Rozprawy doktorskie: „Secondary school students”

1

Cicek, Ibrahim. "Investigation Of Secondary School Students". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605722/index.pdf.

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The purpose of the study was to investigate secondary school students&rsquo
performance on proof and attitude towards proof in geometry. The research was conducted on 367 10th grade students. The numbers of subjects were 94, 96, 90 and 87 from General High Schools (GHS), Anatolian High Schools (AHS), Science High Schools (SHS) and Private High Schools (PHS) respectively. The number of girls and boys were 142 and 225 respectively. To obtain the data of this study, the following measuring instruments were utilized: 1.Proof Performance in Geometry Test (PPGT)
2.Proof Attitude Scale in Geometry (PASG). They were developed by researchers. The results indicated that: 1.There were statistically significant differences among the mean scores of students enrolled in different school types with respect to performance on proof in geometry
2.There was no statistically significant difference between the mean scores of boys and girls with respect to performance on proof and attitude towards proof in geometry
3.There were no statistically significant differences among the mean scores of students enrolled in different school types with respect to attitude towards proof in geometry
4.There was statistically significant correlation between secondary school students&rsquo
performances on proof and attitude towards proof in geometry
5.While students in SHS got the highest scores from each question, students in GHS got the lowest scores
6. While most students in SHS perceived themselves as successful in geometry, most students in GHS perceived themselves unsuccessful.

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2

Stövring-Nielsen, Birthe. "Secondary School Students' Use of English Outside School". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30831.

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The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.

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3

Icoz, Omer Faruk. "The Relationship Among Secondary School Students". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614736/index.pdf.

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The purpose of this study was to investigate the relationship among secondary school students&rsquo
attitudes, motivation and self-efficacy beliefs toward chemistry lessons and to determine the effect of grade levels, gender and school type on each dependent variable. The study was conducted during fall semester of 2011&ndash
2012 academic year in four high schools which are general public high school, Anatolian public high school, vocational public high school, and general private high school in Ankara. Cluster random sampling method was applied and 813 students taking chemistry course participated to the study. Attitude Scale Toward Chemistry (ASTC), Motivated Strategies for Learning Questionnaire-Turkish Version (MSLQ-TV), and High School Chemistry Self Efficacy Scale for cognitive skills (HCSS) were used as measuring instruments. The collected data were analyzed with correlational analysis and with three-way analysis of variance (ANOVA) for each dependent variable. v The results of the analyses displayed that there were high correlations among students&rsquo
attitudes, motivation, and self-efficacy beliefs toward chemistry lessons. Furthermore, the results showed that school type and gender of the students had ignificant effect on their attitudes, motivation, and self-efficacy beliefs toward chemistry lessons. For instance, students in private public high school had the highest and students in vocational public high school had the lowest attitudes, and girls were more motivated than boys toward chemistry lessons. However, grade level of the students had no significant effect on their attitude, motivation, and self-efficacy beliefs toward chemistry lessons.

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4

Wong, Wai-ling. "Students' perceptions on the enrichment program in a secondary school /". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

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Fok, Fung-yee. "A study of bullies in a secondary school". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752406.

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Wong, Yuk-yu Ellen. "An exploratory study of secondary school adjustment and adolescent development /". [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13117075.

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Cohen, Bonnie Lynn. "Health behaviour survey of secondary school students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0024/MQ51056.pdf.

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8

Ngan, Mee-yuk Elte, i 顔美玉. "The declining standard of secondary school students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972573.

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9

Panganayi, Mupenyu Felix. "Developing metacognitive skills in secondary school students". Thesis, Open University, 2018. http://oro.open.ac.uk/58321/.

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The research in this thesis focussed on whether metacognitive instructional methods can support the development of metacognitive skills (MS) awareness, and student achievement in secondary school students during problem solving in stoichiometry. The research involved four studies. The first was a quasi-experiment using the metacognitive skills framework (MSF) to support students. The intervention was conducted by a chemistry teacher, for one hour/week over three weeks, with pre- and post-test assessments. There was a control group (N=19) and an experimental group (N=22). There was no significant improvement in MS awareness, however, there was a significant improvement in stoichiometric achievement for the experimental, but not the control group. Study 2 involved a comparison of MSF (N=21); metacognitive skills modelling (MSM; N=17), another less explicit instructional method; and a control group (N=23). Similar measures to those in Study 1 were used. The three groups failed to show significant improvement over time in MS awareness. However, the MSF and Control groups showed significant improvement in stoichiometric achievement. Study 3 concerned the students' MS awareness and use. An interview group was drawn from each of the three conditions and was asked a series of semi-structured questions. The MSF and control groups gave answers which suggested higher MS awareness and use compared to MSM group. This was not expected and consequently Study 4 was conducted. Study 4 involved interviews with the teachers of the students in the three conditions. Some of the findings in Study 2 could be explained by the control group teacher supporting MS awareness and use, and that this group had a public examination in chemistry shortly after the study. Thus, the findings from this research suggest that use of the MSF is associated with increased scores in stoichiometry. However, further research is needed to better understand the effects of interventions on the enhancement of metacognitive skills awareness and use.

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10

Ngan, Mee-yuk Elte. "The declining standard of secondary school students". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24534390.

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11

Tsang, Meiling. "The impact of community involvement on secondary school students' learning". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039948.

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To, Wai-tik. "Secondary students' conceptions of learning economics". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963523.

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13

Richter, Mechthild. ""Now he's a secondary school student" : successful transition from primary to secondary school for students with autism spectrum disorder". Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/RICHTER_Mechthild_2019_ED519.pdf.

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Cette thèse portait sur la transition du primaire au secondaire des élèves atteints de troubles du spectre de l’autisme (TSA) en France, dans le contexte du développement de l’inclusion scolaire. L'étude 1 a permis de déterminer les critères d'une transition réussie. Elle a montré que la transition est complexe et touche plusieurs acteurs. L'étude 2 a permis de saisir les représentations sociales d’une transition réussie. Celles-ci sont largement cohérentes entre les gens, qu’ils considèrent ou non un élève atteint de TSA. Néanmoins, des différences subsistent et ont été étudiées plus en détail dans l'étude 3. Cette étude a produit des résultats concernant les expériences et les perceptions des acteurs clés. De plus, elle a permis d’identifier des stratégies pour une transition réussie ainsi que des obstacles. Les résultats des études ont été combinés pour élaborer des recommandations pour une transition primaire-secondaire réussie pour les élèves atteints de TSA. En raison de la complexité de la transition, chaque recommandation doit être adaptée à chaque cas et chaque intervenant. Les mesures existantes ainsi que les nouvelles recommandations sont discutées dans le contexte de l'ambition de parvenir à un système scolaire inclusif
This thesis investigated the transition from primary to secondary school of students with Autism Spectrum Disorder (ASD) in France. Study 1 provided criteria for a sucessful transition. It showed that the transition is complex and affects several stakeholders. Study 2 captured the social representations of lay people on a successful transition. These are largely congruent between lay people considering or not a student with ASD. Nevertheless, differences remain and were further investigated in study 3. This study delivered results concerning the experiences and perceptions of concerned stakeholders. Moreover, it identified strategies for a successful transition, as well as barriers. The results of these studies were combined to develop recommendations for a successful primary-secondary transition for students with ASD. Due to the complexity of the transition, every recommendation has to be adapted to each case and stakeholder. Existing measures as well as the new recommendations are discussed in the context of the ambition to achieve an inclusive school system

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14

Li, Fung-yee. "Implementing student self-assessment in a secondary four writing class of a local secondary school". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1988400X.

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15

Molefe, Olebogeng Ralesenya Daniel. "School guidance and multi-modal counselling for secondary school students". Thesis, University of Pretoria, 1994. http://hdl.handle.net/2263/29601.

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This investigation aims at determining the contributions of school guidance and multi-modal counselling service for the South African secondary school students' acquisition of life competencies and skills. The empirical research consisted of:

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16

Sharpe, Rachael May. "Secondary school students' attitudes to practical work in school science". Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/3783/.

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Practical work is seen as having an important role in school science. In particular many have claimed that it has an essential role in determining students' attitudes to school science and science beyond the classroom. However, whilst there has been much research into students'attitudes to science there has been little research into their attitudes to practical work in particular. This study considers students' attitudes in terms of the cognitive, affective and behavioural analytical framework developed by Rosenberg (1960). The study is based on data collected from three English secondary schools within Key Stages 3 and 4. It involved questionnaires in biology, chemistry and physics as well as school visits that involved lesson observations, semi-structured interviews and focus groups with students. Field notes and audio-recordings were made throughout these visits for subsequent analysis. The findings suggest that secondary students' attitudes to practical work are, generally speaking, positive. However, what also emerged was the extent to which such attitudes to practical work differed, not only across the three sciences, but also showed a statistically significant decline as students progressed through their secondary school education. The reason for this being that the relative importance of the cognitive, affective and behavioural domains changed as students moved away from a focus on the enjoyment of science towards one that was examination orientated. The implications of this study suggests that teachers need to be far more aware that students' attitudes to practical work need to be consider according to the science they are studying and their age, rather than seeing their attitudes to practical work being unchanging and uniform across the three sciences.

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17

Wong, Ka-ming Tracy. "Students' perceptions of forgiveness in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2575581x.

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18

O'Hara, J. Martin (John Martin) 1922. "Student attitude towards school in Quebec English secondary schools". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55623.

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19

So, Kar-yee Carrie, i 蘇嘉儀. "Secondary school students' attitude in choosing business stream: a case study in one secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30293054.

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20

Lee, Mo-lan Monica. "Graduate profile and employer's expectations : case study of a Hong Kong secondary school /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777630.

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21

Wong, Wai-ling, i 黃慧玲. "Students' perceptions on the enrichment program in a secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4500786X.

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22

Tsang, Kwok-shun. "Conceptions of learning among secondary four students in Hong Kong". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876511.

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23

Lo, Man-fai. "Concepts of self amongst secondary school pupils in Hong Kong /". [Hong Kong] : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12326239.

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24

Yick, Wing-yee Winnie. "Impact of internet on loneliness of secondary students /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474741.

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25

Coldwell, Lerryn. "Students' problems: students' and teachers' perspectives in an ESF secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195781X.

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26

Gardner, Kimberly D. "Investigating secondary school students' experience of learning statistics". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-12032007-153308/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Christine Thomas, committee chair; Stephen Harmon, Pier Junor-Clark, Lynn Stallings, committee members. Electronic text (122 p.) : digital, PDF file. Description based on contents viewed August 11, 2008. Includes bibliographical references (p. 109-115).

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Gardner, Kimberly D. "Investigating Secondary School Students' Experience of Learning Statistics". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/30.

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Although more students are taking courses in statistics before leaving high school, the research base on teaching and learning statistics at the high school level has not accumulated as rapidly (Garfield & Chance, 2000). Very little is known about how secondary school students learn statistics, how the misconceptions they bring to the subject impede their learning, and what should be taught or assessed (Watson & Callingham, 2003). Studies that have investigated these issues tend to focus on the K-5, undergraduate, and graduate levels of education (Groth, 2003). Therefore, more research is needed at the secondary level (Garfield & Chance, 2000). The purpose of this qualitative investigation is to examine how secondary school students' approaches to learning relate to how they assign meaning to statistics. Phenomenography (Marton & Booth, 1997) is the theoretical orientation that frames the study, and it examines the role human experience plays in learning, by reporting variations in the ways participants experience a phenomenon (Dall'Alba & Hasselgreen, 1996). The research questions for the study were: 1) What are the different ways high school students define statistics? 2) What are the different ways high school students learn statistics? 3) What are the different ways students experience learning statistics? The nine participants in the study were high school graduates who completed a course in Statistics or Advanced Placement Statistics while enrolled in high school in a suburban area in the southeast. Data sources were semi-structured interviews and journaling. Using phenomenographic methodology, students' descriptions of the experience of learning were analyzed and coded. An outcome space of the collective experiences was constructed. A hierarchical relationship between students' approach to learning and their learning strategies was found. Also, a hierarchical relationship between students' approaches to learning and the meaning they assigned to statistics was found.

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28

Shildneck, Barry P. "Female Students and Achievement in Secondary School Mathematics". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/59.

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Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’s deficiencies. Despite the perspective and nature of this research, there are, however, women who have achieved at extraordinarily high levels in the secondary mathematics classroom. It is important to examine this historical research as it has impacted the views of teachers, researchers, and media with regard to female mathematics students’ opportunities. By reflecting upon the research literature and its far reaching impacts, high-achieving women in mathematics can begin to reverse the perceptions that limit their opportunities. Thus, the purpose of this study was to explore, through the experiences and stories relayed by the study’s participants, how young women might negotiate the (historic all male) mathematics domain. Employing a qualitative research designed within a phenomenological framework and analyzed through a combination of postmodern and standpoint feminisms, I examined the stories of four undergraduate female students who were identified as being high-achieving in secondary school mathematics. These young women, by reflecting upon their secondary school experiences, and by reflecting upon their experiences within the context of the existing research literature, not only identified the aspects of their lives they felt had the greatest impact upon their opportunities but also examined their personal definitions of success and the impacts their gender had on their (socially defined) achievements within secondary school mathematics.

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29

Chau, Mei-wah Josephine, i 周美華. "Secondary school students' perceptions of learning with ICT". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29608193.

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30

Klop, Tanja. "Attitudes of secondary school students towards modern biotechnology". Rotterdam : Rotterdam : Erasmus Univeriteit ; Erasmus University [Host], 2008. http://hdl.handle.net/1765/13857.

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31

Leitch, Angela Maria. "The unexamined system: Indigenous students' secondary school attendance". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376519.

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Since 2008, various Prime Ministers of Australia have used the “closing the gap” report to focus on the low level of school attendance and educational achievement of Indigenous students. Consequentially, new strategies focusing on schools, Indigenous parents and students are implemented, and the following year the Prime Minister repeats the call for improvement. It seems that nothing changes. This cyclical issue raises fundamental questions, “Why does a gap in attendance between Indigenous and non-Indigenous students persist, and are there unexamined factors that perpetuate the ‘wicked’ problem?” Perhaps it is not the individual school, teacher, parent or student who is the largest impediment to Indigenous student attendance and academic success. Are there other factors that remain unexamined, including the values and beliefs upon which the practices of the education system are built? Using the methodological approach and tools generated from critical race theory (CRT) this study critically examines Queensland state school data and identifies systemic factors that are preventing or impacting on Indigenous student attendance. Data sets are predominantly reviewed using quantitative analysis techniques, aligning with the current educational focus on policy informed by quantitative rather than qualitative research (Lingard, Creagh, & Vass, 2012). In addition, qualitative methods are used to examine how racism is endemic in educational policies. Key results from this study indicate that, in Queensland, educational policy, decision- making, and practices maintain the white dominant ideology that impacts on Indigenous students’ success, and renders them invisible. The results also demonstrate that Indigenous parents/caregivers and secondary school students’ opinions of school differ from those of their non-Indigenous peers. The thesis presents new understandings of how race continues to impact on the education system and facilitates a rationale for why Indigenous students have a higher rate of non-attendance than their non-Indigenous peers. The evidence base has the potential to change the way blame is apportioned for Indigenous student non-attendance, by shifting the focus from Indigenous parents and students to the education system. The study recommends two practical changes within the education system. Firstly, that an accredited professional development program for both policy makers and senior officers and above within the public service occurs, focusing on unconscious racial bias. Secondly, that a review of public sector policies be undertaken to address the part that seemingly neutral language plays in enabling the ‘wicked’ problem to persist, beginning with the qualitative analysis methods presented in this thesis. Finally, the study suggests that future research should focus on how the legacy of colonisation, in addition to race, impacts on Indigenous students’ educational outcomes. More detailed qualitative research should be undertaken to explicate the reasons for unexplained absences of Indigenous school students. Understandings about unexplained absences will assist in the development of alternative, targeted, evidence based strategies focusing on all areas affecting Indigenous students’ attendance.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text

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32

Graham, Archie. "School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences". Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166058.

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The focus of this research is what constitutes school ethos for a purposive sample of seven final year students in a Scottish secondary school. A review of existing literature on the topic of school ethos highlighted the importance that policy makers and practitioners in Scotland afford to the notion of a positive school ethos. Yet knowledge of the topic remains limited with only a narrow range of approaches to researching school ethos evident within the literature reviewed. This study begins by considering the ideas of the early twentieth century philosophies of Martin Heidegger (1889 – 1976) and Edith Stein (1891 – 1942). In their ideas about the human person and human relationships the conceptual tools: thrownness; beingwith; care (acts of solicitude); mood; and temporality are identified to investigate school ethos from a different perspective. The hermeneutic phenomenological tradition particularly Maurice Merleau-Ponty’s (1908 – 1961) notion of embodiment and Hans George Gadamer’s (1900 – 2002) ideas of: conversation; fusion of horizons; and the hermeneutic circle provide both the methodology and method to investigate the phenomenon that presents itself as school ethos from the student perspective. Data on the students’ lived experience of secondary school were collected by conversational interview and are presented as participant stories with each story organised around the same five explicative themes. The analysis of the data found that there was little evidence of the school’s declared ethos entering the lifeworld of the participants, rather school ethos is experienced for them as moods which surface from acts of solicitude. Although the small-scale nature of the study precludes wider generalisations from the findings the study highlights issues that may be useful to policy makers and practitioners. In particular, it suggests there is a need to pay greater attention to understanding the lifeworlds of students, to the lived experience of school ethos and on seeking further clarification around what constitutes positive acts of solicitude within the context of school.

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33

Lee, Yuk-chi. "A study on the deviant behaviour of secondary school students". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13992211.

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Horobin, Margaret Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school /". St Andrews, 2009. http://hdl.handle.net/10023/693.

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Hines, Nancy J. "Counseling homosexual students in the secondary school setting perceptions of guidance counselors /". Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/116.

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Shotte, Gertrude Robertha. "Education, migration and identities : relocated Montserratian secondary school students in London schools". Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10019242/.

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This thesis explores the effects of forced migration on the educational aspirations of relocated Montserratian students in British schools. It first discusses the circumstances that influenced migration to the UK, particularly from the latter half of 1997, then compares and contrasts the educational experiences of relocated student to those of other African Caribbean and refugee migrant groups. As a British Dependent Territory Overseas (BDTO), the way of life in Montserrat has been guided and influenced by its status as a country under British jurisdiction. Yet, Montserratians have no formal citizenship rights and have therefore been positioned in a political limbo. Expectations from home and school create a constant struggle for relocated students as they juggle a range of conflicting identities. The thesis argues that a clash of ambiguous identities has forced relocated migrants to rethink and reconstruct a sense of place, as well as redirect thoughts on educational goals and aspirations. Fieldwork conducted with relocated students, their parents/guardians and teachers has revealed that the effects of forced migration have affected relocated students' educational aspirations. The high levels of achievement motivation that students had prior to relocation, have been greatly diminished due to several in-school and out-of-school factors. The thesis identifies the fragmentation of the Montserrat community as a major contributing factor. It also discusses the strategies that the UK-based Montserrat community groups and organisations have implemented in an effort to restore and sustain relocated students' premigration levels of achievement motivation, via a sense of an 'island' community. Finally, the thesis considers the main arguments against the backdrop of relocated migrants' perceptions of achievement, and their implications for future research, policy and practice.

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37

Jacobson, Suzanne E. "Students' Perceptions and Experiences of Secondary Public School Safety". BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1819.

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The purpose of this study was to generate in-depth understanding and descriptions of secondary students' experiences of safety in the public schools. Quantitative research has demonstrated that students self-report feeling unsafe in school (Utah State University: Center for the School of the Future, 2006). School violence is decreasing, yet many school districts have sponsored and implemented heightened security measures. It seems a contradiction, but amidst heightened security secondary public school students self-report feeling unsafe in school. This study investigated this phenomenon to provide rich and detailed data, utilizing a grounded theory approach to qualitative research and design. The perceptions and experiences of secondary students in public school were described in focus groups comprised of eighth grade students. Five central and unifying themes emerged from the data informing how and why secondary students feel safe and unsafe in school. Results indicated that students feel most safe in schools when students have trusting relationships with school personnel and peers and when school adults adhere to procedures and policies and respond in meaningful ways to student concerns.

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Jantz, Carrie. "Transition programs for new high school students". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CJantzPartI2006.pdf.

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39

Tsang, Meiling, i 曾美玲. "The impact of community involvement on secondary school students' learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039948.

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40

Lau, Wai-lan. "A study of subject choices among third year secondary school pupils". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811267.

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41

Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.

In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.

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42

Lee, Elton David. "The Impact of Drug Testing on Secondary School Students". Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3281/.

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The purpose of this study determined whether use of student random drug testing provided an effective means to reduce drug usage by secondary school students. The participants included 50,214 7th through 12th grade students in 12 selected public schools. All school districts participated in the Texas School Survey of Substance Use in 1994, 1996, 1998, and 2000. The six districts in the experimental group used drug testing as a method of reducing drug usage among students. The six districts in the control group did not use drug testing. Although athletes and students involved in extracurricular activities remain the focus of random dug testing, this research focused on an entire school population to determine whether drug testing only a select group of students reduced reported drug usage in the entire school. Two questions guided the research: First, does the use of random drug testing have an impact on student drug usage? Second, does the year of implementation of random drug testing have an impact on students' self-reported drug usage? The findings for each research question were categorized according to nine illegal drugs. The researcher used a one-way repeated measures factorial design. The data were analyzed via the univariate (split-plot) 2 x 4 analysis of variance (ANOVA), with the data from four periodic surveys (1994, 1996, 1998, & 2000) as a within-subject factor and the treatment group (participation in drug testing or control/no drug testing) as a between-subjects factor. The results of the study showed there was no statistically significant difference between the experimental group of school districts that used random drug testing and the control group of school districts that did not use random drug testing. In addition, the study showed there was no statistically significant difference in drug usage between the students in districts who began random drug testing in different years (i.e. 1994, 1996, 1998, & 2000).

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43

Yuen, Chun-ying Samuel. "Students' perceptions of the aims and content of curriculum in Hong Kong". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601307.

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44

Chiu, Yuen Woon-yee Winnie, i 招袁煥儀. "Careers perceptions of matriculation students in two schools in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956002.

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45

Zanzali, Noor Azlan Ahmad, Abdul Halim Abdullah, Norulhuda Ismail, Aziz Nordin i Johari Surif. "Comprehensive indicators of mathematics understanding among secondary school students". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83216.

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46

Kithyo, Mattemu. "High school students aspirations for post secondary career programs". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28251.

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The purpose of this study was to find out what the students' perceptions are regarding the influence of the following factors in the students' career programs decision making: students' self-expectations; parents' expectations; teachers' expectations; industry's expectations; financial rewards; academic ability; upward mobility; sex role stereotyping; and availability of career information. The study was carried out in Machakos district, Kenya between April and August 1988. The subjects were 210 form 3 (grade 11) students drawn from 3 different schools in the district. One school was an all girls school, one an all boys school and one a mixed school. For each school, two classes of 35 students each were used. Data for the study were collected by use of a questionnaire developed by the researcher. This questionnaire was administered in each school by the researcher assisted by 2 teachers supplied by the school. The data were then analyzed and the results grouped into categories reflecting the questions addressed by the study. Some of the major findings of the study were: 1. Programs in Agriculture are priority aspirations for both the boys and the girls. 2. Besides agriculture, the career program aspirations of the students followed the traditional gender lines such that most of the boys aspired for technological programs while most of the girls aspired for office based programs. 3. There seemed to be no difference between the effects of parents expectations on the boys and on the girls. 4. There seemed to be no difference between the effects of teachers' expectations on the boys and on the girls. 5. The boys believed that they had good academic abilities in Mathematics and science subjects while girls believed they were good in business education and languages. 6. The boys seemed to be more concerned with chances for further studies in career program than the girls were. 7. By the time students chose subjects for Kenya Certificate of secondary Education (K.C.S.E.) certification they had very little career information available to them. 8. Although technical education is a priority field for the government, it is not a priority aspiration for the students. The findings of the study suggest that career guidance in the secondary schools in Machokos District is not effective. The author gives several recommendations for addressing the issues and concerns raised by the study.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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47

Quinlivan, Kathleen Anne. "Ten lesbian students reflect on their secondary school experiences". Thesis, University of Canterbury. School of Educational Studies and Human Development, 1994. http://hdl.handle.net/10092/2096.

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This thesis comprises part of a parallel study currently being undertaken with a gay male researcher. It investigates the secondary school experiences of lesbian and gay youth and the ways in which these experiences affected young lesbians coming to terms with their emerging lesbian identities. Using qualitative research methodology, two semi-structured interviews were conducted across two urban sites with ten young lesbian women between the ages of fourteen and twenty-five. Various feminist theories and contemporary adolescent developmental theories were drawn on to provide a context within which the participants' experiences could be situated. The research revealed that with one notable exception. Secondary schools do little to support young women who do not conform to the heterosexual norm. As a result the participants felt marginalised and excluded both within the school curriculum and from their peers and teachers. Many felt compelled to suppress their sexual identity. The strategies that they used to do this and their negative effects are then described. Finally I draw upon previous studies and the participants' suggestions to suggest ways in which schools could change to meet the needs of lesbian students more fully.

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48

Lee, Sze-hung, i 李思紅. "Secondary school students' understanding of ethical guidelines in accounting". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227409.

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Giap, Binh Nga. "The environmental awareness of secondary school students in Hanoi". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-227914.

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This article reports on a study of secondary school students in Hanoi. The author surveyed approximately 500 students from a sample of 10 secondary schools to assess levels of environmental awareness including environmental knowing, concerning and applying. Independent variables included region of school, and the gender of students. Although there are no region and gender differences in environmental awareness, the mediating relationships are found
Báo cáo đề cập kết quả nghiên cứu nhận thức của học sinh trung học cơ sở về khía cạnh môi trường trong các nhà trường tại Hà Nội. Tác giả đã tiến hành khảo sát 500 em học sinh từ 10 trường trung học cơ sở để đánh giá mức độ nhận thức về môi trường bao gồm các biến số: hiểu biết, vấn đề liên quan và áp dụng. Các biến số độc lập bao gồm khu vực và giới tính. Mặc dù không có sự khác biệt về khu vực và giới tính trong nhận thức về môi trường, mối quan hệ điều hòa giữa các biến số được phát hiện

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Jacobson, Suzanne Elyse. "Students' perceptions and experiences of secondary public school safety /". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3084.pdf.

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