Дисертації: "Teenage boys Education (Secondary)"

1

Sanders, Tracey, and t. sanders@mcauley acu edu au. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030818.152042.

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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.

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2

Lowndes, Gabrielle. "An expressive-psychoanalytic approach to the reconstruction of personal experience : an opportunity for middle year males." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/349.

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This exegesis provides a theoretical background that supports and accommodates the Artist-Researcher's exhibition and visual diary. Efland's, (1990) Expressive Psychoanalytic model, reinforces the notion that through creating, individuals construct their experiences through the making processes. This self-responding approach focuses on emotionally centred expression, fusing the practical with feelings about relationships. The exegesis underscores the essential therapeutic role of visual arts in education. The Artist-Researcher's exhibition centres upon a personal exploration of her adolescent years in London, when she dealt with a complex family break up. She combines studio practise, personal text and computer graphics to reconstruct childhood experiences by confronting her parent's marriage break down. This selfanalytical approach provides the underlying function for the exhibition. The work examines a personal context for an application into teaching. Through self-discovery and reconstruction, she develops the basis for a teaching tool for middle year male students to gain confidence in expressing complex emotional issues.

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3

Onsongo, Evans N. "Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822785/.

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The purpose of the current study was to discern the effects of three latent constructs – self-efficacy, academic engagement, and student-teacher relationships on Algebra I achievement among ninth-grade African American male students. A nationally representative sample from the High School Longitudinal Study of 2009 (HSLS09) was used in the study. Study participants were 697 African American males enrolled in ninth grade in the fall of 2009 across the United States. Structural Equation Modeling (SEM) analytical procedures were performed to test the hypothesized relationships of Bandura’s social cognitive theory (SCT) theoretical assumptions. The results indicate that the three latent variables directly or indirectly were related to Algebra I achievement among ninth grade African American male students. Moreover, the results revealed that self-efficacy and student-teacher relationships constructs had direct significant impact on Algebra I academic performance; nonetheless, the relationships were not strong. These two latent variables had small effect sizes of 5% and 1%, respectively. Combined, self-efficacy, academic engagement, and student-teacher relationships explained only 8% of the variance in the Algebra I achievement among African American males across the United States (R2=.08). The magnitude effect of these factors on Algebra I achievement was minimal. Overall, these findings suggest that the self-efficacy and student-teacher relationships latent variables had a negligible effect as predictors of Algebra I academic success among ninth grade African American male students. A summary of the results are presented and future research is recommended.

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4

Maphothi, Nandi Nobukhosi. "Effects of teenage motherhood while at secondary school in rural communities of the Capricorn District, Limpopo Province." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1677.

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Thesis (M. Cur.) -- University of Limpopo, 2014
The purpose of this study was to explore effects of teenage motherhood on the secondary education of the female learner. A qualitative research method and a descriptive, exploratory research design were adopted to undertake the study. Five one-on-one interviews were conducted and the data was analysed by using Tesch’s method of analysis. Three themes and nine sub-themes were generated from the analysed data. The research findings indicate that teenage motherhood does not have a negative effect on the ability of the learner to continue attending school, but also suggest that the various challenges experienced by the learner do have adverse effects on her school performance and ultimate decision to suspend school. There were other factors that influenced her academic performance and decision to continue or suspend school attendance; namely family support, experiences at school, as well as the cultural beliefs, traditions, and perceptions of the society she was living in. Key concepts: Teenage motherhood, effects, secondary education.

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5

Njambatwa, Mluleki. "Teenage fathers as learners in a Butterworth Secondary School: implications for sex education." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006294.

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Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.

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6

Al-Jabri, Nayyaf Rasheed. "Quality and efficiency of Saudi education: an investigation into boys' secondary schools." Thesis, University of Manchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488447.

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This study was conducted to investigate the quality and efficiency of Saudi Education, using three approaches: (1) production function, (2) comparison of outliers and (3) cost analysis, drawing on quantitative and qualitative data collected through two field trips. The main line of inquiry, production function analysis, was based on quantitative data collected during the first field visit to 37 schools (one private urban school, 17 urban public schools and 19 rural public schools) affiliated to one education district, Medina. The outcome variable was student attainment in examinations of the General Certificate of Secondary Education (GCSE). The sample students were drawn randomly from among the 12th graders in schools (one science-track class; and one arts-track class, if the arts track option was available in the school). Information about teachers, principals and schools was also collected by purposefully designed questionnaires. The second approach, comparison of outliers, was based mainly on qualitative data collected during the second field trip, through interviews with principals, teachers and students from six public schools out of the 37 schools. The value-added analysis of school effects on student attainment (i. e. the effect of attending a particular school after controlling for non-school influences statistically) showed these six schools to be either unusually successful (positive outliers, three schools) or unusually failing (negative outliers, three schools). In the third approach, cost analysis, the per-student cost was estimated and decomposed to its various components. A cost function was fitted, using multiple regression, with the per-student cost as a dependent variable. In the production function analysis, the non-school variables (e. g. parents' education, education of older siblings, attainment level at 9th grade, student age, grade repetition, study time at home, and days of absenteeism) were the main influences on attainment. School-related variables accounted for a smaller proportion of the variance in student attainment, but the overall school value-added effect (shown in quality differences between schools) was notably large. The findings from production function analysis and outlier comparisons suggested rural schools were inferior in quality. School management, mainly the principal, showed notable influence on quality. The physical conditions of the school buildings were better in the positive outliers, but they are influenced by the quality of principals. Good principals could also attract good teachers, and also positively influence teacher commitment and student motivation. Experience, training, concern with the education process, and leadership skills were attributes of the good principals. The existence of adequate management staff was also important. Deputy principals and student counsellors could also play influential roles. Teachers differed remarkably in quality (value-added effects), but the attributes of good teachers could not be identified. Inefficiency was prevalent in the school system, as indicated by the production function and cost analyses. Some of the resource variables (such as teacher experience and student-teacher ratio) showed negative or non-significant effect on attainment in the production function analysis. Indications of inefficiency, however, were clearer in cost analysis, and the student-teacher ratio was the main cause of inefficiency. Improvement recommendations were made in relation to the issues of. recruiting and rewarding teachers; management staffing in schools; improving the quality of rural schools; improving the quality of school buildings; and raising the student-teacher ratio.

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7

Gosai, Nisheet. "Perspectives on the educational experiences of African/Caribbean boys." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/425/.

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This thesis critically explores: “Perspectives on the educational experiences of African Caribbean boys”. It draws upon the earlier literature in the field of secondary schools (Mac an Ghaill, 1988 and 1994, Gillborn, 1995, Sewell, 1997, Blair, 2001, LDA 2003). But this study adopts a comparative approach, specifically focusing on Black boys current experiences of both state secondary schooling and other areas of education, namely, a supplementary school and a youth organisation. Recent statistics have indicated a continuing high level of underachievement among African-Caribbean boys studying in British schools. The DFES 2006 reports that only 39% of Black pupils achieve 5+ A*-C GCSE grades which denotes that Black boys are among the lowest achievers at secondary school level as compared with pupils of other ethnic minority communities. The DFES further reports that Black pupils are more likely to be excluded from schools than pupils from any other group (Education and Skills, 2006). This study will go beyond the statistics by examining the reasons as to why Black boys have negative experiences in their secondary school education which is linked to their historically-based underachievement in secondary schools. The literature review of the study explores the academic literature/reports concerning African-Caribbean pupils’ underachievement (Mac an Ghaill, 1988, Wright, 1992, Benskin 1994, Gillborn, 1995, Sewell 1997, Ofsted, 1999, Blair 2001, LDA 2003, Education and Skills, 2006). The discussion reflects a number of inter-related issues that are shaped by the intersection of race, class and gender. These issues include: racialisation and accompanying negative stereotypes of the Black community and more specifically portraying Black masculinity as a problem, lack of respect for Black boys and their culture, peer group influence, and differences in treatment by teachers towards Black boys, as some of the significant factors affecting Black boys’ negative experiences at secondary schools and their resulting underachievement. In addition to examining the impact of these factors, as indicated above, this thesis critically examines two other areas of education, a supplementary school and a youth organization. Earlier studies have identified such sites as a powerful source of positive experiences for secondary school Black boys. This comparative, multidisciplinary approach enables original data to be gathered, in probing into the reasons as to why these institutions are successful in making Black boys educational experiences more meaningful. Over a course of six months, 36 participants were involved in this research study. The boys, their parents and their teachers were interviewed at the secondary and supplementary school. At the youth organisation, the Black boys and their youth workers were interviewed. The research used a wide range of methods, such as semi-structured interviews, participant-observation and non-participant-observation. This process provided the researcher with the bigger picture, giving insight into why Black boys have negative and positive experiences of education. The study makes a number of recommendations based on the findings, which include: actively recruiting more Black teachers to provide Black pupils with positive role models who understand their culture; employing Black culture/history in schools for the benefit of Black boys and teachers in state secondary schools learning from the other educational sites in terms of curriculum, pedagogy and relations between educators and Black male pupils. Such recommendations have been proposed in potentially being a step towards removing institutional racism within schools and promoting the career paths of these boys into successful professions.

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8

Bhengu, Sinikiwe Sanelisiwe. "Effectiveness of sexuality education in preventing teenage pregnancy in the Pinetown district secondary schools." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1446.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2016
The aim of this study was to determine the effectiveness of Sexuality Education as an intervention in preventing teenage pregnancy in the Pinetown district. A focus group of thirty four (35) learners from three different schools was purposefully sampled. Data was collected using structured interview schedules to allow the researcher a platform to ask open-response questions and to understand the learners’ knowledge on preventive measures and the learners’ preferential choices. Data were analysed by carefully identifying and expanding significant themes that emerged from the informants’ knowledge and preferred measures of interventions to prevent teenage pregnancy. The results of the study revealed that learners’ knowledge of preventative measures was limited and an additional challenge was the lack of parental involvement in their children’s sexuality. The participants agreed that sexuality education does provide learners with information that could equip them with knowledge of a healthy sexual behaviour. They maintained that this information could be used when they decided to engage in intimate sexual relationships. However, the knowledge which will ultimately decide their future was quite limited and it was concerning. They seemed to know the contraceptives that were available but the task of accessing them still posed a problem. On the basis of the study results, some valuable recommendations were made which include that the alternatives of accessing contraceptives and the parental involvement in their children’s sexuality may curb teenage pregnancy.

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Carter, Charlotte Louise. "Human rights in secondary education : relationships and identities within an all boys' school." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289601.

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10

Shum, Wing-yan, and 岑穎忻. "A comparative study of the adaptation of new immigrant form one students and local form one students in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31978666.

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11

Smith, Dewain E. "Building boys into men| The relationship between discipline and spirituality in high school males." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564233.

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The purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher's analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were choice, brotherhood, acculturation, and Catholic. These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research.

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Chiyota, Namayuba. "Implementation of a Re-Entry Policy for Teenage Mothers in Zambian Secondary Schools." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78508.

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The education of girls is hampered by many challenges among them teenage pregnancy. The Zambian government introduced the re-entry policy in 1997 to allow girls that get pregnant to return to school and complete their education. Even after the policy was introduced, many girls that get pregnant fail to return after their maternity leave. Therefore, this study investigated how the re-entry policy is implemented in Zambian secondary schools in Monze District using a qualitative-interpretivist-case approach. Hence data was collected using semi-structured interviews, field notes and document analysis to understand the implementation process through the eyes of the purposively selected Ministry of Education (MOE) officials, head teachers, teachers, teenage mothers, learners and parents. The collected data was coded sing a computer software Nvivo and analysed using thematic analysis. The research findings show the nature of current school re-entry policy implementation, opportunities through the re-entry policy, Weaknesses of the re-entry policy, challenges faced by teenage mothers and the existing support systems in place for teenage mothers. A framework for the effective implementation of the re-entry policy in schools was designed. The study findings on re-entry policy implementation for teenage mothers concluded that, more remains to be done in terms of its implementation by various stakeholders. The re-entry policy is not well implemented as there are no re-entry policy guidelines in schools, lack of clarity on the guidelines compelling stakeholders to implement it their own way. Nonetheless, the findings show that the re-entry policy had notable achievements such as the re-admission and completion of teenage mothers’ education, awareness of the re-entry policy, strengthening of comprehensive sexuality education (CSE) in schools and collaborations between schools and civil society organisations (CSOs) and other government departments. The recommendations include: Government to ensure that the development of policies and implementation is inclusive and sustainable. School implementers should be given orientation on the implementation of re-entry policy; strengthening the re-entry policy and other supporting policies and laws that can promote gender equality and inclusion to enhance educational opportunities; CSOs, department of social welfare ties and parental and pupil support should continue collaborating to promote the education of the vulnerable that include teenage mothers.
Thesis (PhD)--University of Pretoria, 2020.
Education Management and Policy Studies
PhD
Unrestricted

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13

Lubambo, Mzikayise Wiseman. "Perspectives on the effects of Teenage pregnancy on Learning and teaching in Junior Secondary Schools of the Butterworth Education District." Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/867.

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The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.

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14

Maddern, Lynn. "From first contact to Facebook : seven boys' experience of secondary education : a narrative inquiry." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551321.

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This narrative inquiry took place in Bristol between 2003 and 2011 and is a follow-up, of seven African Caribbean and Somali boys who participated in a social skills group whilst in their final year of primary school. Five years later, I met with the boys and families at home and, using a performance narrative methodology, engaged in conversations regarding the boys' secondary school experience including their perception of factors that had supported as well as impeded their progress at school. A national and local review of the educational attainment of pupil by ethnicity was undertaken, highlighting a discourse of BME underachievement, as well as a critical discourse of institutional racism. At this time a demographic change as a result of a rise in international migration was impacting on their schools. The first interviews were undertaken when the boys were in Year 10. Poems were created from the transcripts and during the second interviews, in Year 11, they were read aloud as a means of returning the stories to the families. The boys' narratives were crafted into layered texts which included the poems, transcript extracts, field notes and reflections. The boys' messages to their schools included a desire for all students to receive an equal amount of their teachers' time. The research found that school initiatives to support attainment crosscut with personality so that the socially outgoing boys were well served but the shy, reserved boys were left wanting, and ultimately desperate to leave school. Performance narrative allowed for stories to be cued and supported by family members, for migration stories to be eo-constructed and for contested stories to be deconstructed in disagreement. I considered my positioning in regard to my White ethnicity, my class, gender and age and reflected on the effect this may have had on my relationships with the participants.

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15

Lyons, Keith. "A sociological analysis of the teaching of boys' physical education in the secondary school." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/844463/.

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This thesis presents a sociological analysis of the teaching of boys' physical education and is based on a three-year research link with five teachers in two secondary schools. In the thesis, this link is characterised as ethnographic and the implications of the link for both the process and product of research are considered. The thesis is divided into a Preface and four Parts. In the Preface, guiding perspectives are discussed and consideration is given to how a sociologically-informed analysis of teaching requires sensitivity to both the immediacy of teaching itself and to the locatedness of such activity within structural relationships. Insights to be gained from interpretive sociology, neo-Marxism and cultural studies are discussed. Chapter One discusses the links between private troubles and public issues. Research questions are discussed. It is noted that a central concern is how teachers construct contexts within which teaching and learning become more or less possible. Chapters Two, Three, Four and Five provide detailed empirical research material in advance of a literature re-view in Chapter Six. This arrangement of the text is intended to enable a discussion of the role of the researcher and teachers in educational research. Chapter Seven discusses developments in literary theory and emerging debates in anthropology about the process of writing. Chapter Eight draws together themes from the thesis in an attempt to look at the personal significance of the research and the wider implications for the teaching of physical education.

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16

Nobukhosi, Maphophi Nandi. "Effects of teenage motherwood while at secondary school in rural communities of the Capricorn District, Limpopo Province." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1402.

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Thesis (M.Cur.) -- University of Limpopo, 2014
The purpose of this study was to explore effects of teenage motherhood on the secondary education of the female learner. A qualitative research method and a descriptive, exploratory research design were adopted to undertake the study. Five one-on-one interviews were conducted and the data was analysed by using Tesch’s method of analysis. Three themes and nine sub-themes were generated from the analysed data. The research findings indicate that teenage motherhood does not have a negative effect on the ability of the learner to continue attending school, but also suggest that the various challenges experienced by the learner do have adverse effects on her school performance and ultimate decision to suspend school. There were other factors that influenced her academic performance and decision to continue or suspend school attendance; namely family support, experiences at school, as well as the cultural beliefs, traditions, and perceptions of the society she was living in. Key concepts: Teenage motherhood, effects, secondary education.

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17

Corry, Val. "Academically able boys' perceptions of their learning : a grounded theory analysis." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8094/.

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In one secondary school in Scotland, there was a trend that girls performed significantly better than boys at the more challenging levels of external examinations. The focus of this thesis has been an exploration of 16 to 18-year-old, academically able boys’ perceptions of their learning in this school, to seek an explanation for this phenomenon. The literature review considers the concept of gender in education; the policy landscape and national attainment data in relation to gender and attainment; and the key reviews/studies carried out in this field to provide governments with a deeper understanding of gendered performance, and recommendations for educational professionals to bring about improvements. These reviews/studies focused on all boys and not on this particular subset of academically able boys. A central issue in gender equity in education is the lived experiences of different groups of learners in schools. The stance taken in this research is to consider the learning of selected boys (who are high attaining, or who have the potential to achieve highly academically) from the senior year groups in one school by exploring, through interview, their personal experiences, views, perceptions and opinions about learning: the factors that facilitate and hinder progress in learning. For the case study approach adopted, groups of girls, teachers and parents in the school were also interviewed to triangulate the findings from the boys’ interviews. A grounded theory approach, using methods developed by Strauss and Corbin (1990, 2008) and Glaser (1992), and supplemented by techniques advocated by Charmaz (2014), was used for the interviewing and the analysis of the empirical data collected: using line-by-line coding, conceptualisation, categorisation and theory generation. The advantage of grounded theory is that it is ‘grounded’ in the empirical data. This interpretative approach makes no attempt to select and ‘test’ factors that could be influencing the phenomenon, rather exploring widely to seek understanding from the perspective of the subjects. The grounded theory that emerged from the case study in School A was that these boys realise what is required of them to be successful in their learning, and what hinders their learning, but their success is limited by adopting an essentialist construction of their gender with gender stereotypical characteristics. The phenomenon is not unique to this one school and so a similar case study approach was undertaken in two further schools, Schools B and C, to consider the transferability of the theory emerging from the data collected in School A. School B had a similar gendered attainment profile to School A, whereas in School C there was little or no difference in attainment by gender. The thesis concludes with some recommendations for policy and practice: professional learning of teachers, working with parents on understanding gender, and the privileging of ‘pupil voice’ as a way of exploring issues such as gender.

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18

Tilton, Jeff Scott Sr. "A case study of the Arizona Boys Ranch educational program." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2580.

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The intent of this study was to provide a summative evaluation of the educational program at Arizona Boys Ranch. A survey was distributed to teachers and educational administrators, program documents were obtained, interviews were held with those surveyed, and observations took place throughout 1997. The major areas studied were curriculum, student assessment, educational locale, personnel patterns, student characteristics, and community/agency partnerships. The educational program states that it is part of a blend with the overall philosophy of Arizona Boys Ranch, where individual treatment, behavior modification, independent living skills, basic counseling, work ethic, service to the community, restitution, and transition are additional areas of focus. However, a composite of the data indicated a trend of the educational program's use of a traditional curriculum, traditional student assessment strategies, and traditional teacher evaluation methods.

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19

Roberts, Jennifer Suzanne. "An ethnographic study of how teenage girls accommodate or resist emphasized femininities in a progressive Scottish Secondary School." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31063.

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This thesis is an ethnographic study of how gender inequalities are reproduced in the spaces of a progressive Secondary School in the UK. It explores how knowledge is constructed in a school committed to diversity and equality, and considers how and when gender becomes an obscured but pivotal point in the negotiation of power. Through observations of student and staff in lessons, focus groups and interviews, this research contributes to the understanding of how girls are expected to perform femininities in pedagogic spaces. Focusing on how girls read and make meaning of local knowledge I explore how their choices of accommodation or resistance to traditional femininities are shaped. Through a detailed ethnographic narrative of the girls’ lived experiences, this thesis maps the ways and the extent to which girls are willing to step outside traditional gender expectations. Mapping this movement highlights the girls’ enactment of agency and resistance to gender limitations in pedagogy that historically conflate masculinities with spaces such as science and athletics, naturalizing gender inequalities in the classroom. In doing so, this study contributes to the growing body of literature regarding the relevance of gender in pedagogic spaces and how it informs social status and power. Central to this argument is how girls work within and across different sets of competing discursive narratives as their intersectionalities create multiple and often conflicting expectations. As these multiplicities are revealed, the girls develop an awareness of the contradictions of traditional binary beliefs allowing them to deconstruct dominant gender narratives. Highlighting the girls’ alternative positional choices troubles normalizing gender notions exposing the schools’ taken-for-granted knowledge. In viewing the schools’ normalizing discourses as remarkable this thesis furthers the understanding of how schools become sites for the production of gender. By exploring how girls make meaning of their daily gendered experiences and how they conceptualize and navigate the successes or sacrifices of their actions, this research suggests further focus on girls’ empowerment with the goal of decreasing pedagogic inequalities.

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20

Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.

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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.

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Griffiths, William Robert, and res cand@acu edu au. "Parent Expectations of Catholic Secondary Education: A study over time in one particular school." Australian Catholic University. Department of Educational Leadership, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp206.10082009.

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This thesis explores the expectations that parents had of a particular Catholic secondary school for boys during the first half of the 1990s. By exploring in some detail the expectations of one group of parents whose children attended one particular Catholic secondary school in suburban Adelaide (South Australia), the research illuminates the larger issue of the changing nature of parent expectations of Catholic secondary schooling, and how these expectations were being shaped in the last decade of the twentieth century. The social, educational and ecclesial context within which Catholic secondary education operates has altered in the three decades following the Second Vatican Council (1962-1965). The literature reviewed in this thesis indicates that parent expectations of Catholic secondary education in the 1990s were increasingly shaped by a complex variety of factors beyond traditional religious or denominational loyalty. The post-1973 organisational and administrative structures established for the delivery and development of Catholic schooling in Australia reset the centralisation/decentralisation balance. These changes in administrative centre of gravity have of themselves created a climate in which a greater range of parent expectations is evident. This research used an established questionnaire to gather data from parents about their expectations of the school as their sons entered the first year of secondary schooling. The same parents were then surveyed four years later to gauge the extent to which they believed the school had met their expectations. Exploratory analyses were conducted to investigate if there were significant statistical differences in parent expectations, or in parent perceptions of the school's meeting their expectations, that were due to different parent characteristics. In particular, the research investigated whether parent gender, religion, religious practice, level of education, or length of parent association with the school played a significant role in parent expectations. A further important research aim was to investigate the statistical properties of the research questionnaire, first used to explore parent expectations of Catholic secondary education in the early 1980s, and to suggest appropriate changes to the way in which the items and scales of the questionnaire were constructed. Eight of the nine scales of the research instrument, whether used in the first round of the survey (as the student entered Year 8, and parents were asked what their expectations were in anticipation of their child's Catholic secondary education) or the second round (as the student entered Year 12, and parents were asked to indicate the degree to which the school had met their expectations) were found to be reliable. The results from the research reported in this thesis indicate that the parents believed that the school in large measure met their expectations. The results also demonstrate that, for these parents, there was no significant relationship between their expectations of the school and the sample characteristics of parent religion, gender, or level of education. Only two parent characteristics were found to demonstrate a significant relationship with parent expectations as measured by the questionnaire scales: the frequency of parent religious practice (as measured by reported church attendance) and whether the parents had earlier enrolled their sons in the primary section of the school. A more finely-nuanced examination of the data indicated that parent religion and parent gender may indeed have an influence on parent expectations of the school, but that the influence of these parent characteristics on parent expectations of the school are mediated by the degree to which the parents practice their religion. This research appears to confirm that parent expectations of Catholic secondary schooling are not a simple function of parent religion. The research indicates that parents, whether Catholic or not, whether practising church goers or not, tend to share a reasonably coherent view of what a Catholic secondary education should include, and of what constitutes a

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Bennett, Charlotte. "For God, Country, and Empire? : New Zealand and Irish boys in elite secondary education, 1914-1918." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:9e69c34b-665b-4966-b02c-1455c240cd44.

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This thesis compares adolescent engagement with the First World War in Ireland and New Zealand between 1914 and 1918. Twenty-five elite boys' secondary schools are used as case studies, including Catholic and Protestant institutions. This approach not only captures a common adolescent cohort, but also brings transnational connections to the fore; Catholics comprised approximately 14 percent of New Zealand's population, at least nine-tenths of whom were of Irish descent. In addition to differentiating student behaviour from adult-articulated expectations, boys' responses to the war are juxtaposed against those of their teachers. Using school periodicals, newspapers, and memoirs, this thesis partially recovers the neglected history of adolescent wartime experiences in two under-researched regions of the British Empire. It also elucidates the ways in which hostilities disrupted age-specific concerns and practices in elite school settings. Age was critical in shaping how male non-combatants were impacted by, and reacted to, the conflict. This argument is substantiated by in-depth analyses of several related themes, including 'war enthusiasm', death, dissent, and cultural 're-mobilization'. While the First World War was near-uniformly identified as a crucial event, staff responses were mediated by longstanding orientations and responsibilities. Teachers prioritised institutional concerns such as state funding and school status throughout. Irish and New Zealand adolescents also engaged with hostilities on their own terms; 'boy culture' and age-related interests provided a constant baseline against which external interventions into daily life were evaluated. These cross-national similarities were modulated by immediate contexts. Coercive measures implemented by the state did not always receive popular support, contributing to new political trajectories and visions of the future within particular communities. National parameters also had the final say as to when students could legally enlist. This intersection of age and place ultimately proved pivotal in determining civilian reactions to major global developments during the 1910s.

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Flintoff, Anne. ""One of the boys?" : an ethnographic study of gender relations, co-education, and initial teacher education in physical education." Thesis, n.p, 1993. http://ethos.bl.uk/.

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Sauntson, Helen Victoria. "Girls, boys and discourse performances : pupil interaction and constructions of gender in the key stage 3 technology classroom." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364520.

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This thesis explores some ways in which language can be employed as a tool for crosscurricular learning in Key Stage 3 (KS3) education. An examination of how linguistic interaction is employed by pupils as a means of facilitating their attainment of curriculaspecific learning objectives provides a case study for exemplifying how language can be used effectively across disciplines in secondary education. Within the context of exploring pupils' interaction in the subject of Technology, this thesis explores some gender differences in interaction and the potential effects that such differences can have upon gender-differentiated attainment levels in KS3 Technology. The data obtained for the thesis comprises transcripts of small group pupil-pupil discussion taken from KS3 Technology lessons. The conversations of the groups were recorded, transcribed and then analysed using a revised version of Francis and Hunston's (1992) system of discourse analysis. Gender differences in the types of discourse strategies employed by the participants were identified and evaluated in terms of how effectively they function to facilitate the successful attainment of specific learning objectives. The conclusions drawn from the findings of the research are that the discourse collectively produced by the girls in the study tends to be more effective in facilitating the attainment of learning objectives than that which is produced by the boys. This may, in part, provide one possible explanation as to why the girls in the study achieve higher attainment levels in KS3 Technology than the boys.

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黎國雄 and Kwok-hung Lai. "Assimilation and delinquency: a study of teenage new Chinese arrivals in secondary schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3124435X.

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Clark, Paul 1965. "A study of two Philippine high schools : a cross-cultural look at the education of girls and boys." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36893.

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While most schooling in the Philippines currently takes place in a coeducational setting, it seems apparent that, although they are attending the same high schools, boys and girls are not getting the same education. In many areas of the Philippines, boys' dropout rates are almost three times that of girls'. As more females graduate from college, women are rapidly replacing men in many fields.
However, this does not mean that women are leaving their traditional responsibilities in the home. Quite the opposite, women are now finding themselves faced with double the work while men essentially find themselves without the training or skills to adapt to a changing society.
This dissertation looks specifically at the schooling of two communities in the central Philippines. Looking at one school from a very rural village and another in a larger city, I examine the historical and sociological traditions of the Philippines and the island of Panay specifically. I investigate the reasons for girls' success while also looking at some reasons for boys' failure. I look closely at students' relationships with their schools, their teachers, their families, and with each other; I am trying to get a sense of how they perceive themselves and their world.
This dissertation uses qualitative research methods including lengthy observation and interview of students, families and teachers. It draws from the traditions of phenomenology and grounded theory, and is constructed in an interpretive anthropological tradition in which the narration is in first person singular and, where possible, the present tense.

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Dietrich, Lars. "Bullying in Schools| How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools." Thesis, Brandeis Univ., The Heller School for Social Policy and Mgmt, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010595.

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This dissertation argues that bullying is a fundamental response to bullies’ feelings of insecurity. Past research has found factors associated with bullying to include socioeconomic status and propensities towards violent behavior. Contextual factors posited here that produce the feelings of insecurity, which lead to bullying, include peer group dynamics, school climates, and teaching.

In relationship to peer groups, the theoretical framework of this dissertation draws primarily from the theories of Robert E. Crosnoe and Dorte M. Sondergaard. The assumption is that students are socially embedded in peer groups in which they struggle for social status (Crosnoe 2011) and in many cases experience the threat of social marginalization (Sondergaard 2012). Sondergaard, in particular, theorizes that the more insecure students feel about their social status in peer groups, the more likely they are to resort to bullying behavior.

All multivariate analyses in this dissertation are limited to white, black, and Latino boys. The resulting sample comprises N=6,491 student observations nested within 153 schools. The nested sampling structure requires multi-level modeling (MLM) for the calculation of unbiased estimates.

I find that individual-level student background characteristics are stronger predictors of bully identification than the school context, as measured by student body composition and teaching style factors. In addition, social status insecurity is a mediating factor for many of the student- and school-level predictors of bullying.

The dissertation distinguishes four types of schools, each of which is above or below average on two major dimensions. The first dimension is academic support (i.e., how caring and responsive teachers are), while the other is academic press (i.e., how strict and demanding they are).

I find that black male students are more likely to self-identify as bullies in schools that are below average on both academic support and academic press, compared to those that are above average on both. The pattern for Latino boys is different. For them, self-reported bullying is higher when the school rates high on academic support, but low on academic press.

I find no statistically significant role for teaching styles in predicting the amount of bully identification among white males.

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Dervisic, Edvin. "All eyes on me: : Public speaking skills and performance anxiety." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-54769.

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This research investigates how pupils perceive performance anxiety and where this trait may originate. Based on the findings from the interviews, it was factors such as lack of studying technique, expectations of a high grade, and pressure from home as well as classmates that were the main reasons to why their performance anxiety arose from the very beginning. In relation to this, the study aims at discussing how rhetoric as a subject in school may reduce performance anxiety amongst pupils. A qualitative method was used to investigate the research question of this essay. The interviews have been done through semi-structured interviews as a primary source. Through these interviews, the work aims to examine performance anxiety amongst students and exploring how public speaking skills and performance anxiety may be influenced by preparation and rhetorical knowledge. Although this study cannot conclusively argue that the teaching of rhetoric would reduce performance anxiety, the results of the interviews suggest that better rhetorical skills would enhance students public speaking skills.”

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Noshir, Cynthia. "Individual, social, economic and school factors that influence Seychellois teenage mothers returning to school after childbirth." University of the Western Cape, 2017. http://hdl.handle.net/11394/5596.

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Master of Public Health - MPH
Teenage childbearing interferes with girls' educational attainment in many settings, as it frequently marks the end of their schooling. While the right to education is guaranteed in the Constitution and its Education Act of 2004, which include clauses supportive of girls' continuing their education during pregnancy and after childbirth, data show that many teenage girls do not return to school after childbirth. According to official figures, 10 out of 18 teenage mothers in the Seychelles did not return to school in 2013. A young girl terminating her education early because of pregnancy may have negative social, economic and health consequences for the individual and for the Seychelles as a country. To avoid the negative consequences that may result from pregnant teenage girls not completing school, it is important to explore the facilitating and hindering factors to young mothers returning to school after childbirth in the Seychelles. This research aimed to explore the factors that influence teenage mothers to return to school after childbirth in Seychelles. A qualitative research methodology was used, where in-depth interviews were conducted with twelve young women who were teenage mothers, and with four key informants. Amongst the young women, six had returned to school after childbirth, and six had not return to school after childbirth. The key informants were professionals including a school counsellor, a schoolteacher, a counsellor working with young mothers, as well as a professional working with a Non-Governmental Organization (NGO) that targets out of school young pregnant girls. Purposive sampling was used to access the research participants. The content of the interviews was transcribed and then analyzed using thematic analysis. The findings indicated that there were numerous factors influencing a young mother’s decision to return to school after childbirth in Seychelles. These were not limited to individual level factors such as the internal motivation of the young mothers to achieve a better future for themselves and their child, but also included other immediate and broader influential factors. Family support was crucial in determining whether a young mother would return to school after childbirth. Furthermore, the school environment was not always conducive to the retention of the teenage mothers, as often teachers’ attitudes, the rigid grade system and school uniform policy acted as deterrents for those young girls’ school return. Additionally, the school policy for pregnant learners and teenage mothers, and the lack of welfare assistance, were other hindering factors to the young women's return to school. These factors were often interconnected, and collectively impacted on those teenage mothers' decision to return to school. Teenage mothers and their children are two vulnerable groups in society. Pregnant girls dropping out of school after delivery can contribute to the chain of poverty in Seychelles, as this leads to their having lower educational attainment, reduced employment and career development opportunities. To address the issue of teenage mothers not returning to school after childbirth in Seychelles, it is important to have better mechanisms that will together tackle the multiple factors influencing their return to school. This involves adopting a health promotion approach using the Ottawa Charter. This would be done by adopting healthy policies and creating a supportive school environment with regard to teenage mothers and pregnant learners and would include the Ministry of Education working in partnership with other sectors so as to adopt a comprehensive approach to teenage mothers and schooling.

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Blackett, Norman. "Developing understanding of trigonometry in boys and girls using a computer to link numerical and visual representations." Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/2307/.

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McGoran, Neil Alexander. "Making "magic": An exploration of the relationship between teacher leadership and boys' academic motivation in the year 8 classroom at a Catholic school." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/399bad41029beb3ed0940017724e7b1a6d8e45d18ad53f5dd29e825d9c384291/8226755/64990_downloaded_stream_215.pdf.

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This research explored the understandings and perceptions of teacher leadership in the Year 8 classroom, as expressed by teachers and students at a Catholic school, and the relationship between this leadership and boys' academic motivation. The researcher assumed that the classroom is an organisation (Cheng, 1994) where all teachers, perhaps even unknowingly (Crowther, 1996), exercise leadership and, furthermore, that this leadership results in positively influencing boys' willingness to learn. The research was targeted at Year 8, the first year of high school in South Australia, because academic motivation is considered most problematic during and after transition into high school (Maehr & Midgley, 1991).

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Royes, Luke Edmund. "A case study of policy enactment: Examining a homestay program for Indigenous students in a Catholic all-boys secondary school." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/137214/1/Luke_Royes_Thesis.pdf.

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This study investigated a homestay program for Indigenous students from remote communities at a Catholic all-boys secondary school in metropolitan Queensland. The policy enactment research explored how the program was enacted as a response to broader Reconciliation and Closing the Gap goals. The research design involved a case study of an Edmund Rice Education Australia (EREA) school including site analysis, document analysis, and interviews. The study revealed the homestay program as a local instance of reconciliation policy created tensions and anxieties in achieving objectives. Historical, symbolic and educational questions were a repeated theme, highlighting the significant challenges of reconciliation-in-action.

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Houston, Deborah Lee. "At-Risk Boys' Engagement in the iEngage Model." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5202.

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There is a growing problem with male under-achievement in public education. Boys who are unsuccessful in elementary and middle school are likely to drop out in high school. Engaging at-risk boys could alleviate school dropouts and the resulting consequences. The purpose of this study was to explore at-risk boys' engagement in a middle school model employing collaborative learning, problem-based learning, and technology. The study was framed on the self-determination theory and the idea that competence, autonomy, and relatedness are vital for engagement. A qualitative case study approach was used to explore teachers' views of at-risk boys' engagement. Eleven teachers who implemented the middle school model in a southeastern school district were interviewed individually and then participated in focus group discussions. Interviews and discussion data were coded to identify words and phrases describing engagement and disaffection. Results indicated that collaborative learning was a factor for at-risk boys' disaffection. Problem-based learning and technology use were factors for engagement when implemented with appropriate strategies. These results and the participants' recommendations suggest that individual instruction and coaching during preliminary research are effective supports to put in place before addressing a final project in a problem-based learning project. This study contributed to positive social change in middle school education, benefiting at risk-boys, their families, and communities, by informing current teaching methods and learning environments that are best suited to engage at-risk boys, help them succeed in school, and give them the opportunity to reach their innate potential.

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Chau, Wai-fan Gladies, and 周惠芬. "The adjustment made by S1 girls in the primary-secondary school transition: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961496.

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Ogbay, Sarah. "The social and linguistic construction and maintenance of girls' and boys' gender identity in two urban secondary schools in Eritrea." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310579.

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Ortiz, Lisa M. "Educational Attainment among High-Risk Teenage Mothers." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3929/.

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Decreased educational attainment has been associated with numerous factors such as teenage pregnancy, repeat pregnancy, risky sexual behavior, substance use, depression, and parental distress. Educational attainment was examined among a group of predominantly Mexican American teenage mothers who were considered at high risk to have a repeat pregnancy, contract sexually transmitted diseases (STDs), and use substances. Project Success Longitudinal Study is part of a national study funded by the Center for Substance Abuse Prevention. Participants were recruited from eight traditional high schools in a large South Texas school district, an area with a high rate of teenage pregnancy and substance use. The treatment intervention included a multidimensional curriculum that was implemented in the participants' high schools in addition to home- and school-based case management services. It was hypothesized that participants who received the intervention would be more likely to attain their high school degree or equivalent and that amount of treatment received would be associated with educational attainment. Additionally, it was hypothesized that profiles of participants who attained their high school degree or equivalent would differ in the areas of parental distress, social support, symptoms of depression, and substance use when compared to participants who did not attain their high school degree or equivalent. Results indicated that participants who received the intervention reported increased educational attainment during the first two years of the study. Additionally, all participants experienced positive changes on various psychosocial measures.

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Monks, Helen E. "Investigating the individual, interpersonal and contextual variables associated with secondary school students’ behaviour as bystanders in bullying interactions, and how these differ according to gender." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1846.

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The Supportive Schools Project (SSP) was a three year randomised cluster comparison trial conducted from 2005 to 2007, involving 21 Perth metropolitan secondary schools from the Catholic Education s ector. The SSP aimed to develop, implement and empirically evaluate a whole -of-school bullying prevention and intervention program. This thesis utilised data collected at post-test 2 of the SSP, when the student cohort was in Term 3 of Year 9, to identify the individual, interpersonal and contextual variables associated with secondary school students’ bystander behaviour and how these predictors may differ according to gender. The peer group who is witness to bullying can play a crucial role in the active reinforcement of this aggression (1-3) . Many students do not agree with bullying and would like to intervene and help the child being bullied, yet most act in ways which enable and maintain the bullying (3) . A wide range of individual and interpersonal variables have been examined with regard to their influence on bystander behaviour, however there is a paucity of research regarding the relative importance of multiple personal and interpersonal predictor variables on bullying (4, 5), and participant role behaviour in particular. This study aimed to identify which of a wide range of variables were most important in determining Year 9 boys’ and girls’ thoughts and actions as a bystander to bullying, including the participant roles they take. These variables included individual factors (self- esteem, problem behaviours, pro- victim attitudes, outcome expectancies, normative beliefs about bullying and loneliness); interpersonal factors (peer support, social competence, and delinquent peer affiliation), and; contextual factors (school bullying ethos, school connectedness, connectedness to teachers, safety at school, classroom management climate, academic achievement and absenteeism). Multivariate analyses used in this thesis revealed that f or both boys and girls, individual variables and then interpersonal variables, rather than school-related contextual variables, were most important in determining bystander behaviour. The most important variables associated with both boys’ and girls’ pro -social bystander thoughts and actions were: having pro-victim attitudes, believing helping behaviour to be normative in their year group, and reporting less bullying- related delinquent peer affiliation. That individual and peer -group level interpersonal factors (i.e. normative beliefs about helping, having ever watched or joined in bullying to keep or make friends) were especially important in determining the responses both boys and gi rls have when they see another student being bullied suggests the need to work at the peer- group level to foster group norms that discourage bullying. Additionally, that pro- victim attitudes were an important predictor of bystander thoughts and actions, su pports the use of intervention strategies directed towards empathy building and raising awareness of the detrimental effects of bullying among boys and girls. The predictors of boys’ and girls’ bystander thoughts and actions were mostly similar, suggesting that interventions to address these risk and protective factors would be of benefit for both genders and largely do not need to be tailored specifically to boys and girls. However, some predictors did differ between boys and girls in terms of their relati ve importance in determining bystander behaviour. Interestingly, the frequency of reporting the different bystander thoughts and actions differed between boys and girls (e.g. a higher percentage of girls reported trying to help and walking away, and a higher percentage of boys reported joining in and watching the bullying). These findings suggest that most intervention strategies designed to address those factors associated with bystander thoughts and actions to positively influence bystander behaviour woul d be of benefit to both genders in positively influen cing their bystander behaviour. H owever , some targeted gender -specific strategies may be useful to enhance the impact of an intervention on boys’ and girls’ bystander behaviour.

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Wong, Kit-kwan Heidi. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinese secondary schools in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553379.

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39

Shaningwa, Lilia Mariro. "The educationally-related challenges faced by teenage mothers on returning to school: a Namibian case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003388.

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The study aimed to investigate the educationally-related challenges faced by teenage mothers in coming back to school in two senior schools in the Kavango Education Region. This small-scale study focused on the challenges that influence or affect the academic progress and development of these learners. The study looked at how teenage pregnancy is perceived as a social problem in many countries as well as in Namibia and examined its impact on the educational aspirations of the young mothers. Namibia has a policy in place to cater for the continued education of learners returning to school after the birth of their babies. This policy was analysed and its implementation in the selected schools formed part of the study, The findings revealed that the educational challenges faced by these young women range from social exclusion to the need to manage the dual responsibilities of motherhood and study. The way in which the learners who participated in this study are viewed by their peers and their teachers was found to be influenced by the cultural connotations ascribed to women as soon as they become mothers, a factor that adds to the challenges these learners face when returning to schools. Cultural connotations which perceived a mother as an adult in the society was attached to the change of the behaviours and attitudes of school young mothers. The findings also showed that while these learners tended to be withdrawn in class and were generally unable to participate in extra-mural activities, they none the less were able to compete with their peers in terms of their academic performance. The study revealed that there is no shared understanding of the policy among the participants and that it is not effectively implemented in the schools, nor is it uniformly applied.

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Rudek, Tiffany M. "Instructional Approaches That Increase Reading Achievement for Boys, Grades 3-6." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1287.

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An achievement gap persists in many educational settings with females outperforming males in reading. In a Southern California school district, reading scores for boys average 10 percentile points below those of girls. A qualitative case study was conducted to explore which instructional approaches can help close this gender gap. The conceptual framework for this study was based on engagement theory, which proposes that students who are engaged in learning tasks achieve at higher levels. The guiding question asked how reading achievement for boys in Grades 3-6 could be improved in the district under study. Semistructured individual interviews were conducted with 4 teachers from different schools and grade levels who's boys, according to district officials, had demonstrated a strong increase in reading achievement. Content analysis of interview transcripts used a 2-cycle coding method to find emerging themes. Participants indicated 5 instructional approaches that contributed to an increase in reading achievement for boys: differentiated reading instruction, collaborative learning, motivation, goal setting and monitoring, and positive teacher-student relationships. Understanding how teachers can improve reading achievement for boys may contribute knowledge about how to improve achievement for all students in other grades in this district, help close achievement gaps, and improve the chance of getting into college for all students.

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41

Williams, David Andrew. "What has been the impact of re-sitting AS-Level examinations in Economics and Business Studies on students at a boys’ independent school in the West Midlands?" Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2803/.

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This dissertation examines the impact that AS-level re-sits have had on a selective independent boys’ school in the West Midlands, which in the interest of anonymity is referred to throughout as ‘School X’. Significantly, and as reflected in the title for this dissertation, unlike the vast majority of secondary schools, A2-level examinations at School X are not sat by students until the final summer of the two year course; therefore, re-sits at this level are not possible. The opening chapter provides an outline of how the introduction of unlimited re-sits can be perceived as being a logical progression as one of a number of developments in the A-level qualification, especially over the past two decades or so, which have invariably contributed to higher pass rates and levels of attainment, as measured by its six point (‘A’ to ‘U’) grading system. In the next chapter, secondary research has been divided into two sections. The first considers the robustness of the qualification, which has existed for well over half a century and the extent to which its survival has reflected the interests of the key stakeholders who have benefited from its reputation as the nation’s educational ‘gold standard’. On one hand, the introduction of re-sits itself can be understood as one in a relatively long line of incremental changes in the structure of A-level, which have helped to prolong its shelf-life by making it a more accessible and quantifiably successful qualification. On the other, this can be contrasted against the extent to which the opportunity for students to re-sit might have contributed to, arguably, the implosion of the qualification in its Curriculum 2000 form, as pass rates nudge towards 100 per cent, and the subsequent need for either its fundamental restructuring or abandonment altogether. The second section examines literature which is relevant to supporting a challenge against the popular notion that a modular course such as A-level contains few, if any, characteristics which are embodied in the ‘elements’ of a formative approach to teaching and learning as outlined by the Organisation for Economic Co-operation and Development (OECD, 2005, p.15). A case is subsequently made for how a course which allows unlimited re-sits and where candidates have access to their marked scripts, still provides opportunities for interaction between teachers and students which are not normally associated with summative forms of assessment in the learning process. Chapter three explains how primary data were gathered through various techniques, including an approach that involved a mixture of a structured group interview and self-completion questionnaire, which two broad categories of students at School X participated in over a two year period. One of these consisted of students studying either A-level Business Studies or Economics (and in a few cases, both subjects). The other consisted of ‘pre-Alevel’ students, back in school at the end of the summer term after sitting their GCSEs, for a few ‘taster lessons’ in their chosen subjects for A-level. A combination of questions which elicited both quantitative and qualitative responses was used in this instrument of research which represented something of an unconventional approach to methodology, but it proved to be an appropriate technique for efficiently amassing data from scores of students each year, at various stages in their post-16 studies. Interviews were also conducted with numerous members of the teaching profession, mainly, but not exclusively, at School X and for the purpose of comparison with similar institutions, three discussions took place on an annual basis with staff from other independent schools, guided by me on a ‘focus group’ basis. Supplemented by information from examination performance documents produced by senior management at School X, commercial publications, the examination boards themselves and a variety of governmental and quasi-governmental sources, this allowed me to adhere to a ‘data triangulation’ approach, as classified by Denzin (1988) and summarised by Robson (2002, p.175), which “help[ed] to counter…the threats to validity.” The one-to-one interviews on the other hand became more tightly structured with each round, to reflect the sharper objectives for the dissertation which emerged over time and were thus orientated towards a ‘within-method triangulation’ approach (Denzin, 1988). Turning more specifically, in chapter four, to the main objectives of the study, the analysis of results and findings from my empirical research attempts to establish the main motives for re-sitting A-level Economics and Business Studies, as well as the costs and benefits of so doing. The latter objective primarily concerns students, but other factors, such as the impact on the teaching process, are also examined. Chapter five considers the future role of A-level re-sits in the context of the restructuring of the qualification from September 2008 and the alternatives in the post-16 curriculum that exist. The study concludes with a brief, reflective chapter, on how re-sits can contribute to teaching and learning.

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42

Leung, Shui-ho. "Relationships between perceived learning environment and participation motivation of senior secondary school girls in physical activities." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887132.

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43

Liberman, Irene Delgado. "The results of presenting Judeo-Christian values to troubled adolescents in a Christian residential treatment center /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3163180.

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44

Jones, Barbara Archer. "Effects of a mentor program on the academic success and self concept of selected black males in the junior high school." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40197.

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Lack of academic success among Black male students has become a focus of educational debate. Concerned educators have led the search for effective models of intervention and prevention. Current literature indicates that positive interaction with adult male mentors in the educational. setting might foster academic success among Black male students. This study investigated the effects of a mentor program on the academic success and self concept of selected Black males in the junior high school. A mentor program was implemented in an Alexandria, Virginia junior high school. Based upon teacher and administrator referral, 50 students who might benefit from participation in a mentor program were identified. Twenty-five students were randomly assigned to the treatment group and participated in the full mentor program. The control group of 25 students was monitored. Eleven city agency and school staff members served as mentors to the experimental group.
Ed. D.

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Morrison, Kathryn A. "The examination of state sport self-confidence of secondary school boys and girls participating in coeducational and gender separated physical education classes /." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30193.

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The purpose of this study was to determine the effect of single-sex and coeducational physical education classes on secondary school students' self-confidence levels. A dependent sample of Grade 10 students completed Vealey's State Sport-Confidence Inventory at the completion of their single-sex class and then again at the completion of their coeducational class. They also completed a sport specific self-confidence measure, in order to factor out their confidence in basketball and volleyball from their overall State Sport-Confidence. Some students also participated in focus group interviews at the completion of each class type. Vealey's State Sport-Confidence Inventory showed no significant differences between classes or between genders. However, qualitative results contradicted these findings as females indicated obvious differences between the two class types that would in turn affect their self-confidence levels. The results indicate that more research is needed into how class type affects the self-confidence of students in single-sex and coeducational physical education classes.

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Ip, Ping Lam. "From purification of "sins" to negotiation of boundaries: exploring assimilation of children of Mainland new arrivals in Hong Kong secondary school context." HKBU Institutional Repository, 2017. https://repository.hkbu.edu.hk/etd_oa/442.

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This study aims to enrich existing local sociological literatures on Mainland new arrivals by exploring the assimilation of their children, including 1.5 generation born in Mainland China and second generation born in Hong Kong. In particular, it focuses on the everyday schooling experiences of children of Mainland new arrivals, such as their learning experiences, their relationship with school or teachers, and their everyday communication with peers. Combining Michele Lamont's concept of boundary and Pierre Bourdieu's concepts of field and capitals with contemporary assimilation theories in the U.S., this study conceptualizes assimilation as a multidimensional process through which migrants and their subsequent generations use different available strategies and capitals to adopt, negotiate, and draw boundaries in various social fields in order to be recognized members of the host community they are living in. Drawing on 11 in-depth interviews with children of Mainland new arrivals studying in secondary school, this study finds that, contrary to the oppressive experiences of first generation Mainland new arrivals especially mothers, second / 1.5 generations have more room or structurally enabled agency to negotiate rather than simply adopt boundaries defining "us" and "other" in the school context. This can be seen, for example, when second and 1.5 generation students alike actively use and modify social meanings represented in cultural products such as electronic games and TV programs to draw boundaries to build and sustain peer relationship in school.

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Ollis, Peter Rennie. "An investigation into the effect of attending an elite independent boys' school on working class children who were awarded free places." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8737/.

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King Edward's Birmingham, an independent school, provides wholly free places to some 10% of its annual intake of 120 boys. This research investigates how such boys fare academically at school and how their schooling could affect their subsequent lives. Because they have passed the fierce entrance examination without the benefits middle class children might have received through attending feeder prep schools with perhaps additional coaching, the meritocratic thesis suggests they should excel in the school and achieve impressive qualifications. Conversely, the work of Bourdieu and Bernstein indicates that dissonance between home and school environments could create social difficulties and cause these boys to underperform significantly. The results show that most free-place boys achieved results similar to their fee-paying counterparts although few really excelled and a noticeable minority struggled throughout school and gained disappointing final grades. On leaving education, those from the working class prove less likely to enter the elite professions and those who do so advance less than their middle class peers. These differences could be attributed to lower amounts of cultural and social capital. A change in the focus of extra-curricular activities at King Edward's to target the building of these forms of capital could prove beneficial.

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Robinson, Quintin L. "An examination of the ways in which mothers influence the educational success of their sons : a case study of successful eleventh-grade males in failing schools /." Connect to title online (ProQuest), 2007. http://proquest.umi.com/pqdweb?did=1453185651&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-130). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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White, Greer, and res cand@acu edu au. "A Call for a Level Playing Field A Study of Masculinity 1999–2000." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp61.29082005.

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The impetus of this study was a concern for the education and general welfare of boys. The interest in boys’ education has grown notably over the past ten years. This interest is evident in media reports, popular psychology texts, education reports and scholarly writing. Academic research on boys’ experience of education is less prolific although it does include studies conducted by Australian and international researchers. Central to this commentary on boys’ education is the concept of masculinity. Here there is a strong claim that boys’ academic performance and behaviour is influenced by the way they construct and live out masculine expressions. This research study is situated in a Catholic secondary school for boys (referred to as the College) and seeks to illumine the school experiences of students at the school. As school Counsellor I noted that some boys were displaying a lack of motivation for learning, resisted independent thinking and seemed to be opposed to authority. These characteristics, in turn, contributed to diminished academic performance and troublesome classroom behaviour. This observation raised issues in respect to the boys’ perceptions of masculinity and the various expressions of masculinity within the school. An analysis of historical and contemporary documents identified a mismatch between the stated vision and mission of the school and the structural organization it creates. This mismatch pointed to a critical gap between the stated purpose of its education and the social reality of boys’ educational experience. This critical gap was particularly evident in the school’s commitment to educating boys within a social justice framework. It seemed that investigation into the gender regime of the school and the implications this has for students was warranted. A review of literature in respect to the concept of masculinity and boys’ education served to further clarify the research problem and the purpose of this study. This review identified the various contemporary understandings of masculinity. It also explored the current debate about what is happening to boys in education and provided an outline of particular elements of the social constructionist’s understanding of collective masculinity expressions within a school setting. Commentary on how a school can configure its particular gender regime was of particular interest to this study. This review identified three research questions to guide this study. These questions are: Research Question 1: How do the students of the College understand masculinity? Research Question 2: What is the College’s gender regime? Research Question 3: What are the implications for students of the College’s gender regime? This research study was informed by a pragmatic understanding of the epistemology of constructivism and the principles associated with the theoretical framework of symbolic interactionism. A two-stage research design of exploration and inspection was employed to aid data collection, analysis and interpretation. In the exploratory stage data was collected through a questionnaire to 255 of the 301 Year 12 cohort. These data were analysed using both quantitative and qualitative methods and the results gave direction to the type of data needed in the second stage of the study, the stage of inspection. In the stage of inspection, data were obtained through two processes, one-to-one interviews and focus group discussions. An analysis of data collected in the second stage of the study led to the identification of a number of key findings in the way boys understand masculinity and the school has organized its gender regime. These findings highlight the domination of playing sport and the subordination and marginalization of other masculine expressions. They also give evidence of the existence of a critical gap between the school’s stated purpose based on Christian values, justice, holistic development, respect for the dignity of the individual, human striving and so on, and the reality it produces. The study concludes by outlining a number of recommendations that suggest themselves for the future development of the College. It recommends that the school introduce a gender education programme for students, review the gender regime that supports playing sport as the dominant masculine expression, and provide structures and opportunity for other masculine expressions to find approval and acceptance. Finally it is recommended that the vision that the school holds for the education of boys and its structural organization be open to scrutiny and exploration in order that what the school holds to be most important in the education of boys will be intentionally pursued.

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Dauer, Doreen M. "Group counseling for anger control : the effects of an intervention program with middle school students /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-07282008-134419/.

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Дисертації з теми "Teenage boys Education (Secondary)"

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