subject:(Secondary school )

University of Manchester

1. Reynolds, Lucy. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.

Degree: 2015, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822

► Background: Research and professional experience suggest that young people with autism spectrum conditions (ASC) often find secondary school more difficult than primary school. Expert advice… (more)

▼ Background: Research and professional experience suggest that young people with autism spectrum conditions (ASC) often find secondary school more difficult than primary school. Expert advice suggests that Local Authorities should offer a ‘continuum of provision’ to meet the diverse needs associated with ASC, but the high number of tribunals within England relating to provision for young people with ASC suggests that pupils’ needs are not always being catered for appropriately. This project aimed to explore the range of secondary provision available to young people with ASC within one local authority and the decision-making processes used by parents and professionals to determine which provision is most appropriate for which pupils.Participants: Four Special Educational Needs Coordinators (SENCOs) and four parents of pupils with ASC were recruited from four different types of schools catering for secondary-aged pupils with ASC, along with two officers from the local authority involved with school placement decisions for children with ASC.Methods: This study used an embedded multiple case study design, with each school forming a case within the local authority system. Individual semi-structured interviews were carried out with each participant; these were audio-recorded and transcribed. Documents were gathered relating to school placement decisions and provision.Analysis/ Findings: Data were analysed using thematic analysis and content analysis. The findings were presented as thematic maps for each individual school followed by a local authority-wide cross-case synthesis. The findings relating to decision-making processes were analysed and presented separately.Conclusion/ Implications: The study extends understanding about the range of educational provision for secondary-aged students with ASC and how placement decisions are made within one local authority. Suggestions are made for further research. Advisors/Committee Members: WOODS, KEVIN KA, Woods, Kevin, Bond, Caroline.

Subjects/Keywords: autism; school; secondary

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APA (6^th Edition):

Reynolds, L. (2015). Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822

Chicago Manual of Style (16^th Edition):

Reynolds, Lucy. “Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.” 2015. Doctoral Dissertation, University of Manchester. Accessed January 17, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822.

MLA Handbook (7^th Edition):

Reynolds, Lucy. “Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.” 2015. Web. 17 Jan 2021.

Vancouver:

Reynolds L. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2021 Jan 17]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822.

Council of Science Editors:

Reynolds L. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822

Addis Ababa University

2. 'I'IBEBE, ALEMAYEHU. AN EXPLORATION OF THE ENGLISH PROFICIENCY LEVEL OF GOVERNMENT AND MISSION SECONDARY SCHOOL LEAVERS .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/2136

► Today in Ethiopia, there is a widely heard academic common talk, especially in the tertiary level of learning, about a great variation in the English… (more)

▼ Today in Ethiopia, there is a widely heard academic common talk, especially in the tertiary level of learning, about a great variation in the English language proficiency level of governmenu and mission secondary school graduatese The degree of this diffierence has not so far been assessed. The reserch desccibed in this paper attempted to examine whether or not there was a significant difference in the English language proficiency level of government and mission second~y school leavers, usin~ two very well reputed instruments. These instruments are the cloze procedure and the dictation, perhaps the most qualified integrative tests of language proficiency. Since constructing discrete-point proficiency tests is extremely difficult for ordinary classroom teachers, like the writer of this paper, unskilled in the technicalities of dev8loping such tests, these two integrative tests, which are considered to be perhaps equally valid and reliable to measure the language proficiency level of the learner, have been employed as best alternative devices for the purpose. 11.11 the possible necessary cautions essential in developing such tests, have been taken in order to determine the gra~3 level of the cloze and the dictation passages, the Fog Index, one of the formulas currently used for the purpose has been used and according to this formula all the cloze and the dictation passages have a difficulty level of grade 12. In addition to this the personal judgement of English language teachers in the Addis Ababa University, about their fitness, has been considered. They were validated against the Michign Test of English Language Proficiency Form-Bo The results showed that the cloze and the dictation tests used in this paper, correlated at .97. And in order to examine their relinbility the Kuder Richardson formula (Kr-21) has been adopted. This revealed a reliability coefficient of .95 for the cloze ~nd .96 for the dictation tests. The t-test technique was used to evaluate the differences in the Mean scores of each test, so as to assess the extent of the variations in the performance level of English between these two groups of student. The findings showed that there is a singificant difference between government and mission secondary school leavers at p .001 level of confidence. On the basis of these findings, it was recommended that selection for admission of students into the colleges and the universities has to be made on the basis of an English language proficiency test or College Entrance English Language ~xamination, on the basis of which placement of students into an appropriate program of English language learning could be mnde so that each group can learn at a pace commensurate nith its ability. An inquiry to make a thorough revien of the English curriculum of the lower levels has also been made. Further research on the subject has also been invited, so that a reliable solution to the problem can be found. Advisors/Committee Members: Dr. Gerard Despatie (advisor).

Subjects/Keywords: KGJLORA'l'ION; SECONDARY SCHOOL

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

'I'IBEBE, A. (2012). AN EXPLORATION OF THE ENGLISH PROFICIENCY LEVEL OF GOVERNMENT AND MISSION SECONDARY SCHOOL LEAVERS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

'I'IBEBE, ALEMAYEHU. “AN EXPLORATION OF THE ENGLISH PROFICIENCY LEVEL OF GOVERNMENT AND MISSION SECONDARY SCHOOL LEAVERS .” 2012. Thesis, Addis Ababa University. Accessed January 17, 2021. http://etd.aau.edu.et/dspace/handle/123456789/2136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

'I'IBEBE, ALEMAYEHU. “AN EXPLORATION OF THE ENGLISH PROFICIENCY LEVEL OF GOVERNMENT AND MISSION SECONDARY SCHOOL LEAVERS .” 2012. Web. 17 Jan 2021.

Vancouver:

'I'IBEBE A. AN EXPLORATION OF THE ENGLISH PROFICIENCY LEVEL OF GOVERNMENT AND MISSION SECONDARY SCHOOL LEAVERS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Jan 17]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

'I'IBEBE A. AN EXPLORATION OF THE ENGLISH PROFICIENCY LEVEL OF GOVERNMENT AND MISSION SECONDARY SCHOOL LEAVERS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago

3. Sanderson, Lara. I Learn Stuff: An Ethnographic Case Study of Disabled Senior Secondary Students' School Experiences.

Degree: 2011, University of Otago

URL: http://hdl.handle.net/10523/1983

► "I learn stuff" explores the school experiences of a group of four senior secondary students who have funding from the Ongoing Reviewable Resource Scheme (ORRS).… (more)

▼ "I learn stuff" explores the school experiences of a group of four senior secondary students who have funding from the Ongoing Reviewable Resource Scheme (ORRS). This thesis is based on a broad definition of student school experience, viewing it as a „way of talking about‟ what is important for the participants. It also allows for an examination of the multiple dimensions found within a classroom including relationships, subject material, and how the students interact with these. By using such a definition of experience it positions students as experts with agency in their own lives. I begin by examining the social (relational) model of disability as it provides the language and framework of barriers to doing and barriers to being, which I use throughout. It then proceeds to examine human rights frameworks, and finally the New Zealand education and disability policy and legislative context. By drawing on the literature of both Childhood Studies and Disability Studies the thesis benefits from the insights of each discipline and builds a bridge between them. To explore the overarching research question of “what are the school experiences of senior secondary ORRS funded students?” an ethnographic case study approach was taken in conjunction with a social constructionist methodological rationale. The ethical challenges in gaining and recognising student voice and experiences shaped this thesis, and as such they are reviewed as a part of the methodology as well as being integral to the findings. Observations were conducted in a single site over two school terms, using semi-structured interviews which were conducted with four self-selected student participants and three student-selected staff. The findings are organised into two parts. The first part examines the research ethics issues of: informed consent without parental proxies, gaining access to the student participants in a school setting, the role of the researcher and broken assistive technology. These impacted on and shaped this thesis, but they also make visible the barriers to doing. The second part examines the school experiences of the students within the emergent themes of subjects and activities, and relationships. This served as a framework in which to explore the voices and experiences of the participants. Firstly, the students provided a context for their school day by describing a “typical day”. All of the students described getting up and coming to school. Three out of four described what they did after school or what they liked to do in their spare time. From their experiences came the emergent theme of subjects (e.g. Maths) and activities, the students described liking all of their iii classes at some point in the interview process. The students also described activities they participated in both on and off the school campus. This theme revealed the difficulties students have in accessing and participating in these activities, but also their enjoyment in participating in the classroom. Their school experiences also informed their… Advisors/Committee Members: Gaffney, Michael (advisor).

Subjects/Keywords: disability; secondary school

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APA (6^th Edition):

Sanderson, L. (2011). I Learn Stuff: An Ethnographic Case Study of Disabled Senior Secondary Students' School Experiences. (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/1983

Chicago Manual of Style (16^th Edition):

Sanderson, Lara. “I Learn Stuff: An Ethnographic Case Study of Disabled Senior Secondary Students' School Experiences. ” 2011. Masters Thesis, University of Otago. Accessed January 17, 2021. http://hdl.handle.net/10523/1983.

MLA Handbook (7^th Edition):

Sanderson, Lara. “I Learn Stuff: An Ethnographic Case Study of Disabled Senior Secondary Students' School Experiences. ” 2011. Web. 17 Jan 2021.

Vancouver:

Sanderson L. I Learn Stuff: An Ethnographic Case Study of Disabled Senior Secondary Students' School Experiences. [Internet] [Masters thesis]. University of Otago; 2011. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10523/1983.

Council of Science Editors:

Sanderson L. I Learn Stuff: An Ethnographic Case Study of Disabled Senior Secondary Students' School Experiences. [Masters Thesis]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/1983

University of KwaZulu-Natal

4. Benhura, Abigail Rudorwashe. Interrogating the provision of secondary school education in Hopley and Caledonia communities: a lens into internal displacement in Zimbabwe.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/15191

► Internal displacement is a tenacious social ill that has gripped the global community affecting the lives of millions of people. Despite the fact that this… (more)

▼ Internal displacement is a tenacious social ill that has gripped the global community affecting the lives of millions of people. Despite the fact that this form of forced migration has become common lexicon at an international level, there is a dearth of studies on the impact of internal displacement on the accessibility of secondary school education. Therefore, the central focus of this study was to probe how internal displacement has impacted on the provision of secondary school education on Hopley and Caledonia communities. The study cited Hopley and Caledonia in Zimbabwe as communities that host internally displaced persons (IDPs) whose homes were demolished through Operation Murambatsvina in 2005. The study focused on the premise that forced migration invariably leads to deprivations in the lives of the victims. The study explored how the IDPs’ loss of shelter inevitably led to the failure to access secondary school education for the majority of the children. This was entrenched in the non-adherence to international statutes by institutions mandated to facilitate them so as to alleviate the challenges of internal displacement. In order to ground the study in a way that would give the scope of understanding of IDPs’ perceptions of the phenomenon and its effects on education, the study mainly used the Capability Approach as a theoretical framework. The Capability Approach enhanced the understanding that the lack of provision of education to displaced children denied them the opportunity to be what they can potentially be. In addition, the Entitlement Approach and Critical Theory were also used to interpret the role of education in the pursuit of social justice and inalienable human rights among the internally displaced people in the two communities. As internal displacement in Zimbabwe is politically sensitive, this led to the use of the qualitative research paradigm to seek the IDPs and other key actors’ subjective interpretations of this phenomenon. Furthermore, purposive sampling was used to select respondents whose children were of secondary school going age in these communities. The non-random and subjective nature of sampling was driven by the fact that the study specifically intended to select IDPs whose children’s access to education had been affected by internal displacement. Thematic and content analysis were used to analyse the empirical data and secondary evidence respectively. The study established that internal displacement in Zimbabwe resulted in the people being dispossessed of both their shelter and potential futures through the lack of education. Furthermore, the findings suggest that the lack of education increased the IDPs’ invisibility compounded by the government and global community’s failure to institute international policies and norms on internal displacement. Thus, the study makes a meaningful contribution to the body of knowledge on the discourse on ‘missing migrants’ in the form of IDPs in Zimbabwe. The implication of these findings is the need to deconstruct and recategorise IDPs… Advisors/Committee Members: Naidu, Maheshvari. (advisor).

Subjects/Keywords: Secondary School Education.; Hopley Secondary School.; Caledonia Secondary School.; Theses - Conflict, transformation and Peace Studies.

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APA (6^th Edition):

Benhura, A. R. (2016). Interrogating the provision of secondary school education in Hopley and Caledonia communities: a lens into internal displacement in Zimbabwe. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Benhura, Abigail Rudorwashe. “Interrogating the provision of secondary school education in Hopley and Caledonia communities: a lens into internal displacement in Zimbabwe.” 2016. Thesis, University of KwaZulu-Natal. Accessed January 17, 2021. http://hdl.handle.net/10413/15191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Benhura, Abigail Rudorwashe. “Interrogating the provision of secondary school education in Hopley and Caledonia communities: a lens into internal displacement in Zimbabwe.” 2016. Web. 17 Jan 2021.

Vancouver:

Benhura AR. Interrogating the provision of secondary school education in Hopley and Caledonia communities: a lens into internal displacement in Zimbabwe. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10413/15191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Benhura AR. Interrogating the provision of secondary school education in Hopley and Caledonia communities: a lens into internal displacement in Zimbabwe. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

5. Subulwa, Mwakamui Charles. Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/531

► The present study attempted to find out the extent to which qualified teachers never actually begin teaching(graduation loss) loss) and the extent to which serving… (more)

Subjects/Keywords: Attirition – Secondary School teachers – Zambia

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APA (6^th Edition):

Subulwa, M. C. (2011). Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/531

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Subulwa, Mwakamui Charles. “Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 .” 2011. Thesis, University of Zambia. Accessed January 17, 2021. http://hdl.handle.net/123456789/531.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Subulwa, Mwakamui Charles. “Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 .” 2011. Web. 17 Jan 2021.

Vancouver:

Subulwa MC. Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/123456789/531.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Subulwa MC. Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/531

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

6. Casalino, C.E.; Keja, F.P. TO TTO OR NOT TO TTO. A case study in a Dutch secondary school.

Degree: 2014, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/298319

► Bilingual education in Dutch schools (called the TTO program) needs a certain amount of students to be viable. In this research, the authors undertake a… (more)

Subjects/Keywords: TTO; Dutch secondary school

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APA (6^th Edition):

Casalino, C.E.; Keja, F. P. (2014). TO TTO OR NOT TO TTO. A case study in a Dutch secondary school. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/298319

Chicago Manual of Style (16^th Edition):

Casalino, C.E.; Keja, F P. “TO TTO OR NOT TO TTO. A case study in a Dutch secondary school.” 2014. Masters Thesis, Universiteit Utrecht. Accessed January 17, 2021. http://dspace.library.uu.nl:8080/handle/1874/298319.

MLA Handbook (7^th Edition):

Casalino, C.E.; Keja, F P. “TO TTO OR NOT TO TTO. A case study in a Dutch secondary school.” 2014. Web. 17 Jan 2021.

Vancouver:

Casalino, C.E.; Keja FP. TO TTO OR NOT TO TTO. A case study in a Dutch secondary school. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2021 Jan 17]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298319.

Council of Science Editors:

Casalino, C.E.; Keja FP. TO TTO OR NOT TO TTO. A case study in a Dutch secondary school. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/298319

7. SET, SENG. Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials.

Degree: 博士(学校教育学), 2016, Hyogo University of Teacher Education / 兵庫教育大学

URL: http://hdl.handle.net/10132/17091

► The main purpose of the research is to study students‟ competency on chemistry at lower secondary school in Cambodia and to develop teaching and learning… (more)

▼ The main purpose of the research is to study students‟ competency on chemistry at lower secondary school in Cambodia and to develop teaching and learning apparatus from simple and available materials to support students‟ learning in Chemistry at secondary school. In order to achieve the research purposes, three research questions are posed: 1. To what extent do lower secondary school students in Cambodia understand the chemistry concept? 2. What teaching apparatus can be developed to support students‟ learning in chemistry at secondary school? 3. What are secondary school student‟s perceptions on the teaching and learning apparatus which were developed? The research on Cambodian students‟ competency in Chemistry at lower secondary school can be shown through quantitative data analysis from 1304 Cambodian students in grade 8 (2nd year of lower secondary school) from 34 public schools across 17 provinces out of 25 throughout the country using the test paper designed by the Trends in International Mathematics and Science Study (TIMSS), 2011 standard. The study discussed the comparison by genders, areas, as well as within the regional countries and Japan whom participated in TIMSS-2011 standard. The results showed that Cambodian student's achievement was comparable to those of Thailand, Malaysia and Indonesia, however, they were all still below the ASEAN and international averages and far below Japan. The results also showed that there was not a significant difference in performance between male students (N=614, M=6.34, SD=3.044) and female students (N=690, M=6.44, SD=2.873); p=0.537>0.05. On the other hand, the students from the districts (N=655, M=6.56, iv SD=2.971) seemed perform the test slightly better than those from the towns (N=649, M=6.28, SD=2.928); p=0.043<0.05, though their mean scores were just slightly different. The study was also discussed the implication of the results in the current Cambodian education context. The discussion came up with suggestions that Cambodia should pay increased attention to the reform of chemistry learning content and ways of teaching together with developing available teaching materials in order to encourage and provide students with enough opportunities to explore scientific practical work. In terms of the development teaching and learning apparatus for secondary chemistry classroom, a number of simple apparatus had been assemble from available materials in daily life accompany with a number of teaching and learning activities in which all of those are relevant to the secondary chemistry curriculum. The materials for marbling ink, capillary method and dropping method were designed to investigate the effect of detergent on water surface tension. Fabric dyeing method and a hand-made photometer were developed to determine the concentration of detergent in the aqueous solution. In terms of conductivity concept, hand-made conductivity devices were assembled only from cheap materials and yet they could be applied to measure the conductivity of fruit or vegetable solution and that of…

Subjects/Keywords: Chemistry; Science; Cambodia; Secondary school

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APA (6^th Edition):

SET, S. (2016). Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials. (Thesis). Hyogo University of Teacher Education / 兵庫教育大学. Retrieved from http://hdl.handle.net/10132/17091

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

SET, SENG. “Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials.” 2016. Thesis, Hyogo University of Teacher Education / 兵庫教育大学. Accessed January 17, 2021. http://hdl.handle.net/10132/17091.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

SET, SENG. “Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials.” 2016. Web. 17 Jan 2021.

Vancouver:

SET S. Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials. [Internet] [Thesis]. Hyogo University of Teacher Education / 兵庫教育大学; 2016. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10132/17091.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

SET S. Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials. [Thesis]. Hyogo University of Teacher Education / 兵庫教育大学; 2016. Available from: http://hdl.handle.net/10132/17091

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Zener, Karl R. Understanding principals' and lead teachers' perceptions of distributed leadership in three high-performing public high schools| An exploratory multiple case study.

Degree: 2011, California State University, Fullerton

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3459306

► The purpose of this qualitative, exploratory multiple case study was to determine principals' and lead teachers' perceptions regarding the theory and practice of distributed… (more)

Subjects/Keywords: Education, School Administration; Education, Secondary

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APA (6^th Edition):

Zener, K. R. (2011). Understanding principals' and lead teachers' perceptions of distributed leadership in three high-performing public high schools| An exploratory multiple case study. (Thesis). California State University, Fullerton. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3459306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zener, Karl R. “Understanding principals' and lead teachers' perceptions of distributed leadership in three high-performing public high schools| An exploratory multiple case study.” 2011. Thesis, California State University, Fullerton. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3459306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zener, Karl R. “Understanding principals' and lead teachers' perceptions of distributed leadership in three high-performing public high schools| An exploratory multiple case study.” 2011. Web. 17 Jan 2021.

Vancouver:

Zener KR. Understanding principals' and lead teachers' perceptions of distributed leadership in three high-performing public high schools| An exploratory multiple case study. [Internet] [Thesis]. California State University, Fullerton; 2011. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3459306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zener KR. Understanding principals' and lead teachers' perceptions of distributed leadership in three high-performing public high schools| An exploratory multiple case study. [Thesis]. California State University, Fullerton; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3459306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Page, Shawn James. The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program.

Degree: 2010, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3390651

► In 1950 the Missouri Board of education designed accreditation standards for Missouri schools. In 1990 the Missouri School Improvement Program (MSIP) experienced a major… (more)

Subjects/Keywords: Education, Middle School; Education, Secondary

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APA (6^th Edition):

Page, S. J. (2010). The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3390651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Page, Shawn James. “The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program.” 2010. Thesis, Lindenwood University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3390651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Page, Shawn James. “The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program.” 2010. Web. 17 Jan 2021.

Vancouver:

Page SJ. The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3390651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Page SJ. The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3390651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Dancy, Trenese Nicole. Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement.

Degree: 2010, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427068

► The Iowa Test of Basic Skills (ITBS) is used in the Cahokia Unit School District No. 187 to give insight on student academic skill… (more)

▼ The Iowa Test of Basic Skills (ITBS) is used in the Cahokia Unit School District No. 187 to give insight on student academic skill level in terms of years and months. Teacher strategies and expertise in the area of education is an integral part of the educational process. Tenure status, or the years of experience, is plagued with the idea that it promotes or has an impact on student achievement. In this study the researchers wanted to determine if there was a significant relationship between teacher tenure status (independent variable) and student academic achievement (dependent variable). Pre- and post-ITBS reading and math scores were used as a basis to examine academic achievement. The hypothesis stated that if students receive instruction from a tenured general education teacher, they will have greater academic achievement than students receiving instruction from a non-tenured general education teacher. Scatter plots for each data set were constructed to visually indicate a relationship between the independent and dependent variables. The correlation coefficient was also calculated using the independent and dependent variables, and for some data sets resulted with a negative correlation, meaning there was not a positive correlation, and no further testing was needed. The correlation coefficient test of significance was the last factor in determining if there was a positive correlation between the independent and dependent variables. The result of the analysis concluded that there was a significant correlation between the independent and dependent variables for some of the data sets. This collaborative research project was conducted by Sheryl Wilson, Trenese Dancy, and Rochelle Harris-Clark. Each researcher studied tenured versus non-tenured teachers; however, they each had a different focus group. Sheryl Wilson focused on instructional special education teachers, Trenese Dancy focused on general education teachers, and Rochelle Harris-Clark focused on all teachers.

Subjects/Keywords: Education, Middle School; Education, Secondary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dancy, T. N. (2010). Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427068

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dancy, Trenese Nicole. “Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement.” 2010. Thesis, Lindenwood University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3427068.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dancy, Trenese Nicole. “Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement.” 2010. Web. 17 Jan 2021.

Vancouver:

Dancy TN. Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427068.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dancy TN. Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427068

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Harris-Clark, Rochelle. Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement.

Degree: 2010, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427070

► The Iowa Test of Basic Skills (ITBS) is used in the district of Study School No. 1 to give insight on student academic skill… (more)

▼ The Iowa Test of Basic Skills (ITBS) is used in the district of Study School No. 1 to give insight on student academic skill level in terms of years and months. Teacher strategies and expertise in the area of education is an integral part of the educational process. Tenure status, or the years of experience, is plagued with the idea that it promotes or has an impact on student achievement. Although there were a significant number of tenured special education and general education teachers at the study school during the 2005–2006, 2006–2007, and 2007–2008 school years, the school did not make adequate yearly progress (AYP) due to the special education subgroup’s failure to meet state standards. Because the school failed to make AYP for four consecutive years, they have been placed on Academic Watch. Several of these general education teachers had many years of teaching experience; however, there was no evidence of the relationship between tenure status and the academic gains the students displayed on the ITBS assessment. The ITBS is used to assess student academic skills. In this study the researchers wanted to determine if there was a significant relationship between teacher tenure status (independent variable) and student academic achievement (dependent variable). Pre- and post-ITBS reading and math scores were used as a basis to examine academic achievement. The hypothesis stated that if students receive instruction from a tenured teacher, they will have greater academic achievement than students receiving instruction from a non-tenured teacher. General education, instructional special education, and special education resource teachers were included in the study. Scatter Plots for each data set were constructed to visually indicate a relationship between the independent and dependent variables. The correlation coefficient was also calculated using the independent and dependent variables, which, for some data sets, resulted in a negative correlation, meaning there was not a positive correlation, and no further testing was needed. While these two statistical measure may have resulted in a positive correlation between the independent and dependent variables, a correlation coefficient test of significance was run using critical values for PPMC, and an alpha of 0.05 was used to determine if there was a positive correlation between the years of teacher service and the pre- and post-ITBS reading and math scores. The correlation coefficient test of significance was the last factor in determining if there was a positive correlation between the independent and dependent variables, and was only used if the correlation coefficient did not result in a negative figure. The result of the analysis for special education concluded that there was not a significant correlation between the independent and dependent variables; the null hypothesis was accepted, except for the 2005–2006 reading ITBS pre and post scores for a tenured teacher. For this positive correlation, the null hypothesis was rejected.…

Subjects/Keywords: Education, Middle School; Education, Secondary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harris-Clark, R. (2010). Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harris-Clark, Rochelle. “Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement.” 2010. Thesis, Lindenwood University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3427070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harris-Clark, Rochelle. “Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement.” 2010. Web. 17 Jan 2021.

Vancouver:

Harris-Clark R. Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harris-Clark R. Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Lindahl, Rebecca. Research-Based Characteristics of Professional Learning Communities at the High School Level.

Degree: 2011, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3443956

► An educational problem facing high schools in 2 Midwestern school districts is that few local contextual experiences exist for developing professional learning communities that… (more)

Subjects/Keywords: Education, School Administration; Education, Secondary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lindahl, R. (2011). Research-Based Characteristics of Professional Learning Communities at the High School Level. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3443956

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lindahl, Rebecca. “Research-Based Characteristics of Professional Learning Communities at the High School Level.” 2011. Thesis, Walden University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3443956.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lindahl, Rebecca. “Research-Based Characteristics of Professional Learning Communities at the High School Level.” 2011. Web. 17 Jan 2021.

Vancouver:

Lindahl R. Research-Based Characteristics of Professional Learning Communities at the High School Level. [Internet] [Thesis]. Walden University; 2011. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3443956.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lindahl R. Research-Based Characteristics of Professional Learning Communities at the High School Level. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3443956

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

13. Yates, Mary Maureen. The Self-Efficacy Beliefs of Secondary School Principals.

Degree: PhD, Department of Educational Policy Studies, 2015, University of Alberta

URL: https://era.library.ualberta.ca/files/cr781wg15g

► ABSTRACT The purpose of my doctoral research was to address the question: “How do secondary school principals understand the relationship between beliefs of self-efficacy and… (more)

▼ ABSTRACT The purpose of my doctoral research was to address the question: “How do secondary school principals understand the relationship between beliefs of self-efficacy and their professional practice?” Bandura’s (1986) social cognitive theory served as the analytical framework with his construct of self-efficacy being the subject of this work. “Perceived self-efficacy refers to beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments.” (Bandura, 1997, p. 3) Nationally and internationally, the role of the principal has been cited as a critical factor in the improvement of student achievement and system accountability (Leithwood, 2008; Levin, 2010), and according to Bandura (1997), self-efficacy belief – the belief that people have in their ability to produce desired effects by their actions - is the most central and pervasive mechanism of human agency and is central to motivation and action. In Alberta, where there is a well-defined accountability framework, the Principal Quality Practice Guideline (2009) was designed to “be used as a basis for many activities including principal preparation and recruitment, principals’ self-reflection and daily practice, principals’ initial and ongoing professional growth and principal supervision, evaluation and practice review” (Alberta Education, February, 2009, p. 3). This draft document updated and currently titled The Professional Practice Competencies for School Leaders (March 11, 2011) details seven dimensions that are intended to be guidelines of school leader performance. As self-efficacy is related to individuals’ persistence, analytical strategies, effort, aspiration or goal-setting, adaptability, organizational ability and success on tasks they perform, (Bandura, 1986; Gist & Mitchell, 1992 Green & Paglis, 2002; McCormick, 2001; Wood & Bandura, 1989), the value of the self-efficacy construct is one that will be critical as principals meet leadership expectations in Alberta schools as outlined by the Alberta School ii Act (Province of Alberta, 2000). My research assists to further understanding and knowledge of the self-efficacy of principals with particular interest in the areas of management, instructional leadership and moral leadership embodied within the seven leadership dimension of the Professional Practice Competencies for School Leaders (PPCSL). Deepening understanding of the construct of self-efficacy and its relation to principal efforts and skill may serve to create conditions that lend t to improvements in student achievement and growth. Within the Alberta context of high accountability, a principal’s self-efficacy beliefs are of particular interest as a greater understanding of factors leading to effective principals, teams and schools may be illuminated through the study of self-efficacy. Within the case study methodology and employing a purposeful convenience sampling technique, six high school principals were interviewed over a two month period. Face-to-face interviews allowed for…

Subjects/Keywords: Self-Efficacy; Secondary School Principals

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yates, M. M. (2015). The Self-Efficacy Beliefs of Secondary School Principals. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cr781wg15g

Chicago Manual of Style (16^th Edition):

Yates, Mary Maureen. “The Self-Efficacy Beliefs of Secondary School Principals.” 2015. Doctoral Dissertation, University of Alberta. Accessed January 17, 2021. https://era.library.ualberta.ca/files/cr781wg15g.

MLA Handbook (7^th Edition):

Yates, Mary Maureen. “The Self-Efficacy Beliefs of Secondary School Principals.” 2015. Web. 17 Jan 2021.

Vancouver:

Yates MM. The Self-Efficacy Beliefs of Secondary School Principals. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2021 Jan 17]. Available from: https://era.library.ualberta.ca/files/cr781wg15g.

Council of Science Editors:

Yates MM. The Self-Efficacy Beliefs of Secondary School Principals. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/cr781wg15g

14. Sadia, Mahmood. Influence of personal and institutional factors on attitude of secondary school students toward computer; -.

Degree: Education, 2012, Aligarh Muslim University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/13523

►

Computers have been used in education for more than four decades and they have now been accepted unconditionally as an integral part of our entire… (more)

▼

Computers have been used in education for more than four decades and they have now been accepted unconditionally as an integral part of our entire educational system. The computer technology has a deep impact on education and the uses of computer are manifold. The advances in computer technology have caught the attention of many educators and researchers and they have found that it affects learner capabilities in positive way. Many psychological and educational researches have drawn attention to the crucial influence that computer attitude may have on children and adults to utilize opportunities of computer technology. Therefore, it is possible to suggest that to gain maximum benefit of computer technology, institutions should be aware of, explore, and monitor students attitudes toward computer. Mastering computer technology and harnessing it for widespread and comprehensive use among the students is not an easy task. This becomes even more challenging when this technology is progressing and changing rapidly. Students need to have the right kind of attitudes to be able to keep-up todate with the rapid changes that occur in computer technologies. newlineDeveloping positive attitudes among the students is more critical than merely increasing students computer skills because positive attitudes will automatically lead to the learning of computer skills (Divine and Wilson, 1997). Students attitudes toward computers must be clearly identified so that recommendations can be made to the relevant parties, such as, teachers, school administrators, administrators at the educational department level and also curriculum planning groups.The information will allow them to gain insights on best approaches to integrate computer technologies for teaching and learning. Consequently, Nash and Moroz (1997) supported the view that evaluation of computer attitudes is an important technique in response to the trend of computers becoming more centralized in education through integration.

References p.206-230

Advisors/Committee Members: Tahira, Khatoon.

Subjects/Keywords: Education; secondary school students

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sadia, M. (2012). Influence of personal and institutional factors on attitude of secondary school students toward computer; -. (Thesis). Aligarh Muslim University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/13523

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sadia, Mahmood. “Influence of personal and institutional factors on attitude of secondary school students toward computer; -.” 2012. Thesis, Aligarh Muslim University. Accessed January 17, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/13523.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sadia, Mahmood. “Influence of personal and institutional factors on attitude of secondary school students toward computer; -.” 2012. Web. 17 Jan 2021.

Vancouver:

Sadia M. Influence of personal and institutional factors on attitude of secondary school students toward computer; -. [Internet] [Thesis]. Aligarh Muslim University; 2012. [cited 2021 Jan 17]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/13523.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sadia M. Influence of personal and institutional factors on attitude of secondary school students toward computer; -. [Thesis]. Aligarh Muslim University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/13523

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

15. MILLION, MORKI. AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3701

► The purpose of the study was to investigate the status of school based instructional supervision in Government Secondary Schools of West Arsi Zone. The study… (more)

▼ The purpose of the study was to investigate the status of school based instructional supervision in Government Secondary Schools of West Arsi Zone. The study particularly, treats the practice of school based supervisors in promoting teachers professional development and factors that affect the implementation of school based instructional supervision. To accomplish this purpose, the study employed a descriptive survey method, which is supplemented by qualitative research to enrich data. The study was carried out in randomly selected six secondary schools of West Arsi Zone. Then 132 teachers were selecting using random sampling techniques. All 72 school based supervision committee members were included in the study. All the 6 principals, 6 vice principals and 6 wereda supervision coordinators were also involved in the study for interviewing. Questionnaire was the main instrument of data collection. Interview was also utilized to substantiate the data gained through the questionnaire. Frequency, percentage, and chi-square were utilize to analyze the questionnaire. The qualitative data obtained through interview were analyzed using narration. The results of the study reveal that the school based instructional supervisory practice were ineffective. School based supervisors were involved in the difficult task of supervision without having prior trainings. School supervisors were also inefficient in promoting professional competence of teachers. Furthermore, the study revealed that: lack of trained supervisory personnel, lack of support like manuals, lack of training and experience sharing session, shortage of budget, big teaching load of supervisors and assigning small number of supervisors and inadequate communication skill of supervisors hinder proper implementation of school based supervision. Finally recommendations were drawn based on the above findings. The point of the recommendations include: awareness on the part of school based supervisors and teachers through seminars, workshops and discussion forums about the different strategies of supervision in order to bring professional growth of teachers and improve their instructional practice. Moreover, suggestion were forwarded to alleviate/solve the factors that hinder proper implementation of supervisory practice. Advisors/Committee Members: Haile Selalssie Wolde Gerima (advisor).

Subjects/Keywords: SCHOOL-BASED; SECONDARY SCHOOLS

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APA (6^th Edition):

MILLION, M. (2012). AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3701

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

MILLION, MORKI. “AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION .” 2012. Thesis, Addis Ababa University. Accessed January 17, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3701.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

MILLION, MORKI. “AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION .” 2012. Web. 17 Jan 2021.

Vancouver:

MILLION M. AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Jan 17]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3701.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MILLION M. AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3701

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

16. Teshale, Tadesse. College Of Education And Behavioral Studies Department Of Educational Planning And Management .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7519

► The main purpose of the study was to investigate the leadership effectiveness of secondary school principals in the area peoples zone of SNNPR. To this… (more)

▼ The main purpose of the study was to investigate the leadership effectiveness of secondary school principals in the area peoples zone of SNNPR. To this end descriptive survey design was employed to collect and analyze data. Accordingly sampling was carried out through both simple random and purposive techniques, thus eight sampled secondary schools were selected from Konseo, Derashe, Amaro, Burgi, and Alle Woredas in the zone.The subjects of the study were 8 secondary school principals. six Supervisors and 86 secondary school teachers. Data was gathered through open ended and clause ended written questionnaires as well as structured interviews. Data obtained from close ended questionnaire were analyzed using percentage and mean and those from open ended and the interview were analyzed qualitatively. The research result indicated that the majority of secondary school principals don’t participate all of their staff –members in the formulation of the vision, mission and goal statements of their schools , most of the principals did not employ various leadership styles and approaches of motivation, they didn’t use power sharing method, and also they do not assign the works of their schools based on the maturity level, competence and commitment of staff- members. Furthermore the majority of principals did not reflect their experiences to their staff members, they didn’t employ participatory decision making absence of participatory formulation of vision mission and goal statements absence of employing various styles of motivation, not using power share style, absence of assigning work based on maturity level commitment competence of the staff members hindered the school principals not to be effective’ As a result these possible insights were recommended as follows: Secondary school principals of the Segen area people zone, Should give the opportunity to participate all the stakeholders in the formulate. of vision, mission and goal statements of schools. ,should try to keep the mission statements in the minds of each staff member, should employ various styles of leadership and employ various approaches of motivation, and they should use powers share style of leadership and alsol assign the work of their schools, based on the maturity level, competence and commitment of their followers Advisors/Committee Members: Befekadu Zeleke (PhD) (advisor).

Subjects/Keywords: leadership effectiveness of secondary school

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Teshale, T. (2014). College Of Education And Behavioral Studies Department Of Educational Planning And Management . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Teshale, Tadesse. “College Of Education And Behavioral Studies Department Of Educational Planning And Management .” 2014. Thesis, Addis Ababa University. Accessed January 17, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Teshale, Tadesse. “College Of Education And Behavioral Studies Department Of Educational Planning And Management .” 2014. Web. 17 Jan 2021.

Vancouver:

Teshale T. College Of Education And Behavioral Studies Department Of Educational Planning And Management . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Jan 17]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Teshale T. College Of Education And Behavioral Studies Department Of Educational Planning And Management . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

17. ALEMAYEHU, TEGENU MEKURIA. ASSESSMENT OF STUDENTS MISBEHAVIOR AND COPING STRATEGIES (THE CASE OF SHASHEMENE SECONDARY SCHOOL) .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/578

► This thesis argues that student misbehavior, deep-rooted in a complex web of factors, is among the salient factors that affects the learning teaching environment and… (more)

▼ This thesis argues that student misbehavior, deep-rooted in a complex web of factors, is among the salient factors that affects the learning teaching environment and the personality and performance of the student him/herself. This in turns determines the academic achievement at secondary school level and even beyond. It also claims that mismanaged misbehavior has antisocial behavior as a detrimental outcome. In view of this, the study was conducted to explore and describe the nature, prevalence, trends, severity, causes and effects of student misbehavior along with the response mechanisms in Shashemene secondary schools. Primary and secondary data were collected and analyzed. Quantitative data obtained from the survey of sample students (360) and teachers (74) as well as qualitative information obtained from a total of 13 key informants and two FGDs constituted the primary sources of data. Complementary and/or supplementary data was also obtained from the review of literature and pertinent documents. The results revealed that student misbehavior that disrupts the classroom environment are highly prevalent. Nearly one in four students misbehaves in a year at Shashemene school. The problem of misbehavior is not only prevalent but also very stressful. Besides, misbehavior has been worsening across time. Meanwhile, assessment of the causative factors uncovered Parent, Student, Teachers/School related factors in their order of importance. Furthermore, it is almost unanimously agreed that misbehavior is a hindrance to the learning-teaching process in the school as it principally disrupts the learning-teaching environment. Effects on the student’s personality were also emphasized, though damaging property was the least important effect. Eventually, the findings on the school’s response mechanism uncovered problems and gaps that are much more pronounced. Among others, failure to device and enforce tailor-made disciplinary rules and regulations was the central tenet. In the end, the study draws conclusions, inter alia, on the prevalence, magnitude, trends, cause and effects of student misbehavior as well as on the problems associated with the school’s response mechanism. Finally, recommendations are put in order for improved response mechanism to combat the problem of student misbehavior Advisors/Committee Members: Wanna Leka (Dr) (advisor).

Subjects/Keywords: STUDENTS MISBEHAVIOR; SHASHEMENE SECONDARY SCHOOL

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

ALEMAYEHU, T. M. (2012). ASSESSMENT OF STUDENTS MISBEHAVIOR AND COPING STRATEGIES (THE CASE OF SHASHEMENE SECONDARY SCHOOL) . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/578

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

ALEMAYEHU, TEGENU MEKURIA. “ASSESSMENT OF STUDENTS MISBEHAVIOR AND COPING STRATEGIES (THE CASE OF SHASHEMENE SECONDARY SCHOOL) .” 2012. Thesis, Addis Ababa University. Accessed January 17, 2021. http://etd.aau.edu.et/dspace/handle/123456789/578.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

ALEMAYEHU, TEGENU MEKURIA. “ASSESSMENT OF STUDENTS MISBEHAVIOR AND COPING STRATEGIES (THE CASE OF SHASHEMENE SECONDARY SCHOOL) .” 2012. Web. 17 Jan 2021.

Vancouver:

ALEMAYEHU TM. ASSESSMENT OF STUDENTS MISBEHAVIOR AND COPING STRATEGIES (THE CASE OF SHASHEMENE SECONDARY SCHOOL) . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Jan 17]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/578.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

ALEMAYEHU TM. ASSESSMENT OF STUDENTS MISBEHAVIOR AND COPING STRATEGIES (THE CASE OF SHASHEMENE SECONDARY SCHOOL) . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/578

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

18. Kiptalam, George K. Internet utilization: a case of connected rural and urban secondary schools .

Degree: 2009, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/20328

► The study looked at the utilization of the Internet among teachers and students in connected rural and urban secondary schools. The purpose of the study… (more)

▼ The study looked at the utilization of the Internet among teachers and students in connected rural and urban secondary schools. The purpose of the study was to help policy makers, decision makers and investors make well informed decisions about public policy and investments in leT especially at the secondary schools by understanding how the Internet and its related components are utilized in these schools. A survey design was used to guide the research process and participants drawn from 11 secondary schools. Survey questionnaires were distributed to 11 principals, 132 teachers and 752 students. The response rates were 100% for principals (n=II), 74.2% for the teachers (n=98) and 91.9% for the students (n=691). Data generated was analyzed using the Statistical Package for Social Sciences (SPSS®). The main results has shown the extent to which the Internet is being utilized and has identified factors that enhance or impede Internet utilization at the secondary schools and which can be used to explain the integration of Internet into teaching and learning. The findings of the study has shown that the use of Internet and its integration in the teaching and learning in secondary education is getting more widespread; and its use more pervasive among students and teachers as a means of communication and for information searching being common. Access rates for teachers and students have been observed to be much higher in educational institutions that have made effective leT investments in education, translating into better utilization of KT related technologies. The study also found that most of the schools which are connected are -expending a substantial part of their annual budget on maintaining Internet connectivity, and this explains why it is estimated by the Ministry of Education that about 3% of the 6,566 secondary schools in Kenya have any form of Internet connectivity. Strategies have been suggested on how to utilize the Internet to improve educational outcomes as recommendations given on issues that touch on leT access and infrastructure; human resources and

Subjects/Keywords: Internet utilization; Secondary School

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APA (6^th Edition):

Kiptalam, G. K. (2009). Internet utilization: a case of connected rural and urban secondary schools . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/20328

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kiptalam, George K. “Internet utilization: a case of connected rural and urban secondary schools .” 2009. Thesis, University of Nairobi. Accessed January 17, 2021. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/20328.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kiptalam, George K. “Internet utilization: a case of connected rural and urban secondary schools .” 2009. Web. 17 Jan 2021.

Vancouver:

Kiptalam GK. Internet utilization: a case of connected rural and urban secondary schools . [Internet] [Thesis]. University of Nairobi; 2009. [cited 2021 Jan 17]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/20328.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kiptalam GK. Internet utilization: a case of connected rural and urban secondary schools . [Thesis]. University of Nairobi; 2009. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/20328

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wollongong

19. Miller, Kristine Alexandra. Investigating student musicianship through conducting instruction.

Degree: PhD, 2013, University of Wollongong

URL: 130106 Secondary Education, 130201 Creative Arts, Media and Communication Curriculum and Pedagogy, 130202 Curriculum and Pedagogy Theory and Development ; https://ro.uow.edu.au/theses/3897

► Conducting is regarded as a primary method of communication in a music ensemble. However, many ensemble conductors do not conduct with clarity, and many… (more)

Subjects/Keywords: Musicianship; conducting; ensemble; secondary school

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APA (6^th Edition):

Miller, K. A. (2013). Investigating student musicianship through conducting instruction. (Doctoral Dissertation). University of Wollongong. Retrieved from 130106 Secondary Education, 130201 Creative Arts, Media and Communication Curriculum and Pedagogy, 130202 Curriculum and Pedagogy Theory and Development ; https://ro.uow.edu.au/theses/3897

Chicago Manual of Style (16^th Edition):

Miller, Kristine Alexandra. “Investigating student musicianship through conducting instruction.” 2013. Doctoral Dissertation, University of Wollongong. Accessed January 17, 2021. 130106 Secondary Education, 130201 Creative Arts, Media and Communication Curriculum and Pedagogy, 130202 Curriculum and Pedagogy Theory and Development ; https://ro.uow.edu.au/theses/3897.

MLA Handbook (7^th Edition):

Miller, Kristine Alexandra. “Investigating student musicianship through conducting instruction.” 2013. Web. 17 Jan 2021.

Vancouver:

Miller KA. Investigating student musicianship through conducting instruction. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2021 Jan 17]. Available from: 130106 Secondary Education, 130201 Creative Arts, Media and Communication Curriculum and Pedagogy, 130202 Curriculum and Pedagogy Theory and Development ; https://ro.uow.edu.au/theses/3897.

Council of Science Editors:

Miller KA. Investigating student musicianship through conducting instruction. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: 130106 Secondary Education, 130201 Creative Arts, Media and Communication Curriculum and Pedagogy, 130202 Curriculum and Pedagogy Theory and Development ; https://ro.uow.edu.au/theses/3897

University of Waikato

20. Haines, Elizabeth Anne. Secondary School Students' Conceptions of Sustainability .

Degree: 2014, University of Waikato

URL: http://hdl.handle.net/10289/8982

► Sustainability is a word that is frequently used and often without the understanding that it warrants. An understanding of sustainability is vital today as people… (more)

▼ Sustainability is a word that is frequently used and often without the understanding that it warrants. An understanding of sustainability is vital today as people need to adopt strategies to cope with issues caused by environmental degradation, social inequity and economic disparity. Education for sustainability has gained momentum after calls by international bodies to provide a vehicle for change to prioritise sustainability and integrate sustainable development at all levels of education. This thesis investigates what secondary school students understand about the complex concept of sustainability. It explores students’ conceptions of sustainability, their views about sustainability issues and the relationship between the students’ conceptions and their views about sustainability issues. This research used a mixed method approach to collect quantitative and qualitative data from questionnaires and follow up focus group interviews. Open and closed questions were used to investigate students’ conceptions of sustainability and these were compared to conceptions of sustainability that educators and scholars regard as important for citizens to hold for a sustainable future. Students’ views about sustainability issues were explored using modification of semantic differentials that were directly related to principles of sustainability that had been drawn from the literature. Data gathered were analysed using a thematic approach and simple statistical tests. Findings showed that students in this study had some understanding of sustainability. A minority of students held simple, one dimensional conceptions of sustainability but a significant number of students held conceptions that were more complex and multi-dimensional in nature. There were no students who held the expert conceptions of sustainability that scholars and educators regard as important, where environmental, economic, cultural, social and political conceptions are interrelated within an inter-generational setting. Findings also showed that students’ views of sustainability issues, determined from a series of differential statements, indicated that the majority of students agreed or strongly agreed with the sustainable view for most of the environmental, economic, cultural, social, political and inter-generational sustainability issues presented to them. Comparison of these findings indicated that a student who held a more complex conception of sustainability, and was able to identify a number of conceptions of sustainability, is more likely to make a sustainable choice on an issue if given the opportunity. These findings are encouraging but, because of the importance of sustainability, they suggest a need to further develop students’ understandings of this complex concept. Advisors/Committee Members: Eames, Chris W (advisor).

Subjects/Keywords: sustainability; secondary school students

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Haines, E. A. (2014). Secondary School Students' Conceptions of Sustainability . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8982

Chicago Manual of Style (16^th Edition):

Haines, Elizabeth Anne. “Secondary School Students' Conceptions of Sustainability .” 2014. Masters Thesis, University of Waikato. Accessed January 17, 2021. http://hdl.handle.net/10289/8982.

MLA Handbook (7^th Edition):

Haines, Elizabeth Anne. “Secondary School Students' Conceptions of Sustainability .” 2014. Web. 17 Jan 2021.

Vancouver:

Haines EA. Secondary School Students' Conceptions of Sustainability . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10289/8982.

Council of Science Editors:

Haines EA. Secondary School Students' Conceptions of Sustainability . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8982

University of Waikato

21. Porteous, Erin. Young Maori males experiences in a secondary school context as sporting, academic and cultural identities.

Degree: 2016, University of Waikato

URL: http://hdl.handle.net/10289/10602

► This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia.… (more)

▼ This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia. The two key areas of focus were how the culture of the school, including cultural stereotypes, impacts on male Māori learner self-concept, and whether the effect of creating an all Māori boys form class has resulted in an increased sense of belonging and engagement. The research was conducted as a case study underpinned by an interpretive methodology, using a focus group interview. The group was made up of five boys, chosen from a newly formed all boys’ Year 11 Māori form class. The boys were selected in conjunction with their form teacher and the schools Kaitiaki, in order to reflect a range of sporting, academic and cultural levels. The research findings found that although the boys view of their experiences in school seemed positive overall, they described common incidences and reactions to racial discrimination. The exposure to embedded racial stereotypes and behaviours caused them to create their own solutions, often through threatening violence or aggressive reactions. It appears that when young male Māori are more closely connected to Māori culture, they are more likely they are to create these responses. Teachers remain integral to the engagement and belonging of a young male Māori in secondary school. In support of the findings from Kia Eke Panuku (2013), this study found that male Māori require positive relationships with their teachers to engage in the subject and school in a general sense. Relationships based on ako and manaakitanga are key to these students viewing their experiences in school as successful. Another finding showed the importance of sport and physical activity to young male Māori, though success in this area has been a limiting factor in contributing to overall success in secondary school. The placing of male Māori as a ‘physical being’ (Hokowhitu, 2003a; Hokowhitu, 2003b; Hokowhitu, 2004) creates spaces where Māori can be successful, such as practical based subjects like physical education. This success is perceived as acceptable yet often isolates them away from success in other areas (Erueti & Palmer, 2014), feeding into the stereotype itself. The success of the all boys’ Māori form class was scrutinised by this study, and found the intended outcomes had not necessarily been met. The overall impact was that the boys had been grouped with a Māori form teacher and the intentions of additional support had been overlooked due to time pressures and deficit thinking in terms of capabilities of the class members. For the Māori boys in this study, the challenges of overcome historical cultural stereotypes added to the challenge of succeeding at secondary school. The expectation that they walk successfully between the realms of Māori and pākehā to achieve in the current education system coupled with the feeling they needed to act ‘pākehā’ in order to achieve is particularly disturbing. The inequity for them in denying part of their… Advisors/Committee Members: Petrie, Kirsten Culhane (advisor).

Subjects/Keywords: Male Maori; Secondary school; Engagement

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APA (6^th Edition):

Porteous, E. (2016). Young Maori males experiences in a secondary school context as sporting, academic and cultural identities. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10602

Chicago Manual of Style (16^th Edition):

Porteous, Erin. “Young Maori males experiences in a secondary school context as sporting, academic and cultural identities. ” 2016. Masters Thesis, University of Waikato. Accessed January 17, 2021. http://hdl.handle.net/10289/10602.

MLA Handbook (7^th Edition):

Porteous, Erin. “Young Maori males experiences in a secondary school context as sporting, academic and cultural identities. ” 2016. Web. 17 Jan 2021.

Vancouver:

Porteous E. Young Maori males experiences in a secondary school context as sporting, academic and cultural identities. [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10289/10602.

Council of Science Editors:

Porteous E. Young Maori males experiences in a secondary school context as sporting, academic and cultural identities. [Masters Thesis]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10602

University of Adelaide

22. Maniam, Vegneskumar. Adelaide secondary school students’ participation in sport and their cultural identity: a humanistic sociological study.

Degree: 2011, University of Adelaide

URL: http://hdl.handle.net/2440/75505

► The focus of this study is the relationship between secondary school students' sense of cultural identity and their participation in sports. Recent studies by the… (more)

▼ The focus of this study is the relationship between secondary school students' sense of cultural identity and their participation in sports. Recent studies by the Australian Bureau of Statistics on the participation of Australian youth in sports and physical activities indicated that 25 per cent of young adolescents aged 12 to 14 years were not involved in sports. This figure rose to 36 per cent for students in one-parent families; to 44 per cent for those from overseas and non-English speaking countries. Other studies found that those of minority cultural background more often played Soccer, Australian Rules Football and Rugby than Cricket, Netball or Hockey. The participation of the larger minority ethnic groups of Australia within the established sports was the focus of a 1997 book, pointed to the need for studies which investigated individuals‟ personal understanding of their own and mainstream culture and how these factors influenced their involvement in sports. This study conducted such research with students from year 11 classes in six secondary schools in Adelaide. It adopted the humanistic sociological approach originating with the Polish-American sociologist Florian Znaniecki, and later developed by J J Smolicz for research on cultural pluralism in Australia. The concepts of group cultural values and individual personal cultural values were adopted to investigate individuals' participation in sport and their sense of cultural identity. The method involved collecting information on participants' personal and family background and analysing their written personal statements in to response open-ended guideline questions on their views and experiences concerning playing sport, and their sense of cultural identity. The students played a total of 24 sports, with Soccer being the most popular (32) followed by Australian Rules Football (21) and 14 sports having four or less participants. The reasons given by the 89 students who participated in sport, and their likes and dislikes about playing, indicated that fun and enjoyment, the social side of sport, fitness and health and, less often personal development, were regarded as the most important aspects of sport. The 22 students not playing sport expressed similar views, but focussed more on their dislikes of its physical demands and competitive element. In the students' view, family influence was most often in the form of support and encouragement; only a few reported that they had learned a sport directly from their parents. Friends were also seen as an important dimension of playing sport. In terms of their sense of cultural identity, 47 of the 89 who played sport were classified as Monocultural Mainstream Australians, while another ten identified with a different Monocultural group. The remaining 23 were Bicultural or Polycultural, linking their sense of being Australian to identification with one or more other cultural groups. Among those who did not play sport, nine were Monocultural Mainstream Australians, three identified with another group and four were… Advisors/Committee Members: Secombe, Margaret Joyce (advisor), Matthews, Robert Samuel (advisor), Westphalen, Linda (advisor), Darmawan, Igusti Ngurah (advisor), School of Education (school).

Subjects/Keywords: secondary school; sport; humanistic sociology

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APA (6^th Edition):

Maniam, V. (2011). Adelaide secondary school students’ participation in sport and their cultural identity: a humanistic sociological study. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/75505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maniam, Vegneskumar. “Adelaide secondary school students’ participation in sport and their cultural identity: a humanistic sociological study.” 2011. Thesis, University of Adelaide. Accessed January 17, 2021. http://hdl.handle.net/2440/75505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maniam, Vegneskumar. “Adelaide secondary school students’ participation in sport and their cultural identity: a humanistic sociological study.” 2011. Web. 17 Jan 2021.

Vancouver:

Maniam V. Adelaide secondary school students’ participation in sport and their cultural identity: a humanistic sociological study. [Internet] [Thesis]. University of Adelaide; 2011. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2440/75505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maniam V. Adelaide secondary school students’ participation in sport and their cultural identity: a humanistic sociological study. [Thesis]. University of Adelaide; 2011. Available from: http://hdl.handle.net/2440/75505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manchester

23. Reynolds, Lucy. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.

Degree: Thesis (D.Ed.Ch.Psy.), 2015, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/exploring-good-practice-in-the-organisation-and-provision-of-secondary-education-for-pupils-with-high-functioning-autism-spectrum-conditions(14014bbb-bfd4-4987-a8f3-559662355fd2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740261

► Background: Research and professional experience suggest that young people with autism spectrum conditions (ASC) often find secondary school more difficult than primary school. Expert advice… (more)

Subjects/Keywords: 370; autism; school; secondary

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APA (6^th Edition):

Reynolds, L. (2015). Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-good-practice-in-the-organisation-and-provision-of-secondary-education-for-pupils-with-high-functioning-autism-spectrum-conditions(14014bbb-bfd4-4987-a8f3-559662355fd2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740261

Chicago Manual of Style (16^th Edition):

Reynolds, Lucy. “Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.” 2015. Doctoral Dissertation, University of Manchester. Accessed January 17, 2021. https://www.research.manchester.ac.uk/portal/en/theses/exploring-good-practice-in-the-organisation-and-provision-of-secondary-education-for-pupils-with-high-functioning-autism-spectrum-conditions(14014bbb-bfd4-4987-a8f3-559662355fd2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740261.

MLA Handbook (7^th Edition):

Reynolds, Lucy. “Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.” 2015. Web. 17 Jan 2021.

Vancouver:

Reynolds L. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2021 Jan 17]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-good-practice-in-the-organisation-and-provision-of-secondary-education-for-pupils-with-high-functioning-autism-spectrum-conditions(14014bbb-bfd4-4987-a8f3-559662355fd2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740261.

Council of Science Editors:

Reynolds L. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-good-practice-in-the-organisation-and-provision-of-secondary-education-for-pupils-with-high-functioning-autism-spectrum-conditions(14014bbb-bfd4-4987-a8f3-559662355fd2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740261

Victoria University of Wellington

24. Arrowsmith, Susan. New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration.

Degree: 2013, Victoria University of Wellington

URL: http://hdl.handle.net/10063/2841

► Curriculum integration is an approach that aims to integrate teaching across traditional subject boundaries. Curriculum integration has received a growing level of interest in recent… (more)

▼ Curriculum integration is an approach that aims to integrate teaching across traditional subject boundaries. Curriculum integration has received a growing level of interest in recent years in New Zealand, even from secondary schools that up until now have largely retained disciplinary boundaries. However, in spite of this recent popularity, curriculum integration remains a contested concept in terms of its definition, theoretical grounding, and practice, and we still know very little about how and why teachers are enacting this idea. This study investigated New Zealand secondary school teachers’ perceptions and practices pertaining to curriculum integration. Participants included 25 teachers and senior managers from four New Zealand secondary schools currently employing curriculum integration. A collective case study design was utilised, gathering qualitative data through focus group sessions, semi-structured interviews, classroom observations, and document analysis. The data was analysed thematically. The findings indicated that teachers’ theoretical understanding of integration was limited, and that most of the programmes were pragmatically founded. Factors that appeared to enhance the success of curriculum integration were the historical roots, whether the programme was initiated by teachers or senior managers, the type and degree of integration employed, if the programme ran as a special curriculum or across the whole school, the level of support received, and the timing of the programmes. It was apparent that whilst curriculum integration has been advocated by the New Zealand Curriculum, there are still many challenges for secondary schools wishing to employ it. If this is indeed an area of future growth, then the Ministry of Education have a responsibility to provide a clear definition of, and professional development for, curriculum integration. This would help to strengthen the progressive, integrated curriculum espoused in the New Zealand Curriculum so that it is on far less shaky ground than at present. Advisors/Committee Members: Wood, Bronwyn.

Subjects/Keywords: Curriculum integration; Secondary school; Inquiry

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APA (6^th Edition):

Arrowsmith, S. (2013). New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2841

Chicago Manual of Style (16^th Edition):

Arrowsmith, Susan. “New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration.” 2013. Masters Thesis, Victoria University of Wellington. Accessed January 17, 2021. http://hdl.handle.net/10063/2841.

MLA Handbook (7^th Edition):

Arrowsmith, Susan. “New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration.” 2013. Web. 17 Jan 2021.

Vancouver:

Arrowsmith S. New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10063/2841.

Council of Science Editors:

Arrowsmith S. New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2841

Victoria University of Wellington

25. Wicks, Emma. Secondary Sexting: A Restorative Framework for Understanding and Addressing the Harms of Sexting Behaviour among Secondary School Students.

Degree: 2017, Victoria University of Wellington

URL: http://hdl.handle.net/10063/6223

► In New Zealand there is a growing concern over the engagement of teenagers in sexting, especially so-called ‘secondary sexting’, the non-consensual distribution of intimate images.… (more)

Subjects/Keywords: Sexting; Restorative Justice; Secondary School

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APA (6^th Edition):

Wicks, E. (2017). Secondary Sexting: A Restorative Framework for Understanding and Addressing the Harms of Sexting Behaviour among Secondary School Students. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6223

Chicago Manual of Style (16^th Edition):

Wicks, Emma. “Secondary Sexting: A Restorative Framework for Understanding and Addressing the Harms of Sexting Behaviour among Secondary School Students.” 2017. Masters Thesis, Victoria University of Wellington. Accessed January 17, 2021. http://hdl.handle.net/10063/6223.

MLA Handbook (7^th Edition):

Wicks, Emma. “Secondary Sexting: A Restorative Framework for Understanding and Addressing the Harms of Sexting Behaviour among Secondary School Students.” 2017. Web. 17 Jan 2021.

Vancouver:

Wicks E. Secondary Sexting: A Restorative Framework for Understanding and Addressing the Harms of Sexting Behaviour among Secondary School Students. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10063/6223.

Council of Science Editors:

Wicks E. Secondary Sexting: A Restorative Framework for Understanding and Addressing the Harms of Sexting Behaviour among Secondary School Students. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6223

University of Aberdeen

26. Graham, Archie. School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences.

Degree: PhD, 2011, University of Aberdeen

URL: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152782590005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540325

► The focus of this research is what constitutes school ethos for a purposive sample of seven final year students in a Scottish secondary school. A… (more)

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

Subjects/Keywords: 370.1; Education, Secondary; School environment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Graham, A. (2011). School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences. (Doctoral Dissertation). University of Aberdeen. Retrieved from https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152782590005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540325

Chicago Manual of Style (16^th Edition):

Graham, Archie. “School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences.” 2011. Doctoral Dissertation, University of Aberdeen. Accessed January 17, 2021. https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152782590005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540325.

MLA Handbook (7^th Edition):

Graham, Archie. “School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences.” 2011. Web. 17 Jan 2021.

Vancouver:

Graham A. School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences. [Internet] [Doctoral dissertation]. University of Aberdeen; 2011. [cited 2021 Jan 17]. Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152782590005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540325.

Council of Science Editors:

Graham A. School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences. [Doctoral Dissertation]. University of Aberdeen; 2011. Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152782590005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540325

27. Malveaux, Shaleh Rene. Through their lenses: Exploring underrepresentation of women high school principals.

Degree: 2017, Sam Houston State University

URL: http://hdl.handle.net/20.500.11875/2309

► Purpose The purpose of this qualitative study was to explore the experiences of women high school principals to uncover challenges contributing to the underrepresentation of… (more)

▼ Purpose The purpose of this qualitative study was to explore the experiences of women high school principals to uncover challenges contributing to the underrepresentation of women in secondary school leadership. Moreover, this work is situated within the larger movement of educational leadership for social justice, with a focused application of a feminist theory lens and Social Role Theory. The two research questions that guided this study were: (1) How do select high school principals who are women describe their lived experiences in the principalship? and (2) What do these select high school principals who are women believe contributes to the underrepresentation of women in high school principal positions? Methodology A phenomenological approach was chosen to explore the lived experiences of seven current high school women principals in Texas. The transcendental phenomenological research approach proposed by Moustakas (1994) was employed. Transcendental phenomenology has been summarized by Moustakas as “a scientific study of the appearance of things, of phenomena just as we see them and as they appear to us in consciousness” (1994, p. 49). Women principals who have led at their current school for at least three years were the focus of the study because they have demonstrated an ability to navigate the leadership role. Data in the form of background questionnaires and individual interviews from seven women high school principals were collected and reviewed. Findings Each participant described specific experiences, as a woman, serving in the role of high school principal. In this study, four common themes emerged: (a) Servant Leadership, (b) Facing Barriers, (c) Support Systems, and (d) Advice. Moreover, participants described the challenges they faced during their tenure as high school principals, and strategies they used to overcome the challenges. Additionally, participants expressed gender bias, a glass ceiling, and family responsibilities as most damaging to women for career progression, and thus underrepresentation in the high school principalship. Advisors/Committee Members: Bustamante, Rebecca M. (advisor), Gray, Pamela L. (advisor), Polnick, Barbara E. (committee member).

Subjects/Keywords: Equity; Principal; Secondary school; Underrepresented

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Malveaux, S. R. (2017). Through their lenses: Exploring underrepresentation of women high school principals. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/2309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Malveaux, Shaleh Rene. “Through their lenses: Exploring underrepresentation of women high school principals.” 2017. Thesis, Sam Houston State University. Accessed January 17, 2021. http://hdl.handle.net/20.500.11875/2309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Malveaux, Shaleh Rene. “Through their lenses: Exploring underrepresentation of women high school principals.” 2017. Web. 17 Jan 2021.

Vancouver:

Malveaux SR. Through their lenses: Exploring underrepresentation of women high school principals. [Internet] [Thesis]. Sam Houston State University; 2017. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/20.500.11875/2309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malveaux SR. Through their lenses: Exploring underrepresentation of women high school principals. [Thesis]. Sam Houston State University; 2017. Available from: http://hdl.handle.net/20.500.11875/2309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brno University of Technology

28. Boleloucká, Alice. B + B BARCELONA: B + B BARCELONA.

Degree: 2019, Brno University of Technology

URL: http://hdl.handle.net/11012/1134

► The subjekt of the project is the building of a new secondary school in Barcelona, the place, which is typical with his regular piles designed… (more)

Subjects/Keywords: Barcelona; gymnázium; Barcelona; secondary school

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Boleloucká, A. (2019). B + B BARCELONA: B + B BARCELONA. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/1134

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Boleloucká, Alice. “B + B BARCELONA: B + B BARCELONA.” 2019. Thesis, Brno University of Technology. Accessed January 17, 2021. http://hdl.handle.net/11012/1134.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Boleloucká, Alice. “B + B BARCELONA: B + B BARCELONA.” 2019. Web. 17 Jan 2021.

Vancouver:

Boleloucká A. B + B BARCELONA: B + B BARCELONA. [Internet] [Thesis]. Brno University of Technology; 2019. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/11012/1134.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boleloucká A. B + B BARCELONA: B + B BARCELONA. [Thesis]. Brno University of Technology; 2019. Available from: http://hdl.handle.net/11012/1134

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Canterbury

29. Ivory, David Douglas Charles. Voices of Enterprise: Power in Enterprise Education within a New Zealand Secondary School.

Degree: PhD, Management, 2013, University of Canterbury

URL: http://dx.doi.org/10.26021/5605

► This is a research study on enterprise education in a New Zealand secondary school. Over the past two decades, enterprise education has become a feature… (more)

▼ This is a research study on enterprise education in a New Zealand secondary school. Over the past two decades, enterprise education has become a feature of secondary education globally. The emergence of this new phenomenon exists in a context of global neo-liberal initiatives. Within New Zealand, enterprise is now a mainstream feature of secondary education. The practice of enterprise education has a significant impact on schools and student learning. The emergence of enterprise within secondary education is a story of power. This research examines who has power in terms of enterprise education and who are the winners and losers. A sole case study assists in providing answers to these research questions. The case study school is a national role model for enterprise education. The school has experienced extraordinary success and has developed a social enterprise model. Stakeholders’ relationships within and outside the school are explored. In order to explore power, Lukes’ (2005) three-dimensional model of power has been adopted. This model is broad and captures all the dimensions of power, including the work of other theorists of power. The results show that power is vested in several stakeholders. Different weight is attached to different stakeholder voices. Tensions in the commercial world between social enterprise and commercial enterprise are also reflected at the school. There are few concrete examples of decision making. Most power is exercised through non-decision making and as a result of a new culture of enterprise supported by media attention. A social enterprise model has embraced existing school values and provides for partnerships with the community. There is fluidity between winners and losers from the model; however, the former include enterprise students, and school, state, Catholic Church and business interests. The latter are those who are not fully engaged with enterprise, through the Young Enterprise Scheme (YES), and those within the college community and stakeholders who have been denied a voice. The case study school has developed a unique social enterprise model. The model has diffused sharp business values to provide an acceptable model for the school. The model has developed, but on occasion lacks authenticity and appears tokenistic. A need exists for genuine opportunities for consultation with all stakeholders. This research has captured a journey of power, which operates at different levels. There is a power that exists within the school community and wider stakeholders. Power is intimately linked to the notion of interests. It is clearly in the interests of the case study school to survive within a neo-liberal environment, which has affected the structure of all schools. This insight into the power of enterprise education can inform best practice and influence policy.

Subjects/Keywords: education; enterprise; secondary school

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ivory, D. D. C. (2013). Voices of Enterprise: Power in Enterprise Education within a New Zealand Secondary School. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/5605

Chicago Manual of Style (16^th Edition):

Ivory, David Douglas Charles. “Voices of Enterprise: Power in Enterprise Education within a New Zealand Secondary School.” 2013. Doctoral Dissertation, University of Canterbury. Accessed January 17, 2021. http://dx.doi.org/10.26021/5605.

MLA Handbook (7^th Edition):

Ivory, David Douglas Charles. “Voices of Enterprise: Power in Enterprise Education within a New Zealand Secondary School.” 2013. Web. 17 Jan 2021.

Vancouver:

Ivory DDC. Voices of Enterprise: Power in Enterprise Education within a New Zealand Secondary School. [Internet] [Doctoral dissertation]. University of Canterbury; 2013. [cited 2021 Jan 17]. Available from: http://dx.doi.org/10.26021/5605.

Council of Science Editors:

Ivory DDC. Voices of Enterprise: Power in Enterprise Education within a New Zealand Secondary School. [Doctoral Dissertation]. University of Canterbury; 2013. Available from: http://dx.doi.org/10.26021/5605

University of Canterbury

30. Guerin, Annette Patricia. 'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school.

Degree: PhD, Education, 2015, University of Canterbury

URL: http://dx.doi.org/10.26021/9560

► New Zealand education policies and documents (Ministry of Education, 2007, 2009, 2010, 2011a, 2014a) situate students at the centre of assessment processes that are underpinned… (more)

▼ New Zealand education policies and documents (Ministry of Education, 2007, 2009, 2010, 2011a, 2014a) situate students at the centre of assessment processes that are underpinned by the New Zealand Curriculum. They identify building student assessment capability as crucial to achieving improvement in learning. Documents recognize the impact of quality interactions and relationships on effective assessment. However these core beliefs about assessment are not observed to guide teaching practices for all students. Disabled students remain invisible in assessment data and practices within New Zealand secondary schools. There appears to be little or no assessment data about learning outcomes for this group of students. This thesis investigates possible ways to recognize the diversity of student capability and learning through the use of narrative assessment. It challenges the absence of disabled students in assessment landscapes as educator roles and responsibilities within assessment, teaching and learning are framed within an inclusive pedagogy. This research project focuses on how a team of adults and two students labeled as disabled make sense of assessment and learning within the context of narrative assessment in the students’ regular high school. The project examines the consequences of narrative assessment on student identity, wellbeing and participation within learning. The study offers opportunities to observe how specialists from outside of the school respond to the use of narrative as they work with the two student research participants. This study undertakes a critical inquiry that recognises the principles of the Treaty of Waitangi – partnership, protection and participation – as pivotal to inclusive practice where all students are valued as learners. It investigates how narrative assessment can honour these principles in everyday teaching practice. The project aims to inform education policy and practice, with a view to enriching learning outcomes and opportunities for disabled students who are frequently marginalized by inequitable assessment processes. It is argued that narrative assessment can support the construction of student identity and wellbeing. It can support the recognition of disabled students as partners in their learning. However the value of narrative assessment can be undermined by the responses of educators and other professionals who continue to work within deficit models of assessment, teaching and learning. Within this thesis adult participants from family and education contexts have clear ideas about the value and validity of assessment practices and processes that do not respect a presumption of competence or a need to establish a relationship with a student being assessed. Their views challenge everyday practices that fulfill assessment contracts, but ignore Treaty of Waitangi and New Zealand Curriculum commitments. Their views can inform better ways of working between specialists and schools supporting disabled students.

Subjects/Keywords: assessment; inclusion; secondary school; disability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Guerin, A. P. (2015). 'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9560

Chicago Manual of Style (16^th Edition):

Guerin, Annette Patricia. “'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school.” 2015. Doctoral Dissertation, University of Canterbury. Accessed January 17, 2021. http://dx.doi.org/10.26021/9560.

MLA Handbook (7^th Edition):

Guerin, Annette Patricia. “'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school.” 2015. Web. 17 Jan 2021.

Vancouver:

Guerin AP. 'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school. [Internet] [Doctoral dissertation]. University of Canterbury; 2015. [cited 2021 Jan 17]. Available from: http://dx.doi.org/10.26021/9560.

Council of Science Editors:

Guerin AP. 'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school. [Doctoral Dissertation]. University of Canterbury; 2015. Available from: http://dx.doi.org/10.26021/9560

Open Access Theses and Dissertations