Дисертації з теми "Disadvantaged backgrounds"
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McKay, Euan S. "The role of study support for pupils from socially disadvantaged backgrounds." Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501788.
Повний текст джерелаChen, Yong Jie. "Student Poverty in China : How to Assist Students from Disadvantaged Backgrounds." Thesis, University of York, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503316.
Повний текст джерелаRahim, Mohamed Zubair. "Investigating the relationship between fortitude and academic achievement in students from historically disadvantaged backgrounds." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2093_1264364653.
Повний текст джерелаThis research study employs a strengths perspective. This means that, instead of the traditional deficits or pathology-based approach of focusing on weaknesses, the focus is on positive outcomes. Fortitude, more specifically, is the strength gained from appraising oneself, one&rsquo
s family, and one&rsquo
s social support, in a positive manner. This strength equips people to cope successfully in stressful situations. Fortitude as a construct in the strengths perspective promises to give insight into student success because it takes more than one level of analysis into account. The current research study investigates whether there is a link between fortitude and academic achievement in first year students at the University of the Western Cape.
Mativenga, Tapiwanashe Emmanuel. "Planes of progression: an exploration of architecture's role in supporting the positive development of youth from disadvantaged backgrounds." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28067.
Повний текст джерелаWhite, Danielle. "How are the career related decisions of young people from disadvantaged backgrounds shaped during their transition towards the end of compulsory schooling?" Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/how-are-the-career-related-decisions-of-young-people-from-disadvantaged-backgrounds-shaped-during-their-transition-towards-the-end-of-compulsory-schooling(853e0647-9c3a-4f2a-aa3a-0ca77b1c8433).html.
Повний текст джерелаGunston, Geney. "Understanding the experiences of students who enter the MBChB programme from educationally disadvantaged backgrounds and either succeed or fail in passing the first semester." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10557.
Повний текст джерелаThis qualitative study was conducted during 2005 in the Faculty of Health Sciences at the University of Cape Town. Drawing on the theoretical framework of the New Literacy Studies and, in particular, Gee's notion of Discourse acquisition, I sought to better understand the issues that impacted on success for students from educationally disadvantaged backgrounds who entered the MBChB programme.
Bernard, Julie. "A socio-cultural understanding of application to, and participation in, higher education for school leavers from socio-economically disadvantaged backgrounds in an inner city area." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/14598/.
Повний текст джерелаChatora, Arther Tichaona. "Social relationships and identity online and offline: a study of the interplay between offline social relationships and facebook usage by Rhodes University students from socially disadvantaged backgrounds." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002874.
Повний текст джерелаOnwuameze, Nkechi Catherine. "Educational opportunity and inequality in Nigeria: assessing social background, gender and regional effects." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2598.
Повний текст джерелаMokoena, Emily Matshedisa. "An investigation into the relationship between gender, socioeconomic status, exposure to violence and resilience in a sample of students at the University of the Western Cape." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9174_1305097018.
Повний текст джерелаThis study, located within the systems theory framework, recognises that resilience is multidimensional and multi determined and can be understood as the product of connections with, and between multiple systemic levels over time, and further understands that risks factors are seen as influences that occur at the individual, family, community and societal level. The quantitative study used a secondary analysis survey of data and utilised a sample of 281 students from UWC - 90 male and 190 female. In drawing from the literature the study examined the relationship between gender, Socioeconomic status (SES) and exposure to violence and resilience. Results of the factorial MANOVA indicate a statistically significant association between low SES and exposure to violence (p <
0.05 = 0.036). There were no statistically significant results for the associations between gender and exposure to violence and resilience, as well as the association between SES and resilience. These results were contrary to what was predicted. The results of the present study suggest that in the South African context, both males and females have managed to find ways of coping when faced with adversity as well as being able to draw from their protective influences. It is also possible that the selected variables (gender and SES) may only be significant in relation to other variables. The limitations of the study were also discussed, and recommendations for future research were put forward.
Fish, Tebogo. "Realizing potential: retrospective narratives of successful black female university students from disadvantaged backgrounds." Thesis, 2016. http://hdl.handle.net/10539/21820.
Повний текст джерелаTransformation initiatives in South African higher education institutions are informed by literature which has thus far explicated the high failure and attrition rates amongst Black university students with discourses asserting that the major contributing factors are disadvantage and language of origin. The current study endeavoured to investigate the learning histories of a group of high achieving Black female university students from socio- economically or educationally disadvantaged backgrounds in order to inform current transformation initiatives at South African higher education institutions. Seven female students who had previously participated in an academic development programme in the faculty of humanities at the University of the Witwatersrand, the Reaching for Excellent Achievement Programme (REAP), volunteered to participate in this study. Despite being second language students and coming from less advantaged backgrounds, these students achieved excellent academic marks and acceptance into various post- graduate programmes. Semi- structured interviews with an episodic narrative style were conducted. The method of data analysis found to be most appropriate for this study was thematic content analysis. The results revealed the importance of the influence of high school teachers on students’ perceptions of school and school subjects; the pace of adjusting to university; the significance of effective lecturing styles; the formation of an academic identity; acquiring academic literacy; and the importance of having social support (especially from university lecturers) for the successful academic performance of the participants in this study. This study suggests that perhaps there is more than individual effort that is required for academic success at university level. Further, it suggests that higher education institutions need to improve the lecturing styles of their lecturers, should ensure that all students are able to successfully adjust to the university environment early in their first year of study, should offer compulsory academic literacy courses to all first year students, and should consider providing all students with mentors who are university personnel.
MT2017
Keun, Rothea. "The perceptions of parents from disadvantaged backgrounds of their role in preparing their children for school." Diss., 2013. http://hdl.handle.net/10500/13718.
Повний текст джерелаEarly Childhood Education and Development
M. Ed. (Specialisation in Guidance and Counselling)
Mhlane, Hintsa Zwelinzima. "South African elementary school learners' perceptions of computers as a technology : with particular reference to learners from economically disadvantaged and historically disenfranchised backgrounds." Thesis, 2003. http://hdl.handle.net/10321/1934.
Повний текст джерелаThe purpose of this research study was to establish firstly, whether elementary school learners from previously disadvantaged communities do have negative perceptions towards computer technology and if these perceptions exist, to what they may be attributed. Secondly, there is a need to provide research-based approaches to the use of computers in education, particularly in the delivery and support of the curriculum. The international education community considers computer technology as a panacea for solving most of the epistemological and operational problems currently beleaguering the education enterprise. The development of learner perception should not be viewed in isolation but rather in the context of the two environments that the elementary school learner is exposed to; home and classroom. These environments are determined, largely, by socio-economic conditions, societal values, educational ideology and classroom praxis. The above determinants are fundamental in shaping the elementary school learner's perception of the learning process in general and the use of computer technology in the learning process in particular. Since the early 1970s, a myriad of teaching and learning programmes known as computerassisted instruction (CAl) and computer-assisted education (CAE) have been developed. Furthermore, computer technology has been used extensively as a pedagogical tool in a number of numeracy and literacy programmes. As a result of these developments it has become necessary to initiate serious research into Technology Education, in general, and the use of computers in education, in particular.
M
Keun, Rothea. "The perceptions of parents from disadvantages backgrounds of their role in preparing their children for school." Diss., 2013. http://hdl.handle.net/10500/13718.
Повний текст джерелаEarly Childhood Education and Development
Kadlecová, Michaela. "Zajištění dostupnosti základní zdravotní péče pro děti a mladistvé ze sociálně znevýhodněného prostředí." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-350190.
Повний текст джерелаFichtnerová, Miroslava. "Hodnoty dětí a mládeže ze sociokulturně znevýhodňujícího prostředí (výzkumná sonda na ZŠ Chanov)." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-350167.
Повний текст джерела"Becoming a successful university student : a case study of selected undergraduate students from historically disadvantaged background." Thesis, 2015. http://hdl.handle.net/10210/14047.
Повний текст джерелаThe aim of this study is to investigate how successful undergraduate students from disadvantaged backgrounds have managed their studies at the University of Johannesburg. It addresses the following main research question: How do successful undergraduate students from disadvantaged backgrounds negotiate their performance at university? ’’Successful’’ denotes positive achievements in their development and academic performance. Snowball sampling was used: nine students were chosen in the Faculty of Education from the 2007-2012 student intake to participate in individual interview sessions. This study only considered students who had performed extremely well, and excluded any student who had failed any of their years. The data was collected through interviews, transcribed, coded, analysed and interpreted using an interpretive thematic lens. The themes which emerged showed that students from disadvantaged backgrounds brought different kinds of assets to those of the university’s average students. Consequently, their academic integration and success depended on these assets (capital). The first significant finding was that the background of these students equipped them with the ability to respond to the many and varied challenges in their educational environment so that they emerged as ‘victors’. Their backgrounds had moulded them. They had to cope with the academic rigours of a higher education institution: they were resilient, self-determined and intrinsically motivated. Their life experiences gave them ‘compensatory skills’ (coping mechanisms) which they used when confronted with educational difficulties. The second finding revealed that an understanding of their backgrounds more than adequately explained their success. These students had to negotiate their way through academia very differently. They had to make different choices when faced with the problems of who could help them or where they should go for assistance with their academic work (whether peers, lecturers, tutors or other people).
Enthoven, Margaretha Ewdokija Maria. "The ability to bounce beyond : the contribution of the school environment to the resilence of Dutch urban middle-adolescents from a low socio-economic background." Thesis, 2007. http://hdl.handle.net/2263/28037.
Повний текст джерелаThesis (PhD (Learning Supoort, Guidance and Counselling))--University of Pretoria, 2007.
Educational Psychology
PhD
unrestricted
Mtshweni, Vivian Bongani. "The effects of sense of belonging adjustment on undergraduate students'intention to dropout of university." Diss., 2019. http://hdl.handle.net/10500/26235.
Повний текст джерелаAlthough the participation of students at institutions of higher learning in South Africa is increasing, student dropout remains a challenge. Student dropout is influenced by a variety of factors, some of which are psychological. The purpose of this study was to investigate the role of adjustment and sense of belonging on students’ intention to dropout of university. The study comprised of three distinctive objectives. The first objective of the study was to examine the relationship between sense of belonging, adjustment and students’ intention to drop out of university. Second, the study sought to test whether sense of belonging and adjustment would predict students’ intention to dropout of university. Finally, the study sought to test whether students’ socioeconomic status would moderate the relationship between sense of belonging and intention to dropout of university. The sample for the study consisted of 955 students enrolled for undergraduate programmes for the 2018 academic year. Pearson correlation, multiple linear regression and moderation analysis were used to test hypotheses stated in the study. The findings revealed a statistically significant relationship between sense of belonging, adjustment and the intention to dropout. The findings also confirmed that sense of belonging and adjustment predict the intention to dropout. However, the study could not prove the hypothesis that socioeconomic status moderates the relationship between sense of belonging and the intention to dropout. Nevertheless, the findings of this study highlighted the importance of psychological factors on undergraduate students’ academic success. Thus, universities should consider initiating programmes that will address students’ psychological challenges throughout their enrolment at university to improve student retention and rates of graduation.
Psychology
M.A.(Psychology with Specialization in Research Consultation)
Štěpán, Cyril. "Rozvoj jazykových dovedností žáků z jazykově znevýhodněného prostředí v přírodovědné výuce." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-408485.
Повний текст джерелаChetty, Balaraj Vengetsamy. "Some didactic implications of the admission of black pupils to the Indian primary schools in Phoenix with special reference to language proficiency." Diss., 1995. http://hdl.handle.net/10500/16435.
Повний текст джерелаEducational Studies
M. Ed. (Didactics)
Dhlamini, Joseph Jabulane. "Investigating the effect of implementing a context-based problem solving instruction on learners' performance." Thesis, 2012. http://hdl.handle.net/10500/9739.
Повний текст джерелаMathematics Education
D. Phil. (Mathematics, Science and Technology Education)
Fils-Aimé, Nestor. "Analyse des attitudes envers les sciences chez des élèves du secondaire d'origine haïtienne de milieux défavorisés de la région de Montréal." Thèse, 2011. http://hdl.handle.net/1866/4953.
Повний текст джерелаHaving in perspective the slight representativeness of students, from Haitian background, from the most unprivileged sections of the great region of Montreal in the scientific fields in High School and in the choices of career, this study intends to examine the effect of the individual characteristics as well as the associated factors related to the familial, scholastic, socio-economic, and cultural environment upon the attitudes of those students toward sciences. The analysis of the datum is based on the results of a questionnaire focusing on the socio-demographic profile of a group of students from fourth and fifth year attending two multiethnic High Shools of the North-Crown of Montreal as well as on the interviews with fifteen of those students who are from a haitian background. There were also interviews with some parents, a member of a community organism, some staff members of some schools as well as some Haitian-Quebecer professionals and scientists, in order to have a critical viewpoint upon the different positions expressed by the fifteen students. The Bronfenbrenner’s ecosystemic model (1979, 1986) has been used as scope of reference allowing to draw the prominent aspects from the attitudes toward science in the students, from haitian background. The synthesis of ideas expressed by different interviewee reveals the existence of a environment not much enhancing the value of sciences around of students, from Haitian background. The socio-economic conditions, the familial practices, the ethnocultural status as well as some individual representations of sciences contribute to create and maintain some attitudes very little committed to sciences in those students. The study shows how much it is urgent to demystify the sciences by breaking with some stereotypes that prevent some categories of students from acceding to sciences. It also commands to politicians, concerning education, to be more open to ethnocultural differences and to explore some dynamic ways in order to make the scientific culture accessible to all social groups.
Moyo, Flora. "An overview of productive vocabulary levels amongst ESL learners and teachers in Gauteng township schools." Diss., 2018. http://hdl.handle.net/10500/24502.
Повний текст джерелаLinguistics and Modern Languages
M.A. (Applied Linguistics)