Rozprawy doktorskie na temat „Boston. Girls' High School”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Boston. Girls' High School”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Byrne, Gregory A. "High school dropouts in Boston". Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/71403.
Pełny tekst źródłaArcher-Banks, Diane Alice Marie. "Voices of high-performing African American high school girls". [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0020760.
Pełny tekst źródłaLong, Christina G. "Riverfront Girls Making the Transition to High School". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69686.
Pełny tekst źródłaEd.D.
The purpose of this one-year ethnographic study was to explore and make meaning of the "lived reality" of white working-class girls from Riverfront who are at risk for dropping out as they make the transition from eighth grade to ninth. The focus on white working-class girls from Riverfront, a deindustrialized neighborhood in the Northeast, reflects the fact that they are one of the many subgroups vulnerable to dropping out. While large quantitative studies are providing us with information abut who drops out, when they drop out, and the "official" reason based on school codes, the voices and views of students are glaringly absent. This study provides an in-depth account of seven girls as they make the transition to high school, employing the methodology and analytic techniques of ethnography. Situated in the context of class, the study explored how these girls and their families made decisions, and investigated their beliefs, feelings and behaviors during this critical year. The study found that the girls' lives and educational experiences sharply diverged after they left their neighborhood elementary school and spread out to various high schools. The girls who attended magnet and other selective schools increased their chances to realize their potential as these schools were far superior in terms of offering students curricular, pedagogical and environmental advantages that would prepare them for higher education and well-paying jobs. In contrast, the girls who went to neighborhood schools further increased the likelihood that their economic position would remain stagnant, as the schools they attended were poorer in every respect from teacher quality to curriculum and classroom environment. While the neighborhood negatively impacted the education of these working-class girls, the influence of their families varied. Families that had social and cultural capital transmitted many advantages to their daughters, while the poorest and most socially excluded families unwittingly perpetuated poorer life outcomes for their daughters.
Temple University--Theses
Leonard, John Ellyson. "History of a high school community: 1950-2000". Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.
Pełny tekst źródłaPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01
Miller, Jennifer A. (Jennifer Ann). "Spatial interpretation and statistical modeling of Boston high school dropouts". Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/68736.
Pełny tekst źródłaParker, Pauline Frances, i paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005". RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
Pełny tekst źródłaMeel, A. "Teenage pregnancy among high school girls in Mthatha, South Africa". Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006969.
Pełny tekst źródłaWhittle, Lindsay. "Exploring Achievement Motivation of African American Girls in High School". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1371221048.
Pełny tekst źródłaParsons, Elizabeth M. "Sports participation, self-objectification, and instumentatlity among high school girls /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171198422.
Pełny tekst źródłaO'Loughlin, Anne, i n/a. "A Freirean perspective on a Catholic girls' school". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060822.144217.
Pełny tekst źródłaNdlangamandla, Sibongile Buyisile. "The development of a prototype uniform for high school girls in Swaziland". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25798.
Pełny tekst źródła- Determine and describe all the stakeholders’ preferences and problems with regard to high school girls' uniform; and
- To make recommendations for the prototype uniform that could be tested amongst stakeholders.
Dissertation (MConsumer Science)--University of Pretoria, 2011.
Consumer Science
unrestricted
Weiss, Shira. "Letting God in : the spiritual development of modern orthodox high school girls /". Ann Arbor, MI : University Microfilms, 2007. http://proquest.umi.com/dissertations/preview/3267742.
Pełny tekst źródłaCarre, Nancy Catherine. "The Effects of Education Narratives on High School Persistence among Navajo Girls". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3869.
Pełny tekst źródłaHenry-Keon, Nadene Anne. "Hailing the hero: Critical cultural studies, subjectivity and girls in vocational high school". Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/9040.
Pełny tekst źródłaMacDonald, Terri L. "Long-term effects of a junior high school science retention program for girls". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55158.pdf.
Pełny tekst źródłaHenry-Keon, Nadene A. "Hailing the hero, critical cultural studies, subjectivity and girls in vocational high school". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ57122.pdf.
Pełny tekst źródłaYang, Zijian. "May's Journey: a serious game to teach middle and high school girls programming". Digital WPI, 2016. https://digitalcommons.wpi.edu/etd-theses/454.
Pełny tekst źródłaJemmali, Chaima. "May's Journey: A serious game to teach middle and high school girls programming". Digital WPI, 2016. https://digitalcommons.wpi.edu/etd-theses/455.
Pełny tekst źródłaHaverkos, Kimberly A. "Does Going Green Wear a Skirt? High School Girls, Sustainability, and Ritual Critique". Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1342665267.
Pełny tekst źródłaCurci, Juliet DiLeo. "Understanding student engagement: Insights from an all-girls urban neighborhood public high school". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/155573.
Pełny tekst źródłaPh.D.
Students in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low rate of high school completion predicts future financial and social instability for not only those individuals who drop out of school, but also for their surrounding community. The research on dropouts highlights the significance that students' low levels of academic and social engagement in school have on their decisions to leave school. Advocates for single-sex education argue that students engage and achieve at high levels when learning in this educational model. According to the current literature, students' success in single-sex schools is primarily a result of the proacademic choice that they and their guardians make when electing to attend a single-sex school. Through focus groups, interviews, and observations, this study explores what student engagement looks like at an all-girls urban neighborhood public high school that is non-selective and where the proacademic choice of students is not a factor. With new federal policy measures advocating innovation in public education, single-sex schools - historically inaccessible to minority students from low-income communities - are finding a foothold in urban public school systems across the country. This study aims to illuminate the extent to which a single-sex school serves as a "site of transformation" for young women of color from a low-income neighborhood. The realization of the school's mission, to interrupt the social reproduction of the neighborhood through the education of its young women, depends on its students' graduation from high school and their access to and success through college. Data related to various features of the school are analyzed to highlight how student engagement is promoted and inhibited at the school and ultimately results in transformative and/or reproductive educational experiences for students.
Temple University--Theses
Montie, Mary L. "Where are all the gifted Black girls? Giving high school girls voice via qualitative research approach and Black feminist theory". Thesis, Wayne State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558200.
Pełny tekst źródłaGifted programs in the United States under-represent African American (Black) children (Phi Delta Kappan, 1992). In 1993, African-American students were under-represented by 50% in gifted education, and 60% in 1998 (Grantham & Ford, 2003). Further, some speculate that gifted education programs are the most segregated educational programs in the nation (Ford, 1995). This proves especially true for Black gifted girl in urban educational arenas, where gifted Black girls are rarely recognized. The purpose of this research was to examine the circumstances surrounding how urban black girls—identified as showing academic promise—come either to be overlooked as qualified for gifted education or seem not to take up a sense of themselves as gifted, that is they see themselves as not fitting among those who are in gifted education. Three scholarly arenas frame this study: Feminist thought and theory, with an emphasis on Black feminist thought, notions of "giftedness" and gifted education, and policies and processes for identification of gifted Black girls. Eight gifted Black girls were individually interviewed twice, three teachers were individually interviewed, and three parents were interviewed in a focus group session. Four interview guides were constructed to focus on students' perspectives of GS1 (pseudonym) and gifted education, parent strategies, and teachers' roles in the identification of these gifted Black girls. Qualitative analysis strategies (Spradley1980) were utilized for data analysis. The curriculum of the gifted programming at GS1 (pseudonym) ultimately contributed greatly not only to how girls saw themselves as gifted, but also how they understood stereotypes about young Black women. The feminist curriculum and the "feminist lens" provided in the gifted programming at GS1 provided outlets for girls' voices. Teachers interviewed not only understood the gifted Black girls' culture, but also strengthened their relationships with the girls and with their parents by presenting and enforcing clear expectations for the gifted programming. Parents interviewed not only understood their gifted daughters' uniqueness, but also the importance of their independence and security as young Black women.
Chau, Wai-fan Gladies. "The adjustment made by S1 girls in the primary-secondary school transition : a case study /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278813.
Pełny tekst źródłaBurfitt, Helen, i n/a. "Girls and science : a study of the attitudes to science of high school students". University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060619.171839.
Pełny tekst źródłaSuico, Theresa Go. "Privileged high school girls' responses to depictions of femininity in popular young adult literature". Thesis, Boston University, 2013. https://hdl.handle.net/2144/11058.
Pełny tekst źródłaYoung adult literature has been a subject of contention for educators, adolescent psychologists, and critics for decades. Although some commentators maintain that young adult literature can be educationally and developmentally beneficial for adolescent readers, others argue that it often contains negative and potentially harmful messages that could influence its readers during a time when they are most vulnerable. Despite the claims on both sides, little substantive research exists on how older adolescent girls, the intended audience for these books, respond to the texts. This qualitative study examined three popular works of young adult literature to identify the overlapping messages they have regarding the depiction of adolescent females. Five adolescent girls, ages 14-17, read the books and met with the researcher in a series of one-on-one interviews to discuss their responses to the books, specifically the depiction of female characters. The participants also completed journal entries on the books and surveys on their reading habits and responses to the specific characters from the books in the study. The findings indicate these participants interpreted the books in distinctive ways based on their experiences and in keeping with prior research on adolescent development and reader response. The participants also took a critical approach to the books to find parallels to their own lives.
D'Ignazio, Catherine M. "History of High School Girls' Sport in the City and Suburbs of Philadelphia, 1890-1990". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/55935.
Pełny tekst źródłaPh.D.
This study is an investigation of the development and one hundred year history of high school girls' sport in the city and suburbs of Philadelphia. Its focus is on how and why, over time, the experiences of schoolgirl athletes in the city of Philadelphia were different from the experiences of schoolgirl athletes in the surrounding suburbs. Using place, gender and race critical perspectives, high school yearbooks, augmented by oral histories, were used as primary resources to determine the origins of sport programs in public high schools throughout the region, the uneven impact of national professional standards on city and suburban schoolgirl sport programs, the creation of a unique city sport culture, the changes in school sport as a result of the suburbanization in the region and finally, the impact of suburban school district reorganizations on black schoolgirl athletes. Along with an examination of newspapers and other secondary sources this study suggests that suburban schoolgirl experiences emerged as the normative expression of schoolgirl sport.
Temple University--Theses
Naelitz, Samantha L. "Girls just want to have fun connecting girls in grades six through eight with reading materials they want to read /". Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206150164.
Pełny tekst źródłaHoyle, John Christian. "Black Girls Matter| An Ethnographic Investigation of Rural African-american Girls Experiencing a Specialized Stem High School for Gifted and Talented Students". Thesis, University of South Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786688.
Pełny tekst źródłaHigh-ability adolescent African-American females from rural communities face many challenges when attempting to access science, technology, engineering, and math (STEM) career pathways. This research study focused on seven high-ability adolescent African-American females from rural communities who attended a public STEM-focused boarding high school in the southern United States.
This study used ethnographic methodology to examine race, gender, and giftedness together to explain how and why a selected population of seven African-American girls from rural environments who attended a southern, state-sponsored residential math and science high school successfully navigated STEM career trajectories. Despite encountering pervasive gender and racial discrimination, the young African-American women in this study persisted on STEM career trajectories because they were supported by a role model or mentor; accessed prolonged and meaningful exposure to STEM concepts, including attending a STEM-focused boarding school; and demonstrated a blend of resiliency, high self-esteem, self-confidence, and self-efficacy. Although the sample size is small, this research provides encouraging results that show young African-American women can successfully pursue STEM careers despite facing substantial barriers (English, Lambert, & Ialongo, 2016; Ghodsee, 2016).
This research is significant because high-ability African-American females represent an untapped opportunity to expand STEM employment in America. Expanding the contributions of young African-American women in STEM-related fields would also help safeguard the economic vitality of a robust STEM workforce.
Olivieri, Lisa M. "The Effect of the High School Environment on Encouraging Girls to Major in Computer Science". NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/758.
Pełny tekst źródłaMaloney, Rebecca. "Virtual Fetal Pig Dissection As An Agent Of Knowledge Acquisition And Attitudinal Change In Female High School Biology Students". ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/12.
Pełny tekst źródłaMwingira, Margaret Philip. "Teachers' understandings of girls' inclusion in a Tanzanian secondary school". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17932.
Pełny tekst źródłaENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania.
AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.
Curtis, Joan Scott. "Perceptions of agency: Beliefs of four adolescent girls in high school as revealed through literature discussions". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9111/.
Pełny tekst źródłaJohnson, Donna. "Achieving success : A qualitative study of the school lives of high-achieving African American girls attending middle school in a suburban school district /". Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974862.
Pełny tekst źródłaIncludes tables. Typescript; issued also on microfilm. Sponsor: Josue M. Gozalez. Dissertation Committee: Thomas Sobol. Includes bibliographical references (leaves 221-238).
Mgudlwa, Tshawekazi Sinako. "Factors associated with teenage pregnancies and childbearing among girls currently attending high school in South Africa". University of the Western Cape, 2017. http://hdl.handle.net/11394/5976.
Pełny tekst źródłaTeenage pregnancy and childbearing in South Africa are very common and persistent issues. Despite the different types of birth control methods that the government of South Africa has provided to the public, teenage pregnancy and childbearing at schools seems to be still a great challenge. This persistent problem implies that the children get sexually active at young ages. The purpose of this study is to investigate and analyse the factors associated with pregnancy and childbearing among teenage girls currently attending high school in South Africa. Secondary data drawn from the General Household Surveys (2011-2014) and 10% sample data from the 2011 South African census were used. Bivariate, and Multivariate analyses were carried in order to meet the aims of the study. The study analysed the prevalence, trends, and determinants of self-reported pregnancy as well as the extent of childbearing among teenage girls currently attending high school using data from the General Household Surveys (GHS) for the years beginning in 2011 to 2014 as well as Population Census 2011. The study is based on the assumption that there were no significant changes in the prevalence of selfreported pregnancies and in childbearing among teenage girls currently attending high school in the different periods under study.
2019-04-30
Henderson, Katherine A. "Friendship relations, bulimic symptomatology, and body esteem in a non-clinic sample of high school girls". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59140.pdf.
Pełny tekst źródłaMcGirl, Philippa. "School non-attendance amongst high achieving girls at Key Stage 4 : an exploration of pupil perspectives". Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540889.
Pełny tekst źródłaEstrada, Veronica Lopez. "Expecting the best : case studies of resilient Mexican American girls in a South Texas high school /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158626865.
Pełny tekst źródłaCurtis, Joan Scott Patterson Leslie. "Perceptions of agency beliefs of four adolescent girls in high school as revealed through literature discussions /". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9111.
Pełny tekst źródłaOdumosu, LaRetha Cherise Powell. "Why Do Smart Black Girls Get In Trouble?" Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/342420.
Pełny tekst źródłaPh.D.
The question of why smart Black girls get in trouble is in need of an answer, particularly when the answer is provided from a smart Black girl’s perspective. In the past decade, researchers have suggested that school bonds amongst students and between students and adults can have a direct impact on the success of the student (Roorda, 2011). This research is particularly relevant as it pertains to school bonds for high achieving students of color within urban school environments (Archer-Banks, 2012; Eisele, 2009). Directly related to this conversation is how school bonds or teacher-student relationships are impacted by school discipline policies and how these policies affect student performance and perception towards school. The school discipline research speaks to clear disparities which suggest that students of color are disproportionately targeted and are frequently given more severe punishments than their peers (Crenshaw et al., 2015; Kinsler, 2010; Monroe, 2005; Townsend, 2000). While Black boys surpass all other students in terms of disproportionate disciplinary sanctions in school, Black girls are not far behind as the most highly targeted race amongst female students (Black et al., 2011; Jordan et al., 2009; Monroe, 2005). With the questions: how do high achieving Black female students conceptualize the cause of their own actions as they navigate classrooms and corridors especially behaviors categorized as discipline issues and 2) what effect does the institution’s discipline of them or their experience of that discipline have on their future aspirations, this study builds on the literature about the self-expressed experiences of African American girls by interviewing eight participants who fit the seemingly contradictory criteria of being high achieving students involved in excessive disciplinary infractions. The study finds that students identify two key areas as propellers of their misbehavior: a contentious teacher-student relationship and personal stress caused by home related issues or negative relationships with peers. Students expressed clear frustration with the discipline policies and felt that past discipline practices did not consider what caused misbehavior resulting in unfair discipline consequences. In fact, students often labeled the school as being unaware of their true self. Despite the high frequency of their involvement with the discipline system, most participants’ view of their personal self was not negatively impacted and all students had positive views of their future success.
Temple University--Theses
Mayfield, Kerrita. "I love being a freak! exploring the ways adolescent girls on the margins create worlds of power in high school classrooms /". Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1799961841&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Pełny tekst źródłaWEI, TIEN-LIN, i 魏天舲. "Analysis of Impact Factors of Smart Phones Addiction for Girls High School Students：An Example of Jinou Girls High School". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/84jus2.
Pełny tekst źródła華梵大學
工業工程與經營資訊學系碩士班
103
With the advance of science and technology, smartphones have become a kind of indispensable necessities of our life. Enjoying the convenience and entertainment which brought by new communication devices, at the same time, easily make us to rely too much on smartphones, moreover to cause the smartphone addiction. So that “Smartphone addiction” has become a focus topic, and “Smartphone addiction” is widespread among teenagers. Subjects of 387 students of girls’ senior high school in Da’an district of Taipei city were evaluated by students smartphone addiction behaviors scale. The data were analyzed by descriptive statistics, factor analysis, one-way ANOVA, and Pearson product-moment correlation. According to the results of this research, the main findings were as follows: 1.The subjects’ 5 behavior related to smartphone addiction, as the occurring frequency from high to low were seeking entertainment, peer group recognition, following trend, anxiety, and virtual achievement. 2.Analyzing the smartphone addiction behavior, virtual achievement, there was significant addiction proneness among different grades. Research analysis showed that, depending on their family condition, students seeking entertainment had significantly difference. The data also showed that there was significant differences in different grades, family condition depending on their peer group recognition. Otherwise, there was not significant addiction proneness among grade, department, grades, family condition, and family incomes depending on their anxiety. 3.There were correlations between each behavior related smartphone addiction. Wherein peer group recognition had the highest correlation in anxiety. Besides, seeking entertainment had lowest correlation in virtual achievement.
jan, liao juo, i 廖若然. "A comparative study of motor skills between junior high school team girls and non school team girls". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/65401852493848118970.
Pełny tekst źródła國立高雄師範大學
體育學系
102
A comparative study of motor skills between junior high school team girls and non school team girls ABSTRACT The purpose of this study is to investigate the differences on basic athletic ability between junior high school team girls and non-school-team student girls. The subjects were selected from a junior high school located in Pintung County, which includes 13 players from school girl basketball team, 9 players from school girl tchoukball team, and 120 girls randomly chosen from normal classes. All subjects were measured and tested their BMI, flexibility(sit and reach test), muscular endurance (1-minute-sit-up), lower limbs explosive power (standing long jump and high jump), cardiovascular fitness (800 meters run-walk exercise), agility (10m × 4 zigzag run), speed (80-meter dash), and handgrip strength. The test results were processed by SPSS 19.0 and one-way ANOVA was adapted to compare means of each group in different test items. The original values of motor ability tests show other than BMI and flexibility (sit and reach test), there were significant differences in the following basic motor ability items including muscular endurance (1-minute-sit-up), lower limbs explosive power (standing long jump and high jump), cardiovascular fitness (800 meters run-walk exercise), agility (10m × 4 zigzag run), speed (80-meter dash) among three groups (P>0.5). Further comparison between girl basketball team and tchoukball team, it showed no significant difference in all testing items according to research data (P&;lt;0.5). It is concluded that physical training to basketball team and tshouball team does help improve motor ability of junior high school girl students. Keywords: non-school-team student girls, junior high school team, junior high school girls, basic athletic ability
CHI, YUNG-CHANG, i 齊永昌. "Application of high school teachers instructional technology - A case study of Taipei First Girls High School". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/89222288005166749089.
Pełny tekst źródłaJin, Shanshan. "Screening girls in high school musical : identity, femininity, and empowerment". Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5519.
Pełny tekst źródłatext
Tseng, Sheng-Wei, i 曾聖為. "The differences in overarm throwing patterns of high school girls". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/03768571545920199090.
Pełny tekst źródła國立新竹教育大學
人資處體育碩士專班
101
Abstract Purpose: To discuss the differences in speed of releasing the ball and development by overarm throwing practices in female high-school students, including three periods as before, after and retention periods. Methods: There are 48 female high-school participants (right-handed) equally divided into the control group and experimental group, which took 720 times overarm throwing in eight weeks. It got the movements in two groups by using high-speed cameras (CASIO EX-F1, 300Hz), and the speed of releasing the ball by Kwon 3D. The development of movements considered as the scores by developmental table with one-hand over-hand throwing modified by Burton et al. (1992). Statistics: Comparing the differences in control and experimental groups by mixed two-way ANOVA. Comparing the differences in speed of releasing the ball and development before and after practice and retention period by dependent samples ANOVA. The development and speed of releasing the ball in control and experimental groups were tested by Spearman correlation coefficient, α=.05. Results: 1.The developmental score and the speed of releasing the ball didn’t significant grow up in control group. 2. The throwing practice increase the developmental score and the speed of releasing the ball, but decrease in retention period, and it won’t back to the level before practice. 3. It will have better throwing skills and the speed after eight-week practices.
An-Chi, Chen, i 陳安琪. "Senior High School Girls’ Experiences In Satir Model Communication Group". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47890390003641072595.
Pełny tekst źródła實踐大學
家庭研究與兒童發展學系家庭諮商與輔導碩士班
102
The goal of the current research is to discover senior high girls’ inner experiences, what have they learn, what have they gained and the change of their insights during the two-day Satir model communication group. This research utilized the purposive sampling method to select eight female participants from a senior high school of Taipei City; applied the Satir model communication group, using semi-structural interview method from qualitative research method to conduct individual interviews before the group, within a week after the group and a month after the group along with collecting the feedback sheets with quantified descriptive questions and open questions. The contents of the interviews and the open questions were analyzed using thematic analysis method, the outcome of the current research as following: 1.The participants’ inner experiences contain the common shared experiences and individual unique experiences. The participants commonly felt unfamiliar, uncomfortable and had low degree of self-openness at the beginning of the group. As the group proceed, the participants gradually felt confortable and welling to express themselves; also, through to the informative group content, the participants continuously experiencing the process of thinking and internalization. However, when the participants faced silence situation, most of them would feel pressure and wanted to quickly defuse the tension. The individual unique experiences included the participants’ emotion were touched when connecting to their own experiences; felt awkward and lost when facing certain scenarios; and lost focus when the content of the group was less related to their own experiences. 2.The participants have learn to elevate their insights, to understand and to clarify their inner process, to gain the understanding of the meaning and the characteristics of interpersonal communication, to learn to communicate congruently; also, to learn to try different interpersonal expressions. 3.Participants can feel the change of themselves before and after the group. The changes are integrity, included understanding and adjusting their coping stances; gaining insight of their inner process to smooth their feelings; understanding the core needs of interaction; heightening the interactional sensitivities and bring changes to the interactions; adjusting the way to interact to gain the ability to express themselves, to face interpersonal challenges and to facilitate interpersonal interaction. Overall, the Satir model communication group is helpful for the senior high girls to gain self-understanding, to promote the interactional ability and to improve interpersonal relationship. 4.Participants’ feedback to the group included: using two-people small group can facilitate interaction; the experiential group content is helpful for learning and understanding. Participants leave positive feedback on the group content that they have learned can apply to their daily life; the group provided a space to share and to express themselves; also, participants leave positive feedback on the group leader’s leading style and attitude. In the end, the author had further discussion on the research outcome and gave suggestions to the practical work in the future and further research based on it.
Shikakura, Hisayo. "Values, gender, and socialization of high school girls in Japan /". 2003. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3088785.
Pełny tekst źródłaCaputo, John Paul. "Boston High School as an at-risk intervention program: 1968-1979". 1988. https://scholarworks.umass.edu/dissertations/AAI8822642.
Pełny tekst źródłaTsui, Chih-Chung, i 崔治中. "The Culture of Adolescent Girls in the Academic Senior High School". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/42832548141759461822.
Pełny tekst źródła國立臺灣師範大學
教育學系
100
Under the social context of Taiwan, the academic senior high school is an unique, highly sensitive field, but there are few papers concerning the culture of adolescent girl in the academic senior high school. This study is rooted in the culture theory from British Centre for Contemporary Cultural Studies (CCCS), attempt to depict the cultural phenomenon of adolescent girls’ everyday life in the academic senior high school. This study adapts ethnographic method, collecting data in a well-known academic senior high school located in northern Taiwan, by using the participant observation, field note and interview as methods of data collection for seven month. I found that adolescent girls are working hard on the school academic, but does not necessarily agree with the value of school curriculums. Most of the school class is boring, but adolescent girls still like going to school, getting along with peers. In the context of school environment, although adolescent girls are paying effort on preparing the exam of college enrollment, but they are less idea about the future. Even some girls do have some ideas, but often restricted by the examination, family and school. In this study, the results are summarized in the following conclusions: 1. In academic senior high school, the everyday life culture of adolescent girls is under the context of academic-guiding social environment. 2. Facing the restriction of environment, the attitude of adolescent girls is showing both part of resistance and accommodation. 3. Adolescent girls like getting along with peers for whiling away the boring school time. 4. Adolescent girls are showing uncertainty about the future.
WU, PEI-YU, i 吳珮瑜. "A study on Senior High School Girls' Preferences in Uniform Styles". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/e68p4t.
Pełny tekst źródła國立雲林科技大學
視覺傳達設計系
106
This study uses content analysis, focus group and questionnaire survey to find out 493 the national high school girls’ preferences in summer uniform styles, research object on senior high school girls. The results could be reference for uniform design and selection in the future. The first step in the research process is to encode the 2016-2017 data of 504 senior high schools. Next, interviewing 6 designers who have more than 5 years working experience. Then, using factor analysis to develop items and categories. After that, drawing uniform styles for the questionnaire. Finally, collecting valid samples and running Chi-square test in SPSS. The findings are as follows: 1. High school girls prefer suit, navy collar, skirt and bow tie. In contrast, the mainstream design of high school uniform is suit, shirt and skirt without any accessories. 2. A large proportion of participants prefer divided skirt, because it is comfortable for movement and dignified as same as skirt. 3. In regard to preferences of uniform accessories, bow tie is top-rated, uniform designer could take it as a reference in the future.
Chang, Chia-Ling, i 張佳琳. "The Shine of Fat Girls : Views of Body-Image and Embodied Experience of Senior High School Girls". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/94130339162565358154.
Pełny tekst źródła高雄醫學大學
性別研究所碩士班
93
At the Taiwanese society of present, seem to with〝Thin type of figure〞for woman''s body of essential be worth. This see hard move of the main current is worth, making the senior high school fat girls become the minority ethnicity apparently. Does the fat girl own a lot of negative body experiences whether the young girl of Taiwan of today really live in under the appearance doctrine? To them, really have an ideal woman the figure elephant? And change into the actual action? Can they only be passively discussed to hold the lane, and have no subjectivity? This study adopts the in-depth interview of qualitative research method.The research objects are(1) Study in public and private senior high school girl in Taiwan.(2) Their commentary has the fat type of figure by themselves.The purposes of this study are (1) to understand how the fat girl construct the meaning of of the description ego and body-images.(2) to explore the interviewee''s body experience in produce of body-identity and sexuality.(3) to analyze health discourses and the power operation in the social context today(4)to understand how the social structure（/ relationship/ peers）influenced the body consciousness of the senior high school girls. Study to find the fat girl interacts with its social network at the daily life constantly. Girls’ embodied experiences contain gender implications.The body consciousness is a process of constructed continuously. The fat girl builds up the bodily demeanour, the display is own just toward the ability and the body-identity in different situation. While discussing weight lose subject, the fat girl will use a support mechanism that the health is discussed to be their body-identity, will health as a kind of control（/ manage）by deskilling of day-to-day life, and influence the their views of body-images. The family,peers,school are girls in senior high schoolses mainly social network.In the peers, the weight subject becomes a kind of association and acquires the medium of social identity. The school space arrangementand the policy performance places girl''s body at gaze , the body of the height the demonstration increased the peers compare （/ discipline）. Taiwan’s body-education lacks of the diverse curriculum design and systematic policy of body-education currently.Study expect to promote the parent,school''s understanding, increases the space that girls gives out sound, also let the public and educator understand their true embodied experience . Make girls express their agency.