ascribed identities by others. The study’s design was inspired by ethnographic methodology and combined participant observation, semi-structured individual and group interviews and a background questionnaire. Identities, social categorizations (especially gender and class) and dominance-relations were thus analyzed from an actor-oriented perspective. The research participants were young men and women, age 15-16, in two school classes. The field work was conducted at, respectively, a Natural Science and a Vehicle Programme; educational settings with connotations to masculinity but significantly different in terms of class. The study enrolled a total of fifty-six students, but focus is upon the fifteen young men among the natural science students. High achievement and under-achievement, high social and cognitive ability, and group loyalty are main themes in the study. Identity claims were analyzed in relation to the practices through which they were negotiated, e.g. self-hindrance. Similar to other research, the results emphasize the relationship between masculinity and “effortless achievement”. The concept “under-achievement” is developed as an analytical tool, by distinguishing between five dimensions.

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Yurtseven, Bengu. « Perceived Benefits Of Three-way Observation On The Focal Areas Of Objectives Of The Activities, Error-correction Techniques And Group-work In A Study Conducted In An Upper-intermediate Class At Bilkent University School Of English Language ». Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605636/index.pdf.

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This study aims to explore the perceived benefits of three-way observation on the focal areas of objectives of the activities, error-correction techniques, and group-work in an upper-intermediate class in Bilkent University School of English Language. The data was collected through five classroom observations, six post-observation reflection sheets, five focus-group interviews with the students, and five post-observation interviews with the observer. A total of 15 upper-intermediate level students, one teacher, and one observer v were involved in the study. The data was analyzed qualitatively and with the use of descriptive statistics. The findings reveal that the perceptions of the students, teacher, and observer on the focal areas show variability in terms of quantity and quality. It was also discovered that student feedback reveals more detailed information about each focal area and that each perception has its own value and should be taken into consideration by the teacher, observer and students. In this study, the researcher formed a two-step three-way observation model. According to this model, the teacher transfers the information gathered from student interviews to the observer. Based on this information, the observer presents suggestions to the teacher by creating solutions to an existing problem, developing ideas related to classroom activities or increasing the effectiveness of teaching and learning processes in a class.

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SÁNCHEZ, GUERRERO Laia. « A chip off the old block : privilege and upper class educational opportunities in the United States, South Korea and Germany ». Doctoral thesis, 2017. http://hdl.handle.net/1814/46405.

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Defence date: 16 May 2017
Examining Board: Professor Hans-Peter Blossfeld, EUI (Supervisor); Professor Fabrizio Bernardi, EUI; Professor Héctor Cebolla Boado, UNED; Professor Hyunjoon Park, University of Pennsylvania
As the saying goes: there are some things that money cannot buy. Yet, scholars have tended to analyze the upper class as a homogeneous group, able to overcome any difficulty that life puts in their way to educational success. Nonetheless, the children of the upper class are subject to the disadvantages of a historically discriminated ethnicity, negatively stereotyped gender, and the boundaries of the institutional framework, among other things. By neglecting the heterogeneity of the upper class, the literature on the Inequalities of Educational Opportunities (IEO) has forgotten to test the limits of class privilege in education. The most crucial point for fully comprehending the research that is being pursued here, is that this dissertation does not tackle whether the rich are simply doing better than the poor in school, or whether the gap between social classes is widening or shrinking. Instead, it focuses on the dynamics and limits of privilege. It analyzes how, in some contexts, the advantaged can be disadvantaged too. In other words, it aims to shed light on what happens when privilege meets disadvantage, and how the perks of being upper class vary among different social groups, such as blacks and whites in the US, or boys and girls in Germany. There are three main lessons to be learned from the three empirical chapters of this dissertation. First, privilege is multidimensional (chapter 3). Second, privilege is dynamic (chapter 4). Finally, privilege is contextual (chapter 5). Lastly, one may wonder why the focus should be on upper-class children since they are, generally, the top performers in any country in the world. The reason is simple; because the dynamics of privilege are part of the IEO puzzle. Only by testing the limits of privilege will we be able to unravel the riddle that IEO poses.

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Reed, Naomi Beth. « White lies : the White epistemology of race and Blackness in a White upper class school ». 2013. http://hdl.handle.net/2152/21965.

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During eighteen months of ethnographic fieldwork in the suburbs of southwest Houston, Texas I examined the ways in which White upper class students, teachers, administrators, and parents think about race. As a result of exploring racial language, racial discourse, and racial texts in two US history textbooks, classroom lectures and activities, students' conversations and interviews, and local parents' political organizing, I explored the ways in which White people often think about, construct, and employ race. More specifically I learned the ways in which the White elite residents of this particular suburb know race. I am calling their way of knowing race a "White epistemology of race." I demonstrate how this White epistemology of race has informed, shaped, and guided this particular White community's attitudes toward their own education and residential resources as well as the education and residential resources of their Black and Brown intra-district peers. This dissertation aims to theorize the White epistemology of race and show it to be the unyielding source of a White "redemptive" ideology that is supported and created by the deployment of certain racialized discourses that insist and depend upon representations of Black cultural pathology.
text

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Dalczynska, Margaret. « The Collegium Nobilium - education of the Polish nobility in the eighteenth century : a Durkheimian perspective ». Phd thesis, 2001. http://hdl.handle.net/1885/147758.

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Thèses sur le sujet « Upper class – Education – Germany »

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