subject:(girls)

1. M'soni, Joseph. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/417

► The purpose of the study was to investigate and compare the performance in mathematics of girls from basic and community schools. The study sought the… (more)

Subjects/Keywords: Girls-Mathematics; Girls-Academic Performance

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

M'soni, J. (2011). A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/417

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):

M'soni, Joseph. “A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools.” 2011. Thesis, University of Zimbabwe. Accessed March 07, 2021. http://dspace.unza.zm/handle/123456789/417.

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

MLA Handbook (7^th Edition):

M'soni, Joseph. “A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools.” 2011. Web. 07 Mar 2021.

Vancouver:

M'soni J. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Mar 07]. Available from: http://dspace.unza.zm/handle/123456789/417.

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

Council of Science Editors:

M'soni J. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/417

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

Texas A&M University

2. Malhan, Jyoti. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/158663

► This research study was conducted as a qualitative case study of four successful science teachers of female students in a diverse, title 1, urban, public… (more)

Subjects/Keywords: Girls' School

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Malhan, J. (2016). Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158663

Chicago Manual of Style (16^th Edition):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 07, 2021. http://hdl.handle.net/1969.1/158663.

MLA Handbook (7^th Edition):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Web. 07 Mar 2021.

Vancouver:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1969.1/158663.

Council of Science Editors:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158663

University of Nairobi

3. Muyeka, Vincent M. Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District .

Degree: 2012, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797

► Education is the foundation that we build upon for the rest of our lives. Education in the world is to ensure that it enables children… (more)

▼ Education is the foundation that we build upon for the rest of our lives. Education in the world is to ensure that it enables children both girls and boys from poor families enroll and complete a full course of primary school. Educating girls is one of the strongest ways not only to improve gender quality but in promoting economic growth and health development of families , communities and nations through human development. However, statistics from United Nations Declaration of Human Rights (UNDHR) show around 67 million children worldwide many of them girls do not get education opportunities and achievements due to war, famine, natural disasters and corruption. The purpose of this study was to investigate factors influencing girls’ enrolment in public primary schools in Mumias Division, Mumias District in Kakamega County. The objectives of the study included to establish how economic factors influence enrolment of girls in Public primary schools , investigate how family background factors influence enrolment of girls in public primary schools, determine how social factors influence enrolment of girls in public primary schools, establish how cultural factors influence enrolment of girls in public primary schools, determine how school and environmental factors influence enrolment of girls in public primary schools. The study population comprised of primary school headteachers , class teachers, class eight girls and parents of Mumias division, Mumias District in Kakamega county . Three questionnaires were used to collect data and interview guidelines for parents. They were summarized and analyzed descriptively using tables, frequencies and percentages. A pretest was carried out in three schools randomly selected from 24 primary schools to test validity and reliability. The study found out that a combination of factors contributed to low enrolment of girls in public primary schools. The key factors were funding of the primary schools by the Government of Kenya. Poverty played another role negatively. It was also evident that majority of parents and guardians of the girl child had low economic background. It was also revealed that most parents and guardians had not attained higher level of education. According to female respondents, the high number of siblings was another major factor. The community should be sensitized on girl child rights. The T.S.C needs to employ more teachers for smooth running of schools. School feeding programme to alleviate hunger should be introduced in schools. The Government should increase funding to cater for the essential necessities.

Subjects/Keywords: Girls' enrolment

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Muyeka, V. M. (2012). Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797

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):

Muyeka, Vincent M. “Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District .” 2012. Thesis, University of Nairobi. Accessed March 07, 2021. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797.

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

MLA Handbook (7^th Edition):

Muyeka, Vincent M. “Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District .” 2012. Web. 07 Mar 2021.

Vancouver:

Muyeka VM. Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2021 Mar 07]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797.

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

Council of Science Editors:

Muyeka VM. Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797

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

4. Mbolela, Rose Mumba. Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/419

► The study investigated the factors that contribute to girls' low completion of basic education in some selected schools of Chongwe District of Lusaka Province. The… (more)

▼ The study investigated the factors that contribute to girls' low completion of basic education in some selected schools of Chongwe District of Lusaka Province. The objectives of the study were to find out if the attitudes of girls towards school contribute to their low completion of basic education; to investigate if the school environment contributes to low completion of basic school education and to find out if the home environment has an effect on low completion of basic education among girls in some selected school s of Chongwe district. A case study design was used by the researcher. The target population for the study comprised teachers, pupils and parents in some selected schools in Chongwe district. A sample total of 139 respondents were selected. It consisted of sixty (60) teachers, forty two (42) pupils, and thirty (30) parents. The study was guided by the interaction theories such as labelling, where there is relationship between class and interaction. Another theory which guided the study was the conflict perspective of social stratification, where there is a relationship between class and academic achievement. Data was collected using questionnaires, semi structured interviews and Focus Group Discussions. Questionnaires were administered to the teachers while interviews were conducted with parents and Focus Group Discussions with the girls. Quantitative data was presented in percentages and frequency tables using a hand calculator while data from interviews and Focus Group Discussions was analysed qualitatively by coding and grouping similar themes together using constant comparative techniques. The target population comprised all the head teachers, teachers, pupils in grades eight and nine and parents of pupils in all the seven basic schools under study in Chongwe District.Data was largely analysed qualitatively. Data obtained through interviews and focus group discussions was analysed by coding and grouping the emerging themes. Some qualitative data was converted manually and summarized in order to obtain concise measures of the data by using descriptive statistics. The data was then presented quantitatively as percentages and in frequency tables using a hand calculator.The findings of the study revealed that girls' low completion of basic education was affected by girls' attitudes towards school, physical facilities found at schools, lack of models at school and home, parents' educational levels,distances between homes and schools and the poor relationships that existed between teachers and girls.

Subjects/Keywords: Girls' Completion

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Mbolela, R. M. (2011). Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/419

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):

Mbolela, Rose Mumba. “Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District.” 2011. Thesis, University of Zimbabwe. Accessed March 07, 2021. http://dspace.unza.zm/handle/123456789/419.

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

MLA Handbook (7^th Edition):

Mbolela, Rose Mumba. “Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District.” 2011. Web. 07 Mar 2021.

Vancouver:

Mbolela RM. Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Mar 07]. Available from: http://dspace.unza.zm/handle/123456789/419.

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

Council of Science Editors:

Mbolela RM. Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/419

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

Michigan State University

5. Barrows, Louise Elizabeth. Social relationships of adolescent girls on relief.

Degree: MA, 1939, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:18213

Subjects/Keywords: Girls

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Barrows, L. E. (1939). Social relationships of adolescent girls on relief. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:18213

Chicago Manual of Style (16^th Edition):

Barrows, Louise Elizabeth. “Social relationships of adolescent girls on relief.” 1939. Masters Thesis, Michigan State University. Accessed March 07, 2021. http://etd.lib.msu.edu/islandora/object/etd:18213.

MLA Handbook (7^th Edition):

Barrows, Louise Elizabeth. “Social relationships of adolescent girls on relief.” 1939. Web. 07 Mar 2021.

Vancouver:

Barrows LE. Social relationships of adolescent girls on relief. [Internet] [Masters thesis]. Michigan State University; 1939. [cited 2021 Mar 07]. Available from: http://etd.lib.msu.edu/islandora/object/etd:18213.

Council of Science Editors:

Barrows LE. Social relationships of adolescent girls on relief. [Masters Thesis]. Michigan State University; 1939. Available from: http://etd.lib.msu.edu/islandora/object/etd:18213

University of Zambia

6. Simukwasa, Gideon. Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/633

► The main purpose of the research was to assess the effect of SAFE on improving girls' education in Zambia by examining the interventions put in… (more)

▼ The main purpose of the research was to assess the effect of SAFE on improving girls' education in Zambia by examining the interventions put in place by SAFE at Kabale Basic School and Lwitikila Girls Secondary School. The research assessed the impact of SAFE'S interventions on the academic achievement of girls in each of the two schools. Further, the research assessed the contribution of SAFE'S interventions to girls' access to education, retention, and to girls' assertiveness, self-awareness and leadership skills. The study population for the study was 1,110 people for both schools, and the sample size was 110. The study population comprised head teachers, deputy head teachers, senior teachers, heads of department, class teachers, SAFE overseers, SAFE pupils, non-SAFE pupils and SAFE committee members, who included some members of the school community. SAFE members constituted the largest number of respondents in the survey. There were also more female than male respondents in the entire sample. The response rate to the questionnaire was 100 percent. The study employed the quantitative and qualitative techniques of data collection. Primary data collection instruments included the questionnaire and the interview guide. Focus group discussions were also conducted. Secondary data was obtained from pupils' record cards, attendance registers, academic progress reports, school reports and other official school documents. The study found that SAFE had pursued interventions in HIV/AIDS, reproductive health, academic activities, life skills and giving material support to girls. SAFE performed well in improving girls' academic performance especially in Mathematics and Science. This was evidenced by the good Grade 9 and 12 examination results for girls who had been attending tuitions conducted by SAFE. SAFE also provided material and financial support and lobbied for girls' bursaries from cooperating partners. There was a rise in the number of girls who received bursaries from 2002-2005. In the area of reproductive health, there was a steady decline in unwanted pregnancies and early marriages, which was attributed to the education and sensitisation interventions employed by SAFE in each of the two schools. There was a rise in the reporting of cases that involved sexual abuse and forcing girls into early marriages. In addition, there was a rise in the number of girls who had voluntary counselling and testing after education and sensitisation conducted by SAFE. Statistics of the increased number of SAFE girls who attained leadership positions indicated that SAFE had equipped girls with life skills such as assertiveness and self-esteem. However, findings also revealed that SAFE did not have adequate material and financial resources to fully satisfy the needs of the children who needed support. Besides, SAFE membership was relatively small in comparison with the total girls' enrolment in each of the two schools. SAFE had largely achieved its objective of improving girls' education in terms of access, retention and…

Subjects/Keywords: Girls' Education – Zambia

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Simukwasa, G. (2011). Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/633

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):

Simukwasa, Gideon. “Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 .” 2011. Thesis, University of Zambia. Accessed March 07, 2021. http://hdl.handle.net/123456789/633.

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

MLA Handbook (7^th Edition):

Simukwasa, Gideon. “Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 .” 2011. Web. 07 Mar 2021.

Vancouver:

Simukwasa G. Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/123456789/633.

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

Council of Science Editors:

Simukwasa G. Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/633

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

Oregon State University

7. Dubyak, Erin A. "Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth.

Degree: MA, Women Studies, 2012, Oregon State University

URL: http://hdl.handle.net/1957/29499

► Within the U.S. there is a growing interest in the case of female adolescents being coerced into the sex industry (Bernstein, 2010; Estes & Weiner,… (more)

Subjects/Keywords: Women; Girls' Coalition

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dubyak, E. A. (2012). "Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/29499

Chicago Manual of Style (16^th Edition):

Dubyak, Erin A. “"Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth.” 2012. Masters Thesis, Oregon State University. Accessed March 07, 2021. http://hdl.handle.net/1957/29499.

MLA Handbook (7^th Edition):

Dubyak, Erin A. “"Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth.” 2012. Web. 07 Mar 2021.

Vancouver:

Dubyak EA. "Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth. [Internet] [Masters thesis]. Oregon State University; 2012. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1957/29499.

Council of Science Editors:

Dubyak EA. "Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth. [Masters Thesis]. Oregon State University; 2012. Available from: http://hdl.handle.net/1957/29499

University of Otago

8. McNatty, Shannon. Girls Identity and Learning in Outdoor Education .

Degree: 2014, University of Otago

URL: http://hdl.handle.net/10523/4576

► This thesis examines the residential outdoor education programme of New Zealand’s St Cuthbert’s College, a private girls’ school, in which year 10 girls (14 years… (more)

▼ This thesis examines the residential outdoor education programme of New Zealand’s St Cuthbert’s College, a private girls’ school, in which year 10 girls (14 years old) live at the remote Kahunui campus for 28 days. The philosophy of Kahunui involves developing self-belief through a programme founded on building the girls’ strengths. They experience the outdoors through embodied adventure and journeys, building strong connections and relationships with others, creating environmental awareness and engaging in sustainable practices. The learning opportunities are wide ranging, with activities that enable the girls to be active, healthy, and challenge gender-based restrictions. The girls are removed from many aspects of familiarity in their city lives. The research questions focus on the effect of the Kahunui programme on the girls’ sense of identity and outdoor learning. In addition, the study explores the girls’ transition and return to their regular lives and the long-term impact of the experience. A social constructionist research methodology was employed and twelve semi-structured interviews were carried out with: (1) staff at Kahunui; (2) staff at the St Cuthbert’s College campus; (3) current students at Kahunui; and (4) previous Kahunui students. Observational data from both Kahunui and St Cuthbert’s was obtained along with the researcher’s insights. On the girls return from Kahunui, St Cuthbert’s staff reported significantly altered social dynamics, which affected the girls’ learning and attitudes in both the short and long term. This study demonstrates that development of identity is a dynamic process, mediated and influenced by the diversity of the girls’ experiences. The research highlights the girls’ development of insight and character from their perspectives and understandings of the experience at Kahunui. As well as learning the physical skills of the outdoor pursuits, the girls gain insights regarding the lifelong values and behaviours from continued participation in the outdoors. The girls demonstrate positive relationships with others and nature, an understanding of healthy lifestyles and sustainable practices, and an enhanced sense of self both as a young person and as a woman. This study indicates clear pedagogical links between the Kahunui outdoor education programme and the vision and key competencies of the New Zealand curriculum. It also highlights the importance of support by both senior management and the school community for the philosophy and pedagogy of a successful outdoor programme. Advisors/Committee Members: Boyes, Mike (advisor).

Subjects/Keywords: Girls; Outdoors; Education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

McNatty, S. (2014). Girls Identity and Learning in Outdoor Education . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/4576

Chicago Manual of Style (16^th Edition):

McNatty, Shannon. “Girls Identity and Learning in Outdoor Education .” 2014. Masters Thesis, University of Otago. Accessed March 07, 2021. http://hdl.handle.net/10523/4576.

MLA Handbook (7^th Edition):

McNatty, Shannon. “Girls Identity and Learning in Outdoor Education .” 2014. Web. 07 Mar 2021.

Vancouver:

McNatty S. Girls Identity and Learning in Outdoor Education . [Internet] [Masters thesis]. University of Otago; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10523/4576.

Council of Science Editors:

McNatty S. Girls Identity and Learning in Outdoor Education . [Masters Thesis]. University of Otago; 2014. Available from: http://hdl.handle.net/10523/4576

9. Daka-Sinkala, Effie. The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/591

► Education is a lifelong process that enables the continuous development of a person's capabilities as an individual and as a member of society. For a… (more)

▼ Education is a lifelong process that enables the continuous development of a person's capabilities as an individual and as a member of society. For a long time in the past,education was considered a preserve of the boy child by most families, because it was assumed that girls would get married. From the 1990" s it has been government policy to encourage the education of girls. In 1997, the Re-Entry Policy was introduced which allows girls who fall pregnant to continue school and go back to school after delivery.The Re-Entry Policy has since been implemented but what was yet to be seen was how far these children were coping with their dual role of being mother and pupil. This study, therefore, sought to examine the effects of this dual role on the school going-mothers' academic performance. The study was both comparative and descriptive and used both the qualitative and quantitative methods. The study was conducted in 16 schools in Lusaka District. The schools were drawn from two categories namely Basic and High schools. Eight schools were sampled from each category. Each school had a varying number of mothering pupils of which the equivalent were ordinary non-mothering randomly selected pupils.A total of 88 school girls participated from the two groups. There were also eight counsellors and 11 headteachers who participated in the study, bringing the total number of participants to 107.Questionnaires were administered to the 88 school girls. In addition, one in-depth interview was conducted with each of the pupils with babies or children. Furthermore,one in-depth interview was also conducted with the teachers who were the counsellors in those schools that provided the samples, and another in-depth interview conducted with headteachers of any of the schools visited by the researcher regardless of whether their schools provided a sample or not.The findings indicated that though the mothering school girls were happy that they were given a chance to go back to school, most of them were not coping with their dual role of being mother and school girl at the same time. Most of the pregnant or mothering school girls' performance was below average as they did not find enough time to do their schoolwork at home. This was more so because most of them had very young babies Branging in age from one month to a year. Because of this, the mothering school girls assumed full mothering responsibilities as soon as they went home. Also, three quarters of the pregnant or mothering school girls came from homes where their parents or Bguardians belonged to the low income bracket and as such could not afford to employ maids. The findings further revealed that very few mothering pupils were counselled on admission and in the months or years following re-admission. This was a serious oversight or neglect of duty by the counsellors in schools as the Re-Entry Guidelines clearly stipulate that all girls in such a situation should be counselled during and after pregnancy, and upon and several times after re-admission, to help them cope…

Subjects/Keywords: Pregnant – -School girls

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Daka-Sinkala, E. (2011). The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/591

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):

Daka-Sinkala, Effie. “The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District.” 2011. Thesis, University of Zimbabwe. Accessed March 07, 2021. http://dspace.unza.zm/handle/123456789/591.

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

MLA Handbook (7^th Edition):

Daka-Sinkala, Effie. “The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District.” 2011. Web. 07 Mar 2021.

Vancouver:

Daka-Sinkala E. The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Mar 07]. Available from: http://dspace.unza.zm/handle/123456789/591.

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

Council of Science Editors:

Daka-Sinkala E. The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/591

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

10. Silumbu, Zulu Mbonyiwe. Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010.

Degree: 2013, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/2993

► This study is entitled Perceptions and Practices towards Formal Education of Female children: A Case Study of Misisi and Roma townships: 2008 – 2010:OBJECTIVES OF… (more)

▼ This study is entitled Perceptions and Practices towards Formal Education of Female children: A Case Study of Misisi and Roma townships: 2008 – 2010:OBJECTIVES OF THE STUDY:The general objective for carrying out this study was to assess and compare the perceptions and practices of parents in Roma Township (high socio-economic area) and Misisi Compound (low socio-economic area) regarding girl child education. The specific objectives were:To examine the practices of parents/guardians regarding sending their children to school.To establish whether parents/guardians have been persuaded to accept that girl child education is as important as boys’.To investigate whether girls are being socialized differently from boys in terms of different roles in the home. To examine the views and practices by disaggregating the results in both areas. To establish how the parents/guardians in the two areas get their perceptions underlying their concept of girl child education, whether it is through the media or other sensitization programmes etc. STUDY SITE The selected sites were Roma which is a high cost suburb (approx. population 35,000 people- Census 2000) and Misisi which is a low cost unplanned settlement (population 100,000) METHODOLOGY:A sample of 200 parents with school age children was selected from Roma and Misisi.Data was collected through structured questionnaires and focus group discussions.DATA ANALYSIS:Data analysis was done using quantitative and qualitative methods to come up with descriptive statistics.STUDY FINDINGS:The study found more educated males than females in both areas. It established that the male and female respondents in both areas in practice favoured sending the boy to school over the girl.The majority of the respondents in both areas agreed that the public had received enough sensitization on the importance of sending girls to school and still sent more boys than girls. There were differences in opinions about the perceived anticipated levels of education for theirchildren with parents in Misisi favouring grade twelve level of education as enough and the parents in Roma preferring tertiary and further education as a better option. It was further established that the poor were socializing their children to perform the same house chores regardless of sex as a survival strategy whilst the rich were socializing their children in performing specific tasks according to sex. CONCLUSION:The study concluded that though the rich and the poor had heard and accepted the importance of sending a girl to school, factors that disadvantaged the girl were common with both groups. Culturally, acceptable values and norms that regard the male as the bread winner result in practices and attitudes that are gender biased in the socialization of the girl and of the boy. There are persistent practices that have not changed over time such as preference of sending boys to school over the girl regardless of the social background. RECOMMENDATIONS:The study recommended that gender biases in the homes could be addressed…

Subjects/Keywords: Girls Education-Zambia

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Silumbu, Z. M. (2013). Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/2993

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):

Silumbu, Zulu Mbonyiwe. “Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010.” 2013. Thesis, University of Zimbabwe. Accessed March 07, 2021. http://dspace.unza.zm/handle/123456789/2993.

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

MLA Handbook (7^th Edition):

Silumbu, Zulu Mbonyiwe. “Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010.” 2013. Web. 07 Mar 2021.

Vancouver:

Silumbu ZM. Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010. [Internet] [Thesis]. University of Zimbabwe; 2013. [cited 2021 Mar 07]. Available from: http://dspace.unza.zm/handle/123456789/2993.

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

Council of Science Editors:

Silumbu ZM. Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010. [Thesis]. University of Zimbabwe; 2013. Available from: http://dspace.unza.zm/handle/123456789/2993

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

University of Illinois – Urbana-Champaign

11. Taaffe, Claudine Olivia. Black girl gaze: A visual (re)membering of black girlhood as an act of resistance.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/90942

► Despite the academic potential or achievement of Black girls in American schools, they are still thought to be loud, deviant, hypersexual, violent and needing to… (more)

▼ Despite the academic potential or achievement of Black girls in American schools, they are still thought to be loud, deviant, hypersexual, violent and needing to be saved (Brown, 2009; 2013). The influence of these stereotypes about Black girls coupled with historical inequities in the education of Black students (Chatelain, 2015; Siddle-Walker, 1996; King, 1995; Ladner, 1971) continues to negatively impact their educational experiences and severely limit their pathways to success (Morris, 2007; Evans-Winters, 2005; African American Policy Forum, 2015; National Women’s Law Center, 2014). Saving Our Lives, Hear Our Truths (SOLHOT) is an arts-infused, afterschool space housed within a public middle school that is dedicated to documenting the lived experiences of Black girls for the purpose of collectively producing knowledge that is relevant, Black girl-centered, directed toward policy-makers, researchers and stakeholders in education and speaks back to the stereotypes about Black girls. The overall purpose of this interdisciplinary and qualitative dissertation is to share research based on relevant literature, interviews of the girls in SOLHOT, documentary photographs, reflexive field notes and participant observations for the purpose of simultaneously constructing counter-narratives to the stereotypes about Black girls in education and reimagining narratives about Black girls’ lives that center their lived realities as they see it. In response to the negatively constructed images of Black girls in education (i.e. deviant, loud, hypersexual, violent, needing to be saved), more specifically, the objective of this research is to examine, understand and document the knowledge about the realities of girlhood Black girls collectively (re)member and construct using photography and text. In SOLHOT, Black girls share their life stories, using a camera as a tool for interrogating notions of power, voice, agency and representation as articulated within the stereotypes of Black girls in education and use those photographs to document their counter-narratives to those stereotypes and unapologetically share their photos with the world. Few bodies of literature, if any, in Education, African American Studies, or Women’s Studies discuss specifically, the engagement of Black girls and visual methods, thus an important and necessary contribution of this research. The following research questions guide this research project: 1. What negatively constructed images of Black girls as community members and middle school students have SOLHOT participants been forced to consume? 2. How do Black girls see themselves in relationship to school and community? Specifically, what are the counter-narratives that SOLHOT participants construct using photography and text as the primary documentation of such narratives? 3. What influence does the use of visual methods in SOLHOT offer to traditional visual methodology? Specifically, I argue that an intentional combination of critical/active listening (on the part of the… Advisors/Committee Members: Brown, Ruth Nicole (advisor), Brown, Ruth Nicole (Committee Chair), Anderson, James D. (committee member), Span, Christopher (committee member), Lugo, Alejandro (committee member).

Subjects/Keywords: Black girls; photography

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Taaffe, C. O. (2016). Black girl gaze: A visual (re)membering of black girlhood as an act of resistance. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90942

Chicago Manual of Style (16^th Edition):

Taaffe, Claudine Olivia. “Black girl gaze: A visual (re)membering of black girlhood as an act of resistance.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 07, 2021. http://hdl.handle.net/2142/90942.

MLA Handbook (7^th Edition):

Taaffe, Claudine Olivia. “Black girl gaze: A visual (re)membering of black girlhood as an act of resistance.” 2016. Web. 07 Mar 2021.

Vancouver:

Taaffe CO. Black girl gaze: A visual (re)membering of black girlhood as an act of resistance. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/2142/90942.

Council of Science Editors:

Taaffe CO. Black girl gaze: A visual (re)membering of black girlhood as an act of resistance. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90942

University of Southern California

12. Sawatsky, Rachelle J. If Bess were a patron saint: writing my own feminism.

Degree: MFA, Fine Arts, 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3345

► The thesis represents an attempt to write to a "lost girl" and in so doing explores the problematics of writing from a position of marginality.… (more)

Subjects/Keywords: feminism; writing; girls

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Sawatsky, R. J. (2013). If Bess were a patron saint: writing my own feminism. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3345

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):

Sawatsky, Rachelle J. “If Bess were a patron saint: writing my own feminism.” 2013. Thesis, University of Southern California. Accessed March 07, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3345.

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

MLA Handbook (7^th Edition):

Sawatsky, Rachelle J. “If Bess were a patron saint: writing my own feminism.” 2013. Web. 07 Mar 2021.

Vancouver:

Sawatsky RJ. If Bess were a patron saint: writing my own feminism. [Internet] [Thesis]. University of Southern California; 2013. [cited 2021 Mar 07]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3345.

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

Council of Science Editors:

Sawatsky RJ. If Bess were a patron saint: writing my own feminism. [Thesis]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3345

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

University of Namibia

13. Karondo, Johannes. Improving the retention of girls in Schools: A case study of piloted senior secondary schools in the Kavango West region .

Degree: 2018, University of Namibia

URL: http://hdl.handle.net/11070/2879

► This study focusses on the current retention rate of girls in rural secondary schools that were part of the piloted schools in the then Kavango… (more)

▼ This study focusses on the current retention rate of girls in rural secondary schools that were part of the piloted schools in the then Kavango Educational Region but now fall in the Kavango West Educational Region after the split of Kavango into two regions (East and West) by the forth Delimitation Commission in 2013. The aim of the study is to identify what the current retention rate of the girls is, the type of barriers they are faced with and how to overcome them. The key research question in this study is: Has the piloted school project in the Kavango West Educational Region helped to improve the retention of girls in secondary schools? The qualitative research approach is used as a means that would help answer this research question best through interviews, observation and document analysis. Such an approach is viewed to be the best at interaction with the participants in their natural setting to enable to understand and derive meaning from them about the level of retention rate at the three senior secondary schools that were part of the study from the piloted schools. A purposeful sampling was selected for this study of girls who had dropped and returned to schools at the three piloted secondary schools with their support teachers, school management and education officer responsible. The main findings cited to keep girls in schools are parental support and motivation, strong family backgrounds, peer pressure, hardship and self-realization, self- motivation, role model and the impact of the surrounding communities. Factors such as pregnancies among school going girls, unconducive school environments, treatment (from some parents, teachers and learners), poverty level and financial difficulties, early marriage and lack of care-takers for their infants when they want to return to schools were cited to keep girls away from schools. To enable them to remain in schools and complete their secondary education, girls needed motivation, encouragement, proper advice and educational policies that were protective and advanced girls’ education.

Subjects/Keywords: Girls retention rate

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Karondo, J. (2018). Improving the retention of girls in Schools: A case study of piloted senior secondary schools in the Kavango West region . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/2879

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):

Karondo, Johannes. “Improving the retention of girls in Schools: A case study of piloted senior secondary schools in the Kavango West region .” 2018. Thesis, University of Namibia. Accessed March 07, 2021. http://hdl.handle.net/11070/2879.

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

MLA Handbook (7^th Edition):

Karondo, Johannes. “Improving the retention of girls in Schools: A case study of piloted senior secondary schools in the Kavango West region .” 2018. Web. 07 Mar 2021.

Vancouver:

Karondo J. Improving the retention of girls in Schools: A case study of piloted senior secondary schools in the Kavango West region . [Internet] [Thesis]. University of Namibia; 2018. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/11070/2879.

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

Council of Science Editors:

Karondo J. Improving the retention of girls in Schools: A case study of piloted senior secondary schools in the Kavango West region . [Thesis]. University of Namibia; 2018. Available from: http://hdl.handle.net/11070/2879

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

University of Zambia

14. Nyambe, Barbara Kwaleyela Mwala. A survey on gender-Based violence against girls as a barrier to increased educational participation: A case of selected Secondary Schools of Lusaka, Southern and Western Province .

Degree: 2014, University of Zambia

URL: http://hdl.handle.net/123456789/3273

► Gender-Based Violence (GBV) against girls and women is a threatening global phenomenon that seems to resonate in every aspect of life including educational settings; and… (more)

▼ Gender-Based Violence (GBV) against girls and women is a threatening global phenomenon that seems to resonate in every aspect of life including educational settings; and in most cases the perpetrators are the men and boys while the victims are women and girls. GBV is a violation of human rights and a manifestation of gender discrimination because the physical, social, emotional and psychological challenges that the female pupils experience hinders their educational participation as compared to the male pupils. This poses serious threats and obstacles for the achievement of the Education for All (EFA) and the Millennium Development Goals (MDGs) especially the ones relating to gender equality. Therefore, this study aimed at establishing the existence, types, causes and effects of GBV against the female pupils as a barrier to their increased educational participation in the Secondary Schools in Zambia.A survey approach was used in conducting this research. Data was collected through structured questionnaires, semi-structured interviews, unstructured interviews and focus group discussions to a sample of 440 pupils (374 females and 30 males), two (2) Career teachers, 20 teachers, three (3) deputy head teachers, nine (9) parents and two (2) key informants from FAWEZA and YWCA respectively. The study used both qualitative and quantitative methods of data collections and analysis. Quantitative data was analysed using the statistical package for social sciences (SPSS) while qualitative data was analysed thematically.The main findings were that both explicit and implicit GBV does exist in schools in Zambia and the results of the study from the population sample of 340 female pupils showed that about 30% have experienced GBV while 70% did not. Furthermore the study findings showed that there are relationships between GBV and age, GBV and types of schools (govt versus grant-aided, day school versus boarding, co-education versus single sex), GBV and socio-economic status in terms of residence. According to the study, the root cause of GBV is the implications of industrialization in relation to girls and women’s accessing education, lifestyles, modernity, culture, puberty challenges and recommended the following: •MOE to kick start lessons in GBV in all the schools from grade 5 through to university (ages between 11 and 22) as it was in the fight against HIV/AIDS; so as to strengthen the awareness, knowledge about puberty and its implications (physical, social, emotional, psychological) on both sexes. .Need for MOE and other stakeholders to liaise with the Legal fraternity to come up with clear feasible GBV guidelines that defines, prohibits, lays procedures of reporting, recording GBV incidences and the rights of the pupils, parents, school with special regard to sexual harassment and penalties for acts; from the Anti-Gender-Based Violence ACT No. 1 of 2011. •Society should be aware of its role in facilitating sensitization and awareness on social changes in relation to culture, tradition and modernity through…

Subjects/Keywords: Girls-violence against-Zambia

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Nyambe, B. K. M. (2014). A survey on gender-Based violence against girls as a barrier to increased educational participation: A case of selected Secondary Schools of Lusaka, Southern and Western Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3273

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):

Nyambe, Barbara Kwaleyela Mwala. “A survey on gender-Based violence against girls as a barrier to increased educational participation: A case of selected Secondary Schools of Lusaka, Southern and Western Province .” 2014. Thesis, University of Zambia. Accessed March 07, 2021. http://hdl.handle.net/123456789/3273.

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

MLA Handbook (7^th Edition):

Nyambe, Barbara Kwaleyela Mwala. “A survey on gender-Based violence against girls as a barrier to increased educational participation: A case of selected Secondary Schools of Lusaka, Southern and Western Province .” 2014. Web. 07 Mar 2021.

Vancouver:

Nyambe BKM. A survey on gender-Based violence against girls as a barrier to increased educational participation: A case of selected Secondary Schools of Lusaka, Southern and Western Province . [Internet] [Thesis]. University of Zambia; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/123456789/3273.

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

Council of Science Editors:

Nyambe BKM. A survey on gender-Based violence against girls as a barrier to increased educational participation: A case of selected Secondary Schools of Lusaka, Southern and Western Province . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3273

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

15. Malek, Parveenbanu M. Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -.

Degree: Education, 2014, INFLIBNET

URL: http://shodhganga.inflibnet.ac.in/handle/10603/41448

Abstract avalible

Appendix given

Advisors/Committee Members: Shah, A D.

Subjects/Keywords: Girls; Social

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Malek, P. M. (2014). Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -. (Thesis). INFLIBNET. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/41448

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):

Malek, Parveenbanu M. “Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -.” 2014. Thesis, INFLIBNET. Accessed March 07, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/41448.

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

MLA Handbook (7^th Edition):

Malek, Parveenbanu M. “Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -.” 2014. Web. 07 Mar 2021.

Vancouver:

Malek PM. Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -. [Internet] [Thesis]. INFLIBNET; 2014. [cited 2021 Mar 07]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/41448.

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

Council of Science Editors:

Malek PM. Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -. [Thesis]. INFLIBNET; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/41448

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

Dalhousie University

16. Friesen, Valerie. 'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia.

Degree: MA, Department of International Development Studies, 2010, Dalhousie University

URL: http://hdl.handle.net/10222/13075

► This study explores the impact of sport on the lives of 15-19 year old female participants in the Physically Active Youth program in Namibia by… (more)

Subjects/Keywords: girls; gender; Namibia; sports; agency

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Friesen, V. (2010). 'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/13075

Chicago Manual of Style (16^th Edition):

Friesen, Valerie. “'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia.” 2010. Masters Thesis, Dalhousie University. Accessed March 07, 2021. http://hdl.handle.net/10222/13075.

MLA Handbook (7^th Edition):

Friesen, Valerie. “'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia.” 2010. Web. 07 Mar 2021.

Vancouver:

Friesen V. 'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia. [Internet] [Masters thesis]. Dalhousie University; 2010. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10222/13075.

Council of Science Editors:

Friesen V. 'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia. [Masters Thesis]. Dalhousie University; 2010. Available from: http://hdl.handle.net/10222/13075

Dalhousie University

17. Lapalme, Josée. Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls.

Degree: MA, School of Health & Human Performance, 2011, Dalhousie University

URL: http://hdl.handle.net/10222/14323

► The physical and social environments of a neighbourhood can cause and/or reduce stress for residents. However, we know relatively little about the neighbourhood-level stressors and… (more)

Subjects/Keywords: neighbourhood; stress; adolescence; adolescent girls

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Lapalme, J. (2011). Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/14323

Chicago Manual of Style (16^th Edition):

Lapalme, Josée. “Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls.” 2011. Masters Thesis, Dalhousie University. Accessed March 07, 2021. http://hdl.handle.net/10222/14323.

MLA Handbook (7^th Edition):

Lapalme, Josée. “Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls.” 2011. Web. 07 Mar 2021.

Vancouver:

Lapalme J. Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls. [Internet] [Masters thesis]. Dalhousie University; 2011. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10222/14323.

Council of Science Editors:

Lapalme J. Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls. [Masters Thesis]. Dalhousie University; 2011. Available from: http://hdl.handle.net/10222/14323

Dalhousie University

18. Whittle, Krista. An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program.

Degree: MA, School of Health & Human Performance, 2011, Dalhousie University

URL: http://hdl.handle.net/10222/14362

► The purpose of this mixed methods study was to better understand the relationship between physical activity and academic achievement of girls in grades three to… (more)

Subjects/Keywords: Physical activity; girls; academic achievement

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Whittle, K. (2011). An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/14362

Chicago Manual of Style (16^th Edition):

Whittle, Krista. “An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program.” 2011. Masters Thesis, Dalhousie University. Accessed March 07, 2021. http://hdl.handle.net/10222/14362.

MLA Handbook (7^th Edition):

Whittle, Krista. “An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program.” 2011. Web. 07 Mar 2021.

Vancouver:

Whittle K. An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program. [Internet] [Masters thesis]. Dalhousie University; 2011. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10222/14362.

Council of Science Editors:

Whittle K. An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program. [Masters Thesis]. Dalhousie University; 2011. Available from: http://hdl.handle.net/10222/14362

Rochester Institute of Technology

19. Hewson, Gabrielle. Girls living healthy.

Degree: School of Design (CIAS), 2012, Rochester Institute of Technology

URL: https://scholarworks.rit.edu/theses/6300

► My Master of Fine Arts Thesis Project, entitled Girls Living Healthy, is an educational web site for girls ages 8 to 108. It is designed… (more)

Subjects/Keywords: Girls; Health; Lifestyle; Nutrition; Women

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hewson, G. (2012). Girls living healthy. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/6300

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):

Hewson, Gabrielle. “Girls living healthy.” 2012. Thesis, Rochester Institute of Technology. Accessed March 07, 2021. https://scholarworks.rit.edu/theses/6300.

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

MLA Handbook (7^th Edition):

Hewson, Gabrielle. “Girls living healthy.” 2012. Web. 07 Mar 2021.

Vancouver:

Hewson G. Girls living healthy. [Internet] [Thesis]. Rochester Institute of Technology; 2012. [cited 2021 Mar 07]. Available from: https://scholarworks.rit.edu/theses/6300.

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

Council of Science Editors:

Hewson G. Girls living healthy. [Thesis]. Rochester Institute of Technology; 2012. Available from: https://scholarworks.rit.edu/theses/6300

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

University of Alberta

20. Bach, Hedy. Listening to girls' voices: narratives of experience.

Degree: MEd, Department of Elementary Education, 1993, University of Alberta

URL: https://era.library.ualberta.ca/files/gt54kq50p

Subjects/Keywords: Teenage girls.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Bach, H. (1993). Listening to girls' voices: narratives of experience. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/gt54kq50p

Chicago Manual of Style (16^th Edition):

Bach, Hedy. “Listening to girls' voices: narratives of experience.” 1993. Masters Thesis, University of Alberta. Accessed March 07, 2021. https://era.library.ualberta.ca/files/gt54kq50p.

MLA Handbook (7^th Edition):

Bach, Hedy. “Listening to girls' voices: narratives of experience.” 1993. Web. 07 Mar 2021.

Vancouver:

Bach H. Listening to girls' voices: narratives of experience. [Internet] [Masters thesis]. University of Alberta; 1993. [cited 2021 Mar 07]. Available from: https://era.library.ualberta.ca/files/gt54kq50p.

Council of Science Editors:

Bach H. Listening to girls' voices: narratives of experience. [Masters Thesis]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/gt54kq50p

Oregon State University

21. Watkins, Margaret Morcum. A study of the attitudes and practices of high school girls concerning money management.

Degree: MS, Household Administration, 1942, Oregon State University

URL: http://hdl.handle.net/1957/52969

Subjects/Keywords: Girls – Attitudes

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Watkins, M. M. (1942). A study of the attitudes and practices of high school girls concerning money management. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/52969

Chicago Manual of Style (16^th Edition):

Watkins, Margaret Morcum. “A study of the attitudes and practices of high school girls concerning money management.” 1942. Masters Thesis, Oregon State University. Accessed March 07, 2021. http://hdl.handle.net/1957/52969.

MLA Handbook (7^th Edition):

Watkins, Margaret Morcum. “A study of the attitudes and practices of high school girls concerning money management.” 1942. Web. 07 Mar 2021.

Vancouver:

Watkins MM. A study of the attitudes and practices of high school girls concerning money management. [Internet] [Masters thesis]. Oregon State University; 1942. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1957/52969.

Council of Science Editors:

Watkins MM. A study of the attitudes and practices of high school girls concerning money management. [Masters Thesis]. Oregon State University; 1942. Available from: http://hdl.handle.net/1957/52969

Cornell University

22. Matthews, Jessica. Moral Emotions In Adolescent Girls' Relational Aggression.

Degree: PhD, Education, 2014, Cornell University

URL: http://hdl.handle.net/1813/37079

► A longitudinal analysis of intensive interviews with 11 to 15 fifth to eighth grade girls' moral emotions in relational aggression situations was conducted and examined… (more)

Subjects/Keywords: relational aggression; emotion; adolescent girls

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Matthews, J. (2014). Moral Emotions In Adolescent Girls' Relational Aggression. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/37079

Chicago Manual of Style (16^th Edition):

Matthews, Jessica. “Moral Emotions In Adolescent Girls' Relational Aggression.” 2014. Doctoral Dissertation, Cornell University. Accessed March 07, 2021. http://hdl.handle.net/1813/37079.

MLA Handbook (7^th Edition):

Matthews, Jessica. “Moral Emotions In Adolescent Girls' Relational Aggression.” 2014. Web. 07 Mar 2021.

Vancouver:

Matthews J. Moral Emotions In Adolescent Girls' Relational Aggression. [Internet] [Doctoral dissertation]. Cornell University; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1813/37079.

Council of Science Editors:

Matthews J. Moral Emotions In Adolescent Girls' Relational Aggression. [Doctoral Dissertation]. Cornell University; 2014. Available from: http://hdl.handle.net/1813/37079

Royal Holloway, University of London

23. Cobbett-Ondiek, Mary. Empowering girls to claim rights? : non-formal education and the 'Stop the Violence' campaign in Kenya.

Degree: PhD, 2016, Royal Holloway, University of London

URL: https://pure.royalholloway.ac.uk/portal/en/publications/empowering-girls-to-claim-rights-nonformal-education-and-the-stop-the-violence-campaign-in-kenya(c116b34a-94f8-477e-801d-091ac977a1ff).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792492

► The thesis explores the impact of the 'Voices Against Violence' curriculum, a non-formal education programme in Kenya, aiming to enable girls to claim rights to… (more)

Subjects/Keywords: girls; violence; education; Kenya

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Cobbett-Ondiek, M. (2016). Empowering girls to claim rights? : non-formal education and the 'Stop the Violence' campaign in Kenya. (Doctoral Dissertation). Royal Holloway, University of London. Retrieved from https://pure.royalholloway.ac.uk/portal/en/publications/empowering-girls-to-claim-rights-nonformal-education-and-the-stop-the-violence-campaign-in-kenya(c116b34a-94f8-477e-801d-091ac977a1ff).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792492

Chicago Manual of Style (16^th Edition):

Cobbett-Ondiek, Mary. “Empowering girls to claim rights? : non-formal education and the 'Stop the Violence' campaign in Kenya.” 2016. Doctoral Dissertation, Royal Holloway, University of London. Accessed March 07, 2021. https://pure.royalholloway.ac.uk/portal/en/publications/empowering-girls-to-claim-rights-nonformal-education-and-the-stop-the-violence-campaign-in-kenya(c116b34a-94f8-477e-801d-091ac977a1ff).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792492.

MLA Handbook (7^th Edition):

Cobbett-Ondiek, Mary. “Empowering girls to claim rights? : non-formal education and the 'Stop the Violence' campaign in Kenya.” 2016. Web. 07 Mar 2021.

Vancouver:

Cobbett-Ondiek M. Empowering girls to claim rights? : non-formal education and the 'Stop the Violence' campaign in Kenya. [Internet] [Doctoral dissertation]. Royal Holloway, University of London; 2016. [cited 2021 Mar 07]. Available from: https://pure.royalholloway.ac.uk/portal/en/publications/empowering-girls-to-claim-rights-nonformal-education-and-the-stop-the-violence-campaign-in-kenya(c116b34a-94f8-477e-801d-091ac977a1ff).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792492.

Council of Science Editors:

Cobbett-Ondiek M. Empowering girls to claim rights? : non-formal education and the 'Stop the Violence' campaign in Kenya. [Doctoral Dissertation]. Royal Holloway, University of London; 2016. Available from: https://pure.royalholloway.ac.uk/portal/en/publications/empowering-girls-to-claim-rights-nonformal-education-and-the-stop-the-violence-campaign-in-kenya(c116b34a-94f8-477e-801d-091ac977a1ff).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792492

University of Edinburgh

24. Kadaba, Nisha. Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve.

Degree: 2011, University of Edinburgh

URL: http://hdl.handle.net/1842/5208

► As past experience has proven time and again, the education of girls and women can play a critical role in the advancement and economic growth… (more)

Subjects/Keywords: girls' education; environemntal education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Kadaba, N. (2011). Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5208

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):

Kadaba, Nisha. “Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve.” 2011. Thesis, University of Edinburgh. Accessed March 07, 2021. http://hdl.handle.net/1842/5208.

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

MLA Handbook (7^th Edition):

Kadaba, Nisha. “Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve.” 2011. Web. 07 Mar 2021.

Vancouver:

Kadaba N. Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve. [Internet] [Thesis]. University of Edinburgh; 2011. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1842/5208.

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

Council of Science Editors:

Kadaba N. Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve. [Thesis]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/5208

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

Penn State University

25. Rattner, Laura Esther. The Media(ted) Girl: Creating (feminist) Spaces.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/27264

► American popular culture perpetuates sexist and repressive myths of dominant femininity and heteronormative relations that flatten the experiences and complexities of girls and women in… (more)

Subjects/Keywords: girls' studies; feminism; media literacy

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Rattner, L. E. (2015). The Media(ted) Girl: Creating (feminist) Spaces. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27264

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):

Rattner, Laura Esther. “The Media(ted) Girl: Creating (feminist) Spaces.” 2015. Thesis, Penn State University. Accessed March 07, 2021. https://submit-etda.libraries.psu.edu/catalog/27264.

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

MLA Handbook (7^th Edition):

Rattner, Laura Esther. “The Media(ted) Girl: Creating (feminist) Spaces.” 2015. Web. 07 Mar 2021.

Vancouver:

Rattner LE. The Media(ted) Girl: Creating (feminist) Spaces. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Mar 07]. Available from: https://submit-etda.libraries.psu.edu/catalog/27264.

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

Council of Science Editors:

Rattner LE. The Media(ted) Girl: Creating (feminist) Spaces. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/27264

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

University of Newcastle

26. Kelty, Tracey. Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website.

Degree: MPhil, 2012, University of Newcastle

URL: http://hdl.handle.net/1959.13/929810

►

Masters Research - Master of Philosophy (MPhil)

This study evaluated the feasibility and preliminary efficacy of the Girls Recreational Activity Support Program using Internet Technology… (more)

▼

Masters Research - Master of Philosophy (MPhil)

This study evaluated the feasibility and preliminary efficacy of the Girls Recreational Activity Support Program using Internet Technology (GRASP-IT) intervention. The study involved a group randomised controlled trial for adolescent girls (mean age 15.7+ 1.5 years) recruited from two secondary schools in New South Wales, Australia. The study included an intervention (n = 29) and control (n = 23) group. The 12-week school-based intervention combined six weekly face-to-face sessions, that provided participants with education and participation in physical activity and followed with six weeks utilising a social networking website (Facebook) with the aim to further educate and motivate the participants to increase their physical activity. The study included baseline and 12-week follow-up measurements for physical activity (5 day pedometer step count), height and weight to indicate body mass index (BMI), estimated volume of maximal oxygen uptake (VO2max) to indicate fitness (measured by the Queen’s College Step Test), as well as self-efficacy and peer support for physical activity (measured by questionnaires). A comprehensive process evaluation which included a questionnaire and focus groups interviews at the intervention school was also conducted. The results of the study indicate that although, the intervention group significantly increased their physical activity (mean 1878 steps/day, p = 0.04) the difference between groups was not significant (p = 0.11, d = 0.8). Other results for secondary outcomes included BMI (p = 0.12, d = -0.5), fitness (p = 0.97, d = 0.1), self-efficacy (p = 0.06, d = 0.8) and peer support (p = 0.16, d = 0.6) all of these results changed over time, however, changes were not statistically significant between groups. The process evaluation and adherence data revealed that, although participants engaged with and enjoyed the face-to-face component of the GRASP-IT intervention, engagement with the on-line component was low. According to the process evaluation the participants were satisfied with the GRASP-IT study however, it is conclusive that the study was not long enough to impact significantly on self-efficacy to significantly increase physical activity in this cohort. The findings suggest the need for additional strategies to engage older adolescent girls to increase physical activity and improve their health and well-being. The school setting played an important role in providing opportunities for girls to be active and future studies need to consider school structures as well as other innovative interventions to engage adolescent girls to participate in physical activity. Interventions that utilise Facebook as a medium for increasing physical activity for adolescent girls require additional strategies to improve and, in particular, address the areas of engagement and compliance toward such online mediums for future success.

Advisors/Committee Members: University of Newcastle. Faculty of Education and Arts, School of Education.

Subjects/Keywords: physical activity; intervention; adolescent girls

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Kelty, T. (2012). Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/929810

Chicago Manual of Style (16^th Edition):

Kelty, Tracey. “Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website.” 2012. Masters Thesis, University of Newcastle. Accessed March 07, 2021. http://hdl.handle.net/1959.13/929810.

MLA Handbook (7^th Edition):

Kelty, Tracey. “Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website.” 2012. Web. 07 Mar 2021.

Vancouver:

Kelty T. Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website. [Internet] [Masters thesis]. University of Newcastle; 2012. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1959.13/929810.

Council of Science Editors:

Kelty T. Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website. [Masters Thesis]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/929810

Addis Ababa University

27. BEFEKADU, ZELEKE. PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3739

► The main purpose of this study was to examine the current status of girls' participation in basic education in the rural areas of Oromia, identify… (more)

▼ The main purpose of this study was to examine the current status of girls' participation in basic education in the rural areas of Oromia, identify the major barriers i.e., in-school, and out-ofschool factors (socio-economic, socio-cultural and political) and indicate the major areas of intervention to the regional policy makers and educational planners. A descriptive survey method was employed to achieve this objective. Data from documents were obtained from the annual statistical abstracts of the MOE, Oromia Education Bureau, and the 1994 Housing and Population Census. Furthermore, questionnaires and structured interviews were administered to 42 teachers, 70 female students, 48 parents, and 50 out-of-school girls in the rural areas. Gross Enrollment Ratios, annual rate of growth, and percentages were calculated to examine the participation of girls in rural primary schools when compared with girls in urban areas and rural male students for the academic years 1994/95 to 1997/98. In addition, percentages, Chisquare, one way ANOVA and Tukey- HSD tests were used to analyse the data obtained from questionnaires and interviews. The results indicated that, in-school factors such as school schedule was identified as a common problem for both study areas. Moreover, absence of separate toilet for girls, and weak school-community relationships were found to be the major obstacles in Muslim areas. Furthermore, distance from home to school was identified as a problem in Christian areas, while the majority of in-school factors were not considered as major barriers in both study areas. On the other hand, all socio-economic factors were identified as major impediments in all areas. Most of the socio-cultural factors, on the other hand, were indicated as major obstacles in Muslim areas rather than in Christian areas except lack of interest in education, and low status of women in development activities which were identified as common problems. On top of this, political factors such as perception of limited range of paid occupations open to women, lack of upper primary and secondary schools, and low participation of local administrators to encourage girls' education were identified as common problems in both areas. Hence, it is concluded that in most cases, the participation of girls in formal basic education in the rural areas of Oromia is a function of out-of-school factors. Therefore, it is recommended that the regional policy makers and educational planners should pay more attention to increase the demand for education so as to increase the participation of girls in rural primary schools of the region. Advisors/Committee Members: Dr. Seyoum Teferra (advisor).

Subjects/Keywords: PROMOTING GIRLS; BASIC EDUCATION

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

BEFEKADU, Z. (2012). PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3739

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):

BEFEKADU, ZELEKE. “PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA .” 2012. Thesis, Addis Ababa University. Accessed March 07, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3739.

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

MLA Handbook (7^th Edition):

BEFEKADU, ZELEKE. “PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA .” 2012. Web. 07 Mar 2021.

Vancouver:

BEFEKADU Z. PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 07]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3739.

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

Council of Science Editors:

BEFEKADU Z. PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3739

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

Addis Ababa University

28. Yilma, Genene. Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4811

► Girls‟ migration to the Middle East has become a hot issue in Ethiopia. Hence, in Amhara National Regional State, North Wollo zone, specific place of… (more)

▼ Girls‟ migration to the Middle East has become a hot issue in Ethiopia. Hence, in Amhara National Regional State, North Wollo zone, specific place of Raya Kobo wereda the study has been conducted focusing on school girls‟ migration to the Middle East to examine its antecedences and consequences. The research has been conducted in two rural and two urban kebeles of primary and secondary schools. The purpose of the study is to find out what factors motivate school girls to migrate and to see what happened on girls as a result of migration. The research applied mainly the qualitative research method with the instruments of Key Informant Interview (KII), Focus Group Discussion (FGD), Document review and In-depth interview and also supported by quantitative data collection instrument-questionnaire. The research subjects were selected by systematic, purposive, simple random and snow ball sampling techniques. The research finding shows the driving factors for girls migration are; economic problem, family pressure, peer pressure, remittance pressure, teachers imposition, absence of job opportunity, proliferation of illegal brokers, money lenders and private agencies, low quality of education, drug addiction and existence of relatives in the Middle East. Hence, this has resulted in the following consequences: increase in school dropout, loss of interest to learn, physically and sexually abuse, low academic result, existence of interest conflicts between parents and daughters, loosen relationship with teachers and principals, loss of asset and displacement of parents with their daughters and influence on school boys regular class attendance. However, some have managed to generate assets for their families and themselves. In addition, the early marriage problem in the area has been dramatically decreased. Finally, the finding shows that the problem is very much interwoven and affecting different social sectors of the community. Hence, it requires collective efforts among government, Non-Governmental Organizations (NGOs) and other Community Based Organizations (CBOs) to mitigate existing problems in the area and retain girls in school.

Subjects/Keywords: Migration of School Girls

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Yilma, G. (2013). Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4811

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):

Yilma, Genene. “Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences .” 2013. Thesis, Addis Ababa University. Accessed March 07, 2021. http://etd.aau.edu.et/dspace/handle/123456789/4811.

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

MLA Handbook (7^th Edition):

Yilma, Genene. “Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences .” 2013. Web. 07 Mar 2021.

Vancouver:

Yilma G. Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Mar 07]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4811.

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

Council of Science Editors:

Yilma G. Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4811

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

Addis Ababa University

29. Dejene, Fikerte. Communication and Girls' Education: The Case of the Sidama Ethnic Group .

Degree: 2006, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4911

► The study was carried out in an effort to assess the communication strategies in the promotion of primary girls' education that targeted at the Sidama… (more)

▼ The study was carried out in an effort to assess the communication strategies in the promotion of primary girls' education that targeted at the Sidama people. Data were collected using focus group discussions, semi-structured interviews with key informants, informal interviews and observations were held. Data were collected from Gemeto Sawala, Abaye and Haramfama Kebeles. The outcome of the findings illustrated that coffee ceremonies, Idir, social gatherings, market places, weddings, mourning rituals and churches were found to be the major places for verbal means of information exchange for the Sidama people. Though the study area has traditional ways of information exchange mechanisms, both the society and the organizations working in the area do not seem to have benefited from the existing traditional ways of sharing information to promote girls' education. The most dominantly used existing medium is the community radio. The other major phenomena that began recently to be used by partners as modern means of communication operational in the area towards the enhancement of girls' education is the community dialogue though this practice is not very widely used as it is still at its infant stage. The target communities did not fully participate in the girls' education campaigns and were not actively involved. in this regard, it is unlikely that the participatory development communication aspect has worked as much as expected. The advocacy campaigns conducted in the schools were found to be much better than the activities of the community. Even though the community claimed to have developed awareness, there still existed lack of understanding of the value of girls' education especially among parents. The Sidama people were hardly getting messages in their own language. It is less likely that the target audience would identify themselves with the content of the posters and pictures that were posted to pass messages. It would, therefore, be advisable if wide-spread community sensitization programs are enhanced. These programs also need to strongly address the harmful nature of traditional practices such as abduction and early marriage. Sensitization programs also need to increase not only parental but also societal awareness of the value and benefits of girls' education. Advisors/Committee Members: Vaidyanathan Natarajan (PhD) (advisor).

Subjects/Keywords: Girls' Education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dejene, F. (2006). Communication and Girls' Education: The Case of the Sidama Ethnic Group . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4911

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):

Dejene, Fikerte. “Communication and Girls' Education: The Case of the Sidama Ethnic Group .” 2006. Thesis, Addis Ababa University. Accessed March 07, 2021. http://etd.aau.edu.et/dspace/handle/123456789/4911.

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

MLA Handbook (7^th Edition):

Dejene, Fikerte. “Communication and Girls' Education: The Case of the Sidama Ethnic Group .” 2006. Web. 07 Mar 2021.

Vancouver:

Dejene F. Communication and Girls' Education: The Case of the Sidama Ethnic Group . [Internet] [Thesis]. Addis Ababa University; 2006. [cited 2021 Mar 07]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4911.

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

Council of Science Editors:

Dejene F. Communication and Girls' Education: The Case of the Sidama Ethnic Group . [Thesis]. Addis Ababa University; 2006. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4911

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

Addis Ababa University

30. Getinet, Leweyehu. The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7043

► The main purpose of this study was to investigate the extent to which the education services provided by Yekokeb Berhan program improve the education of… (more)

Subjects/Keywords: vulnerable girls and to identify

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Getinet, L. (2014). The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7043

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):

Getinet, Leweyehu. “The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program .” 2014. Thesis, Addis Ababa University. Accessed March 07, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7043.

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

MLA Handbook (7^th Edition):

Getinet, Leweyehu. “The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program .” 2014. Web. 07 Mar 2021.

Vancouver:

Getinet L. The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Mar 07]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7043.

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

Council of Science Editors:

Getinet L. The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7043

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

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations