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1
Lynas, W. A. „Some aspects of the integration of hearing-impaired pupils into ordinary schools“. Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484404.
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2
Andersson, Pariyakorn. „En studie om villkor för samarbete mellan ordinarie lärare och modersmålslärare“. Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28406.
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The aim of this study is to describe condition for cooperation between motherlanguage teachers and ordinary teacher in Swedish school. The investigation is based on a case study with teachers in one school and tries to find implications, causes and possible solutions for this problem. The theoretical framework of the investigation is based on intercultural and educational theories. Qualitative methodological approach in form of semi-structure interviews is used. The investigation shows, among other things, that it is differences and monocultural attitudes in both groups that becomes an obstacle for professional cooperation between teachers in mother language and ordinary teachers. The investigation also shows that the implications for motherlanguage teachers are problems with planning and teaching students. The results discussion suggests that guiding values come in focus through an action oriented research with external researcher competence that actively take part and lead the process. One important area is to consciously lead the project with democracy where difference ideas and opinions do not make other person an enemy but an opponent. Examples of training unthinking and automatic way to respond and communicate with and about others that seems like a stranger to us is a step in development in a form of transcultural ability
3
Reiman, Liezel. „Sports for learners with physical disabilities in ordinary schools in the Western Cape“. Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1955_1264382927.
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The aim of this study was to determine the types of sport that are available for the learner with a physical disability in ordinary schools in the Western Cape and what prevents and facilitates participation in sport.
4
Egan, David William. „Disenchanting philosophy : Wittgenstein, Austin, and the appeal to ordinary language“. Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:8afc21cc-7909-4954-89d8-878820f95762.
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This thesis examines the appeal to ordinary language as a distinctive methodological feature in the later philosophy of Ludwig Wittgenstein and the work of J. L. Austin. This appeal situates our language and concepts within the broader forms of life in which we use them, and seeks to ‘disenchant’ idealizations that extract our language and concepts from this broader context. A disenchanted philosophy recognizes our forms of life as manifestations of attunement: a shared common ground of understanding and behaviour that cannot itself be further explained or justified. By working through the consequences of seeing our forms of life as ultimately ungrounded in this way, the thesis illuminates the underlying importance of play to shared practices like language. The first two chapters consider the appeal to ordinary language as it features in the work of Austin and Wittgenstein, respectively. By placing each author in turn in dialogue with Jacques Derrida, the thesis draws out the importance of seeing our attunement as ungrounded, and the difficulty of doing so. Austin’s appeal to a ‘total context’ betrays the sort of idealization Austin himself opposes, whereas Wittgenstein and Derrida must remain self-reflexively vigilant in order to avoid the same pitfall. Chapter Three explores connections between the appeal to ordinary language and Martin Heidegger’s analysis of ‘average everydayness’ in Being and Time. Heidegger takes average everydayness to be a mark of inauthenticity. However, in acknowledging the ungroundedness of attunement, the appeal to ordinary language manifests a turn similar to Heidegger’s appeal to authenticity. Furthermore, Wittgenstein’s use of conceptual ‘pictures’ also allows him to avoid some of the confusions in Heidegger’s work. Chapter Four considers the nature of our ungrounded attunement, and argues that we both discover and create this attunement through play, which is unregulated activity that itself gives rise to regularity.
5
Wong, Chun-miao, und 王春苗. „The integration of children with disabilities into ordinary schools inHong Kong: a study of policyimplementation“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965672.
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6
Amaireh, Saleem. „Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools“. Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44620/.
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The purpose of this study is to investigate the attitudes of teachers towards inclusive education in Jordanian ‘ordinary’ schools. The first phase of the project reports questionnaire data from 367 teachers. Attitudes are examined in terms of three components: their beliefs and knowledge, feelings and behaviour. The results of the questionnaire revealed that ordinary teachers in Jordan hold relatively neutral views towards inclusive education. Several variables are found which relate to teachers’ attitudes; including training, experience of inclusive education and the type of disability. The qualitative phase of the project involves a series of semi-structured interviews with nineteen teachers to explore their understanding, concerns and suggestions for improvement, regarding inclusive education. Findings suggest that although teachers are not against inclusion per se, they express concerns about implementation. Most teachers perceive they are unprepared and appear to need to be told ‘how to be’ inclusive. A number of recommendations are made, these include: promoting a more positive attitude towards inclusion amongst the teaching profession, improving pre- and- in service training and support, and extending the role of resource rooms as provision for children with SEN.
7
Wong, Chun-miao. „The integration of children with disabilities into ordinary schools in Hong Kong : a study of policy implementation /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19709109.
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8
方玉英 und Yuk-ying Theresa Fong. „To study the hearing impaired children's academic and social adjustment in ordinary schools and the supportive services theyrequired“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977315.
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9
Theodoropoulou, Maria. „Teachers' attitudes towards the integration of children with special educational needs in ordinary schools : a cross-cultural study“. Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/20243.
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This thesis examines the attitudes of teachers from two quite different educational contexts (i.e. that of Scotland and that of Greece) towards the integration of children with special educational needs (SENs) in ordinary schools in order to identify factors which may influence those attitudes. For the purpose of this study quantitative and qualitative data were gathered. A questionnaire was distributed to a sample of Scottish and Greek teachers, and in addition, ten case studies (five in Scotland and five in Greece) were conducted. From the analysis of the data, quantitative and qualitative, it appeared that Scottish teachers were slightly more positive than Greek teachers were in their attitude towards the idea of integration. Moreover, both Scottish and Greek teachers appeared to recognize that such policy can have social advantages for children with SENs, while they doubted the extent to which these children can benefit academically from their integration. The following factors appeared to influence Scottish and Greek teachers' attitudes towards integration: the nature and quality of initial and in-service training; the support which is provided to teachers in terms of advice, support staff and appropriate material; class size; and the degree and type of disability. In addition to the above factors, Greek teachers' attitudes were influenced by the following conditions: the conceptualization of special educational needs; the centrally administered curriculum; the whole-class method of instruction which is currently followed by the Greek teachers; and the lack of the appropriate educational environment and material.
10
Hrabánková, Petra. „Schools of Higher Education in various Regions“. Master's thesis, Vysoká škola ekonomická v Praze, 2007. http://www.nusl.cz/ntk/nusl-10184.
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(The importance of universities for the development of regions, possible benefits and risks) In the framework of this thesis, the present state of Czech university education system will be described in the opening chapter. After defining the methodology of research, the relation between universities and the particular regions will be analysed and possible forms of cooperation described. Within the investigation the level of cooperation between universities and companies in the region Hradec Králové will be evaluated, based on outcome of the research problematic areas of cooperation defined and steps toward future effective cooperation proposed.
11
Chatzistratidi, Fotini. „Wikis in High Schools: an example of using Wikis for the Project course in Greek High Schools“. Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-47352.
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The use of ITs in education has created new opportunities for learning and has introduced new ways for knowledge acquisition. Web 2.0 technology presents a variety of tools that can support learning procedure in all levels of Education. Wikis constitute one of the most widespread tools that support cooperation and Project-based learning. This study examines the possibility of a wider use of Wikis for the “Project”, a course that has been taught in Greek High Schools for the last four years. Recently the Greek Ministry of Education attempted to make a shift from traditional learning methods to modern teaching ways that use ITs in all level of education. “Project” course constitutes a pilot course for this attempt and follows new innovating ways of learning. The course has an interdisciplinary character and aims to exploit the benefits of the Project-based learning and to enhance students to cooperation and interaction. The research explores the way that Wikis could support the basic aims of the course and the circumstances under which learners and teachers could be motivated for this use. This qualitative study was conducted in the 1st Lyceum of Eleusis, “Aristoteleio”, and followed the Action-oriented Research approach. The research included interviews with five teachers and a focus group of students. The main outcomes showed that important changes in the Greek Educational system should be done in order for this use to be enhanced.
12
Salzl, Nathan F. „Collaboration in complex social problems cross site evaluation of six safe schools/healthy students grantee sites /“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006salzln.pdf.
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Lee, Hoi-lam Caroline. „The collaborative process of Chinese language teachers and speech therapists in supporting language-impaired students in ordinary primary schools“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203323.
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14
Fong, Yuk-ying Theresa. „To study the hearing impaired children's academic and social adjustment in ordinary schools and the supportive services they required“. [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745128.
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15
Tutty, Chris. „A shackled heart teacher aides' experience of supporting students with high needs in regular classes : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science at Auckland University of Technology, December 2003“. Full thesis. Abstract, 2003.
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Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003.Appendices A, B and C not included in e-thesis. Also held in print (173 leaves, 30 cm.) in Akoranga Theses Collection (T 317.14124 TUT)
16
Khama, Dira. „Church and state partnership in education : perceptions of education administrators and community members in secondary schools in Lesotho“. Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367334.
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17
Lynch, P. M. „Enterprise, Self-Help and Cooperation: A History of Outdoor Education In New Zealand Schools to 1989“. Thesis, University of Canterbury. Education, 1999. http://hdl.handle.net/10092/810.
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This thesis traces the development of outdoor education in New Zealand schools. Part one deals with precursors to outdoor education, from the late nineteenth century to 1938, and in part two school camping experiments and the expansion of outdoor education are examined. Outdoor education was stimulated by subject specialists working for education boards and the Department of Education, and the end of the period studied coincides with the disestablishment of these administrative bodies in 1989. Where possible, comparison with overseas developments is made. Outdoor education was adopted and expanded in New Zealand because political, economic and ideological circumstances favoured it. Progressive-liberal influences on education fostered acceptance of physical, recreational and practical activities and emphasis on the interests and needs of individual pupils. Social and economic policies of the later 1930s to the 1960s established a climate in which innovations that broadened the school curriculum were acceptable. From the late 1960s the struggle to resource outdoor education was exacerbated by its rapid rate of growth. The government funding attained was never sufficient and community support remained vital. Safety concerns from the 1960s to the end of the period precipitated efforts to establish teacher training and by the 1980s there was a growing professionalism among outdoor educators. Links between outdoor education and the school curriculum at both primary and secondary levels were maintained by changes in terminology but its central concerns with social and moral education, environmental studies, physical activity and communal living in natural environments remained. Unlike most other curriculum innovations of its time, outdoor education was initially viewed as a teaching method and it did not attain formal subject status until the 1980s.
18
Sosinska, Olga Halina. „School-university partnerships for math and science education“. Thesis, Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07092007-122252/.
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19
Clayton, W. T. „Welfare assistance as a resource to help with the education and management of children with special educational needs in ordinary primary schools“. Thesis, University of Winchester, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290428.
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20
Ozdemir, Nesli. „The Study Of School - Family Cooperation Activities In Elementary School Level On The Base Of Parents“. Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12611135/index.pdf.
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ABSTRACT
THE STUDY OF SCHOOL - FAMILY COOPERATION ACTIVITIES IN ELEMENTARY SCHOOL LEVEL ON THE BASE OF PARENTS&rsquoPERCEPTIONS Ö
zdemir, Nesli M.S., Department of Early Childhood Education Supervisor: Assist. Prof. Dr. Zeynep B. Erdiller September 2009, 117 pages Home and school are two important living and learning environment for children. In this regard, parents and teachers share mutual responsibilities in children&rsquo
s life. The relationship between home and school is a significant point in improving quality and sustainability of children&rsquo
s education and development. Thus involvement of parents in their children&rsquo
s learning has significant value for education. Parents are important stakeholders in parent involvement process. Their ideas, and attitudes toward parent involvement determined their participation and parent involvement process. This study was designed to describe the current situation in public elementary schools in terms of parent involvement activities by bases on parents&rsquo
perceptions. First of all the types of parent involvement activities that are conducted by schools and their frequencies were defined. Then parents&rsquo
perceptions about family-school collaboration activities were analyzed. Participants were required to fill out the questionnaire, &ldquo
School- Parent Cooperation Activities&rdquo
. The questionnaire consists of 25 questions. Nine questions are related with demographic information about participants. Fifteen questions are measured parents&rsquo
perceptions about parent involvement activities. The sample of study included in parents with children who attend to public elementary schools in Ankara in 2008- 2009 academic year. The study consisted of first, second, third, fourth, and fifth grades. Five hundred and one parents from different public elementary schools in Ankara were constituted the sample of the study. The results of the study showed that most frequently used activities, conducted outside of school, is homework assignments that parents and child work together. Inside of the school, face to face meetings with teachers and prepared school boards are most frequently applied parent involvement activities. Parents emphasized that they participate parent involvement activities when they find time to do this. Parent- teacher meetings and teachers&rsquo
invitations were powerful factor for parents to come to school and involve in activities. Parents did not participate in activities when they do not have to do it. Also not getting permission from work was another barrier for parents. Parents want to be organized more often conferences and parent education activities, and more often parent- teacher meetings. Education of parent about the needed topics related with children development and education was most frequently marked by parents as the most important function of parent involvement activities. Also raising funds for school was seen as the purpose of practicing parent involvement activities. Parents thought that teachers allow enough time for them and welcomes them with smiling face. According to participants, effect of school- parent cooperation activities was to potentiate their child&rsquo
s education and contribute to their child&rsquo
s development. Parents ordered five factors for effective parent involvement activities from the most important to least important ones
teachers&rsquo
attitudes, availability of time of parent involvement activities for parents, administration&rsquo
s relationship with parents, personal experiences and opinion of parents related with parent involvement, and content and availability of school&rsquo
s parent involvement program. Parents believed that school- parent cooperation activities conducting in their child&rsquo
s school were partial enough. Also good communication between teacher- parents and child is mostly chosen by parents. Keywords: Parent Involvement, and Elementary Schools
21
Malecka, Mary M. „The curriculum of pupils with moderate learning difficulties at secondary level in a small number of special and ordinary schools in France, England and Poland“. Thesis, University of Nottingham, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235739.
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22
Martinovic, Marina. „Att hjälpa barn som far illa“. Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-713.
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Förskola och skola kan upptäcka om ett barn far illa och anmäler till socialtjänsten som utreder fallet. Studiens syfte var att med kvalitativ metod i form av intervjuer undersöka hur samarbetet mellan dessa instanser upplevs, samt vilka möjligheter och hinder som upplevs för att hjälpa barnet. Tio personer från de olika instanserna intervjuades. Studien visade att (1) möjligheter finns att hjälpa familjerna, (2) det är svårt då föräldrar inte samarbetar samt då samarbetet mellan förskola, skola och socialtjänst begränsas genom socialtjänstens tystnadsplikt och (3) samarbetet mellan instanserna är bra men kan förbättras med mer insikt i varandras arbete. Det framkom att ett behov av bättre samarbete behöver utvecklas. Åtgärder på ett tidigare stadium skulle vara resursbesparande.
23
Sobral, Raquel Rodrigues. „As escolas comunitárias na Guiné-Bissau e a cooperação portuguesa para o desenvolvimento“. Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10364.
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Mestrado em Desenvolvimento e Cooperação InternacionalA educação tem sido alvo de diversas acções a nível mundial, quer por parte dos governos nacionais, quer das instituições internacionais. Todavia, este sector apresenta ainda desafios de diferentes naturezas, nem sempre visíveis na análise dos números divulgados por diferentes organismos no que respeita à evolução do acesso à educação. No caso específico da Guiné-Bissau, importa realçar as dificuldades de acesso ao ensino por parte de algumas comunidades que vivem nas regiões rurais e mais isoladas do país. As respostas encontradas pela população à não acção por parte do Estado na resolução dos problemas da sociedade guineense, passam pela participação activa na criação de escolas geridas pela própria comunidade. As escolas comunitárias, como complemento das instituições públicas, são um veículo para a população superar parcialmente o problema da alfabetização e, consequentemente, da pobreza, promovendo e incentivando a sua participação e a concretização de objectivos comuns. A educação comunitária surge como uma resposta à problemática da pobreza e do desenvolvimento das zonas rurais, onde o apoio de projectos de cooperação para o desenvolvimento desenvolvidos por ONGs em parceria com o Instituto Português de Apoio ao Desenvolvimento (IPAD), actual Camões - Instituto da Cooperação e da Língua, I. P. (Camões I.P.), é fulcral para a manutenção e sustentabilidade deste tipo de ensino.
Education has been the target of several actions at the global level, either by national governments or international institutions. However, this sector still presents several challenges, not always visible in the analysis of figures released by different agencies regarding the evolution in access to education. In the specific case of Guinea-Bissau, it is important to highlight the difficulties of access to education for some communities that live in the most isolated and rural areas of the country. The answers given by the population to the lack of action by the State to resolve the problems of the Guinean society are visible through active participation in the creation of schools managed by the community itself. The community schools, which are seen as a complement to public institutions, are an added value for the population because they promote and encourage the participation and the achievement of common goals, surpassing partially the problem of literacy and, consequently, of poverty. Community education emerges as a response to the problem of poverty and the development of rural areas, where support for development cooperation projects carried out by NGOS in partnership with the IPAD, now Camões I.P., are essential to the maintenance and sustainability of this type of education.
24
Ahmed, Wardah. „Investigating a comparison of the factors influencing teachers’ attitudes toward inclusion of learners with specific learning disorder with the reading subtype and Attention Deficit Hyperactivity Disorder in public ordinary schools“. University of Western Cape, 2020. http://hdl.handle.net/11394/7603.
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Magister Educationis - MEdInclusive education is practised globally as well as in South Africa and is researched widely. South Africa’s policy document, Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training system was implemented in 2001. This policy is grounded in human rights and strives to promote the rights of children who have disabilities by including them in mainstream schools. The attitudes that teachers have toward the inclusion of learners with disabilities influence the success of the implementation of this policy as teachers are at the forefront of implementing it
25
Anello, David, und Hallbäck Rasmus. „Vi är skolan : En undersökning av samarbetet mellan svenska NIU fotbollsgymnasium och fotbollsakademier“. Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26418.
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Background: There is a newly founded national sports education program. This newly founded national sports program comprises of several different sports of which football is one of them. Before a football player can reach the European- or national elite the player usually is first developed in clubs and their respective academies where a lot of time is spent on fine tuning the players’ individual skillsets. The main goal for the NIU program is to develop future elite athletes to different sports. When it comes to football, the Swedish Football Association and the Swedish school board have together developed a study plan which will serve as a guideline for the NIU-football classes in Sweden. Because of this, it is interesting to get a further insight in the training setup of the youth academies and the involved upper secondary schools. Purpose: The purpose of this thesis is to examine football schools and their cooperation with football academies. The purpose is also to examine the potential goals that the different schools have with the academies. Methodology: This thesis has a qualitative approach with the authors gathering data with the help of interviews with members of the respective schools and football academies. A document study has also been done in order to further strengthen the empiric data. Result: The cooperation between school and academy is incredibly thorough. The academies are in charge of the NIU training-sessions and decide what to train according to their own preferences and goals but stay within the schoolboards theoretic guidelines.
26
Adolphe, Michèle. „Réalités et efficacités de la "Trame Verte et Bleue" à la Réunion : le paysage comme outil de médiation pour analyser les représentations sociales des trames écologiques“. Thesis, La Réunion, 2017. http://www.theses.fr/2017LARE0040.
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L'outil « Trame Verte et Bleue », alliant biodiversité et aménagement du territoire, a aujourd’hui pleinement intégré la planification territoriale, sur les territoires national et ultramarin. Néanmoins, dans les DOM, la mise en place de cet outil s'est confrontée à de toutes autres réalités. C'est pourquoi ce projet doctoral a choisi d'étudier l’exemple de La Réunion, précurseur dans la transcription de cette politique d’aménagement. Depuis 2014, La Réunion possède des cartographies des réseaux écologiques régionaux, établies pour accompagner les acteurs locaux. Pour autant, seuls les espaces naturels protégés ont été considérés dans les projets de territoire, laissant ainsi pour compte les espaces de nature ordinaire. Pour comprendre ce manque d'adhésion, un travail de type sociologique a été mené pour cerner les réalités politiques et sociales inhérentes à la TVB. Si pour les professionnels de l'aménagement la planification de secteurs à enjeux pour préserver la biodiversité tombe sous le sens, pour les institutions cet outil est perçu comme un moyen de promouvoir le développement de l'île. Pour les autres usagers, la TVB reste un concept ignoré. Cependant, pour eux, la biodiversité est étroitement liée au paysage quotidien et ils la perçoivent principalement par les services écosystémiques. La traduction cartographique de ces résultats a permis d'identifier d'une part des secteurs d'intérêts écologiques porteurs d'une demande sociale collective, d'autre part des secteurs exclus de cette demande qui peuvent subir des dégradations. Ainsi, pour maintenir un bon fonctionnement des réseaux écologiques, il est aujourd'hui nécessaire d'agir sur les perceptions paysagèresToday the green and blue belt network is a tool, which combines biodiversity and regional development policy and fully integrates territorial planning in national and overseas territories. Nevertheless, the implementation of this tool is confronted with other realities in the French overseas departments. That is the reason why this doctoral project aims to study the case of Reunion island as a forerunner in the transcribing of this spatial planning.Reunion island possesses mapping of regional ecological networks drawn up to accompany the local actors since 2014. However, only protected natural areas had been taken into account in regional projects while leaving behind ordinary nature areas. In order to understand this lack of acceptance, a sociological work was conducted to identify the political and social realities related to the green and blue belt network. If planning issue area to preserve the biodiversity is obvious for planning professionals, this tool is seen as a way to promote the development of the island for institutions. For the other users, the green and blue belt network keeps being pushed aside. However, to them biodiversity is closely tied to the daily lansdscape and they mainly perceive it through ecosystem services.A mapping plan of these results allowed to identify on the one hand areas of ecological interest holding a common social demand, and on the other hand areas excluded from this demand, which may undergo degradation. Therefore, it is now necessary to work on landscape perceptions so that ecological networks can remain functional
27
Hopkins-Malchow, Janice Marie. „Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership“. Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.
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Bowen, Gail Ann. „The Role of the Principal in Implementing Change in the Professional Development School“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278893/.
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This qualitative research study investigated the role of the principal in implementing change in the professional development school (PDS). The study involved 7 elementary schools and 4 school-university collaboratives in the Texas network of 17 Centers for Professional Development and Technology (CPDTs). The research questions focused on the role, leadership, and management concerns of the PDS principal.
29
Tillberg, Ulrika. „Ledarskap och samarbete : en jämförande fallstudie i tre skolor“. Doctoral thesis, Handelshögskolan i Stockholm, Programmet Människa och Organisation (PMO), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-1297.
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Vi vet alla vad en skola är. Det är några byggnader på en skolgård. Samtidigt är skolan i meningen den svenska skolan, mångas angelägenhet. Elever, föräldrar, lärare, skolledning, politiker och näringsliv har alla olikartade förväntningar. I skolans styrdokument formulerar staten både mål och medel för 2000-talets goda skola. Vägen till skolutveckling och måluppfyllelse går via ledarskap och samarbete. Dessa områden behöver betonas och förbättras ute i de olika skolenheterna. Samtidigt som man uppmanar till mångfald, variation och lokala lösningar baserat på idén om målstyrning, lyser två modeller starkt på skolhimlen. Det ena är idén om ledarskap förknippat med den starka, företagslika ledaren. Det andra är arbetslaget som idealmodell för samarbete. Den här doktorsavhandlingen undersöker sambandet mellan ledarskap och samarbete och ställer sig frågorna; vilka uttryck tar sig egentligen ledarskap och samarbete i lokala skolor? kan en skolledning medelst ledarskap påverka samarbete i en lokal skola? Hur går det i så fall till? Studien är gjord i tre grundskolor som representerar tre olika skoltyper. Jämförelsen mellan dessa tre skolor ger underlag till att diskutera olika modeller för organisering och ledning av skolverksamhet.Diss. Stockholm : Handelshögskolan, 2003
30
Bell, Michael David 1943. „Elementary School Climate Factors and Personality and Status Variables Associated with School Library Media Specialists Chosen by Classroom Teachers for Cooperation on Instructional Problems“. Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332312/.
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This study investigated relationships between the extent to which elementary classroom teachers tend to choose school library media specialists for cooperation on instructional problems and several school climate and faculty related characteristics including the general academic effectiveness of the school, the overall cohesion and cooperativeness of the teaching faculty on instructional matters, and the propensity of the group and individual faculty to seek cooperation to solve instructional problems. The instructional choice status of the school library media specialist was also studied in relation to various individual personality factors, as measured by Cattell's 16 Personality Factor Questionnaire, as well as school media specialist status variables including degreed or non-degreed status, total years of experience as a school library media specialist, years of experience on campus as a school library media specialist, and total number of years of experience in the field of education. The instructional status of the school library media specialist was also examined in relationship to the size of the school served.
The study included 1,079 elementary classroom teachers and thirty-nine school library media specialists from thirty-nine Texas elementary schools similar in important wealth, size, and student demographic characteristics. Twenty of the schools ranked in the bottom 25% of all schools in the state as to how well their students performed on the 1988 Texas Educational Assessment of Minimum Skills (TEAMS) test. Nineteen schools ranked among the top 25%of all schools in the state in academic effectiveness.
As compared to the low academic schools, the high academic schools were found to be significantly more instructionally cohesive, and classroom teachers in those schools were significantly more disposed to choose the school library media specialist to cooperate with them on instructional problems. No significant relationships were discovered between the instructional choice status of the school media specialist and his or her measured personality characteristics.
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Ibrahim, Norell Mariah, und Carl Askling. „ÄGANDEALTERNATIV GRUNDSKOLOR - En intervjustudie om fördelar, utmaningar och utvecklingsområden med en pragmatisk syn på ägandealternativ för kommunala grundskolefastigheter“. Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76613.
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Den ökande befolkningen i Sverige medför en stor resursansträngning för landets kommuner i arbetet med att tillgodose behovet av skolplatser i ett redan ansträngt läge med överbelagda skolor och eftersatt lokalunderhåll. Skolverksamheten är en av samhällets grundläggande verksamheter och det är kommunens ansvar att tillhandahålla de uppskattningsvis 400 nya grundskolor som kommer att behövas i Sverige inom de närmsta åren. Syftet med examensarbetet är att åskådliggöra fördelar, utmaningar och utvecklingsområden relaterade till att kommunen hyr grundskolelokaler av en privat aktör jämfört med traditionellt ägande eller hyra av ett kommunalt bolag. Det litterära material som ligger till grund för arbetet grundar sig på sekundärdata från rapporter, lagar och offentlig statistik. Arbetet är främst genomfört med en kvalitativ forskningsansats genom intervjuer i syfte att ta del av intervjuobjektens erfarenheter i ämnet. Intervjufrågorna hade ett semistrukturerat upplägg med syfte att få ett naturligt öppet samtal med både den kommunala och den privata sidan om deras respektive synvinkel. Arbetet fokuserar på nybyggnationer och behandlar inte eventuella utbyggnationer av befintliga skolfastigheter eller andra alternativa lösningar såsom tillfälliga paviljonger. Endast kommunala grundskolor är av intresse för utredningens syfte. Resultatet från intervjuerna bekräftar kommunernas redan idag ansträngda situation i arbetet med lokalförsörjning för skolverksamheten förutom det uppskattade framtida ökade behovet. Processen vid upprättandet av en grundskola är omfattande, det är många faktorer som påverkar och behöver tas i beaktning och förutsättningarna skiljer sig kommuner emellan beroende på faktorer såsom ekonomi, segregation och tillväxt. Utöver de vanligaste alternativen, att kommunen äger skolfastigheten själv eller hyr genom ett kommunalt bolag finns ett alternativ med hyrande från en privat fastighetsägare. Här skiljer sig synsättet och arbetsgången helt mellan kommunerna. Alltifrån en skriven policy om eget ägande av alla grundskolor till en pragmatisk inställning med utgångspunkt från varje specifik grundskolas behov och förutsättningar. En pragmatisk syn på lösningar till skolbristen med hjälp av en marknadsmix tillsammans med privata aktörer där alla parter, kommunala såväl som privata, tillsammans bidrar med sina kompetenser borde ligga i alla parters intresse.The increasing population in Sweden leads to a great effort by the country's municipalities to meet the needs of school areas in an already strained situation with overallocated schools and neglected local maintenance. School is one of the basic activities of society and it is the responsibility of the municipality to provide the estimated 400 new compulsory schools that will be needed in Sweden within the next few years. The purpose of the study is to illustrate the benefits, challenges and development areas related to the municipality renting compulsory school premises by a private company compared to traditional ownership or rental of a municipal company. The literature underlying the work is based on secondary data from reports, laws and public statistics. The work is mainly carried out with a qualitative research approach through interviews in order to take part of interviewee experiences on the subject. The interview questions had a semi structured approach with the aim of getting a naturally open conversation with both the municipal and the private sector of their respective viewpoints. The study focuses on new constructions and does not deal with any expansions of existing school facilities or other alternative solutions such as temporary pavilions. Only municipal compulsory schools are of interest for the purpose of the investigation. The results of the interviews confirm the already strained situation of municipalities in the work on local supply for schools in addition to the estimated future increase in demand. The process of establishing a compulsory school is extensive, there are many factors that influence and need to be taken into consideration, and the conditions differ between municipalities, depending on factors such as economy, segregation and growth. In addition to the most common options, that the municipality owns the building itself or rents it from a municipal company, there is an alternative in renting from a private property owner. On this matter, the approach and the workflow differ completely between the municipalities. Some have a written policy of ownership of all compulsory schools and others have a pragmatic approach based on the needs and conditions of each specific compulsory school. A pragmatic approach to solutions to school shortages through a market mix together with private actors where all parties, the municipalities as well as the private sector, contribute with their competencies should be in the interests of all parties.
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Cicero, Jennesin Abraham. „Researching school-business and industry cooperation in an opportunity-deprived and less wealthy, disadvantaged sector of a specific community in the Western Cape : towards effective partnership : an exploratory study“. Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17449.
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Bibliography: pages 101-111.This minor dissertation examines the nature of cooperation between schools and business/industry in an opportunity-deprived, less wealthy, disadvantaged sector of a specific community in the Western Cape. It will attempt to show that a community created by Apartheid and stripped of both political and economic power, can demonstrate the willingness and determination to work together and with business/industry towards forming, amongst others, sound, sustainable and effective school business/industry partnerships.
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Csepe-Bannert, Eszter. „Die Kooperation zwischen Berufsschulen und Unternehmen im Rahmen der beruflichen Erstausbildung am Beispiel der Volksrepublik China“. Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-166380.
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In the light of youth unemployment and increased transnational mobility practice oriented vocational education and training get more and more importance in the international cooperation in education. There is a broad consensus among educational experts, that one of the possible measures to reduce youth unemployment in the world is to provide youth skills and competences, which are needed on the labour market. The school based vocational education needs to be updated with practical skills. The fundament of each practice oriented vocational education and training system (VET) lays in the cooperation between the main actors: the enterprises and vocational schools. Dual systems in countries as Germany, Switzerland and Austria offer many good practice examples on the benefits of the engagements of both actors in the vocational education and training system but nevertheless these examples cannot be taken as “one model fits all” which can be implemented in each country. Therefore each country interested in the redesign of their own vocational education and training system needs to identify possible benefits of and challenges in their system, to be able to specify the opportunities and threat for future development.
It cannot be presumed that enterprises can be forced to take apprentices and train them in their facilities. It has to be evident for every educational actor willing to cooperate with enterprises, that enterprises first strive for growth in profits upon others to be able to secure their existence and secondly they may support additional, non-economic activities; for example the vocational education and training of future employee. Although to ensuring the quality of future employees may partly be seen as their social responsibility this fact will still depend on their economic situation and their need for skilled labour. However, making profit does not collide with the idea of the engagement of enterprises in the vocational education and training. It only needs an in depth-analysis of potentials and needs of enterprises and vocational schools and an adequate planning as well as development of the educational programs and activities.
The following example on the PR China delivers many interesting basic approaches on how cooperation between enterprises and vocational schools can be built up, managed and preserved. Thanks to the over thirty years of multilateral cooperation between der PR China and other European and Asian countries, the PR China already knows what is needed to modernize the vocational education and training system. Further education of teachers, redevelopment of curriculums and the redesign of the infrastructure of the vocational schools are those activities, which enriched the Chinese vocational education and training system in the last thirty years. There is still backwardness in the economically weak part of the country but within the “go-west-strategy” of the government innovative measures are offered for enterprises to foster the development of the western region; for example cut red tape or tax and duty exemptions. In the course of the bureaucracy development of the east-southeast part of the country and through the increased perception of the country in the international business the quality of labour become more relevant also for the PR China. Products with low-value-added and unskilled labour were not sufficient anymore for the competitiveness of the country in the international environment. More and more enterprises realised the shortage of qualified labour because of the rise of progressing technology and of the availability of qualified labour.
The commitment to quality in the vocational education and training laid on the market orientation and therefore on the establishment of cooperation between enterprises and vocational schools. The PR China can consequently show good practice examples from cooperation in the vocational education after more than thirty years of learning from other countries. The constructive element of these cooperation was identified by the actors as the consensus about the mutual benefit of cooperative activities.
Although there are many good practices in the cooperation, nevertheless, more persuasiveness is still needed for continuous fostering of quality in the vocational education and training. The cooperation is not only influenced by the interest, need and the level of cooperation between enterprises and vocational schools, but the nature of the directives of the government are crucial for the cooperation too. For example, the decentralized implementation of the directives of the government may endanger the uneven development and quality assurance in vocational training. The transfer of responsibility of the state in the hands of the provinces ensures on the one side more freedom for provinces, for instance, it allows them to adapt the vocational education and training to their specific needs and to implement it to local circumstances. This means, to offer labour market oriented vocational education and training. On the other side it needs in the context of quality assurance to archive the knowledge gained through the fragmented implementation. This implies, that already developed teaching and learning materials should not get lost but it should be used as synergies and transfer these to other provinces, schools or enterprises.
One of the exemplary efforts made by good situated “model vocational schools” is their willingness to overtake a sponsorship for other less developed vocational schools that are located mostly in the western region. Previously mentioned schools support the improvement of the teaching quality of latter mentioned schools and help them especially in the initial phase of the redevelopment of their teaching and training system. More concrete, “school sponsorships” allow to share knowledge, experience or to share technical equipment. The further education of teachers, the establishment of training facilities, the adaptation of curriculum to the labour market needs leave space for the consideration of local needs on the one side, and the dynamics of market development on the other side. It is only possible to take over responsibility for less developed schools, if there is financial support through the government too. School sponsorship is mostly subject to model schools therefore there is a significant need for recognition and promotion of education activities of these model schools. The high dynamic of the labour market in developing regions may cause challenges in the cooperation between vocational schools and enterprises, especially in the time of recession. If the cooperation with a vocational school gives rise to concern because of the limited time, personal availability or financial support in the enterprises, than the support of enterprises may decrease.
Therefore the model schools strive to mobilise all actors, ask for financial and material benefits during the time of economic growth to be able to implement those benefits targeted and lay a solid fundament for the performance of less developed schools. This fundament may consist of well-educated vocational teachers, well-equipped training facilities as well as practice oriented curricula. A solid basis allows vocational schools in a economically weak period to use previous investments and benefits. Additional created supplementary services, as further educational offers for enterprise employees, well-educated vocational teachers as consulters by building up of new production lines or by doing research on the effectiveness of human resources, are examples for reserves to bear itself. The redefinition of the role of vocational schools as “service providers” in a wide sense, allows setting quality standards in relation with the pedagogical requirements and economical needs in the vocational education and training. The school administration and teachers need to be equipped with additional management skills in addition to their educational and professional skills to be able to initiate, build and maintain cooperation systematically and analytically. Enterprises need to be aware of taking responsibility for future skilled labour while cooperating with vocational schools. The openness of enterprises for cooperation allows determining one's potential within vocational education and training and look for benefits for both actors. It is necessary for a successful cooperation to be a "win-win" situation, so the motivation for all parties should be maintained. Finally each cooperation needs competent teachers, well equipped training facilities also strategic planning (AIOC-strategy) in sense of analysis of initial situation and the possibilities for the implementation of practical vocational education and training, optimisation of available capacities and resources, the interdependence of responsibilities and competences of both actors, and the consolidation of pedagogical quality criteria under economic premises.
The PR China has tried in the past thirty years to modernize its vocational education and training system; this happened mostly in the technical occupations. The challenge for the future will be to do the same effort for the service occupations. The reform and open-door policy of the Chinese government since the 1970s brings many opportunities not only for the economy, but also for the society. The rapid development in the technically based fields brought the anticipated economic upswing and leads the PR China from a development country to the second biggest economy in the world. Now, the current government aims more to increase the life standard of the Chinese and strengthen the domestic consumption than to focus on industry production. Through the emerging middle class the quality and necessity of services gain higher importance in the society and it is seen as an integral part of increasing their quality of life. Chinas new generation remained from the destructive revolutions of the 1960s and 1970s, which have slowed down the development in the country. It has now in hand to bring together identity of the country with its traditions and modernity not only outwardly in the perception of the world, but to strengthen it also in the Chinese society.
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Ebermann, Johannes. „Kooperationen im Bildungssektor“. Master's thesis, Universitätsbibliothek Chemnitz, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-65324.
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Welche Chancen und Risiken ergeben sich durch Stiftungsengagements bzw. -arrangements im schulnahen Umfeld? Ziel soll es sein, die Entscheidungsfelder in dieser speziellen Kooperationsform zu systematisieren und einen ersten generalisierbaren, praxisrelevanten Überblick anbieten zu können. Aus erziehungswissenschaftlicher Sicht interessiert insbesondere, ob sich Veränderungen in Bildungsinstitutionen und bei pädagogischen Leitvorstellungen nachweisen lassen, die auf Kooperationsaktivitäten oder –bestrebungen zurückgehen. Es ist zu prüfen, ob sich diese Veränderungen perspektivisch negativ oder positiv auf den gesellschaftlichen Bildungsauftrag der Schule und auf ihr untergeordnete pädagogische Domänen auswirken. Darüber hinaus versteht sich die Untersuchung als Pionierarbeit, die eine Lücke in der Forschung über normative Motive in der Arbeit pädagogischer und gemeinnützlicher Institutionen schließt und eine Methode entwickelt, die weitere systematische Untersuchungen in diesem Bereich erleichtert. Diese Arbeit ist als qualitative Studie konzipiert. Die vorliegende Arbeit arbeitet empirisch, indem sie bereits vorhandene Erfahrungswerte abfragt und diese systematisiert. Auf der anderen Seite arbeitet sie explorativ, indem sie blinde Flecke im Entscheidungsfeld theoretisch herleitet, überprüft und in eine Entscheidungsmatrix überführt.
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光子, 加納, und Mitsuko Kano. „改正精神衛生法時代の地域精神保健医療ソーシャルワーク : 保健所における開拓型支援モデルの形成過程と推進要因“. Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB12972127/?lang=0, 2015. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB12972127/?lang=0.
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改正精神衛生法時代の地域PSWの形成過程と推進要因を解明した．大阪府の実践を事例として，当時の保健所のPSW10名に面接調査をした．その結果，業務は，個別から集団へ，家族会の育成・支援から地域共同作業所の開設などへと進んでいた．また，推進要因としては,①自由，②主体性，③連帯，④意欲，⑤育成，⑥環境，⑦時代，があった．この実践は開拓型支援モデルと名づけられるものであった．This is the study on the process and the factor of the progress of community mental health in the era of the Reform of the Mental Health Act. I interviewed the PSWs of Osaka public health center at that time. It was revealed that their work progressed from case work to group work, from the education for the client families to obtain community cooperative work place, etc. And the factors of promotion were ①freedom, ②autonomy,③cooperation,④eagerness,⑤training, ⑥environment and ⑦era. I called this practice Pioneer type support model.
博士(社会福祉学)
Doctor of Philosophy in Social Welfare
同志社大学
Doshisha University
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Vieira, Rosilene Silva. „As relações federativas e as políticas de EJA no Estado de São Paulo no período de 2003-2009“. Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04102011-095459/.
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Este trabalho analisa as políticas de EJA desenvolvidas pela União e pelo Estado de São Paulo, no período 2003-2009, sob a ótica do regime de colaboração em um Estado federativo. Elegemos como instâncias a serem objeto de nossa análise a Diretoria de Políticas de Educação de Jovens e Adultos da Secretaria de Educação Continuada, Diversidade e Alfabetização do Ministério da Educação DPEJA/SECAD/MEC, e a Secretaria de Estado da Educação de São Paulo SEESP. Através da descrição e análise de políticas e programas, e dos dados de demanda e oferta escolar por essas duas instâncias, buscamos avaliar como o regime de colaboração, entre as esferas federal e estadual de governo, tem se concretizado no Estado de São Paulo, no sentido e garantir a efetivação do direito à educação das pessoas jovens e adultas que não puderam iniciar ou concluir a escolarização básica na idade considerada regular. A pesquisa foi realizada mediante análise de documentos, realização de entrevistas com pessoas envolvidas com a temática e revisão da bibliografia sobre o tema. Conclui-se que a as responsabilidades estabelecidas pela legislação referente à obrigatoriedade da oferta de EJA não tem sido respeitada pela União e pelo Estado de São Paulo. Um dos principais fatores ligados a este descumprimento da legislação é o fato de que a colaboração entre estes dois entes federados em relação à EJA não se efetivou satisfatoriamente no período analisado.educational policy; youth and adult education; federalism; São Paulo (State)
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Tsai, Ming Shiung, und 蔡明雄. „The Effects of the Cooperation-Construction Integrated Teaching Program on Ordinary Geometry Learning of Elementary School Students“. Thesis, 1999. http://ndltd.ncl.edu.tw/handle/05011931718653412188.
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碩士國立臺灣師範大學
教育心理與輔導研究所
87
ABSTRACT The main purpose of this study was to explore the instruction effects of cooperation-construction integrated teaching program. There were three parts in this study: (1)To investigate the differences of the ordinary Geometry problem-solving and the intrinsic motivation of mathematics learning of elementary fifth graders, after they had received either cooperative-constructive teaching or traditional teaching. (2)To investigate the classroom interaction of the Cooperative-Constructive Teaching Group with qualitative research. (3)To analyze the mental process of ordinary Geometry problem-solving of two teaching groups and students who had high or low levels of ordinary Geometry concept by individual interviews. The “cooperation-construction integrated teaching program” in this study was formed by combining Slavin，s STAD, Vygotsky，s theory of internalization, Palincsar & Brown，s reciprocal teaching method, and Driscoll，s instructional views. The procedure of the cooperation-construction integrated teaching program in this study was arranged to teaching mode included : teacher demonstrated, arranged questions； students， subgroups discussed, reciprocally authenticated, clarified； the teachers and subjects jointly solved, concluded, and quized. The subjects were 64 fifth graders from an elementary school in Taipei.First, researcher utilized the “Ordinary Geometry Test”to select 32 subjects with high level of the Geometry concept and 32 subjects with low level of the Geometry concept. Then the 64 subjects were further randomly assigned to Cooperative-Constructive Teaching Group or Traditional Teaching Group. The Cooperative-Constructive Teaching Group received the Cooperative-Constructive teaching mode, while Traditional Teaching Group received lecture instruction in six weeks. Pretest-posttest control-group design was used for this study.The data thus obtained were analyzed by Bowker，s test of symmetry and two-way ANOVA. After the quantitative study, the qualitative researches, including participant observation and think-aloud interview, were used to observe the interaction of class process under the cooperative-constructive teaching program, and to explore the different problem-solving process between different teaching groups and different levels of the Geometry concept. The primary results were as follows: 1. The result from analysis of prior knowledge of ordinary Geometry problems indicated that about 33.99% students possess definite Geometry concept; however 11.76%, 13.07%, and 18.31% students are respectively visual, analytic, and abstract stage deficient. The other, 22.87% students are aschematic. 2. The cooperative-constructive teaching program can effectively correct students， misconception on ordinary Geometry problems, but the traditional teaching method cannot. 3. The interact effects between teaching methods and ordinary Geometry concept level do not reach the significant level, so far as students， intrinsic motivation of mathematics learning and ordinary Geometry problem-solving performance are concerned. 4. As for ordinary Geometry problem-solving performance, the main effect of teaching method reaches the significant level; it reveals the Cooperative-Constructive Teaching Group has a better performance than the Traditional Teaching Group. 5. The result of participant observation in classroom indicates that the teachers and students , students and students in the Traditional Teaching Group has obtained the objectives of reciprocal learning, but students with low levels of ordinary Geometry concept were passive. 6. Analysis of protocol of individual interview reveals that different teaching groups and students with different ordinary Geometry concept levels had different problem-solving performance. At the end of this paper, suggestions about the application of these instruction and recommendations about further research in this field were offered.
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Buschtová, Gabriela. „Komplexní podpora znevýhodněných žáků hospitalizovaných na oddělení dětské a adolescentní psychiatrie“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-445718.
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The diploma thesis deals with the comprehensive support of disadvantaged pupils in the department of child and adolescent psychiatry and primary school at the hospital. The aim of the research was to analyze the level of current pedagogical, health and therapeutic support for disadvantaged hospitalized pupils and to recommend measures to increase the effectiveness of provided care. In the theoretical part, support measures and the counseling system of pupils with special educational needs were generally described. In the practical part, partial goals of the research survey were set, which were to determine the degree of effectiveness of cooperation between medical and school staff providing the educational process of hospitalized pupils. The method of social research was used in this work. For the purpose of obtaining necessary information, a form of questioning a small research sample was used, which consisted of nurses and special pedagogues of this facility. The output of this work is a modification of the cooperation of all participants and their interpersonal and intrapersonal attitude to the care provided to hospitalized students.
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Mooketsi, Tsholofelo Rebecca. „Factors affecting internet and broadband penetration in South African ordinary schools“. Thesis, 2016. http://hdl.handle.net/10539/19398.
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This study is about investigating the supply-side factors affecting broadband connectivity in South African ordinary schools so as to determine the challenges of providing broadband in these schools. It focuses on understanding why only 25% of these schools (RIA, 2012) have broadband connectivity whereas South Africa has resources that include; policies, legislations and regulations; available infrastructure and funding, which are aimed at advancing the Internet connectivity in schools. In this regard, this study assesses the effectiveness of the existing policies and regulations, particularly in terms of implementation, to determine where the blockages are. It also identifies the areas that require intervention. The study also examines the challenges in the provision of the existing broadband infrastructure to these schools and the effectiveness of the current funding mechanisms. The main aim of the study is to identify and analyse the supply-side blockages in the rollout of broadband connectivity in schools and then make recommendations on how to address these barriers so as to improve broadband penetration in ordinary schools. The study is premised on the notion that broadband is an educational resource that can be used to improve the delivery of education, to widen access to online educational resources and to improve the teaching and learning processes, thereby contributing positively to the quality of
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Chen, Yi-Pin, und 陳鎰斌. „A Case of Study Regional Curricular Cooperation in Serior High Schools and Vocational High Schools“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/82146353806796931952.
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碩士國立臺北科技大學
技術及職業教育研究所
91
ABSTRACT Title：A Case of Study Regional Curricular Cooperation in Serior High Schools and Vocational High Schools Pages：167 School：National Taipei University of Technology Department：Institute of Technology and Vocational Education Time：June, 2003 Degree：Master Researcher： Yi-Pin Chen Advisor：Chia-Yu Chang Keywords：Community，Community Senior High School and Vocational School ，Regional Curricular Cooperation The Department of Education started running “Community senior high schools and vocational high shools” ,which includes “community enrolling” , ”regional curriculum cooperation” and” community resources” , in the ninetieth academic year and carries it on year by year. The object of the research is to understand the actual operation of “regional curriculum cooperation” under the policy of “community senior high schools and vocational high schools”. And its purposes are as follows： First, to investigate the identification and declaration of “regional curriculum cooperation in senior high schools and vocational high schools” .Secondly, to analyze the plan and the operation of it. Thirdly, from a case study, to investigate the actual operation of it. Fourthly, by organizing the results, to provide the education authorities some suggestions. In order to get the purposes, the research progresses in the two methods, the document analsis and the case study. From the document analysis, the case study and the case interview. I haved came to the conclusions： First, people identify highly with “regional curriculum cooperation in senior high schools and vocational high schools”. Besides, schools, teachers and students have all benefited a lot from it. Therefore it’s worth carrying on. Secondly, people don’t understand the content of “Community senior high schools and vocational high shools” very well, and that means its declaration is not enough. Thirdly, as to the selected cooperation case the actual number of participants is not large. Besides, the operation is limited in interschool subject selection and interschool subjects. It goes to show that “regional curriculum cooperation” is not operated widely enough. Fourthly, the plan of “regional curriculum cooperation” is influenced by the expenditure of money, the present curriculum hours, the teachers’ willingness and the partners as well. Fifthly, the operation of “regional curriculum cooperation” is influenced by the students’ willingness to take the subjects periods, and the connection and the content of the curriculums. According to the conclusions, there are some suggestions to the education authorities, the selected cooperation case, the schools as well as the following researchers.
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Wang, Hsiu-Ling, und 王秀玲. „Study of Cooperation between Taipei Municipal Elementary Schools and Non-profit Organizations“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/91832630647745636991.
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碩士國立臺北教育大學
教育政策與管理研究所
99
Abstract The cooperation between Taipei municipal elementary schools and non-profit organizations copes with the trend of educational refinement and optimization. The purposes of this study include understanding the current situation of the cooperation between both parties, and exploring the difficulties encountered and their solutions during the cooperation, the performance effects accomplished by the cooperation, and suggestions and perspectives of future cooperation. The research method adopted by this study is an in-depth interview method, and ten experienced managers or staffs of five Taipei municipal elementary schools having cooperation with non-profit organizations as well as ten major staffs of non-profit organizations having cooperation experience with Taipei municipal elementary schools were interviewed, and the semi-structured interview of the in-depth interview method was adopted, and the contents of the interview were compiled and analyzed, and suggestions for future researchers were made. Conclusion of this Study 1. As to the current situation of the cooperation between Taipei municipal elementary schools and non-profit organizations, the cooperation between Taipei municipal elementary schools and non-profit organizations has diversified background factors, and the objective of the cooperation between Taipei municipal elementary schools and non-profit organizations is to take good care of students and accomplish a successful education, and both parties involved in the cooperation between Taipei municipal elementary schools and non-profit organizations hold the concept of dedicating themselves to education. 2. As to the performance effects of the cooperation between Taipei municipal elementary schools and non-profit organizations: Both parties believe that the most beneficiary of the cooperation is the students and participants of the cooperation. In addition, parents accredit the improvement of education quality, and the relationship between Taipei municipal elementary schools and non-profit organizations becomes better, and the education time can be extended by the cooperation of both parties, such that many families and students are benefited. 3. As to the difficulties encountered in the cooperation between Taipei municipal elementary schools and non-profit organizations: Members of the Taipei municipal elementary schools and non-profit organizations should raise the difficulties encountered during the cooperation and propose solutions. 4. As to the opinions to the cooperation between Taipei municipal elementary schools and non-profit organizations: The opinions provided by interviewees from both parties are complied into 19 opinions provided as a reference for the cooperation between Taipei municipal elementary schools and non-profit organizations in the future. 5. As to the perspectives of the cooperation between Taipei municipal elementary schools and non-profit organizations: Six suggestions including the development of community resources and character models, the development of emotion management related courses, the foundation of arts and cultures, the cooperation of schools and non-profit organizations to assist schools in remote areas, and the cooperation of Taipei municipal elementary schools and non-profit organizations with industries for helping students of new immigrants are proposed. 6.Suggestions for Future Researches （1）Study the cooperation between Taipei municipal elementary schools and non-profit organizations, particularly the issue of screening the contents of teaching materials and assessing the effect of using the teaching materials. （2） Learn whether or not volunteers can take the teaching post during the cooperation between Taipei municipal elementary schools and non-profit organizations. （3） Study the characteristics of administrative staffs who take the job during the cooperation between Taipei municipal elementary schools and non-profit organizations.
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Chen, Yu Ting, und 陳雨廷. „The Research on Sino-foreign Cooperation Education in Mainland China Higher Schools“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/17572536695725268241.
Der volle Inhalt der QuelleAnnotation:
碩士國立暨南國際大學
國際文教與比較教育學系
103
With the impact of globalization, internationalization, and the rapid development of information technology, the received and dissemination of information among countries become easier than before. As education is one of the service commodities in General Agreement on Trade of Services (GATS), talents are importance for higher education in many countries. This changes the business mode of higher education institutions. Education opportunity is no longer the privilege for the elites only, the public nowadays has more chances to access into the educational field. The raise of education opportunity increased the individual demand of education resources. However the financial support by the government is still limited. In order to sustain, most of the higher education institutions carried out certain solutions such as fund raising, resources sharing, and various merging modes of high education systems, for the sake of reducing the cost of education, improve the quality of education, strengthen the usages of educational resources, and elevate its competitive ability. The reformation in China education contributes to the establish of various types of higher education institutions. This essay focuses on the study of sino-foreign educational cooperation. First of all, it explains the objectives, methodologies and scope of the research. Then, it elaborates the fundamental theories of sino-foreign educational cooperation, includes the cause of the development of the cooperation and other relevant theories, as well as the current condition in China. After all, this essay discusses the modes of the cooperation, explains how it implements in China. This part of essay will provide the background of sino-foreign educational cooperation and the development in every stage. It will also mention the most importance of construction quality in order to maintain the quality of this educational cooperation. It will then analyze the current and future tendency of running educational institutions. It will then explore the controversial issues raised during the process of the cooperation and the approach taken by China against these issues. Lastly, this essay will sum up with a conclusion. The researchers think that the interaction between China and other countries bring great evolution in China's education system. China begins to value the importance of higher education in nurturing future talents, conducted educational cooperation with the advanced countries actively. While pursuing academic excellences, China does not forget its local characteristics, in avoiding blindly imitation on foreign policies. The government and educational institutions play an important gatekeeper role in supervising the entire educational circumstances and manage good self-management behavior in the field, as to improve the quality of education.
43
温晏. „A Study on Cooperation between Public Libraries and Elementary Schools in Taiwan“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/15786205248985504356.
Der volle Inhalt der QuelleAnnotation:
碩士國立臺灣師範大學
圖書資訊學研究所
100
Cooperation between public libraries and elementary schools enables integration of expertise and resources from institutions with different characters. Due to limited resources, if public libraries and elementary-school libraries hang together, both of them can provide better services and abundant learning/teaching resources for children and teachers of elementary schools. This thesis aims at investigating cooperation between public libraries and elementary-school libraries in Taiwan, including reasons for cooperation, how the cooperation was implemented, cooperation activities, factors of success, encountered difficulties, and impacts after the cooperation was realized. Firstly, this thesis surveyed the cooperation between public libraries and school libraries in the U.S., and other countries. Then, this study adopted the qualitative research approach and conducted semi-structured in-depth interviews to collect data. Twenty-four interviewees, including fifteen public library librarians and nine teachers of elementary schools, were contacted. The major findings of this thesis are as follows: (1) The cooperation may be initiated by applying for subsidies from the Ministry of Education, or by their own budgets. (2) The major cooperation activities are library cards for educators/schools, reading programs, and schools visits to public libraries. (3) Public libraries may offer elementary schools services proactively; on the other hand, elementary schools may proposes their requests to public libraries. (4) Support from related stakeholders, and enthusiastic librarians and teachers are the key success factor. (5) The primary difficulties of cooperation are unstable and shortage of staff in public libraries, misunderstanding between public libraries and elementary schools, and non-continued subsidies. (6) The primary effects upon public libraries include an improved circulation rate and reputation, and enabling cooperation with teachers. (7) The primary effects upon teachers and students of elementary schools lie in increasing the habit of reading and a deeper understanding of the role of public libraries in their life-long learning. Based on the results, the thesis proposes the following suggestions for central governments, counseling agencies, local governments, public libraries and elementary schools. In terms of central governments, it suggests that they can continuously support the cooperation between public libraries and elementary schools, increase the formal staff of public libraries, establish full-time and professional librarians for elementary schools or teacher librarians, and set up the association of elementary school libraries and the advisory group. In terms of counseling agencies, it is expected that they can establish a team for promoting cooperation between public libraries and elementary schools, set up the information sharing service web site, and offer related training courses. In terms of local governments, it is suggested that they should invest more resources in public libraries and elementary schools. In terms of public libraries, it is suggested that they can make up a good relationship with local governments and community groups, start cooperation from small-scale projects, build up a team for cooperation services, and reinforce media advertising. In terms of elementary schools, it is suggested that they can proactively cooperate with public libraries, provide contact windows for cooperation, share resources with public libraries, and provide the public libraries with resources requirements for teachers teaching and students learning.
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Huang, Cheng, und 黃正. „A Study of Parent-teacher Class Cooperation of Junior High Schools in Taoyuan Country“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/72390887669538593519.
Der volle Inhalt der QuelleAnnotation:
碩士國立臺灣師範大學
教育心理與輔導學系在職進修碩士班
93
A Study of Parent-teacher Class Cooperation of Junior High Schools in Taoyuan Country Huang cheng ABSTRACT The primary purpose of this study was to investigate the factors on different parental background variables and related to circumstance in the parent-teacher cooperation, parent’s educational attitude and parent-teacher class cooperation participating satisfaction which happened when the parents engaged in the parent-teacher cooperation in junior high school classes in Taoyuan Country. The research subjects were participating in parent-teacher class cooperation in public junior high schools of Taoyuan country. The researcher designed the ‘Taoyan Parent-teacher Cooperation in class Questionnaire’ （TPCCQ） as the research tool. The questionnaire included personal information, scale of the parent’s educational attitude and parent-teacher class cooperation satisfaction. 520 participants were selected and asked to complete questionnaires and 501 of them were returned. The returning rate is 96.3%. Among them, 484 were valid. The valid rate reached 93%. The returning questionnaires were analyzed through descriptive statistics, factor analysis, chi-square, independent sample t-test, one-way ANOVA and product-moment correlation. The results were as follows: 1.Almost ninety percent of parents of junior high school students casually or rarely participate in the parent-teacher class activities. 2. parent-teacher contact approaches are mainly based on parent-teacher meeting, class meetings for parents, sports meet, parent-child activities, and celebration meetings of special festivals, together with other approaches. 3.When the parents contact the teachers, they often concern about bothering the teachers. 4.On parenting interaction attitude, frequent and casual participants are higher than rare participants in the class activities. 5.On the whole parent’s educational attitude, highly educated parents are higher than lower educated ones. Casual participants are higher than rare participants in the class activities. 6.On self-development satisfaction, frequent and casual participants are higher than rare ones in the class activities. 7.On the whole participating satisfaction of parent-teacher cooperation, casual participants are higher than rare ones in the class activities. 8.As for the correlation between parent’s educational attitude and parent-teacher class cooperation satisfaction, the result reveals that there are ‘positive’ correlations between the parents’ educational attitudes in junior high schools of Taoyuan and parent-teacher class cooperation participating satisfaction. The higher the parent’s educational attitude, the higher the parent-teacher class cooperation satisfaction. Keyword: parent-teacher cooperation, parents’ educational attitude, participating satisfaction
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Chen, Ying-ni, und 陳瑩霓. „A Study on the Cooperation of Schools and Private Sectors Driving the Community Adult Education:“. Thesis, 2004. http://ndltd.ncl.edu.tw/handle/97897739811233203005.
Der volle Inhalt der QuelleAnnotation:
碩士國立中正大學
成人及繼續教育研究所
92
Abstract In the age of globalization, the idea of community lifelong learning follows the direction of the education reformation of the age. Through integrating and cooperating social capital, schools and private sectors effect the development in the community, then fulfill the community adult education and facilitate community learning and manual management. The aim of this study is to investigate the cooperation model between schools and private sectors, analyze the connotation of community adult education, and then propose some practical advices in light of the result. Base on the case study in Shimen village, Taipei county, this study attempts to understand the cooperation model, development strategy and the plan and historical progress of community adult education. Meanwhile, through the comparison between the literature review and data analysis, provide the conclusion and some suggestions. The conclusion of this study is as follows: 1. The motivation of the cooperation between schools and private sectors is due to the effect of activity at the kite festival. 2. The establishment in the relationship of community cooperation is effected by the community empowerment-development of organization itself, the strategy of resource sharing, members’ working attitude toward community, and regional and human relationship. 3. Take folk groups as the key of activating the cooperation relationship in the community. 4. Take mutual goal as the core in the progress of cooperation model and proceed the programs and the integration of resources. 5. Rational communication and negotiation is the main foundation of the cooperation model. 6. The adult learning in cooperation model includes regular, irregular and informal learning patterns. 7. In the progress of giving an impetus to cooperation model, participants and organizations proceed community adult education by way of doing by learning. 8. Schools participate in the cooperation model; teachers and voluntary groups break away the restriction from organizations and form folk groups by themselves to play a part in the model. Base on the conclusion above, here are some proposed suggestions by this study: 1. Actively give an impetus to the cultural activities in the community, provide counseling according to regional features and also provide them the ability of policy decision on reviewing community activities. 2. Government should urge communities to develop the cooperation model. Meanwhile, facilitate communities to develop the independent ability. 3. Schools should understand the importance of community development and lifelong education. Besides, they should be open-minded to participate in community and seek the goal of community development. 4. The private sectors should take the relationship of cooperation as their duty; otherwise, the integration and operation will be less effective. 5. The private sectors should release their leading power properly in order to not exceed one''s powers. 6. Understand the importance of the cooperation and participate in the community development with the attitude of community. 7. Enhance the communication between organizations and avoid the disagreement of opinion. 8. Set up a database of cooperation model to facilitate community learning.
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Hung, Hsiu-fen, und 洪秀芬. „A Study on the Cooperation between Performing Arts Organizations and Compulsory Education Schools at Kaoshiung“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/zmn76c.
Der volle Inhalt der QuelleAnnotation:
碩士國立中山大學
劇場藝術學系碩士班
97
Since the Grade 1-9 Curriculum Reform took place in 2001, performing arts curriculum at compulsory education schools of Kaohsiung had faced several difficulties in practice. At the same time, marketing of the performing arts organizations also dropped down due to economic recession. In order to solve the dilemmas of both sides, the researcher thought that a partnership between compulsory schools and performing arts groups is a worthy strategy to try. Two concepts, art education partnership and co-teaching, were used to build up a theoretical framework. It is shown that a successful partnership between a school and a performing arts organization is influenced by many factors. These factors were taken to analyze the cooperative condition happened between the compulsory education schools and the arts organizations at Kaohsiung. Meanwhile, two schools, Kaohsiung Municipal Jiachang Primary School and Kaohsiung Municipal Youchang Junior High School, were chosen as the target cases of this study after a consulting conversation with the Compulsory Education Advisory Group of the Kaohsiung Municipal Department of Education(CEAGK). Members including the school administrative personnel, school teachers, parents and students of both schools were interviewed by selective ways. Taiwan Bangzi Company and the Bean Theatre also contribute their experiences to this study. In addition, observation and document analysis were also used as methods to collect data. Major conclusions are as the following: 1. Full time teachers and appropriate teaching materials are desperately demanded for compulsory education schools at Kaohsiung , unfortunately, even hired teachers has faced job crises at this time. 2. Performing arts groups are aware of the importance to cooperate with schools. 3. Knowing the difficult condition of the performing arts curriculum at school education, the CEAGK adapted strategies to assist teachers improve their skills and employ resources outside schools. 4. “Personal contact” is a common way to find a partner. No contract was made, but agendas were the only documents for the cooperation. The interview results also reveal that schools need to improve their ways in deliberating the information upon performing arts education partnership. Although to work with schools in educational project is usually the goal for arts organizations, most activities were designed under the ideology of audience development or marketing the coming performance. 5. Both the schools and the performing arts groups respond that “funding” and “human resource” are key issues to conquer in dealing with “performing arts education partnership (PAEP).” 6. PAEP at Kaohsiung is still on the “Exposure Stage”, co-teaching model by an artist and a teacher is still rarely seen. No one has ever attended workshops for the PAEP. 7. Evaluation on the effectiveness of PAEP is still lacked. 8. The PAEP at Kaohsiung was influenced by many factors including policy, funding, key persons, time and the project quality. PAEP should be followed by certain “educational goal.” At the time of this study, the CEAGK and the performing arts organizations have asynchronous opinions towards the PAEP.
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Hsiao, Chih-Tsung, und 蕭智聰. „A Study on the Students’ Learning Satisfaction of Industrial -Academic Cooperation Plan in Vocational High Schools“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/4756b8.
Der volle Inhalt der QuelleAnnotation:
碩士國立臺北科技大學
技術及職業教育研究所
100
The purpose of this research was to investigate the learning satisfaction of the Industrial- Academic Cooperation Plan in Vocational High School Students. The results of the findings were provided useful information to those schools and educational authorities which are conducting the Industrial – Academic plan. The researcher adopted questionnaire methodology and used “The Questionnaire of the Students’ learning Satisfaction of Industrial-Academic Cooperation Plan in vocational high school students.” The samples were drawn from the students in vocational high school in 2000 in Taiwan. There were delivery 1230 questionnaires and 1008 valid surveys were returned with the return rate of 82%. All data were analyzed with SPSS. To test and understand the differences and relations between the variables, descriptive statistics analysis, one sample t-test, one way ANOVA analysis, and independent sample t-test were used in this research. The main findings were as follows: 1. Students’ learning Satisfaction of Industrial-Academic Cooperation Plan was mid-level average. The highest studens’ learning satisfaction was “Learning Results” in all items. 2. “The equipment in working enviroment”, “The professional skills after joining the plan”, and “Knowing how to plan the career planning after joining the Industrial-Academic Cooperation Plan” were the three items with the highest level of satisfaction. 3. “The working environment”, “The workplace provides the salary, overtime pay, and year-end bonus”, and “The ability to solve the problem ” were the three items with the lowest level of satisfaction. There were not significant differences existed among different “gender”, different “career planning”, different “studying types”, and different “studying fields”.
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Yang, Hui-Mei, und 楊慧美. „An analysis of the ninth-grade students’ opinions on the teachings of cram schools and ordinary schools and their relationship with the performance of Basic Competence Test of Science“. Thesis, 2002. http://ndltd.ncl.edu.tw/handle/63326057830648536344.
Der volle Inhalt der QuelleAnnotation:
碩士國立臺灣師範大學
科學教育研究所
90
The purpose of the study is to investigate the ninth-grade students’ opinions on the teachings of cram schools and ordinary schools and their relationship with the performance of Basic Competence Test of Science. The subjects of the study includes 252 ninth-grade students chosen from the Taipei area. A questionaire was designed for the purpose and these students’ performances of Basic Competence Test of Science were collected. All data were analysed by the method of descriptive statistics, t-test and multiple regression. The data of the study demonstrates the following results: The rate of these students who had attended the cram schools was higher than 60% and most of them attended the cram schools according to their own will. The number of students who studied Mathematics, Physics/Chemistry and English at the cram schools was higher than those who studied other subjects. The higher the parents’ education level was , the more number of their children attended the cram schools. The analysis also showed that according to the students’ opinions the teaching of ordinary schools was much better than the teaching of cram schools on the aspect of “ do the experiment to testify” but the teachers at cram schools were more humerous than those who were at ordinary schools. The cram schools also seemed to give them more help on the Basic Competence Test of Science than the ordinary schools did. Generally speaking, the teaching of cram schools was better than the teaching of ordinary schools in the aspect of “Display the content of the subject in a systematized way”, but the students also expressed the opinion of “too much exercises at cram schools made them confused”. Besides, the students thought what helped them most at cram schools was “To listen to the subject one more time, make them more familiar with the subject”. It helped more or less to improve their academic performance and the grade of Basic Competence Test of Science. In the Basic Competence Test of Science, the result of regression analysis showed that “the educational level of the student’s mother”,“the amount of books at home” and “the priority of Science in the students’ favorite subjects” were correlated with the number of right answers on Basic Competence Test of Science. Most of the students considered that the characteristics of Basic Competence Test of Science lay on its compatibility on everyday life. Whether they could get a high grade on the test was decided by the degree of their efforts. Besides, the Basic Competence Test increased the pressure of entering the senior high schools on the students. It didn’t increase their motivation for going to the cram schools. Finally, the study suggested that the teachers should take more efforts to understand the students’ learning need, the teaching should emphasize the practibility on everyday life and the experiment by hand was important. The further study could be performed by selecting more representative samples in Taiwan.
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Su, Yi-Wen, und 蘇怡文. „The study on the relationship between reading fluency and working memory of ordinary students and reading disorder students in elementary schools“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94238795358779045846.
Der volle Inhalt der QuelleAnnotation:
碩士國立臺南大學
特殊教育學系碩博士班
103
The main purpose of this study was to investigate and analyze the relationship between reading fluency and working memory of ordinary students and reading disorder students in elementary schools. The samples in this study were 45 fifth and sixth grades of ordinary students in elementary school, as well as 38 reading disorder students; and the study tools adopted working memory test and Chinese reading comprehension test. The results were illustrated with descriptive statistics, t- test, One-way ANOVA, Pearson’s Product-Mount Correlation test and multiple regression analysis. In accordance with the information to analyze the results, the findings of this study were as follows: 1.The working memory of different genders of elementary school students (central executive, phonological loop, visuospatial sketchpad) was not significantly different; the reading fluency of different sexes of elementary school students (narrative fluency, expository fluency) was significantly different, and through comparative analysis; it was found that the average performance of narrative reading fluency and expository reading fluency of girl students were higher than boy students. 2.The test results of ordinary students on” central executive”, “phonological loop” and “visuospatial sketchpad” were higher than reading disorder students. The average performance of ordinary students on narrative reading fluency and expository reading fluency was better than reading disorder students. 3.The reading fluency and working memory of narrative reading of ordinary students in elementary school (central executive, phonological loop, visuospatial sketchpad) was not significantly different; the reading fluency and working memory of narrative reading of reading disorder students in elementary schools (central executive, phonological loop, visuospatial sketchpad) was significantly different. The reading fluency and working memory of expository reading of ordinary students in elementary school (central executive, phonological loop, visuospatial sketchpad) was not significantly different. The reading fluency and working memory of expository reading on phonological loop and visuospatial sketchpad of reading disorder students in elementary school was significantly different; however, there was no significant difference on central executive. 4.The working memory and reading fluency (narrative fluency, expository fluency) of ordinary students and reading disorder students(central executive, phonological loop, visuospatial sketchpad) was significantly positive correlation; the level of working memory was higher, then the reading fluency was higher. The reading fluency could be effectively predicted by phonological loop of working memory of ordinary students in elementary schools . The reading fluency could be effectively predicted by visuospatial sketchpad of working memory of reading disorders students in elementary schools .
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Wu, Hui-Chen, und 吳慧珍. „The Research on the relationship among Parent-teacher Cooperation, Students’ Social Skills and Learning Attitudes in Elementary Schools“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/08010680459778222373.
Der volle Inhalt der QuelleAnnotation:
碩士樹德科技大學
幼兒保育系
98
n different parent-teacher cooperation to students’ social skills and learning attitudes. 6. Parent-teacher cooperation has a significant relationship on students’ social skills and learning attitudes. 7. Parent-teacher cooperation has predictive power on students’ social skills and learning attitudes. According to the above conclusion, this research has come up with several suggestions for parents, teachers, relative educational organizations, and further research.