Dissertationen zum Thema „New England Vocational School“
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Zhou, Joe Xiongwei. „Chinese immigrant entrepreneurs in New England area“. Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44438.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2008.More and more Chinese immigrants came to the U.S. to start a whole new life. Some of them became entrepreneurs. This study focused on Chinese new immigrant entrepreneurs in New England area, and analyzed what factors have the most effective impact of the Chinese new immigrants to become an entrepreneur. This is first survey to study the career choice and entrepreneurship experience of Chinese immigrants in the New England area. From 190 complete responses, 66 of them are entrepreneurs. In this survey study, we have gained valuable information of the well-educated Chinese immigrants in the New England area. Also, we studied the specific characteristics of these Chinese entrepreneurs, and tried to identify some features that are helpful to becoming a successful entrepreneur. Based on the survey result, (1) working in a small company, (2) having responsibilities relating to greater China, (3) holding a position in general management or sales and marketing, and (4) attending social activity at least once per month are positive factors contributing to Chinese immigrant entrepreneurs.
by Joe Xiongwei Zhou.
M.B.A.
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Whitman, Robert Leader. „Literacy, new capitalism, and new work orders: Case studies from school-to-work education“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280663.
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This dissertation examines literacy practices in settings that have been transformed by changes in capitalism of the last forty years. These settings are characterized by increased technologization, accrediting processes, team-building, and a requirement for independent critical thinking on the part of workers. The two school-to-work programs included in the dissertation are biotechnology and nursing. Both were sited in a two-year urban community college and both had the characteristics mentioned above. However they also provided a contrast it two ways. First, nursing is a traditional practice that has recently been transformed by changes in capitalism while biotechnology is a completely new field that didn't exist forty years ago. Second, students in these school-to-work programs were pointed towards different class positions within their work settings; biotechnology students toward elite positions, and nurses toward a more traditional and less elite position. The dissertation examines how apprentice workers in these settings learn new practices of a changed capitalism through literacy and other discursive processes as they move back and forth between school and work settings. It also examines students as they learn other aspects of capitalism through the grammars of their respective fields. These include gendered work identities, highly prescriptive critical thinking processes that bear the footprints of a sociohistorical past, and new processes of thinking and acting that are characteristic of a new moment in capitalism.
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Patrick, Rachel, und r. patrick@rmit edu au. „New teachers, professional knowledge and educational reform in New Zealand“. Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081022.073150.
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This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt to alleviate social inequality. Teachers' negotiation of an accountability culture and the dominant equity policies is a major focus of this study.
The study draws upon group interviews held with nine new teachers during the first two years of their teaching careers. The group interviews were designed to elicit extended narratives from individual teachers, as well as promote more interactive dialogue and reflections within the groups. Because the interviews were conducted at different points in their early careers, the study also has a longitudinal element, allowing insight into how teachers' views are formed or changed during an intense period of professional learning. Analysis of the teachers' narratives is informed by poststructural and feminist understandings of identity and knowledge and by a methodological orientation to writing as a method of enquiry.
The thesis develops three main types of discussion and sets of arguments. The first examines new teachers' negotiation of the 'macro' context of teacher knowledge formation that is, their negotiation of an educational policy environment that juxtaposes an equity agenda with accountability controls. In order to historically situate these dilemmas, the particular political, social and educational context of New Zealand is examined. It is argued that teachers negotiate competing political and conceptual debates about social justice, equity and difference, and that this negotiation is central to the formation of professional knowledge. The analysis illustrates ways in which teachers make sense of equity discourses in educational policy and practice, and the apparent contradictions that arise from placing tight accountability standards on schools and teachers to achieve associated equity goals.
The second type of discussion focuses on teachers' negotiation of the 'micro' dimension of professional knowledge, looking closely at the processes and practices that form professional identity. Against stage or developmental models of teacher identity, it is argued that professional identity is formed in an ongoing, uneven and fluid manner and is socially and discursively situated/embedded. It is further argued that professional knowledge and identity are entwined and that this relationship is most usefully understood through analysis of the discursive practices that frame teachers' working lives and through which teachers work out who they are or should become and what and how they (should) think. This analysis contributes new perspectives to debates in teacher education about teacher preparation and the knowledge required of teachers in current 'new times'.
The final cluster of arguments brings together these macro and micro aspects of professional knowledge and identity with a case study of how new teachers negotiated a recent educational reform of senior secondary school qualifications in New Zealand. This reform has had a significant impact on secondary schools and on the way teachers, and New Zealanders in general, think about education, achievement and
success. It was found that this reform significantly challenged new teachers to question their beliefs about assessment and justice in education, and what counts as success. This case study draws attention to the tensions between equity, academic excellence and standards-based assessment, and contributes to understanding how teacher professional knowledge forms both in the context of a specific educational policy reform and in relation to educational reform in general.
This study contributes new knowledge to the formation of teacher professional knowledge and identity in an educational climate of change in New Zealand. The findings offer new insights for teacher educators, policymakers and schools into how teachers build, shape and sustain professional knowledge; how they juggle contradictions between a desire for justice, policy imperatives and teacher education rhetoric; the self-constructed, but contingent nature of professional knowledge and identity; and the urgency to address identity formation as part of teacher education and to take account of the dynamic ways in which identities form. These matters need to be articulated in teacher education both pre-service and in-service in order to address teacher retention and satisfaction, and teachers' commitment to equity reform in education.
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Moro, Jessica M. „School Improvement Grants at Work| A Study of Urban, Public New England Schools“. Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600004.
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Education policy and mandates have changed drastically over the last 40 years. As politicians began adopting educational platforms as part of their political agenda, the educational standards of the United States have risen. Politicians have specifically targeted underserved populations as the focus of their educational reforms. Programs such as Race to the Top, FERPA, and No Child Left Behind are examples of politicians attempting to provide all students with equitable educations, regardless of ethnicity, gender, and economic background.
Just as it is naïve to believe that all students learn the same, it is also naïve to believe that there is one perfect program that will meet the needs of all students in all areas of the country. Under the reauthorization of the Elementary and Secondary Education Act in 2009, the US Department of Education strove to close the education gap with the introduction of School Improvement Grants. The SIG provided federal funds to underserved schools through a rigorous application process. The funds were available to approved schools for 3-year period. The purpose of this grant was to help underserved schools create and implement a program that was tailored to meet the needs of their students, while promoting academic growth.
This study focused on urban, public New England schools who received SIG funds between 2010 – 2016. Through semi-structured interviews with administrators at identified successful SIG schools, a list of best practices has been compiled as a reference for future urban, public New England schools who receive SIG funding. The key findings of this study indicated that communication, strong leadership, collaboration, and good staffing choices played a significant role in the success of the SIG programs. The conclusion of this study indicated that while schools and students have a vast range of needs and difficulties, there are several common shared experiences that could possibly help other administrators in their quest to implement a successful SIG program.
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Pope, Earl A. „New England Calvinism and the disruption of the Presbyterian Church“. New York : Garland Pub, 1987. http://catalog.hathitrust.org/api/volumes/oclc/15792178.html.
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Taylor, Chris. „The geography of the 'new' secondary education market and school choice in England and Wales“. Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30391.
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Since 1979 there has been a marked shift in the education system of England and Wales, and, in particular, in the provision and organisation of compulsory schooling. One of the key components of this shift was the introduction of Open Enrolment, which gave parents the opportunity to state a preference over the school they would like their children to attend. This study examines the secondary education system and specifically focuses on issues of equity in the 'new' education market, both in the process of parents choosing a school and the product, or outcome, of this new system on school admissions. This is done from a geographical perspective, and consequently makes comparison between different LEAs and different schools, urban and rural. Using Geographical Information Systems this study examines patterns of competition and choice based on pupil home postcodes and relates these patterns to the decision-making process of parents. This thesis presents the geography of the 'new' secondary education market and provides a conceptual framework that stresses the importance of the geographical context behind competition and choice. This research also shows that consideration of 'local' markets is necessary in aiding an understanding of the reforms, and that the outcomes of competition between schools tends to reflect their relative examination performances. However, it is also clear that parents from different socio-economic backgrounds are 'active' in the 'new' education market, which, consequently, has in the majority of cases prevented further social segregation of intakes, and has in some cases actually reduced social polarisation. There is a cautionary note to these findings since the study also shows that there are a small number of schools, which due to their extreme levels of popularity and unpopularity, have seen the socio-economic composition of their intakes change dramatically, increasing the social divide between these schools.
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Tate, Philip Alan. „A comparative study of school music between Central New Jersey U.S.A. and South East England“. Thesis, Institute of Education (University of London), 2000. http://eprints.ioe.ac.uk/18891/.
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The aim of this study is to determine what similarities and differences exist between the provision, organisation and implementation of school music (years 7-9, grades 6-8) in Central New Jersey, U.S.A. and South East England. In addition two contingent questions address issues with respect to possible differences in the kind of musical activities experienced by students in general/class music lessons and the quality of those experiences. Comparative methods were reviewed and a research framework devised which enabled a systematic comparison of both national aspects of each country's music education curricula as well as the actuality of music classrooms. Prior to fieldwork, a review of documentary evidence relating to the development of music curricula in both America and England since 1900 took place. Comparative themes emerged as a result of this review and an appropriate context was set for subsequent fieldwork. A comprehensive survey form was designed for initial data collection. Analysis of survey data was followed by visits to selected schools from both samples. Observations of music lessons and interviews with teachers and students generated qualitative data enabling both new themes to emerge and an opportunity for triangulation of data. Swanwick's curriculum framework based on 'layers of musical understanding' was used to address issues of quality. Findings show that there are significant differences between the two systems in terms of provision, resources and organisation with resultant differences in the classroom musical experience of the students. Practical activity, especially composing, was more frequently observed in general/classroom music lessons in South East England. The quality of students' experiences was variable and there was a tendency for students and teachers in both countries to work at the `materials' layer of musical understanding. In contrast to South East England, evidence suggests there is considerable variation in the provision of general/class music for students in Central New Jersey.
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Saville, K. G. „Bilingual education planning through free school reform in England : a case study of new institutional development“. Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1565524/.
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This study explores the extent to which free schools reform in England can facilitate innovation by considering how, and how far, parents and advocates of bilingual education have used this to establish state-funded bilingual primary schools. Currently little is known about either free schools or how markets foster language planning and the present thesis highlights not only the opportunities afforded to planners, but also the significant constraints encountered due to the compromises demanded by schools’ quest for legitimacy. Four case study campaigns were followed for six to twenty-one months, generating qualitative field notes, public document analyses, parent, leader and sponsor interviews alongside quantitative analysis of intake using the Annual Schools Census. Thematic analysis was informed by abductive engagement with the data in parallel with neo-institutionalist literature. Initial codes were clustered to form four analytic research strands, leading to four main findings. Firstly, institutional entrepreneurs and bricoleurs with significant networking skills and capital are key. For language communities without this, state-funded bilingual education is a distant dream. Secondly, for successful schools, the compromises needed mean such limited use of freedoms that they cannot be considered to offer bilingual education innovation. Despite this, founder parents’ power over language and location decisions means their language planning does appear innovative in the English context. Finally, to guarantee public legitimacy, campaigners carefully balance distinctiveness and mimesis by borrowing practices of the ‘best’ (often private) schools, leading to potentially socially segregating practices. However, early quantitative analysis of intake is inconclusive. The thesis ends by recommending that, to support innovation, the government should shelter new schools from statutory testing pressure. Sponsors should also be encouraged to support groups with less capital, in order to avoid the continued dominance of English monolingualism and reinforcing the perception of bilingual education as serving a niche elite in high status languages.
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Washington, Shaneé Adrienne. „Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.
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Thesis advisor: Lauri JohnsonThis exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Williams, Molly K. „For God and Country: Scriptural Exegesis, Editorial Intervention, and Revolutionary Politics in First New England School Anthems“. University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511862418359819.
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Chase, Steve. „Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School“. [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.
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Thesis (Ph. D.)--Antioch University New England, 2006.Title from PDF t.p. (viewed Apr. 12, 2007). Advisor: Heidi Watts. "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [in] Environmental Studies at Antioch New England Graduate School 2006"--The title page. Keywords: environmental advocacy, activist training, social movements, curriculum action research, master's curriculum, environmental studies, popular education, critical pedagogy, education for citizenship. Includes bibliographical references (p. 345-357).
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Chase, Steve. „Activist training in the academy : developing a master's program in Environmental Advocacy and Organizing at Antioch New England Graduate School /“. Ann Arbor, Mich. : Pro-Quest, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.
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Parris, Sandra A. „Encouragement, Enticement, and/or Deterrent: A Case Study Exploring Female Experience in a Vocational Education (VET) Initiative in Northern England“. Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26295.
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This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011.
The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices.
The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern.
The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.
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Thornton, Teresa E. „Human Dimensions of a School-Centered, Community-Based Environmental Monitoring Research (CBEMR) Project Focused on Private Drinking Water Wells in New England“. Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/ThorntonT2011.pdf.
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Song, Chang-Jin. „Pianism in selected partsong accompaniments and chamber music of the Second New England School (Amy Beach, Arthur Foote, George Whitefield Chadwick, and Horatio Parker), 1880-1930“. Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325988.
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Four of the composers of the Second New England School, Amy Cheney Beach (1867-1944), Arthur Foote (1853-1937), George Whitefield Chadwick (1854-1931), and Horatio Parker (1863-1919), led the flowering of America's art music in the late nineteenth and early twentieth centuries. This study focused on these composers' partsongs that contain an original piano part and also on one chamber work with piano by each of them. The role of pianism within these works was the primary topic of this study, and the piano's contribution to the partsongs and the chamber works was compared and contrasted.The study centered on the four composers' compositional techniques, and the relationship between the voices or strings to the piano was identified. It also revealed the technical demands placed on the pianist. Each partsong or chamber work movement was first briefly analyzed and then suggestions to the pianist/ensemble were made, which were based on the analysis, and that intended to draw the pianist's attention to the most relevant concerns that he will face while preparing this music. The works that I included in this study are from the first period of American history in which American composers wrote significant pieces of art music. The compositions from this turning point in American history reveal a fascinating mix between German Romantic, Modernist, and "American" elements. I found both the partsongs and chamber pieces to be worthy of study, and the large body of works of these four composers, in my opinion, deserves greater exposure.The piano writing, in both their partsongs and chamber works, is quite accomplished and reveals just how gifted these four composers were as pianists. The varied piano textures and the technical demands for the pianist create challenging, yet enjoyable interesting, piano parts, which serve both the partsongs and chamber pieces very well. The piano writing of these four composers' chamber pieces is more complex than that of their partsongs, but both genres contain effective piano parts. Contemporary audiences of classical music would find the piano writing of these works (not to mention the works in their entirety) to be very worthwhile.School of Music
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Fenton, Catherine Meghan. „An assets based approach to health promotion with young people in England“. Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10920.
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Introduction The health of young people in England is an area of concern, nationally and internationally. This has prompted a range of strategies and policies to try to address how health may be improved. However, there has not necessarily been agreement as to how this should best be done. There appeared a case for consideration of alternative or additional approaches to health promotion. Aim This research aimed to construct an assets based model to shape health promotion practice and policy for young people in England. Methods A narrative synthesis was undertaken and highlighted the lack of information regarding which assets might be important for young people’s health in England. This programme of research was developed from those initial findings. Quantitative and qualitative methods were employed to gain a more comprehensive understanding than could be gained by individual methods. This mixed methods research involved secondary data analysis of the Health Behaviours in School Aged Children (HBSC) dataset using regression analysis to identify the assets associated with life satisfaction for English youth. Focus groups and interviews were employed to capture the views of young people regarding assets, health and health promotion. Findings were discussed with practitioners to gather their ideas as to the potential of an assets approach. The different research methods were drawn together by the underpinning theoretical frameworks provided by Assets models and the New Social Studies of Childhood. Results Two themes emerged from the narrative synthesis providing suggestions for health promotion; the ecological approach acknowledged the range of settings that young people inhabit, whilst the holistic approach recognised the interrelationship between risks and assets. Critical discussion consolidated the research findings to propose a list of health promoting assets for young people in England; constructive relationships, safety, positive attributes, independence and opportunity. These findings were brought together into a descriptive model to guide health promotion policy and practice (Figure 1). Constructive relationships appeared as a core asset, providing a foundation from which young people could develop. Having positive attributes was also fundamental to this process, which emphasises the importance of promoting physical and mental health simultaneously. Safety was the third core asset identified through the research strands. There was variation between young people regarding the definition of, and priority assigned to, the additional assets of independence and opportunity. Figure 1: Assets model to shape health promotion with young people Conclusion This research contributes to previous work in the field of assets models by providing new insight into the relatively little researched area of assets approaches to health promotion with young people in England. The complex interrelationships between mental health and assets have been highlighted; providing challenge to frameworks that focus on the quantitative accumulation of assets. The inclusion of young people’s perspectives provided new depth to previous theoretical models and interpretation of quantitative findings. The variation highlighted within this research raises implications for tackling health inequalities. This assets based model provides a framework to shape professional practice and policy thus providing the potential to improve young people’s health and wellbeing in a sustainable and non-stigmatising way.
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Guardiano, Nicholas. „Transcendentalist Aesthetics in Emerson, Peirce, and Nineteenth-Century American Landscape Painting“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/914.
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My thesis is that there is an aesthetic dimension of nature that is metaphysically significant, qualitatively pluralistic, and artistically creative, and that this accounts for the sensuous complexity of experience, as well as the possibility of discovering new qualitative features about the world and expressing them in novel forms, as exemplified in art. I call the philosophy that endorses the reality of this dimension Transcendentalist Aesthetics. The term "Transcendentalist" recalls the philosophy of New England Transcendentalism with its core in Ralph Waldo Emerson, and which influenced the philosophical writings of Charles S. Peirce and the art of the nineteenth-century American landscape painters of the Hudson River School and Luminism. The primary overall goal is to present and argue for a Transcendentalist Aesthetics by making use of the philosophy of Emerson and Peirce, together with the writings and landscapes of the painters. More specifically, Emerson's claims about nature and art and the painters' representations of nature provide various poetic observations of nature that provide an empirical starting point concerning the rich aesthetic complexity of the world. This complexity finds a theoretical ground in Peirce's metaphysical cosmology, which presents a rationally coherent account of the greater structures and processes of the universe while possessing important aesthetic consequences for lived experience and art. The landscape paintings also have a role in that they are expressive of the Transcendentalist philosophy itself, serve as case studies for theoretical interpretation, and are concrete evidence that new qualitative features about the world may be discovered and realized in novel artistic ways.
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Carroll, Peter Neil. „Puritanism and the wilderness : the intellectual significance of the New England frontier, 1629-1675 : a dissertation submitted to the graduate school [Northwestern University] in partial fulfillment of the requirements for the degree Doctor of philosophy, field of history /“. Ann Arbor (Mich.) : University Microfilms International, 1992. http://catalogue.bnf.fr/ark:/12148/cb355242821.
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Stanley, Emily L. „Monkey Brains and Monkey Bars: An ecological approach to the values of school recess“. [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1274047228.
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Thesis (Ph.D.)--Antioch University New England, 2010.Title from PDF t.p. (viewed July 22, 2010). "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Environmental Studies at Antioch University New England (2010)."--from the title page. Advisor: Heidi Watts Includes bibliographical references (p. 218-226).
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Paul, Enni. „Skriftbruk som yrkeskunnande i gymnasial lärlingsutbildning : Vård- och omsorgselevers möte med det arbetsplatsförlagda lärandets skriftpraktiker“. Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145375.
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The aim of this dissertation is to describe and critically discuss the literacies apprentice-students in the Health and Social Care Programme in the upper secondary school in Sweden are given access to during the workplace-based learning part of the education. The study draws on sociocultural understandings of learning and knowing, and on perspectives developed in the field of new literacy studies of literacies as situated social practices. Ethnographically inspired methods consisting of participant observation, interviews and study of textual artefacts in both the work and school domain are used to generate data. Literacy events and literacy practices students are given the opportunity to participate in are explored as a part of tasks in the work or school domain. Additionally, the literacies students do not gain access in these workplaces but are crucial in health care and social work are explored. The results indicate that literacies in the work domain are to a large degree embedded in other work tasks. This contributes to making a large part of the reading and writing invisible for the students and their supervisors. Access to literacies at the workplace is not discussed between teachers and supervisors. A major finding is that students’ access to digital literacies in the work domain depends on the local culture of each workplace and on individual supervisor’s decisions, bringing questions of equality in the apprentice-education to the forefront. The digital literacies support central activities in the workplaces; not getting access to these practices raises questions about what kind of working life the apprentice-students are being prepared for. Thus the meaning given to the term employability, which is central in policy-documents for the apprentice education, seems to be enacted as preparing the students for a job in one position, rather than offering broad competences for advancement or changes in working life. School tasks can function in a compensatory way by introducing central texts in Health and Social care work for students, but writing these kinds of texts in the school domain are part of different literacy practices than when writing them in the work domain. Furthermore the schools have no possibilities to offer students access to the kinds of digital systems that are used in the work domain.
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黃信銘. „Study of Learning Achievement and Entrance Modes for Vocational School Students - A Case Study of New Taipei Municipal New Taipei Industrial Vocational High School“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/71836930284082426820.
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碩士國立臺灣師範大學
工業教育學系在職進修碩士班
101
Abstract The study took New Taipei Municipal New Taipei Industrial Vocational High School as the object and explored the difference comparison in the learning achievement of students with different entrance modes. The main purpose was to understand: 1. the difference between common-subject scores of five semesters in school and common entrance examination scores for students with different gender and entrance modes; 2. the difference in learning motivation for students with different gender and entrance modes; 3. the difference in learning satisfaction for students with different gender and entrance modes. The study analyzed students’ common-subject scores of five semesters in school and common entrance examination scores using questionnaires and secondary data analysis and obtained 528 valid samples with students’ learning motivation and satisfaction questionnaire as research tool. Descriptive statistics were adopted to verify the hypothesis of this study. The study obtains following conclusions: I. As for common-subject scores of five semesters, the score of students by open admission was significantly higher than that by registration distribution in terms of entrance modes; the score of girls was significantly higher than that of boys in terms of gender. II. As for common entrance examination scores, there was no significant difference in terms of entrance modes; the score of girls was significantly higher than that of boys in terms of gender. III. As for the overall learning motivation, there was no significant difference in terms of both entrance modes and gender. IV. As for the overall learning satisfaction, there was no significant difference in terms of entrance modes; the score of boys was significantly higher than that of girls in terms of gender. For “environmental equipment”, “teaching”, “curriculum planning” and “peers interaction” dimensions, there was no significant difference in terms of entrance modes; for gender, the learning satisfaction of boys was significantly higher than that of girls in terms of “peers interaction”. Recommendations are made based on the results as the reference for relevant people.
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Huang, Chia-Kuei, und 黃嘉桂. „Vocational High School Student’s Acceptable Level toward PVQC Assessment System─A Case Study of New Taipei Industrial Vocational High School“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2r6azy.
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碩士國立臺灣師範大學
工業教育學系
105
The purpose of this study aimed to explore the acceptance of the Professional Vocabulary Quotient Credential （PVQC） by the students of department of data processing in vocational high school by means of "technology acceptance model". The system acceptance metrics developed by the institute represent the composition of perceived usefulness, perceived ease of use, attitude toward using, and behavioral Intention to use in the acceptance model. Through the questionnaire survey, to the students of department of data processing in vocational high school for the object, the effective sample of 223 points. The results of questionnaires were analyzed by difference and regression analysis. It was found that perceived ease of use had positive predictions of perceived usefulness. Perceived usefulness and perceived ease of use were positive predictions for the attitude toward using. Attitude toward using were positive predictions of behavioral intention to use. The PVQC system explored by this research institute provides students learn English vocabulary and strengthens students' English proficiency.
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Ho, Cheng-Piao, und 何景標. „Teacher's Perceptions and Attitudes toward Vocational High School New Curriculum and School-based Curriculum“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/21986742107590600070.
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碩士國立彰化師範大學
工業教育與技術學系
93
Abstract The main purpose of the research was to understand vocational high school industrial area teachers’ Perceptions and Attitudes toward vocational high school new curriculum and school -based curriculum. In terms of the questionnaire, we compiled the “Survey Questionnaire of Vocational High School Industrial Area Teachers’ Perceptions and Attitudes toward Vocational High School New Curriculum and School-based Curriculum “as our survey tool. Our formal survey respondents were 600 vocational high school industrial area teachers from 28 schools across Taiwan selected from the northern, central, southern, eastern, and off-island regions. Based on the survey, the researchers reached the following conclusions: 1. Regarding vocational high school industrial area teachers’ perceptions toward new curriculum: Vocational high school industrial area teachers had a high degree of knowledge and understanding of the new curriculum, and were of the strongest agreement to put it into practice. 2. Regarding vocational high school industrial area teachers’ attitudes toward school-based curriculum: Vocational high school industrial area teachers had a high degree of knowledge and understanding of the school-based curriculum, and were of the strongest agreement to put it into practice. 3. Vocational high school industrial area teachers’ perceptions of the new curriculum and school -based curriculum varied according to gender, job duties, years of teaching and the total credits of training courses. The differences of background such as the school’s location and style, age, teaching subject second specialty etc, did not affect perceptions a lot. 4. Vocational high school industrial area teachers’ attitude toward new curriculum and school-based curriculum varied according to gender, job duties, years of teaching, the total credits of training courses of school-based curriculum. The differences of background such as the school’s location and style, age, teaching subject, second specialty etc. did not affect the attitude a lot. 5. The attitudes of the teachers toward the new curriculum and school-based curriculum will more positive if the degree of perceptions higher. Keywords: Vocational high school industrial area teachers, school-based curriculum, new curriculum of vocational high school
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WANG, YU-FANG, und 王郁芳. „Vocational High School Students’ Knowledge, Attitude and Behavior toward Battery Recycling - A Case of a Vocational High School in New Taipei City“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/6sn5v2.
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博士大葉大學
環境工程學系碩士在職專班
104
The main purpose of this study is to investigate the status and the differences of vocational high school students’ knowledge, attitude and behavior on battery recycling (BR). Furthermore, this study also analyzes the correlations among some New Taipei City vocational high school students’ knowledge, attitude and behavior on BR. Based on the result of this study, the related government ministries could use it as guideline and reference on BR policy promotion. This study adopts questionnaire survey as the main method and source to do the analysis. The content includes four main parts: (1) the basic information of the students, (2) the scale of the BR knowledge, (3) the scale of the BR attitude and (4) the scale of the BR behavior. Based on the database built by questionnaire survey, the author uses statistical software SPSS 12.0 to do the following descriptive analysis, independent samples T test, one-way ANOVA, and Pearson product-moment correlation coefficient analysis. The results show that the subject students’ knowledge, attitude and behavior on BR are at a high level. And among all factors, which are assumed to affect the subjects’ knowledge on BR, only “grade” shows obvious differences among the subject students. Other factors such like the subjects’ gender, their father’s or mother’s education level, their father’s or mother’s occupation, on the other hand, show no correlation to the subjects’ knowledge, attitude or behavior on BR. In conclusion, the subject students’ attitudes and behaviors on BR show positive correlations in this study. This result also reflects the positive imperceptible influence of educational environment and government’s routine policy advocacy in the campus on the students. The author hereby suggests related government ministries to extend its BR policies advocation scope to knowledges like “high-polluting battery catogory” or “battery recycle locations” to build up students’ knowledge on BR in a more extensive way. Through the methods of education and government advocation, a student would be able to do BR in a more correct way based on the knowledge they absorbs in their daily life.
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„Piano Chamber Music of the Second New England School: A Study Guide“. Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15970.
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abstract: American music of late-nineteenth and early twentieth centuries represents some of the first mature achievements in classical music written by American composers.John Knowles Paine (1839-1906), Arthur Foote (1853-1937), George Whitefield Chadwick (1854-1931), Horatio Parker (1868-1919), and Amy Beach (1867-1944) from the Second New England School were among the most prominent musical figures in America during this time period. These composers shared similar compositional characteristics, perhaps due to the profound influences of German Romantic tradition, either through their direct study with musicians in Germany or with professional German-trained musicians in America.They were active in Boston, affiliated with important music organizations, and had publications through A. P. Schmidt, the most important music publisher of that time. Piano chamber music of the Second New England School is a small but important portion of their diverse repertoire. It is generally considered the first successful body of such repertoire by American composers. Even though most of these works were premiered to great acclaim during the composers' lifetimes, many of them no longer have place in current recital programs and very few are available to the public in published or recorded form. The purpose of this study is to reintroduce this important and worthwhile literature to today's audience. For the purpose of this study the repertoire will be limited to music that involves at least three performers, one of whom must be a pianist. The repertoire must be originally composed for a piano chamber group and must have been published or performed at least once during the composer's lifetime. While Edward MacDowell (1860-1908) is generally considered a member of the Second New England School, he surprisingly did not write any piano chamber music, and therefore has no works in this study. This research project will provide general background information about each composer and their piano chamber music, and a closer examination of one particularly representative work or movement, including performance guidelines from the collaborative pianist's point of view. The author's hope is to awaken greater curiosity about this rich repertoire and to increase its presence on the concert stage.Dissertation/Thesis
D.M.A. Music 2012
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Dore, Janice C. „Implementation of Information power the experiences of state library media consultants in New England /“. 1995. http://catalog.hathitrust.org/api/volumes/oclc/35179646.html.
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Thesis (Ed. D.)--University of Massachusetts at Amherst, 1995.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 312-316).
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Tsai, Chia-Yi, und 蔡佳宜. „The awareness and consumption of functional foods for vocational high school students-case study evening division of vocational high school in New Taipei City“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9u5w37.
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碩士中華科技大學
健康科技研究所在職專班
102
This paper selected evening division of vocational high school students in New Taipei City to complete the questionnaire which demonstrates the understanding of daily health and the awareness and consumption of functional foods. There were 130 participants; every question is cross analysis by T test, Chi-square test, ANOVA analysis and Scheffe post hoc method. The ages of subjects are from 16 to 20 years old.The living conditions of majority subjects are living with their families. Because of the consideration from families, the evening division of vocational high school students may have high percentage of consumption of functional foods. Moreover, the most of evening division of vocational high school students have part-time job during the day time, so they may have diverse social life.Eventually, the questionnaire displays the popular type of functional foods based on the evening division of vocational high school students who used to consume functional foods. There are five results of the questionnaire: 1. Based on demographic variable by Chi-square test, there are significant differences of gender for whether the subjects have regular meals and taking long-term medication for chronic disease. In addition, there are also significant differences of age for consumption and the understanding of health foods indication. 2. According to T test, there are significant differences of health condition for whether the subjects have regular meals and living with families. Moreover, there are also significant differences of taking long-term medication for chronic disease for whether have the habit of chewing betel nut and ever consume functional foods. 3. According to ANOVA analysis, there are significant differences between ages of participants who ever consume functional foods and have the knowledge of health foods indication. Furthermore, the expenditure in each month on multigrain foods also indicates the differences in different ages. 4. Based on Scheffe post hoc method, there are significant differences between 17 and 18 years old who ever consume functional foods and the have the understanding of health foods indication. 5. Additionly, according to Scheffe post hoc method, there are significant differences of total expenditure per month between under NT$5,000 and NT$15,001-NT$20,000 for who concerns the multigrain foods. Keyword: Functional Food, Health Food, Evening Division of Vocational High School Students, New Taipei City
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Ting-Ying, Yu, und 余亭瑩. „The Study of the Participation Motivations and Obstructions of Vocational High School Students Participating in After School Sports-Take A New Taipei Vocational High School As An Example“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/17731785511698095779.
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碩士輔仁大學
體育學系碩士班
101
Abstract The purpose of this study was to understand the relationship between the participation motivations and obstructions on after school sports for vocational high school students. Through self-designed questionnaires to collect the data, The results are as follows: 1. The main participation motivation for vocational students to join the after school sports is “interpersonal needs”、secondarily are “social needs”and “healthy needs”、and the last is“ psychological needs”. 2. The main factor to obstruct the vocational students to join the after school sports is“sports facilities obstruction”、secondarily are“personal factor obstructions”and“interpersonal obstructions”. 3. The top five obstruction factors of Vocational School students participation in sports are: “sports environment in a bad state,” “too difficult to learn sports” , “bad weather condition” , “doing sports is wasting time” , and “it’s troublesome to change and take a shower after sports.” 4. There were significant different in “gender” , “grades” , “whether take a part time job” , “whether joining in clubs ” “the frequency of doing sports” , of A New Taipei Vocational High School students have prominent differences in participation motivations. 5. There were significant different in “gender”, “grades” , “whether take a part time job”, “whether joining in clubs” “the frequency of doing sports” , “exercising time” , of A New Taipei Vocational High School students have prominent differences in participation obstructions. 6. The relationship of participation motivations and obstructions of A New Taipei Vocational School students has prominent negative correlation. Keywords: Vocational High School Students, After School Sports, Participation Motivations, Obstructions
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Edington, Pamela R. „Chief academic officers in New England community colleges: Leadership and regional collaboration“. 2006. https://scholarworks.umass.edu/dissertations/AAI3215907.
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Warnings of an impending leadership crisis in community colleges are raising interest in the role of chief academic officer (CAO). Despite the centrality of the position, the CAO is largely neglected in the academic research literature. Information from CAOs about their perceptions and experiences as leaders is needed to create and develop supports for their expanding leadership role. Factors that affect collaboration among CAOs must be identified to determine the extent to which CAOs are interested and able to collaborate to solve common problems. This qualitative study ultimately probes the potential benefit of developing a network of chief academic officers in community colleges to confront and resolve shared challenges and opportunities, particularly at the regional level. CAOs serving in 40 public community colleges in the six New England states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and Vermont were sent an original written survey probing their views of CAO leadership, collaboration and demographic characteristics. Twenty-five surveys were completed and returned for a response rate of 62.5%. Five CAOs, selected by geography, size of institution, and views on collaboration were selected for hour-long interviews to explore in depth their survey answers. The study findings indicate that the CAO is a critical leadership role in New England community colleges faced with expanding demands and shrinking resources. CAOs are also active collaborators who value the knowledge and experience of their peers in formulating responses to common problems. A model of collaboration as a function of engagement and concerns is used to clarify collaboration among CAOs. The model suggests that collaboration reaches its full potential when engagement between CAOs becomes more personal and there is recognition of mutual concerns. Collaboration among CAOs could be facilitated by providing additional time and resources to support communication and travel. A higher percentage of CAOs in New England are female, white, slightly older, and have served, on average, fewer years in their position when compared with national studies. Recommendations for supporting collaboration among CAOs, especially within geographic regions, are presented, along with a call for more research on the role of the CAO in community colleges.
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Drew, Carolyn. „Factors influencing New England boarding school students to attend specific colleges or universities“. 1989. http://catalog.hathitrust.org/api/volumes/oclc/20002240.html.
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Thesis (M.S.)--University of Wisconsin--Madison, 1989.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (45 leaves ).
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CHEN, MEI-JR, und 陳美智. „A STUDY ON PRIVATE VOCATIONAL HIGH SCHOOL MARKETING STRATEGIES－EVIDENCE FROM Y SCHOOL IN NEW TAIPEI CITY“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/t6a9bt.
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碩士輔仁大學
教育領導與發展研究所碩士在職專班
102
The primary objective of this case study is to analyze the marketing strategies of a private vocational high school within the New Taipei City area. The purpose is to understand the students’ awareness of actual operation and importance of the school marketing strategies. The study uses a questionnaire that includes the five dimensions, such as: "product," "price," "promotion," "place," and "people" as framework. Survey participants are the students of Y school and the third-grade students of target junior high schools. Y school students were issued 680 copies of questionnaires, while 648 valid questionnaires with a total response rate of 95.29% were collected. In addition, a total of 600 questionnaires were given to the target school students and 403 valid questionnaires with a total response rate of 67.17% were collected. Data processing and statistical analysis were accomplished with the use of the Statistical Software SPSS. Data analyses include descriptive statistics, t-test, and analysis of variance (ANOVA). According to the results, the conclusions of this study are summarized as follows: 1. Y school students have a good degree of awareness on the actual operation of overall marketing strategy and five dimensions marketing strategies. Target school students do not understand the actual operation of Y school marketing strategy very well. 2. Both Y school students and target school students perceive the awareness on the overall school marketing strategy to be of moderate importance. The importance awareness of the Y school students and target school students at five dimensions of school marketing strategies are ranked as followd: price strategy, product strategy, place strategy, people strategy, and promotion strategy. 3. Students of different gender in Y school have significant differences on the importance of overall school marketing strategy, however the background factors grade, department, and course major have shown to have no significant differences. In addition, students of different gender, regions and participation experience in the target school have significant differences on the importance of overall marketing strategy, however the background factors relatives/friends attended experience have no significant differences. 4. Three main factors for students in making school choice: Y school students to consider: "convenience in transportation," "personal interests and aptitudes," and "classmate or friend." The target school students to consider: "personal interests and aptitudes," "school location and transportation," and "school reputation." When students choose to attend a high school, the most important decision maker is "him/herself." Based on the above conclusions, this study made a number of suggestions for the Y school and future researchers.
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Fang, Tz-Wen, und 方姿文. „Reborn in Fire -A New Hope Rises A Case Study on Transforming a Private Vocational School into a Vocational Training Institute“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/x288ph.
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碩士國立高雄餐旅大學
餐旅教育研究所
102
The aim of this research is to discuss the survival crisis faced by private secondary schools in Taiwan after declining birth rate has taken place, and to understand how to turn crisis into opportunities during the course of organisational development. The purposes of this study are included 1) understand the current situation and problems of the management of the private vocational School H, the subject of the case study of this research, 2) discuss the course of transformation of a vocational School H into a vocational training institution, and 3) analyse the course of transformation and establish a transformation model, which can be used as reference in the future by vocational high schools in transformation. This research has used the case study research method, with the approaches of in-depth interviews and literature review. The subjects of this research are including six senior teachers and four students selected by purposive sampling to collect data. After data analysis on this research, the first it is concluded that:There were three stages involved in the course of School H’s transforming into a vocational training center. The first stage was to loosen the traditional school system and to establish the organisation’s visions. The further steps involved in this stage included 1) to raise crisis awareness, 2) to propose visions, 3) to establish leadership, and 4) to discuss the visions. The second stage in the course of the transformation was, to transform the organisation according to regulations and introduce a brand new approach. The procedure included, 1) to authorise and delegate teachers to participate in the transformation process, 2) to settle in teachers and students, 3) to transform the school into Cultural Foundation being in charge of vocational trainings as per statutory regulations. The last stage in the course of the transformation was to establish the culture of vocational trainings firmly and to open up the future of the organisation with the following approach: to make this new model deeply rooted in the organisational culture. Secondly, the impedimentary factors during the course of School H’s transformation are three folds. 1) there were no proceeding examples to follow during the course of transformation so School H had been through difficult times during the transformation. 2) there had been high frequencies of replacement of the Reviewer who counselled on the transformation process. And there had often been disparity of opinions. Both conditions had led to the delay in the progress of terminating the traditional school system. 3) due to the delay, there were difficulties in the handing over between the two projects of school termination and organisational transformation, which had made the overall project much more difficult. Final, after reviewing on School H’s course of transformation, the conclusions are as follows: 1) The government still has plenty room for improvement in its role as a consultant to private vocational high schools on the transformational mechanism. 2) Each school has different curriculum designs. As a result, students from the schools being transformed will encounter several issues when transferring from one school to another. 3) During the course of school transformation, teachers play a very important role as communicators.
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Spence, Barbara Anne Dupont. „Self-perceptions of African-American female administrators in New England public schools“. 1990. https://scholarworks.umass.edu/dissertations/AAI9035406.
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This study presents information from in-depth interviews with seven African-American female administrators of public schools in New England. Their experiences and socially constructed meanings for their lives and work provide both personal and organizational insights into creative and sustaining leadership roles for minority women. Participants were interviewed in homes and offices. They are well-educated, have traveled, live in middle class sections of the cities or towns, and engaged in social, educational, charitable, and spiritual activities in their communities. Interviews took place from November 1986 through February 1987, spaced three days apart for each participant. The audio tapes were listened to, transcribed, and examined. Interviews concentrated on historical experiences, factors which influenced the participants to enter the field of education, and the meaning of work. These interviews gave voice to an often ignored segment of school leadership, especially in New England. Several common themes and patterns emerged in this study: (1) historical; (2) oppression, discrimination, and racism; (3) determination and stamina; and (4) pride and self-esteem. The participants spoke of obstacles and biases, as well as their own pride and self respect. They described the importance of strong family support and high expectations from family, teachers, and friends. They cited positive role models and early educational experiences that encouraged and inspired them. Despite the oppression, discrimination, racism, and sexism they encountered, these women maintained determination and positive self-esteem. They also acknowledged the importance of mentors, networks, and collegial support systems in sustaining them throughout their careers as administrators in public education. The study concluded with recommendations (1) for African-American women employed in public school administration in New England, (2) for researchers, and (3) for schools of education and inservice programs of public school systems.
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Hung, Hsiao-Ping, und 洪小萍. „A Study of Outside-School Internship Stress and Coping Strategy among Vocational High School Students in New Taipei City“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56160291145893441844.
Der volle Inhalt der QuelleAnnotation:
碩士銘傳大學
教育研究所碩士在職專班
103
The purpose of this study was to conduct a study about outside-school internship stress and coping strategy of vocational high school students in New Taipei city. Research contents are included the status and the model of outside-school internship stress and coping strategy. This study adopted survey method and applied stratified random sampling drawn samples of vocational high school students in New Taipei city. There were 995 returned samples out of 1000 questionnaires, annd effect samples were 984 (98.4%). Analyses were conduced by descriptive, 1-Way MANOVA, and structural equation modeling (SEM). Relative results are summarized as follows: (1) the status of outside-school internship stress and coping strategy for vocational high school students in New Taipei city were good; (2) there were significantly differences among students with different background in outside-school internship stress and coping strategy ; (3) the model showed that internship stress had extremely strong significant positive influence on coping strategy. This is a first model about outside-school internship stress and coping strategy for vocational high school students in New Taipei city. Therefore, this study can provide as reference for internship agents, school teachers, and future research.
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Huang, Lung-Tan, und 黃龍潭. „A study of the related measures to implement New Curriculum Standard at Vocational High School“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/79925501803893813920.
Der volle Inhalt der QuelleAnnotation:
碩士國立彰化師範大學
工業教育與技術學系
93
Abstract The main purpose of this study was to explore the implementation effectiveness of measurements regarding the new curriculum standard for vocational high schools. The structure of the theoretical basis of the research was established by literature review, the revision of the new curriculum standard and the effectiveness of its implementation measurements. The questionnaire of "The Implementation Effectiveness of Measurements regarding the New Curriculum Standard for Vocational High Schools" was employed as the research instrument. The samples were teachers with extra duties in the Office of Academic Affairs and the Office of Practice Affairs in 52 Taiwan-Area public and private vocational high schools, exclusive of those in comprehensive high schools. There were 601 valid returned questionnaires out of 822 samples, and the returned rate was 73.1%. Data collection was processed from the returned questionnaires. After statistic analysis, the important results were as follows: 1. The points of the implementation effectiveness of measurements regarding the new curriculum standard for vocational high schools marked by vocational high teachers from high to low were: teacher training, students' prospects, counseling, adaptation of departments, advocacy, revision of policies, equipments, and production of teaching materials. 2. There were significant differences among vocational high teachers of different school classification in the aspects of teacher training, production of teaching materials, revision of policies, equipments, students' prospects, advocacy, counseling, and overall effectiveness. 3. There were significant differences among vocational high teachers of different teaching courses in the aspects of teacher training, production of teaching materials, equipments, students' prospects, advocacy, counseling, and overall effectiveness. 4. There were significant differences among vocational high teachers of different school sizes in the aspects of teacher training, production of teaching materials, equipments, and overall effectiveness. 5. There were significant differences among teachers with various extra administrative duties in the aspects of revision of policies and adaptation of departments. 6. Different school locations, service years, and courses of teaching of vocational high teachers have little differences in the eight aspects of the analysis. Key words: vocational high schools, new curricula, measurements.
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Peterson, Ann Mary. „New England state college health service nurse managers: Career choice, role perception, and job satisfaction“. 1990. https://scholarworks.umass.edu/dissertations/AAI9100530.
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The main purpose of this study was to investigate, through interviews, the factors influencing the career choice, role perception, and job satisfaction of 15 college health service nurse managers working in New England state colleges. The secondary purpose was to categorize nurse managers according to their attitudes and to determine the relevancy of the American College Health Association job description. The conceptual framework of the study included socialization, role theory, and job satisfaction. The 15 nurse managers who agreed to participate in the study comprise 75% of the potential subjects of this study. Interviews were conducted through the use of an open-ended interview guide. Qualitative analysis identified general themes from interview data. Selected segments of each audio taped interview were chosen by the interviewer to provide examples of key concepts related to career choice, role perception, and job satisfaction. Discussion of these findings resulted in the following conclusions: (1) Nurses need to assume a leadership role in developing policies and determining the direction for the college health service nurse managers' role. (2) Channels of communication between nurse managers and administrators must be identified and maintained to clarify role expectations and perceptions and to eliminate discrepancies. (3) Advanced education at the master's level and certification as a nurse practitioner may provide the nurse manager with the knowledge and skills needed to fulfill her role. Based on these findings, recommendations were made for future research.
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Yang, guo-fong, und 楊國豊. „A Case Study on the New-Immigrant Students’ Peer Relationship and School Life Adaptation in a Vocational Senior High School“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/86029014984182354667.
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碩士明道大學
課程與教學研究所
102
A Case Study on the New-Immigrant Students’ Peer Relationship and School life adaptation in a Vocational College of Technology School Advisor: Chu-Hsun Kuo, Ph.D. Author: Yung, Go. Fong Abstract In order to construct the comprehension on life experiences of the New-Immigrant students effectively, the main purposes of this study were to explore the peer relationship and school life adaptation of the New-Immigrant students, and to realize the relevant factors affected the peer relationship and school life adaptation of them. This study adopted three New-Immigrant students in a senior vocational high school in Chunghwa County .Besides interviewing with the people at the field, the researcher adopted the study notes, student learning documents, and the observed recorded for analyzing. Finally, the researcher made some conclusions according to the data analyses and findings at the field as the followings: 1. In the process of networking in the peer relationship between New-Immigrant students and classmates, the New-Immigrant students already built better friendship in peer acceptation, affective support and interaction perception with their classmates because that classmates could know the facts on New-Immigrant students’ behavior backgrounds and personalities. 2. In the process of developing in the school life adaptation of New-Immigrant students, New-Immigrant students got better progress on self adjustment, learning behavior adjustment and relation adjustment；they had reduce school absence and keep friendship identity with their classmates. 3.The factors of made affect on networking in the peer relationship of New-Immigrant students, including self-concept, social ability, parents-child attachment, family atmosphere, family social capital, teacher expectation and teacher-student relationship. 4. The factors of made affect on school life adaptation of New-Immigrant students, including language expression, social ability, parents education, family atmosphere, family social capital, teacher expectation and teacher-parents interaction. 5. In the process of developing in the peer relationship and school life adaptation of New-Immigrant students, their peer relationship and school life adaptation had interaction relation. Keywords: New-Immigrant student, peer relationship, school life adaptation.
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Mao, Yu Chi, und 毛育琪. „A Study of School Brand Marketing Strategies for Public High Schooland Vocational High School in Taipei and New Taipei Area“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/04741938563250192194.
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碩士國立臺灣師範大學
教育政策與行政研究所
105
The purpose of this study is to explore the current situation of the implementation of brand marketing strategy in public high vocational schools in Shuangbei, and the perceptions of school teachers' brand marketing strategies in different backgrounds. In order to achieve this purpose, the research adopts questionnaire survey method, data collection. According to literature research, a questionnaire on “Public High School and Vocational High School Brand Marketing Strategy Research Survey in Shuangbei” is conducted. In this paper, the survey conducted is based on the staff of public high schools and vocational high schools in Shuangbei District, including the teachers who are concurrently in charge of administrative duties (directors, heads), instructors and full-time teachers, as well as 500 randomly selected persons. 480 questionnaires were collected and 457 were valid questionnaires. The data is calculated according to SPSS23.0 statistical software package to analyze the mean and standard deviation, frequency distribution, independent sample T test and single factor variance. In conclusion, the following results are obtained: 1. The staff of public high school and vocational high school in Shuangbei regard the status the overall awareness of the brand marketing strategy as "good". 2. The staff of public high school and vocational high school in Shuangbei regard the status of "price strategy" perception of brand marketing strategy as "highest". 3. The staff of public high school and vocational high school in Shuangbei regard the status of "staff strategy" perception of brand marketing strategy as " lowest". 4. The staff of public high school and vocational high school in Shuangbei whose “teaching experience is under five years” regard the status of "product strategy" as higher. 5. In terms of the background of "current position", the education staff of the public vocational schools in Shuangbei regard the four aspects of "product strategy", "promotion strategy", "staff strategy" and "price strategy" as higher. 6. There are different perceptions about the "product strategy" and "access strategy" of the brand marketing strategy between “public high school” and “public vocational high school” education staff and in the Shuangbei area. Finally, based on the conclusions drawn in this study, the researcher put forward some suggestions for schools and staff in Shuangbei.
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Krook, Joshua Atreyu. „Towards a New Law School Curriculum in Australia“. Thesis, 2020. http://hdl.handle.net/2440/131847.
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Universities are increasingly adopting a neoliberal framework for education—one that is centred on employability, graduate outcomes and skills. Within this framework, teaching, assessments and subjects must adhere to the laws of the market; this prepares students for their roles in private or corporate firms and instils suitable kinds of skills for graduate employment. However, minimal attention is paid to the needs of students as holistic people, citizens, public advocates or members of their local communities, nor is attention paid to their contribution to democratic society. Specifically, subjects in the humanities and social sciences are designated as functionally useless, impractical and irrelevant. The neoliberal style of education has recently come to dominate Australian law schools. Presently, law schools focus heavily on skills, and they avoid deep training in the liberal arts or training students to think for themselves and critique the law they learn. Various academics have addressed this crisis in legal education. They have proposed, on the one hand, a return to a classical and liberal arts style of education in which law is conceptualised in its political, social and economic context. Conversely, they have also proposed a focus on critical theory and critical perspectives of law. The aim of this thesis is to investigate the adoption of a liberal arts approach to legal education through the research and proposal of a new law school curriculum in Australia. This includes proposing new teaching methods, assessments and subjects. This proposed broad liberal arts education in law aims to teach students to think for themselves and to develop their critical and analytical skills, sense of justice and injustice, their ability to comprehend and critique the law and their hard and soft transferable skills that are necessary for the broad range of jobs they will accept after graduation (beyond private and corporate practice). Specifically, this thesis aims to consider how and why law can be taught as part of a wider study of politics, history, civics, psychology and philosophy, and how it can consequently prepare students to become well-rounded citizens in their future jobs.Thesis (Ph.D.) -- University of Adelaide, Law School, 2021
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CHOU, CHIH MING, und 周志明. „Structural Context of New Graduates in School to Work Transition: Vocational Development in Role Transition Perspective“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/xzbaqw.
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博士輔仁大學
心理學系
102
Structural Context of New Graduates in School to Work Transition: Vocational Development in Role Transition Perspective Abstract Decade years ago, following the unemployment rate of graduate youths increase, lots of surveys of government and civilian showed that employers’ perceptions on young labors are negative attributes. But some surveys from government indicated that average salaries of graduate youths, who possessing with work experience one to two years, are more than labors within the same ages. In other words, as graduate freshmen are on board, they are cultivated or perform the advantages, but most surveys focused on indicating employers’ perceptions on young labors are negative attributes. That is not only inquiring the attributes of youths, who are embedded in changing society, but also less mentioning the positive attributes. More research about career theory took the school-to-work transition independent on other transition stages. But the school-to-work transition of youths not happened independent, it’s an interactional process between family and the other facets. The opportunities and constraints in historical context or economic condition are important as individual resources, e.g. abilities, motivations, or aspirations (Schoon & Silbereisen, 2009). So that, the complex phenomena, that school-to-work transition of youths, should be studied in qualitative research, as Blustein (1999) suggested. That will facilitate the understanding between theoretical perspectives and young workers, in the way, that closed to the experience field. This research stands on the perspective of structuralism for realizing the phenomena of school-to-work transition of graduate youths in the social context point. I expected that the perspective can help for understanding the differentiation of graduate youths’ situation. Researcher designed the study by case study method integrating narrative perspective. The design could facilitate describing the graduate youths, who are embedded in differentiated structures, encountering the situation of school to work transition. The research data should reflect the graduate youths from variable majors and rich situational experience, such as auxiliary learning or learning in society. So the researcher chose Fu Jen Catholic University as the organization of school side, and gathered the research data during the intervention process of governmental plan. After that, research analyzed the data by the research point level by level. After analytic generalization, researcher proposed “model of school to work transition in structural role perspective”, and mentioned some discourses: 1. Equivalence between pre-structure and new-structure of graduate youths will initiate the role transition and facilitate the process of school-to-work transition. 2. Similarity or dis-similarity between occupational attributes in genogram influent the future picture of graduate youths. 3. The participating process and involving experiences in “sub-structures” of school can cultivate the graduate youths’ “role capital”, gather the competences related to work, and recognize the factors of career decision themselves. 4. The “role capital”, which graduate youths cultivated in pre-structure, can influent the role transition directly, the short term school-to-work transition process, and the long term career development and management. 5. When graduate youths encounter the role conflict issues in new-structure, theses experiences will influent the process of adjusted transition and the results of school to work transition. 6. Work related supports in new-structure will facilitate the process of role adjusted transition of graduate youths. 7. The equivalence between pre-structure and new-structure, attributes in new-structure, and role capital will simultaneous influent the adjusted transition process of graduate youths.
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Wan, Tien-Jen, und 萬添珍. „Relationships between New Immigrant Family Upbringing Concept and Academic Performance of Senior Vocational High School Students“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/49412417920247792804.
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碩士明道大學
課程與教學研究所
102
The purpose of the study was to research the effects of foreign family spouses’ socioeconomic status, language ability, and different parenting styles of senior vocational school students' academic performance in learning. Through the research, we can understand the foreign family spouses’ children’s family environment, the foreign family parenting educating concepts, the foreign family parents’ concerning about their children in school situations, and getting along with peers. The impact on the teacher-student relationship foreign family spouses of children attending senior vocational high school learning academic performance. A case study was adopted. Three new immigrant family’s students, who have been taught by the researcher for more than two years, were interviewed in January 2014. Through qualitative data was collected by interviewing and the contents, was analyzed this study obtained the following conclusions: 1. Because of the new immigrant family mothers’ nationality, language skills, cultural differences, they could not provide academic guidance in person. 2. The new immigrant families are fairly harmonious with good atmosphere, but the parenting function is ineffective. 3. The new immigrant family with has low parental socioeconomic status, lack of family discipline power, low effectiveness of the children to learning. 4. The homeroom teachers help new immigrant family students to build a good relationship with peers and help them to adapt their learning environments. 5. There was good teacher-student relationship with after-school tutoring helps to improve the academic performance of the new immigrant family students.
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Lim, Molly Mei-Ling. „Perceptions of teacher empowerment in a Turning Points school: A case study of teachers in a middle school in New England“. 2007. https://scholarworks.umass.edu/dissertations/AAI3275775.
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The main focus in this study is on teacher empowerment. This case study, involving interviews with twelve middle school teachers in a New England middle school, looks at teacher empowerment at two levels: micro and macro. At the micro level, teacher empowerment is conceptualized as investing in teachers the right to exercise professional judgment about the content of the curriculum and means of instruction, i.e. the right to make decisions on classroom-related issues on a daily basis. At the macro level, teacher empowerment is conceptualized as investing in teachers the right to participate in the determination of school goals and policies. This study is an attempt to explore how the philosophy and approach a school adopts impacts teacher empowerment. The study seeks to provide administrators and educators some insights into the extent to which teachers in a school that has adopted a progressive educational philosophy and approach feel empowered.
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林俊杰. „Evaluate the Development Process of the New Curriculum of Vocational High School--The Viewpoint of Strategic Planning“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/66943391805831525909.
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碩士國立彰化師範大學
工業教育與技術學系
93
The main purpose of the study was to explore the degree of strategic planning and shortcomings of the planning process to the new curriculum of vocational high school. In order to accomplish this purpose, document analysis, interview and questionnaire were conducted. Two experts of curriculum planning were interviewed. With the collected data, the questionnaire about the development process of new curriculum of vocational high school was developed. Thirty questionnaires were sent and 23 questionnaires were retrieved. The percentage of valid retrieval was 76.7%. After the survey, the collected data was analyzed through the three statistical methods -- Kolmogorov-Smirnov one sample test, Kruskal-Wallis one-way analysis of variance by rank and descriptive statistics. The results of this study are as follows: 1. In the “Development of the organizational vision” section of the planning process of the new curriculum of vocational high school, the “The involvement of the project managers was helpful to confirm targets” had the highest degree of strategic planning. 2. In the “Organizational environment analysis” section of the planning process of the new curriculum of vocational high school, the “Educational training” had the highest degree of strategic planning. 3. In the “Stakeholders analysis” section of the planning process of the new curriculum of vocational high school, the “Revision of the curriculum” had the highest degree of strategic planning. 4. In the “Strategy formulation” section of the planning process of the new curriculum of vocational high school, the “Useful strategies brought up by the projects” had the highest degree of strategic planning. 5. In the “Strategy implement” section of the planning process of the new curriculum of vocational high school, the “Action plans brought up by the handbooks and councils” had the highest degree of strategic planning. 6. In the “Evaluation” section of the planning process of the new curriculum of vocational high school, the “The curriculum revision after evaluation,” had the highest degree of strategic planning.
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Hsueh, Yuan-Yang, und 薛元陽. „Learning Satisfaction of the Maker Fab Lab - A Case Study of New Taipei Industrial Vocational High School“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/963s4p.
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碩士國立臺灣師範大學
工業教育學系
105
In 2016, thirteen senior high schools participated in the Fab Lab promotional program of the K-12 Education Administration, Ministry of Education, and built “Fab Lab” in their schools. The New Taipei City Industrial Vocational High Schools (NTCIVHS) have previously participated the Maker Movement promoted by the Board of Education, New Taipei City Education Department, before participating in this program in hope to cultivate student creativity through 3D printers and other digital tools. The NTCIVHS are the most complete schools for in-built “Fab Labs” in terms of space and facilities. This study aims to investigate the learning motivation and satisfaction of the 105th school year students who have utilized the “Fab Labs”, through questionnaire survey methodology. The survey includes three variables: basic information, learning motivation and learning satisfaction. The data were mostly analyzed by SPSS statistical software, correlation analysis and difference analysis. The results have shown that: 1. Less than 40% of students have used laboratories, students use less time. 2. The learning motivation of students of NTCIVHS that uses “Fab Lab” is generally high. 3. The evaluated learning satisfaction of the students of NTCIVHS is generally high. 4. The learning motivation significantly differs with respect to external expectation, cognitive interest and desire for improvement in students of different backgrounds. 5. Learning satisfaction in relation to teacher’s teaching and hardware facilities differ significantly in students of different backgrounds. 6. The more motivated students of NTCIVHS were to utilize the “Fab Lab”, the higher their learning satisfaction. Finally, based on the findings and results, specific suggestions for schools, teachers and researchers are proposed.
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Chen, I.-Chun, und 陳宜君. „Disappeared Skirts-The Analysis of Body Sociology Among Female Students of Vocational High School in New Taipei City“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/jxg6eu.
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碩士東吳大學
社會學系
101
Abstract In the context of rapid social change, whether it is academic pressure or peer pressure, teenagers will inevitably face a lot of self-identity confusion to the crisis and making social issues abound. As part of the military instructors, hope to help students by understanding body image derived from sub-culture, and clarify their values. In this research we focus on the relationship of uniform power to female students on campus, and how they taking possibility action to defend their bodily autonomy. We understand female students’ body image according to their gender consciousness and self-identity induced by uniform skirts. The purposive sampling method is chosen in this research which carries out deep interviews with 10 interviewees who embody uniform skirts in a special way. The major findings of this research were as following： First, the female students’ body image comes from critical experience, they take negative opinions on body. Second, the main reason why female students are unwilling to dress uniform skirts is inconvenient and revealed easily. Third, the dualism of gender consciousness is pre-existing in female students, they showed regard for viewpoint of gender under patriarchy. Fourth, female students currently receive general ideas of gender stereotypes from teacher who attempt to strengthen value about girls was born to be dress skirts. Keywords: Feminism、Body Image、Patriarchy、Gender Consciousness.
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Thompson, Daley, und 吳銘輝. „A Study of Students’ Learning Satisfaction with the New Curriculum of Industrial Vocational Senior High School in Taipei“. Thesis, 2001. http://ndltd.ncl.edu.tw/handle/16177126934608771171.
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碩士國立臺灣師範大學
工業教育研究所
89
Abstract The purpose of the study was to investigate the students’ learning satisfaction with the new curriculum of the industry vocational schools. The students’ learning satisfaction was inquired into from six aspects: curriculum and teaching material ,teaching styles, learning environment, learning attitude ,teaching assistance ,teaching evaluation. To achieve the goal of this research ,Judgmental sampling was adopted. 525 male and female first-grade students of the industry vocational schools in Taipei city. were sampled. The valid samples were 486 students. The main conclusions were as follows: 1.The students showed neither satisfaction nor dissatisfaction with the new curriculum, with a mean of 3.04 of learning satisfaction. 2.The differences of the students’ learning satisfaction between male and female students were not salient. 3. The differences of the students’ learning satisfaction between the students of the public and of the private schools were significantly salient. The former were more satisfied than the latter. 4.The students with good academic performances showed higher learning satisfaction than those with low academic performances. 5.There were no significant differences in students’ learning satisfaction in terms of the students’ desire to enter a school. 6.The students’ learning satisfaction was significantly different among different degree of studying interest in the departments in which they study. The students more interested in their studying were more satisfied than those less interested. 7. The students’ learning satisfaction was significantly different among different educational background of the students’ parents. The students whose parents with low level of education were more satisfied than those whose parents with high level of education. According to the above results, several suggestions were given to the education authorities as reference, and the direction of the future research was also proposed. Keyword: industry, new curriculum, learning satisfaction
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JENNIFER und 林燕秋. „A Study on Vocational High School Accounting Affairs Department Teachers' Attitude and Adaptation Toward the 2006 New Curriculum“. Thesis, 2007. http://ndltd.ncl.edu.tw/handle/78289678594611238732.
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碩士國立彰化師範大學
商業教育學系
95
The aim of this study was to explore vocational high school accounting affairs department teachers’ attitude and adaptation toward the new curriculum which has been carried out for about one year and to further understand the current effect of the new curriculum in every vocational high school. A self-designed survey questionnaire regarding accounting affairs department teachers’ attitude and adaptation toward the 2006 new curriculum was adopted as a technique in this study. The researcher conducted the questionnaire to 405 accounting affairs department teachers from 25 vocational high schools with accounting affairs department in Taiwan. The 405 questionnaires were a total population instead of convenience sampling. There were 305 usable questionnaires returned. The data collected were analyzed through statistical examinations determined by frequency allotment, percentage, mean and standard deviation, T-test and Scheffe method. Through data process and analysis, the main findings of this study were summarized as follows : 1. Vocational high school accounting affairs department teachers’ attitude toward the new curriculum is quite positive. 2. The variable in the school category concerning the increasing or decreasing number of classes and departments during the past three years had a big impact on teachers’ attitude toward the new curriculum. 3. In the teacher’s background category, the teachers’ attitude toward the new curriculum varied significantly according to teaching subjects, years of teaching and the total credits of training courses related to the 2006 new curriculum. 4. Vocational high school accounting affairs department teachers adapted well to the new curriculum. The score of the teachers’ adaptation was much higher than that of the teachers’ attitude. 5. The variables such as the school’s location, department establishment or abolishment, years of teaching, the total credits of training courses and new curriculum teaching made a significant difference in teachers’ adaptation. 6. Most of the schools designed their curriculum based on higher education orientation. 7. During the application of the new curriculum, it was found that there were adequate teachers to cover the new subjects. 8. Most of the teachers believed that practical skill subjects should not be abolished without overall consideration. 9. The classrooms and equipments of most of the vocational high schools we investigated were not sufficient to meet the needs of the new curriculum application. Keyword：the new curriculum of vocational high school，attitude，adaptation
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Wang, Shu-Feng, und 王淑玢. „The Leadership Behavior Satisfaction of Overseas Chinese: A Case Study of A Vocational School at New Taipei City“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/yn35mz.
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碩士國立臺灣師範大學
體育學系
105
This study aimed to understand the Taiwan Overseas Chinese tutor leadership behavior and Students’Satisfaction and explore the relationship between overseas Chinese tutor leadership behavior and the degree of student＇satisfaction on learning and compare their different background variables. In this study, The subjects were 213 Overseas chinese students of class two and rotation second and three.The "mentor leadership behavior scale" and "learning satisfaction scale" are as the research tools. A total of 213 questionnaires were actually distributed, 204 valid questionnaires were collected (96%). The results of this study: 1.The Overseas Chinese Students recognized the montor lendership behavior of their tutoring teachers. 2.The Overseas Chinese Students Satisfied with their learning at school. 3.There is positively corre lated of the mentor leadership behavior and learning satisfaction for the Overseas Chinese Students at New Taipei City.
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CHIEN, CHIA-YEN, und 簡嘉彥. „Study of Performance by Department of Performing Arts in Private Nan Chiang Vocational High School,New Taipei City“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/dxb999.
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碩士國立臺灣藝術大學
戲劇學系
107
The study’s discussion is based on a graduation performance by Nan Chiang Vocational High School’s performing arts section. Since the section’s inception, more than one large scale performance is held each year, with each comparable to professional drama troupes in performer numbers and content. Through literature review and performance piece analysis and interview, processes as well as benefits of influence are understood. The researcher has taught as Nan Chiang for five years guiding students in organizing graduation performances. While he taught there, he assessed the school’s atmosphere and students’ performance quality and then created a new form of graduation exhibition based on what students learn. Hence, literature review, analysis, and interviews are conducted to understand processes, benefits of influence as well as discuss 2016” Heroes of Dreams", 2017” The Last Heroine”, 2019“Next Night”. Almost every aspect from screenplay, rehearsal, creation, technique, art, marketing and even administration as well as finances to the resultant performance was carried out by students. Through the graduation performance provides a look at arts education of vocational high schools, student needs and performing possibility as well as elements currently lacking in schools’ arts education development. In addition to the efforts of students and faculty, the screenplay uses the six elements of Aristotle’s “POETICS” to guide student screenplay analysis as well as post-practice feedback. It is hoped that such will realize arts education promotion and exchanges, promote education of arts and humanities, and allow more to understand the benefits of practical experience with performing arts.
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Miller, Darlene Gail. „How did they get there? The career development of senior women academic officers in New England community colleges“. 1996. https://scholarworks.umass.edu/dissertations/AAI9619413.
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Few studies exist dealing with the career development of women to senior academic officers positions in higher education. As more women pursue these senior level administrative careers, there arises a need to better understand how they develop them. What is this phenomenon of career development? How do women develop careers in hierarchical organizations? How do traditional gender-roles influence career choice? The review of the literature comprises three sections: an exploration of the literature on the organizational structure of higher education and the career paths taken to senior academic administrative positions; an examination of the career development literature; and a review of the literature on the influence of role models and mentors on occupational choice. The methodology for this study was Naturalistic Inquiry. In Naturalistic Inquiry, a priori theory is used as guiding theory to help the researcher generate questions and search for patterns. To gain an understanding of the career development of the women chosen for this study, research questions focused on above questions. Six women participated in in-depth interviews. The analyses and synthesis of the data into assertions is presented in case studies. Many common themes as well as differences emerged from the data. These women labored to gain a depth of knowledge and breadth of experience in higher education administration. Much of their inclination to hard work was grounded in their desire to serve; they are committed to community college education. The dominant culture which places women in the private domain and men in the public domain significantly influenced the career lives of some of these women. Mentors were key to helping these achievers gain self-confidence and choose a path up the academic administrative career ladder. Finding the right fit, and positioning oneself were instrumental to developing a career in a hierarchical institution. Finally, obtaining the doctorate, while simultaneously growing intellectually and professionally, was also key to success. This study increases our knowledge on women's career development in the community colleges. Not every woman who pursues a career as a senior academic officer will act as these women. However, what we have learned can be applied to similar contexts.