Дисертації з теми "160809 Sociology of Education"
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MAN, Kit. "Citizenship education in post-1997 Hong Kong : civic education or nationalistic education?" Digital Commons @ Lingnan University, 2013. https://commons.ln.edu.hk/soc_etd/35.
Повний текст джерелаTrevelin, Ana Teresa Colenci. "A relação professor aluno estudada sob a ótica dos estilos de aprendizagem: análise em uma Faculdade de Tecnologia - Fatec." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-07052008-160809/.
Повний текст джерелаThe education today is a priority aimed in the entire world, mainly in the age of the human capital, where the knowledge becomes the item of bigger importance in the race for the efficiency and greater competitiveness. In Brazil, although to be the graduation in technological superior education a subject of the biggest importance for the process of social inclusion, because it promotes the development of adequate abilities to the demands of the globalized economy, can be evidenced, that still it has very what to become. One becomes evident that the knowledge and the development of the abilities, as capacity to process information, the creativity and the initiative, are essential for the development and modernity. This work, argues the way as technological education comes being given in function of the demanded abilities of the professional, and as the knowledge of the styles of learning of the pupils, that is, the way as they perceive and they process the information can contribute for the elaboration of education strategies, becoming it more efficient and significant. They had been collected given of the pupils and professors of the courses of Technology of Industrial Production and Technology in Data processing of the College of Technology of Taquaritinga- SP, using the inventories of Felder and Soloman and of Keirsey and Bates. From the analysis of the data, one searched to trace a profile of the dominant styles of learning of the students and professors, to compare them and after that to make a correlation with the data of the System of Institutional Evaluation, SAI of the proper college in the direction to verify if some discipline with high index of retention can be explained by the theory of the learning styles, and after that to consider educational strategies and action of improvement the relation teach-learning.
Bilandzic, Ana. "New approaches to developing and commercialising IP from research in universities using open innovation." Thesis, Philipps-Universität Marburg, Germany, 2016. https://eprints.qut.edu.au/98400/1/thesis_ana.pdf.
Повний текст джерелаForari, Antonia. "The voices of Cypriot music education : a sociology of music education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006665/.
Повний текст джерелаJohnson, Keith V. "Recruitment and retention of African American students in baccalaureate technology teacher education programs /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250018842.
Повний текст джерелаPatrinos, Harry Anthony. "Education, earnings and inequality in Greece." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289442.
Повний текст джерелаSammen, Haley C. "A Social Determinants of Education Framework." Thesis, University of Colorado at Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608197.
Повний текст джерелаResearch shows that out-of-school factors potentially have a greater impact on student outcomes yet our interventions remain focused on in-school factors. This thesis proposes that education reform efforts should learn from the widely accepted social determinants of health framework. The social determinants of health framework has lead to great strides in health equity in the us. Us education however remains deeply rooted in inequitable origins despite centuries of efforts to improve outcomes. Through a literature review of the impact of social forces on educational outcomes a “social determinants of education” framework is proposed. The social determinants of education are proposed to be economic, food, physical environment, social environment, and health. This framework aims to coalesce education reform conversations around a common language of equity.
Xu, Jun. "Families, investments in children, and education a cross-national approach /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219909.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2110. Adviser: Brian Powell. "Title from dissertation home page (viewed June 21, 2007)."
Srivastava, Angela. "Widening access : women in construction higher education." Thesis, Leeds Beckett University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306958.
Повний текст джерелаReuss, Anne Marie. "Higher education & personal change in prisoners." Thesis, University of Leeds, 1997. http://etheses.whiterose.ac.uk/439/.
Повний текст джерелаBrandes, V. Donna. "An illuminative evaluation of an alcohol education project." Thesis, Durham University, 1985. http://etheses.dur.ac.uk/9357/.
Повний текст джерелаTamboukou, Maria. "Technologies of the female self : women in education." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313622.
Повний текст джерелаAli, Emua. "Somali women in London : education and gender relations." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10018889/.
Повний текст джерелаBerggren, Uffe. "Education Blues : A Study of the Emotional Roller Coaster Rideof Ph.D. Education." Thesis, Stockholms universitet, Sociologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-102312.
Повний текст джерелаRiddle, Dawn June. "Social Activity among Sociology Alumni." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625782.
Повний текст джерелаRaue, Kimberley Marie. "Do Professional Learning Communities Matter for Student Academic Performance? An Analysis of Data from the ECLS-K." Thesis, The University of Chicago, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273429.
Повний текст джерелаThe purpose of this study is to examine the effect of professional learning communities (PLCs) on elementary school students’ performance in reading and mathematics using data from the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998 (ECLS-K). This study also investigates whether PLCs have differential effects on student performance based on student characteristics such as socioeconomic status (SES), race, and whether they are academically at-risk and school characteristics such as school type, school size, minority enrollment, and percentage of students eligible for free or reduced-price lunch (FRPL). PLCs are seen as a promising way of remedying the traditionally isolated nature of teachers’ work by facilitating a network through which teachers can share expertise, receive support, and disseminate effective practices. The underlying theory is that by facilitating teachers’ access to a network of their peers, they will be able to improve their instruction, which will ultimately lead to improved student achievement. This study addresses the need for more empirical evidence on the impact of PLCs on student performance using a large, national dataset. Principal component analysis (PCA) was used to identify correlated PLC items from the ECLS-K teacher questionnaire. Hierarchical and cross-classified random effects modeling (HCM) was then used to analyze the impact of student-, teacher-, and organizational-level variables—including two PLC variables—on students’ reading and mathematics performance. The analysis found that teacher collaboration had a significant positive effect on growth in reading and math scores, while a positive school climate was associated with significantly higher initial reading scores. Rarely did either PLC variable show differential effects based on student- or school-level characteristics.
Marshall, Harriet. "The sociology of global education : power, pedagogy and practice." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435690.
Повний текст джерелаNEVES, FAGNER HENRIQUE GUEDES. "KNOWLEDGE, SCHOOL AND CULTURE: SOCIOLOGY TEACHING AND INTERCULTURAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24416@1.
Повний текст джерелаEste trabalho situa-se na confluência entre conhecimento, educação escolar, ensino de Sociologia e interculturalidade, um diálogo pouco explorado pela pesquisa educacional brasileira. Tendo como referenciais os estudos interculturais de Boaventura de Sousa Santos, Vera Maria Candau e Antônio Flávio Moreira, busca-se discutir como os professores de Sociologia lotados na escola básica compreendem as possibilidades de debates entre o saber sociológico escolar e a educação intercultural. Neste empreendimento, dois objetivos são visados: (1) identificar as representações de professores de Sociologia de escolas públicas de Niterói sobre as relações entre o conhecimento sociológico escolar vigente na escola básica brasileira e a proposta da educação intercultural e a (2) problematizar possibilidades de construção de currículos escolares sociológicos interculturalmente orientados no contexto de escolas da rede pública. Para tanto, foram desenvolvidas entrevistas individuais semiestruturadas com onze sujeitos licenciados em Ciências Sociais e atuantes no magistério estadual de Sociologia há pelo menos dois anos. Foram também analisados documentos curriculares oficiais voltados ao ensino médio e à disciplina de Sociologia. Mediante a articulação entre os dados obtidos através desses procedimentos e os referenciais teórico-conceituais enunciados, foi possível obter significativos achados. A despeito de diversas proposições favoráveis à educação intercultural nos documentos curriculares analisados, esta ainda é escassamente promovida na seleção de conteúdos e no desenvolvimento de práticas pedagógicas no ensino básico de Sociologia, conforme relatam os sujeitos da pesquisa. Nesse cenário, a construção intercultural do conhecimento sociológico escolar é uma meta a se cumprir, repleta de desafios a serem enfrentados pelo sistema escolar e os educadores.
This work approaches an unusual discussion in the Brazilian educational research, involving knowledge, school education, Sociology teaching, and interculturalism. Specifically, the work focuses the public high-school Sociology teachers opinions about the dialogues between the Sociology knowledge and the project of the intercultural education, considering the conceptions from Boaventura de Sousa Santos, Vera Maria Candau, and Antônio Flávio Moreira. There are two research goals: (1) to identify the high-school Sociology-teachers representations about the Sociology knowledge which is normally taught at the Brazilian Schools and its relationships with the intercultural education; (2) to propose some possibilities of creating Sociology public high-schools curricula under the intercultural concepts. Semi-structured interviews with eleven Social Sciences licensed-teachers who have been working at public high-schools in Niterói City (State of Rio de Janeiro) for at least two years were made. In addition, the official curricula documents concerning Sociology teaching and high-school education were analyzed. Linking the achieved data with the theoretical references, some important results were found. Although the analyzed documents point many propositions around the intercultural constitution of the Sociology teaching, content choices and the pedagogical practices are not usually affected by the intercultural education. At this scenery, building a high-school Sociology teaching under intercultural ideas remains as a non-reached goal, which is plenty of challenges to be faced by the educators.
Smithers, Laura. "A Molecular Sociology of Student Success in Undergraduate Education." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23782.
Повний текст джерелаNamaste, Paul Ruggerio. "Social support in doctoral education the role of relationship resources and gender in graduate student professional socialization /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297115.
Повний текст джерелаTitle from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0770. Adviser: Brian Powell.
Sun, Daiyue. "Is higher education the key to unlock the door of fortune? A study of students' occupational aspirations." Thesis, University of Northern Iowa, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523512.
Повний текст джерелаThis study focuses on the relationship between students' social backgrounds and their occupational aspirations (in terms of becoming an authority, financial success and recognition in the workplace). By applying the status attainment theory and segmented assimilation theory, this study examines the significance of parental socioeconomic status, race/ethnicity, and social capital in predicting college freshmen's occupational aspirations using multivariate analysis. Interaction effects between the main predictors as well as control variables such as immigrant status, gender, school performance, motivations and skills are tested in the analysis. Results suggest that socioeconomic status is not statistical significance in predicting individuals' occupational aspirations in all models. African Americans and Asians have the highest level of occupational aspirations, while Native Americans have the lowest level of occupational aspirations without introducing interactions into the model. All three social capital variables are positively related to students' occupational aspirations, especially the effects for mentors/role models. Strong interaction effects between parental socioeconomic status and race/ethnicity variables have been found in the study as well. Results of interaction effects indicate that although Native Americans have the lowest levels of occupational aspirations at lower levels of parental SES, their levels of occupational aspiration increase radically with the increase of their parental SES levels. However, groups such as African Americans and Asians experience a decrease in their occupational aspirations with an increase of parental SES. The interactions between parental SES and social capital variables are weak. The interaction effects between race/ethnicity and social capital variables suggest that Asian students' occupational aspirations are benefited from their parents' expectations, while other races and other Latino students' occupational aspirations are promoted by studying with peers.
Ross, Justin Meredith. "The student-faculty relationship| An investigation of the interctions between students and faculty." Thesis, Gannon University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592430.
Повний текст джерелаThe purpose of this study was to explore the subjective perceptions held by students of their interactions with faculty members in college, especially as those interactions relate to the integration and membership of students in the academic community. Academic integration, resulting primarily from student-faculty interactions, has been theorized as one element that affects students’ decisions to stay in or leave college (Tinto, 1993). This study, employing a phenomenological research design, collected data through 13 interviews with junior and senior college students attending a small, private college in northwestern Pennsylvania. Interviewees were selected from three majors (English, Psychology, and Hospitality Management). Analysis of the data followed the hermeneutical phenomenological approach described by Max Van Manen (1997). Data were analyzed by adopting three phenomenological writing “lenses”: the existential lens, the thematic lens, and the theoretical lens. Two themes emerged from this: Care and Boundaries. These themes are discussed in terms of Tinto’s (1993) integrationalist theory of student departure. The theme of care (the recognition by students that faculty are attending to their personal and academic situations) was found to be present in Tinto’s theory while the theme of boundaries (recognitions of the differences between students and faculty) is not. It is suggested that the theme of boundaries represents a separate value system held by students of their faculty. Implications of the study and future research are presented.
Simpson, Jacqueline Christine 1962. "Major choices: Maternal, racial, and institutional influence on the selection of academic major." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288882.
Повний текст джерелаTarlau, Rebecca Senn. "Occupying Land, Occupying Schools| Transforming Education in the Brazilian Countryside." Thesis, University of California, Berkeley, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640659.
Повний текст джерелаTo what extent is it possible for a social movement to transform a public education system in order to promote an alternative social vision? Under what conditions can this implementation occur within the bureaucratic state apparatus, at the regional and national level? How does state-society collaboration develop, in contexts where civil society groups and the state have opposing interests? This dissertation addresses these questions through an investigation of the educational initiatives of the Brazilian Landless Workers Movement (Movimento dos Trabalhadores Rurais Sem Terra, or MST), a national social movement of rural workers struggling for agrarian reform. MST activists have been able to implement educational proposals in rural public schools that encourage youth to stay in the countryside, foster a sense of belonging to the movement, promote collective forms of work, and practice participatory governance.
Part I provides an overview of the multi-level and multi-sited political ethnographic approach used to conduct this research. It then reviews the literature on social movements and state-society relations, and considers how a Gramscian framework can be used to analyze how social movements implement educational proposals in public schools that are opposed to the interests of the dominant class. Part II examines the history and national expansion of the MST's educational initiative: how activists first developed their educational proposals; why the movement went from promoting popular education to participating in the public educational sphere; and why and how the federal government appropriated these ideas as a new approach to rural schooling, known as Educação do Campo (Education of the Countryside). Part III explores the MST's attempt to transform public schools in three state educational systems and two municipalities, and why the MST's success differs drastically across the country depending on the state capacity, government orientation, and level of MST mobilization in each region.
Comparison of the outcomes in these subnational cases yield new and unexpected insights into the relationships and conditions that lead to or impede participatory governance: (1) low-capacity governments and weak institutions can offer unusual openings for social movements to implement participatory initiatives; (2) high-capacity state antagonism negates the positive effects of mobilization; (3) not-so-public forms of contention are an effective strategy that social movements can use to engage the state and participate in the provision of public goods; (4) technocracy is a significant barrier to participatory practices, even among supportive governments; and, (5) state-society collaboration is not possible if the leadership of a social movement does not have a strong connection to its base.
Significantly, this research shows that the implementation of a social movement's goals through the state apparatus does not always lead to movement cooptation or decline. Additionally, public schools, normally institutions reproducing state power, can be used by marginalized communities to support alternative social visions. However, the case of the MST also illustrates that this process is never straightforward, easy, or permanent, as it requires communities to first develop a common vision, and then work with, in, and through the ever-changing power structures to implement this vision.
Schnack, Darcy Lynn Lybeck. "Environmental Attitudes, Intentions, and Behavior: Informing Conservation Education, Policies, and Programs in the U.S. Military." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108399.
Повний текст джерелаThe Department of Defense not only acknowledges the current ramifications of climate change but also recognizes the threat it poses to U.S. national security. The Department of Defense is a major domestic and international organization, and despite the Department’s impact in many areas, including the environment, the relationship between national security and environmental concern has not been studied nearly to the extent it could. Furthermore, no study using data from a large military organization exists that could help the Department of Defense progress toward the sustainability it desires. This dissertation addresses this problem by reviewing the U.S. Army’s greening directives and initiatives and providing a short history of these efforts at the United States Military Academy. It examines how and why attitudes, intentions, and behavior regarding the environment differ among military, both ROTC and West Point cadets, and civilian college students, and whether they view environmental problems to be a threat to our national security. This project has five broad findings of interest. First, the relationship between environmental attitudes and environmental behaviors and intentions remained as predicted and was always strongly significant. Second, ROTC cadets were never significantly different in their survey responses when compared with civilian students, and USMA cadets were rarely different. Third, civilian students’ political views were almost never significantly related to their environmental attitudes, behaviors, or intentions, while military cadets’ political views were always significantly related to lower scores on the environmental attitude scale. Fourth, being a U.S. Military Academy cadet, compared to civilian students, was significantly related to stronger agreement with the statement that the so-called ‘ecological crisis’ facing humankind is a threat to the United States’ national security. Fifth, women were more likely than men to report higher scores on the environmental attitude scale and make a special effort to recycle but also more likely than men to express weaker agreement with the statement that the ecological crisis is a threat to national security. This project has the potential to inform the military’s conservation policies and programs, while the military is uniquely positioned to be an agent of change in the efforts to combat climate change
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
Pullen, Elaine Florence. "Feminism and sociology : processes of transformation." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/4244/.
Повний текст джерелаDewar, Merilyn. "Gifted education and ideology : the growth of the gifted education movement in South Africa." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/14570.
Повний текст джерелаAlthough the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.
Teeger, Chana Tova. "Teaching Transformations: History Education and Race Relations in Post-Apartheid South Africa." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10986.
Повний текст джерелаSociology
Saporu, Darlene. "Where are the brothers? Examining the black female advantage in Postsecondary education." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407507610.
Повний текст джерелаBrubaker, Sarah Jane. "Mature Women Students: Effects of the Gender Division of Labor on Education." VCU Scholars Compass, 1992. http://scholarscompass.vcu.edu/etd/4382.
Повний текст джерелаRosenberg, Alan. "Education and liminality in redressing racism : a cross textual analysis." Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361487.
Повний текст джерелаGarnett, David John. "Curriculum and institution : a model; discourse formation and professional education." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335258.
Повний текст джерелаQuinn, Jocey. "Powerful subjects : women students, subjectivity and the higher education curriculum." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288939.
Повний текст джерелаGould, Nicholas G. "Contributions to social work education, social work and social theory." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387209.
Повний текст джерелаMosley, Rashid. "Organizational Identity Formation Processes| A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their Meanings." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617181.
Повний текст джерелаOrganizational Identity Formation Processes: A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their Meanings The social constructionist perspective of organizational identity (OI) is that it resides in collectively shared beliefs and understandings about central and relatively permanent features of an organization. Gioia, Schultz and Corley (2000) suggest that the content of an organization's identity consists of two tangled aspects: labels and the meanings associated with them. This qualitative case study explored the OI labels and their associated meanings of a newly established organization focused on diabetes. The research objective was to examine the relationship between the emergence of OI labels and the creation and negotiation of their meanings during the organizational identity formation processes (OIFP). Data were gathered from audio visual materials, documents, interviews, and observations. Findings demonstrated that four OI labels emerged and associated meanings were created during the OI formation processes. The OI label "not-for-profit" originated during the initial phase of development of the now-established organization and was predetermined by the State of New York and the IRS. The OI label "focused on diabetes" described the specific disease that the organization addressed. The OI label "healthcare practitioner driven" described the occupation of NEO members. The OI label "educators" described the community outreach activities NEO offered. The phrase "African American-based" and term "young," which were used at the intrasubjective level to describe the organization, did not move beyond the individual level; there was no "interchange or synthesis of two, or more, communicating selves" (Wiley, 1988, p. 258) related to these terms/phrases or their associated meanings. Conclusions offer refinements to OI theory, suggesting the utility of the two tangled aspects of the content of OIFP, the emergence of the labels and the creation and negotiation of their associated meanings, and provide a practical application to newly established organizations.
Zhu, Queenie X. "(Hiding) in Plain Sight: How Class Matters Differently Among Low-Income Students in Suburban Schools." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493337.
Повний текст джерелаSocial Policy
Seid, Claire S. ""Becoming Leaves Kids": Cultural Creation and Transmission in Alternatively Educated High School Youth." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors149274333601474.
Повний текст джерелаWay, Sandra Marie. "For their own good? The effects of school discipline and disorder on student behavior and academic achievement." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280458.
Повний текст джерелаBailey, E. Rowena. "Remedial Education: Addressing Contributing Factors." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1480.
Повний текст джерелаGrimalli, Julia. "Student Persistence and Retention| The Perception of Educational Attainment from Underrepresented Sophomore Students." Thesis, Southern Connecticut State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792457.
Повний текст джерелаPost-secondary student retention and persistence is on the minds of professionals at various higher learning institutions due to the disparities in educational attainment. These disparities may lead to inhibited social mobility, and lack of cultural and social capital. This study examined what factors Southern Connecticut State University sophomore students perceived as aiding or impeding their degree path. It questioned how underrepresented students shaped their perception on their educational attainment and how this compares to the existing research and literature on the success practices of underrepresented students in higher education. The study was conducted using open-ended semi-structured interview questions administered to second year sophomore students at Southern Connecticut State University. Specifically, they were underrepresented students defined as being low-income, racial minority, and first-generation students. This study aimed to explore the narrative of underrepresented students by exploring why college access doesn’t necessarily result in college completion.
Esposito, Jennifer Rose. "Lotions and potions: The meanings college women make of everyday practices of femininities." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
Повний текст джерелаBullington, Mose. "Social and Cultural Influences on Nontraditional Students' Decision to Seek Higher Education." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/337.
Повний текст джерелаShariat, Yasamin. "High School Seniors' Plans After Graduation: The Decision to Go to the Military, College, a Trade School, or Work." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/478.
Повний текст джерелаWilliams, Phillip. "The Influence of Situational Organization, Age Gender, and Peer Group Interaction on the Emergence of the Early Social Self." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/538.
Повний текст джерелаNewby, Paula. "Course Content of Sociology of Aging and Social Gerontology Syllabi: Interdisciplinary Relations." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/625.
Повний текст джерелаUngetheim, Brandon. "High School Teachers' Perceptions of School-Related Violence: Effects on Fear of Victimization and Perceived Risk." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/706.
Повний текст джерелаGall, Alecia. "Marital and Personal-Life Satisfaction Among Married, Female Graduate Students: A Qualitative Analysis of Value Conflicts." TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/871.
Повний текст джерелаAlbertini, Velmarie L. "Influences on immigrant students' perceptions of the chances of making it in the United States." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/1190.
Повний текст джерелаPowell, Mary Ann. "Family and Schooling Effects on Educational Attainment: Great Britain and the United States Compared." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364298770.
Повний текст джерелаvon, Hippel Paul T. "Are Schools the Problem? The Effects of School on Learning and Obesity." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1277496211.
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