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Wilhite, Shannon. "Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33212/.
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Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which, the Why Try SST program was implemented. Following the intervention, the same type of data were collected. Nonparametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Triangulation methods drove the qualitative data collection and analysis through observations, student interviews, and teacher interviews. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Important insight into motivation and perceptions was gained through the observations and interviews.
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Brooker, Ian. "Social competence a study of adolescents in an outdoor setting /." Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.
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Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: leaves 86-89.
Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results.
This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience.
Mode of access: World Wide Web.
viii, 94 leaves ill
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Loh, Ka-yee Elizabeth, and 羅嘉怡. "A study of Hong Kong primary school students' ability to express emotions in their Chinese writing =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38300928.
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Ho, Kam-kau Elizabeth, and 何劍翹. "Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639262.
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This research is a journey of mine, as a CSL (Chinese as second language) teacher, using autoethnographical method to explore my own emotions and professional growth in the teaching of Chinese language to EM students.
This research is a study of self-exploration. To make it simple, the autoethnography is written in accordance to the natural sequence of my self-exploration. First, I have chosen to report some of my raw experiences over the two-and-half years of teaching with the 2009 and 2010 cohorts of EM students (S2 and S1) as significant critical incidents that form the basis of my layers of reflection. They form the primary domain of the study.
The writing is structured according to the classification suggested by Schon:
1. Reflection in Action: This part of the writing provides rich description of a series of critical incidents or episodes and my thoughts and feelings in the incidents. In writing each incident, the memory brings me back to the time and some instant reflection (usually filled, with some heavy emotions, confusion which needs clarity) may also be added to the description. The ‘Reflection in Action’ with the 2 cohorts of students is reported in two separate chapters.
2. Reflection on Action: After each ‘Reflection in Action’ chapter (which is mainly narratives of the critical incidents), there is a ‘Reflection on Action’ chapter which provides more in-depth analysis and reflection of my experience. With the 2009 cohort (S2 students), the associated ‘Reflection on Action’ is structured around the various emotions and relations experienced. And then with the 2010 cohort (S1 students), the associated ‘Reflection on Action’ is structured around my roles, values and cultural conflicts in the experience.
3. ‘Reflection for Action’: After I have completed ‘Reflection on Action’ on my experience to these two groups of students, I then make an overall reflection. The intention is to develop a better conceptualization of the whole experience and develop some theory that can serve as direction for my future practice, or hypothesis for consideration and future research by others.
Before writing this final ‘Reflection for Action’, to provide a more valid and reliable basis for it, I interview some students (those involved in some of the significant incidents), three teachers from my school and three other teachers from other educational institutions. (One is a teaching staff working at the University of Hong Kong, one is from a Band 2 secondary school with lot of EM students, and the last one is a teaching staff working in a subsidized secondary school with some EM students.) Having the private talk with students can give me more insight on how some issues are seen from the students’ side. In the interviews, the critical incidents are used as stimulus together with questions which are designed for sharing emotions and enhancing understanding.
After the final ‘Reflection for Action’, I will reflect on how the process of autoethographic writing and try to share with readers its values in teacher growth and other practical knowledge on using this methodology, including its strengths and limitations.
In reflecting on my interaction, relation and emotions with students, I found my weaknesses; but I also came to realize fear existed in most of us. The way we handled our fear reflects our values and attitudes and in turn affected the fear of others. Our students also had their fear. The cultures of my students and me, and the differences, had made a great impact on our understanding of each other, and hence our emotional feelings towards each perceptions on cultural identity, and I tried to match the cultural strategies I learnt from literature with the cultural strategies practiced by me and my students. I also began to question how I saw (and would need to see) myself as their teacher, and respond to the
differences between us. The issue of a teacher’s self and its formation in intercultural teaching then also became the focus of the study.
In the end, you may ask, ‘what do you get from writing this autoethnographic research? In this teaching journey: teaching Chinese to the non-Chinese, you may ask, is teaching pedagogy very important fro students to learn better? Yes. But apart from teaching pedagogy, we need to take other issues into consideration. The issue of emotions and intercultural difference often emerges during the process of teaching and learning especially when teaching with ethnic minority students and this we need to take it into consideration to make the teaching of ethnic minority more smooth. To make the teaching of ethnic minority successful, we also need to understand our limitations and be accommodating, positive and show understanding to our students. In short, in the process of autoethnographic study, I have learned from lived experience. Through layers of reflection in different perspectives and different timing: reflection, it allows me to have some space to understand myself, show respect to others: students, parents and colleagues. We learn when we teach and we grow when we nurture our students with understanding and teach them with the virtue of gratitude.published_or_final_version
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Ho, Yiu-shun, and 何耀舜. "Acquiring a better English accent by second language adolescence learners: what can passive exposure do?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36219526.
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Cafferky, Marlene B. "A curriculum for dealing with anger as an emotion in the first-grade classroom." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/447.
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Shanker, Utpala. "Relation of family functioning to treatment outcomes in day and residential programs a clinical study with emotionally disturbed adolescents /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3121.
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Handy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Boujarwah, Fatima Abdulazeez. "Facilitating the authoring of multimedia social problem solving skills instructional modules." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43644.
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Difficulties in social skills are generally considered defining characteristics of High-Functioning Autism (HFA). These difficulties interfere with the educational experiences and quality of life of individuals with HFA, and interventions must be highly individualized to be effective. I explore ways technologies may play a role in assisting individuals with the acquisition of social problem solving skills.
This thesis presents the design, development, and evaluation of two systems; Refl-ex, which is a collection of multimedia instructional modules designed to enable adolescents with HFA to practice social problem solving skills, and REACT, a system to facilitate the authoring of a wider variety of instructional modules. The authoring tool is designed to help parents, teachers, and other stakeholders to create Refl-ex-like instructional modules. The approach uses models of social knowledge created using crowdsourcing techniques to provide the authors with support throughout the authoring process.
A series of studies were conducted to inform the design of high-fidelity prototypes of each of the systems and to evaluate the prototypes. The contributions of this thesis are: 1) the creation of obstacle-based branching, an approach to developing interactive social skills instructional modules that has been evaluated by experts to be an improvement to current practices; 2) the development of an approach to building models of social knowledge that can be dynamically created and expanded using crowdsourcing; and 3) the development a system that gives parents and other caregivers the ability to easily create customized social skills instructional modules for their children and students.
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Knollman, Gregory. "From Adolescence to Adulthood: Analyzing Multiple Perspectives on the Transition from High School to Post-School Life through a Multi-Case Study Design." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5973.
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The purpose of this study was to explore the transition experience of three individuals with intellectual disabilities, members of their family, their former transition program coordinator, and members of their support network including current employers or support service providers. This qualitative study used Bronfenbrenner’s (1977) ecological model and Kohler’s (1996) Taxonomy for Transition to frame three case studies designed to capture the transition experience of young adults with disabilities who exited a university-based, school district funded, transition program.
Using Bronfenbrenner’s (1977) ecological perspective, which focused on a behavior or interaction of people across multiple environments, the aim was to interview individuals from the micro, meso, and exo levels within the individuals’ systems of support. The transition experience took place outside the bounds of a school and involved a broad network of support that ranged from close nuclear ties between the individual with disabilities and their family members to broader social ties between the individual with disabilities and their employer or support service provider.
A total of nineteen interviews were conducted for this study. Each interview lasted between twenty to ninety minutes in length. Individuals were asked to participate in an interview to respond to pre-scripted, open-ended questions based around Kohler’s (1996) five domains of transition within the Transition Taxonomy. The nineteen interviews were transcribed, coded and organized around themes linked to the five domains of transition: student-focused planning, student development, program structure, family involvement and interagency collaboration. In addition to the five domains of transition, five additional themes were common across members of the three case studies. These additional themes included:
• It Takes a Strong Interconnected Network
• Recognizing Narrative is Critical
• Inclusion is Important to the Community
• A Knowledgeable Transition Coordinator is Integral
• Life is Comprised of a Series of Transitions
The transition from high school to post-school life includes a focus on employment and independent living. That transition is unique and personal, but regardless of the person, a network of support is required to ensure success. The three young adults who were interviewed and around whom the case studies were developed exemplify the importance of maintaining a strong support network as you plan for and implement the transition from school to post-secondary life. Each young adult has utilized ties with family and members of their community to secure paid employment, maintain their social circles, and expand their level of independence.
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Edwards, Ronald Frederic. "The development of a motivational model for enhancing accomodations of at-risk learners in vocational education programs." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/937.
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Yücel, Koç Melike. "Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/208.
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The primary focus of this research was to investigate the emotion language and emotion narratives of Turkish-English late bilinguals who have been living in the U.S. Previous research has shown that the emotion language and narratives of second language learners and native speakers of English are different. This study focused on late bilinguals who had learnt English in instructed settings in their home country, and came to the U.S. for M.A. and Ph.D. degrees. The study consisted of two parts. In the first part, the elicited personal narratives of Turkish-English late bilinguals in English were compared to those elicited from native speakers of English with regard to both emotion and emotion-laden word production and narrative structure. The results showed that there were differences between the emotion language and narratives of the bilinguals and native speakers in their English narratives. In the second part of the study, personal narratives were elicited from Turkish-English late bilinguals in their first language, Turkish and their emotion language and narrative structure from their English narratives were compared to their narratives produced in Turkish. Similarly, the results showed that the emotion language and emotion narratives of bilinguals in English and Turkish were different. In conclusion, late bilinguals' emotion language and narratives are different in their first and second languages. Furthermore, they are different from the emotion language and narratives of native speakers.
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Hardie, Alison. "Eating disorders, body image and weight control life orientation teachers' knowledge, attitudes and behaviours." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/394.
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The apparent increase in the incidence of both anorexia nervosa and bulimia nervosa worldwide has resulted in a surge of interest in effective treatment, prevention programmes and health promotion. Health promotion and the primary prevention of eating and body image problems among young people, and in particular adolescents, is emerging as one of the most desirable achievements in contemporary health and nutrition education. Eating disorders usually have their origin during the teenage years, and as such, high schools provide useful sites for the implementation of prevention programmes. Educators can play an important role in the prevention of eating disorders and act as socialization agents who either reinforce or buffer the dominant societal discourses that shape young women’s views of themselves. There are calls, however, for caution in the design and implementation of school-based eating disorder curricula as school educators may inadvertently do more harm than good. It has also been suggested that female educators, as other women, are likely to possess a degree of normative discontent with their body shape and size, and that this dissatisfaction and negative beliefs about food may be unknowingly transferred to the learners within their care. The current study used an exploratory, descriptive research design to investigate the knowledge, attitudes and behaviours related to eating disorders, body image and weight control of a group of Life Orientation educators. A biographical questionnaire, a questionnaire designed for the purposes of the current research and two standardised paper-and-pencil questionnaires, namely the Body Shape Questionnaire (BSQ) and the Eating Attitudes Test (EAT), were administered to 50 female Life Orientation educators in the Nelson Mandela Metropole. A non-probability purposive sampling technique was used in the selection of participants and descriptive statistics were used to explore and describe the data. The results of the current research study indicated a lack of knowledge in those Life Orientation educators assessed regarding eating disorders and healthy diet. The results also indicated inaccurate knowledge amongst those educators assessed regarding effective and safe teaching practices of eating disorder pathology. The results of the two standardised questionnaires reflected an internalisation of the dominant societal ideals regarding weight and body shape, with 18% of the sample xi demonstrating attitudes and behaviours that could be indicative of eating disorder pathology of either clinical or subclinical proportions. Suggestions were made regarding future research and the need for further training of Life Orientation educators. Finally, the limitations as well as the value of the research were outlined.
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Chandler, Erol. "Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1474.
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This study investigates the effectiveness of an instructional strategy that uses students' prior understanding of informal evidence based reasoning (EBR) to build an understanding of scientific EBR. A pre and post instructional strategy survey revealed that students' understanding of EBR increased over the length of the study. Data collected from pre and post instructional discussions also showed increases in the amount of EBR students used.
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Grima, Francis Gerald. "Assessing the Importance of Self-Concept Intervention Among High School Students As Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279154/.
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Sweitzer, Marilyn Jean. "Positive prevention: The relationship between teacher self-efficacy, program implementation, and student outcomes." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2698.
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In the San Bernardino City Unified School District, Positive Prevention: HIV/STD Prevention Education for California Schools Grades 7-12, Second Edition (Positive Prevention) by Clark & Ridley (2000) is used as the curriculum for ninth grade. In evaluating the curriculum, it is of key importance to first determine if this curriculum is being taught as it was designed, or with fidelity. Fidelity is affected by the comfort, confidence, competence and commitment of the personnel presenting the curriculum.
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Shamoon, Stephanie. "Understanding the Role of Mathematical Anxiety, Disaffect and Emotion in Learning and Teaching the Subject of Mathematics : A Qualitative Study of Swedish Student Teachers’ Experiences and Feelings towards Mathematics Education." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104744.
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Alongside the international consensus about the importance of mathematical competencies in today’s knowledge society, the awareness about children’s and adult’s mathematical anxiety has increased. Within this, relatively limited, field of research it has moreover been revealed that the level of mathematical anxiety is considerably higher among students within teacher education programs compared to other university students. Furthermore, the studies suggest that the anxiety of prospective teachers may influence their performance in the classroom and in turn their pupils’ perception of mathematics. In the case of Sweden, the PISA 2012 revealed a significant increase of mathematical anxiety among Swedish 15 year old pupils in the past ten years. With this background, the purpose of this study is to investigate prospective teachers’ feelings and experiences towards the subject of mathematics where the aim is to gain a deeper understanding about negative feelings, such as mathematical anxiety. Based on a qualitative research approach, including a survey with around 100 Swedish student teachers, interviews and a focus group session with a smaller group, the findings of the study have shown that the majority of the participants have in different ways experienced negative feelings towards mathematics. With support in poststructuralist theories, where emotions are viewed as a social construction, the study indicates that feelings emerge when students position themselves, or become positioned, within discursive practices. The concept of subjectivity was further used to gain a deeper understanding of students’ process in becoming a teacher.Vid sidan av den internationella konsensusen där vikten av matematik lyfts i dagens kunskapssamhälle, har medvetenheten kring matematisk ångest bland barn och vuxna ökat. Inom detta, relativt begränsade, forskningsområde har studier visat på att matematisk ångest är avsevärt större bland lärarstudenter i jämförelse med andra universitetsstuderande. Dessutom har studier påvisat att denna ångest kan påverka lärares framförande i klassrummet och i sin tur sina elevers uppfattning av matematik. I Sverige har resultaten från PISA 2012 undersökningen visat att svenska 15-åriga elevers ångest gentemot matematik har ökat signifikant de senaste tio åren. Med denna bakgrund är syftet med denna studie att undersöka en grupp lärarstudenters känslor och erfarenheter kring matematik, med målet att få en djupare förståelse för negativa känslor, så som matematisk ångest. Utifrån kvalitativa forskningsansatser, där en enkätundersökning med drygt 100 svenska lärarstudenter, intervjuer samt en fokusgrupp med en mindre grupp studenter har genomförts, visar resultaten att majoriteten av undersökningspersonerna har upplevt negativa känslor av olika slag gentemot matematik. Med stöd i poststrukturella teorier, där känslor betraktas som en social konstruktion, påvisar studien indikationer på att känslor uppkommer när studenter positionerar sig, eller blir positionerade, inom diskursiva praktiker. Subjektivitet konceptet har därtill varit väsentlig för en djupare förståelse för studenternas process mot att bli lärare.
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Leech, Andrea Dawn. ""What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1537.
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This study investigated the use of formative assessment to improve three specific data analysis skills within the context of a high school chemistry class: graph interpretation, pattern recognition, and making conclusions based on data. Students need to be able to collect data, analyze that data, and produce accurate scientific explanations (NRC, 2011) if they want to be ready for college and careers after high school. This mixed methods study, performed in a high school chemistry classroom, investigated the impact of the formative assessment process on data analysis skills that require higher order thinking. We hypothesized that the use of evaluative feedback within the formative assessment process would improve specific data analysis skills. The evaluative feedback was given to the one group and withheld from the other for the first part of the study. The treatment group had statistically better data analysis skills after evaluative feedback over the control. While these results are promising, they must be considered preliminary due to a number of limitations involved in this study.
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Johnson, Gwendolyn Gay. "An analysis of the impact of an official diagnosis and label of ʹdyslexiaʹ on pupils’ self-concept and self-esteem : a sociological case study involving pupils in Grahamstown." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013124.
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The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social experiences of dyslexic teenagers, this research thesis aims to add to the body of knowledge and hopefully provide an avenue for more research within the context of Sociology. This is a micro study, situated in Grahamstown Eastern Cape, South Africa, and the author recognizes that responses cannot be generalized to the greater dyslexic population. All human environments consist of objects which are given meaning through social interaction. Meaning is central to human behaviour and therefor explains the ways in which humans conduct their lives based on these meanings. For this reason George Herbert Mead’s (1934) and Herbert Blumers (1969) symbolic interactionist positions have framed the theoretical approach to this research. Qualitative methods of interviewing provide an opportunity for dyslexic individuals to discuss the meaning dyslexia gives to them, from their perspective and in their own words. The following conclusions have been arrived at: Educational psychologists in Grahamstown are reticent to diagnose individuals as dyslexic. This lack of identification hinders early intervention which can be very detrimental to individuals struggling with reading, writing and spelling as well as the associated co-morbid conditions of dyslexia. Teenagers who have had early diagnosis and intervention with support structures in place identify with their dyslexic identity more positively as they are able to make sense of their struggles of a dyslexic nature.
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Pang, Weng Si. "Impact of perceived mothers' and fathers' parenting practices on adolescents' academic achievement and school misconduct among Taiwan junior high school students." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2552798.
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Lofton, Dana Renia. "Guidebook for middle and high school teachers and students in conflict management." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2697.
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The purpose of the project was to design a one-semester core curriculum guidebook for middle and high schools. This curriculum will provide a tool to teach students to manage conflict in middle and high school settings. The curriculum, guidebook and materials developed will establish guidelines that can be used by middle and high school teachers to teach useful conflict management skills.
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Harrigan, Mary Elizabeth. "The art of self-discovery: Integrative opportunities for alternative settings." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2682.
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This study examines the literature on identifying alternative methods of coming to a deeper understanding of one's physical, mental, and spiritual self. It provides information on one particular alternative program, and presents lesson ideas and options that demonstrate how an art-based emphasis in elective coursework can allow for the next step in each student's journey of personal growth and development.
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Nobre, Suzana. "As dimensões do domínio afetivo identificadas em alunos com indicação de fracasso em matemática escolar, durante uma sequência didática envolvendo a geometria." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21709.
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This research aims to identify dimensions of the affective domain that emerge from the interactions among students during a didactic sequence involving geometry. The study considered as descriptors of the affective domain the beliefs, the emotions and the attitudes, with its subcategories. The hypotheses formulated presuppose that cognition and affection cannot be investigated separately as affection cannot be investigated separately from the context in which the student is inserted. The subjects of the research were the students of the 5th year of Elementary School in a public school in the city of São Paulo. The focus of the observations fell particularly on the students indicated for the parallel recovery of Mathematics. The data collection was done with the video recordings of the groups and the classroom during the application of the didactic sequence, which was elaborated based on the Theory of Didactic Situations and took into account the cognitive conditions of learning of the geometry. The qualitative analysis of the emotional episodes – extracts of events in the classroom recorded in fragments of video recording was made. The analysis of the data allowed to identify the emergence of beliefs, attitudes and emotions, intrinsically related to learning during the group activities of the didactic sequence. It was also possible to identify the cognitive, affective and intentional components of attitudes that influence behavior. In addition, it showed the interdependence of the dimensions of the affective domain, that is, the influence that one dimension exerts on the emergence of another dimension. Thus, the hypotheses were verified, indicating that it is possible and necessary to definitively break with the dichotomy cognition and affection
Esta pesquisa tem o objetivo de identificar dimensões do domínio afetivo que emergem das interações entre alunos durante uma sequência didática envolvendo a geometria. O estudo considerou como descritores do domínio afetivo as crenças, as emoções e as atitudes, com suas subcategorias. As hipóteses formuladas pressupõem que cognição e afeto não podem ser investigados separadamente, assim como o afeto também não pode ser investigado separadamente do contexto no qual o aluno está inserido. Os sujeitos da pesquisa foram os alunos do 5º ano do Ensino Fundamental de uma escola pública do município de São Paulo. O foco das observações recaiu particularmente nos alunos indicados para a recuperação paralela de Matemática. A coleta dos dados foi feita com as videogravações dos grupos e da sala de aula durante a aplicação da sequência didática, que foi elaborada com base na Teoria das Situações Didáticas e levou em conta as condições cognitivas de aprendizagem da geometria. Foi feita a análise qualitativa dos episódios emocionais – extratos de acontecimentos na sala de aula registrados em fragmentos de videogravação. A análise dos dados permitiu identificar a emergência de crenças, atitudes e emoções, intrinsecamente relacionadas à aprendizagem durante as atividades em grupo da sequência didática. Foi possível também identificar as componentes cognitiva, afetiva e intencional das atitudes que influenciam o comportamento. Além disso, evidenciou a interdependência das dimensões do domínio afetivo, isto é, a influência que uma dimensão exerce no aparecimento ou emergência de outra. Dessa forma, as hipóteses foram verificadas, indicando que é possível e necessário romper definitivamente com a dicotomia cognição e afeto
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Kotela, Beauty. "The use of practical activities to address grade 11 learners' conceptual difficulties in electricity and magnetism." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85788.
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Thesis (MEd)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This research study investigated the use of a practical activities-based approach to Physical Sciences teaching using TRAC equipment to address learner conceptual difficulties in Electricity and Magnetism (E&M). TRAC uses practical activities based on the school curriculum to complement the theory through the utilisation of data logging equipment linked to a computer. The participants in this study were a group of black Grade 11 learners (n=47) from a township school in the province of the Western Cape, South Africa. Their ages range from 16 to 21, with isiXhosa the home language of most of them. A mixed methods approach was utilized to gather the research data. Quantitative data was collected, using pre- and post-testing of learners to determine their conceptual difficulties in E&M, as well as to measure the effect of the practical activities-based approach in addressing learner conceptual difficulties in E&M. Null hypotheses were formulated for the six concepts and t-tests were used to find any statistically significant difference between the pre- and post-test. Qualitative data was obtained from the learner transcripts, as well as from the questionnaires and observation schedules. The results indicated significant improvements in learner understanding of the concepts in five out of the six tests as well as reducing commonly held misconceptions in E&M. It is recommended that careful scaffolding should be done during a practical activity in order for learners to make the connection between the domains of observables and ideas.
AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het die gebruik van ‘n praktiese aktiwiteitsgebaseerde benadering tot Fisiese Wetenskappe onderrig met behulp van TRAC apparaat ondersoek. Die doel was om leerders se konseptuele haakplekke in Elektrisiteit en Magnitisme (E&M) aan te spreek. TRAC maak gebruik van ‘data logging’ apparaat om die teorie deur middel van praktiese aktiwiteite wat op die skoolkurriulum gebaseer is, te komplementeer. Die deelnemers in die studie was ‘n groep swart Graad-11 leerders (n=47) uit ‘n swart woongebied in die Westelike Provinsie, Suid Afrika. Hulle ouderdomme strek van 16 tot 21 met isiXhosa as die huistaal vir die meerderheid van hulle. ‘n Gemengde metode benadering was gebruik om die navorsingsdata te versamel. Kwantitatiewe data was deur ‘n voor- en natoets van die leerders versamel om hulle konseptuele haakplekke in E&M te bepaal. Die effek van die praktiese aktiwiteitsgebaseerde benadering om die leerders se konseptuele haakplekke in E&M aan te spreek was ook gemeet. Nul hipotese was vir die ses konsepte geformuleer en t-toetse was gebruik om statisties-beduidende verskille tussen die voor- en natoets te bepaal. Kwalitatiewe data was van die leerders se oorgeskryfde onderhoude sowel as vraelyste en observasieskedules verkry. Die resultate toon ‘n beduidende verbetering in leerders se begrip van die konsepte in vyf van die ses toetse sowel as ‘n afname in algemene wanbegrippe in E&M. Dit word aanbeveel dat versigtige opbouing gedurende die praktiese aktiwiteit gedoen moet word sodat die leerders ‘n verband tussen die domein van waarneembares en idees kan maak.
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Lagunas, Silvia Viramontes. "Teacher attitudes and perceptions of limited English proficient students toward academic achievement, motivation and ability." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1566.
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Wallin-Ruschman, Jennifer. "The Moving to the Beat Documentary and Hip-Hop Based Curriculum Guide: Youth Reactions and Resistance." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/192.
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Many of the academic and popular treatments of hip-hop overlook the complexity of the phenomenon. Hip-hop is often portrayed solely as a source of corruption and regressive tendencies or, alternatively, as a sort of savior for otherwise marginalized individuals and source of revolutionary power. This thesis situates hip-hop between these poles and draws out its progressive and regressive aspects for analysis. Considering its vast global influence and a growing body of academic literature, hip-hop has been notably understudied in the field of psychology. Alternatively, educational theorists and practitioners have realized the power of hip-hop in revisualizing an emancipatory education that fosters critical consciousness. This project goes beyond other hip-hop education projects in that it attends more directly to the psychological phenomenon of identity. As youth develop a strong connection to social and political identity and increase their level of critical consciousness (an additional goal of this and most other hip-hop based curriculums) they are more likely to participate and have the tools to be successful at actions aimed at progressive social change. This thesis grew out of a larger project titled Moving to the Beat, a community-based multi-media endeavor that includes both the Moving to the Beat documentary film and curriculum guide. The Moving to the Beat curriculum guide strives toward the goals of emancipatory education. The film and the curriculum guide stay near the experience of hip-hop identified youth while attempting to avoid generalizations and stereotypes. Further, the developments of the film, curriculum guide, and this thesis have been guided by academic literature from a wide range of disciplines, including psychology, sociology, cultural studies, and education. The thesis focuses on two primary questions: (1) How do youth engage the Moving to the Beat curriculum guide and documentary film? (2) Do the Moving to the Beat materials facilitate the development of critical consciousness and/or social identity in youth? Two primary waves of data collection were conducted to answer these questions. At each location, Moving to the Beat was shown and an outside facilitator guided youth through the curriculum discussions and activities that centered on identity. During these workshops, multiple sources of qualitative data were collected, including participant observations, interviews, student produced lyrics, and feedback forms. These sources of data pointed to six primary themes across locations and sources of data: traditional gender roles, "everyone is all equal", "you doing you", the new hip-hop generation, development and maturity, and youth resistance. This thesis represents the first assessment of the Moving to the Beat documentary and curriculum, the results of which will be used to alter the curriculum guide and prepare it for publication.
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Joubert, Francois. "Ontwikkelingstrategiee vir die bemagtiging van jeugleiers: 'n indersoek na enkele Suid-Kaapse skole." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1161.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.Leadership development is a life-long process, but support for this process should be started at an early stage. All learners have the gift for leadership, but most do not realise this gift. Adolescence is a time when the leadership potential of individuals must be awakened – it provides an opportunity to help adolescents to became the leaders they already are. The main aim of this study was to devise strategies – through structured survey studies – that could be used by schools and individuals to enhance youth leadership development. The aims that emerged were to determine and describe the current state of affairs regarding youth leadership development in certain schools. Obstacles in the way of effective leadership development were identified and strategies for effective leadership development were formulated. A combination of qualitative and quantitative research methods, undertaken from a structured survey study perspective within an interpretivistic research paradigm, was used. The problem that was researched was the absence of purposeful youth leadership development and how this shortcoming could be addressed in the context of a high school environment, with the support of the necessary development strategies. This study attempted to identify new knowledge that can be used to address the challenges related to youth leadership. The research confirmed the research question that deficient purposeful leadership development strategies exist at school level. This formed the basis for the implementation of a dynamic and flexible leadership development model that includes aspects of both the Quality Leadership and Stage model of youth leadership development. The proposed youth leadership strategies can be applied effectively to address youth leadership development within the current South African context.
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Morrison, Lianna. "The high school experience of a learner with Down syndrome: a case study." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1705.
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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2008.The inclusion policy which is currently being implemented according to White Paper 6 (July 2001) has raised many questions and debates. In South Africa at the moment there is a focus on the implementation of inclusion policies in primary schools. Although many studies have been conducted on Down syndrome, there seems to have been little focus on the adolescent. Specifically their experiences in the high school context appear to have received little attention. This paper focused on the experiences of an adolescent with Down syndrome who has been mainstreamed into a high school. The experiences are discussed within identified indicators of quality of life namely; peer relationships, experiences of academic, general school and extra-mural activities. In addition the effects of Down syndrome on areas such as adolescence, inclusion strategies, behaviour and social skills are also investigated. The findings of this paper were that of adolescents with Down syndrome can be successfully mainstreamed if their individual needs are catered for. These needs include opportunities to spend time with learners with the same abilities as their own. Satisfaction was experienced by the participant and her parents regarding her academic placement and scholastic achievements. A factor that played a role in her successful placement was the supportive environment she was in. Although satisfaction was experienced with regards to the process of inclusion there were parental concerns regarding her future independence.
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Leung, Pui-seung, and 梁佩嫦. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960339.
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Graham, Nicola Susan Jearey. "Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013078.
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The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.
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Hanrahan, Mary U. "Conceptual change and changes of heart: A reflexive study of research in science literacy in the classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36603/1/36603_Digitised%20Thesis.pdf.
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In this thesis, I present my themes at two levels. On one level I am concerned with learning in secondary school science, which the science education literature has shown to be problematic in some areas, while at the second level, I am concerned with my own learning, which leads me to search for a methodology consistent with my developing theory about learning and change.
I have constructed a partial explanation for unsatisfactory learning in science, using a cross-disciplinary body of literature (including that relating to critical literacy teaching, second language learning, social and cognitive psychology, and sociolinguistics). Taken as a whole, the literature seemed to suggest that deep learning and change depend to some extent on the nature of interpersonal relationships in the classroom, and (tacit) cultural rather than rational factors, and that these needed more research in the science education context. As a result my research became focused on teacher-student interpersonal relationships and the language mediating these. After early studies exploring several science education contexts, I finally collaborated with a teacher of a Year 8 science class in trialing an intervention using affirmational dialogue journal writing. This resulted in a more democratic and generally improved psychosocial learning environment, as well as some new insights into the nature of the communication problems associated with typical science classroom discourse. Articles written at different stages of this overall research program were accepted for publication by major science education journals on three continents.
At the same time, my desire to use a methodology consistent with my own developing theories about the nature of learning and change led me firstly to using different methodologies in successive case studies (multivariate analysis of survey data, ethnography, and action research). As I became increasing aware of social factors involved in the construction of knowledge, I wrote two articles dealing with emerging methodological issues and these were accepted for publication in international publications. However, I later went on to become more aware of broader ecosocial system factors (cf. Lemke, 1995), and then ecobiological factors (Maturana & Varela, 1992), and this led to my becoming increasingly reflexive about the underlying process implicit in my repeated epistemological and methodological revolutions. I found that non-rational aspects were implicated, and decided that this somewhat intuitive underlying practice needed to be presented explicitly as my metamethodology, not only because ofits apparent productiveness, but because it exemplified and extended the theories about learning that I had developed with my research in science classrooms. This new methodology, which I call "ecobiosocial system analysis", is a synthesis of sociocultural, psychological, and physiological principles in an ecosocial system that includes tacit biological aspects of understanding.
Moreover this shifting understanding had serious implications for how I (re)presented my research in the thesis document, which I had originally assumed had to be an objective scientific account. As my epistemological beliefs changed, this became a decision to present first a narrative inquiry (Clandinin & Connelly, 1990), and then a critical action research account (Kemmis, 1994). Finally, however, I realised that such unified narratives misrepresented research practice as I had experienced it and, ifI were to be consistent with my own theories, a new method of presenting my research needed to be found.
This series of changes could be seen as an evolution, in which case it would make sense to disregard the earlier thinking and present the research only in relation to the final theoretical paradigm. My preferred perspective is to see my research as moving between paradigms, none of which has ultimate superiority. Hence, I insist on presenting the whole (somewhat messy and multi-paradigmatic) process, by juxtaposing the differently voiced articles and my final meta-account. In fact the knowledge resulting from earlier studies had already been validated by the research communities to which it belonged (by fact of publication), while the final stage of knowledge has yet to gain such validation by researcher peers.
As a consequence of my conviction that my learning should be seen as a particular case created by a particular ecobiosocial system, I present a central autobiographical chapter. This focuses on sociocultural and psychological childhood and adult experiences, which I suggest have influenced my epistemological beliefs and research practice at a deeper level than the literature I read during my PhD. Even though the resulting metamethodology is shown to be an implicit one to some extent, often operating at tacit levels, I nevertheless present both design and methods chapters. The design chapter proposes a justification of the (meta)methodology in terms of current theories from a range of fields (cognitive science, organisational change theories, critical theory, and socio-biological ecological system theories). The methods chapter then analyses my somewhat intuitive research process in retrospect, based on samples of my personal journal writing, on-line communications, and other associated activities.
In summary, the thesis explores the nature of deep learning and change in two rather different contexts, and proposes that such processes involve a complex of interrelated cognitive, social and biological aspects. This proposition not only has implications for teaching and learning science but led me to a new methodology, ecobiosocial system analysis. It also led me to challenge the traditional thesis structure which represents learning as an entirely rational process and knowledge as unitary. Moreover, given that I challenge the belief that either thought or practice can be significantly changed by a purely logical account, I do not draw explicit conclusions but rather trust to what I have been able to communicate in a more organic way throughout the thesis document.
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Bailey, Po Lin B. L. "Preschool children's information processing and emotional behavior in social conflict situations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/552.
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This study investigated various aspects of the Social Information Processing Model, in particular, young children’s emotional behavior regulation and negative emotionality, in Hong Kong. The sample was N=628 from 12 schools. Using Rasch measurement, linear unidimensional scales were constructed for Emotion and Behaviour Regulation (10 items) and for Negative Emotionality (10 items). The well-known Short Temperament Scale was Rasch analyzed too, but a linear scale could not be created – it had initially been designed under the True Score Test theory paradigm. The children were divided into Type A (high on negative emotionality and low on emotion and behavior regulation, N=27 and Type B (low on negative emotionality and high on emotion and behavior regulation, N=31). The children’s teachers were given conflict situations and asked to state what strategies the Type A and Type B children would adopt in each conflict situation. The first conflict situation was about the child who was being accidentally pushed by a peer. The second conflict situation was about the child who is being excluded from a game that has enough participants. The third conflict situation was about the child being called “a baby” because he/she was playing with baby toys. The fourth conflict situation was about a peer criticizing and putting marks on a child’s picture. The fifth situation was about a peer pushing ahead and taking a toy that a child has been waiting for a long time. The Type A and Type B children were also asked to state what strategies they would adopt in each conflict situation. When the teachers’ views were compared to the children’s views, it was clear that the teachers did not know their children’s thought processes very well. For both Type A and Type B children, Rasch analysis was used to create a calm/angry scale and a sad/happy scale. Conflict situation two (being excluded from a game) is very hard on the calm/angry scale and both Type A and Type B children need to have a very high angry measure to answer this item positively. Conflict situation two is moderately easy on the sad/happy scale and both Type A and Type B children need only a low sad measure to answer conflict situation two positively. In contrast, conflict situation three (being called a “baby”) is very hard on the sad/happy scale and both Type A and Type B children need to have a very high happy measure to answer this item positively. Conflict situation three is moderately easy on the calm/angry scale and both Type A and Type B children need only a low calm measure to answer conflict situation three positively. The present study gave strong support for the Social Information Processing Model and for the inclusion of emotion and behavior regulation and negative emotionality in the revised model. The study rejected the Short Temperament Scale as it did not produce a linear, unidimensional scale, and it showed that teachers do not know their children, in terms of strategies selection in common social conflict situations, as well as they think that they do. Children are much more conscious of the variety of strategies that can be used in common conflict situations than teachers would normally give them credit. Results indicate that levels of anger aroused in Type A children are associated with differences in the quality of strategies that they are able to generate for solving social problems. Type A and Type B children differ significantly in their choice of best strategy under different emotional conditions for the different conflict situations.
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Kaija, Barbara Night Mbabazi. "An investigation of how Kampala teenagers who read Straight talk negotiate HIV/AIDS messages." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002894.
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This study is a qualitative ethnographic investigation of how teenagers in Kampala, Uganda, who read the HIV/AIDS publication aimed at adolescents, Straight Talk, negotiate HIV/AIDS messages. It seeks to establish to what extent these secondary school teenagers accept the key messages (known as ABC; Abstain, Be faithful or use a Condom) and understand the factual aspects of the messages about HIV/AIDS, its process of transmission and prevention. It also seeks to probe how the lived realities of the teenagers affect their particular negotiations of the HIV/AIDS messages. It includes a focus on how proximity to HIV/AIDS, gender and family economic disposition might affect teenagers, negotiation of the HIV/AIDS meanings. To investigate the respondents’ reception of HIV/AIDS messages, the study employed focus groups that consisted of two stages, namely the ‘news game’ and group discussions. In the ‘news game’ stage (Philo, 1990; Kitzinger, 1993) the teenage participants were required to produce a version of a one-page copy of an HIV/AIDS newspaper targeting teenagers. In the second stage of the focus group a structured discussion probed the teenagers’ negotiation of the HIV/AIDS media messages. In the news game, the teenagers on the whole reproduced the key Straight Talk HIV/AIDS messages ‘Abstain, Be faithful or use a Condom’ and also images showing the effects of HIV/AIDS but featured fewer images depicting the factual aspects of HIV/AIDS process of transmission and risky behaviour. In the structured discussion that followed the news game, it was evident that not all the teenagers necessarily believed the messages they produced. In spite of producing the ABC Straight Talk messages, some of them were uncertain and confused about the absolute safety of the condom because of fears that they were either porous, expired or would interfere with sexual pleasure. Secondly, though many of the teenagers in the study reproduced images that showed that they consider marriage as desirable and talked about their desire to abstain from sex till marriage, a considerable number think abstinence is not achievable due to competing values. Thirdly, the participant teenagers could differentiate between HIV and AIDS but many did not realise that with the advent of anti-retroviral drugs even people who have AIDS can look normal. In spite of repeating the Straight Talk message that “no one was safe” and being aware of the risky behaviour that their fellow teenagers get involved in, the teenagers seemed to think that their age cohort is safe from HIV and it is the adults who are likely to infect them. The study findings further indicate that the teenagers’ lived experience at times influence their negotiation of HIV/AIDS media messages. This was probed in terms of economic standing, gender and proximity to HIV/AIDS. In relation to gender one surprising discovery was that certain girls in the study feared getting pregnant more than getting HIV/AIDS. The study finally suggests that these findings are of significance for designing future media initiatives in relation to HIV/AIDS.
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Bressan, Manuelle Lopes Quintas. "Scratch! um estudo de caso." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2713.
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O estudo objetivou analisar como e se um Ambiente Visual de Programação pode contribuir apoiando os processos criativos de adolescentes, sendo uma ferramenta auxiliar para a aprendizagem pela solução de problemas, incitando novas formas de utilização das TIC na educação. O presente estudo justifica-se pela necessidade de aprofundar as questões relacionadas ao uso das TIC pelos docentes da Educação Básica e não apenas o uso de projetores e vídeos para substituir o quadro de giz, ou ferramentas de pesquisa em sites de busca apenas para transmitir informações de maneira a privilegiar as metodologias tradicionais de ensino. Como metodologia de pesquisa optou-se pela abordagem qualitativa de natureza interpretativa do tipo estudo de caso múltiplo. A apreensão dos dados foi em campo experimental por meio de questionário socioeducacional e diários de bordo, seguida da análise de conteúdos e descrição dos resultados obtidos. Os participantes do estudo foram adolescentes de 13 escolas públicas e privadas de Ensino Fundamental e do Ensino Médio no Município de Araucária-Pr. O estudo evidenciou o desenvolvimento das funções psicológicas superiores, pensamento computacional nos estudantes como atenção, memória e percepção. Estas habilidades foram observadas durante a elaboração dos projetos, por meio das habilidades de compreensão, planejamento, retrospecto e desenvolvimento de estratégias individuais e coletivas para a solução dos problemas encontrados. Este estudo se diferencia de outros já realizados com o Scratch, pois, enfatiza a busca da liberdade e criatividade dos sujeitos discentes na elaboração de projetos próprios, como estratégia para a autonomia.The study aimed to analyze how and if a Visual Programming Environment can contribute by supporting the creative processes of adolescents, an auxiliary tool for learning by problem solving, encouraging new ways of using ICT in education. This study is justified by the need to deepen the issues related to the use of ICT in Basic Education teachers and not only the use of projectors and videos to replace the chalkboard, or research tools in search engines only to convey information in order to favor traditional teaching methodologies. As a research methodology was chosen qualitative approach to interpretation, the study of case type. The seizure of the data was in experimental field through socio-educational and daily quiz board, followed by analysis of content and description of the results obtained. Study participants were adolescents from 13 public and private elementary schools and high school in the city of Araucaria-Pr. The study showed the development of higher psychological functions, computational thinking in students such as attention, memory and perception. These skills were observed during the preparation of projects, through the comprehension skills, planning, retrospect and development of individual and collective strategies to solve the problems encountered. This study differs from others already undertaken with Scratch therefore emphasizes the pursuit of freedom and creativity of the subjects students in developing their own projects, as a strategy for autonomy.
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Lewis, Kendra M. "Evaluation of a social-emotional and character development program : methods and outcomes." Thesis, 2012. http://hdl.handle.net/1957/29191.
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Schools are increasingly expected to prevent and decrease violence, substance use, and other problem behaviors linked to academics and prepare students to be contributing members of society. One approach with proven success in promoting positive outcomes related to a broad range of student behaviors and personal characteristics is social-emotional learning, also known as positive youth development or social-emotional and character development (SECD) programs. Currently, little is known about the relationship between SECD and these outcomes in low-income, urban, minority populations. The present studies (a) examine key methodological design issues in conducting a cluster-randomized trial with such populations, and (b) assess whether an intervention designed to promote SECD was effective in improving the SECD developmental status of children from this population. Data for this study come from the Chicago cluster-randomized controlled trial (CRCT) of Positive Action (PA). The trial was longitudinal at the school level with a place-focused intent-to-treat design at the student level. This CRCT collected data on children in grades 3 through 8, for a total of 6 years and 8 data collection points. Manuscript #1 focuses on the design, sample, planned analyses, and a latent class analysis (LCA) of mobility patterns. Specifically, the setting and recruitment of schools is described, as well as the process by which schools were matched into pairs and randomized into PA or control, including the list of criteria for school eligibility and variables used for matching. Additionally, this paper thoroughly describes the primary analyses to test for program effects using three-level growth curve models (time nested within students nested within schools), as well as several sensitivity analyses that will also be conducted when evaluating this program. Further, this manuscript discusses secondary tests of meditation and moderation, which will assist in the understanding of how the program works (mediation) and for whom (moderation). Finally, this paper also provides several descriptive statistics and characteristics of the students and teachers in this sample. In terms of baseline equivalency, PA and control schools did not significantly differ on matching variables before or during the trial. Minimal differences were found on baseline reports from students, teachers, and parents; half of these differences favored PA students and half favored control students. Manuscript #2 focuses on the intervention effects on the student-, teacher-, and parent-reported social-emotional outcomes assessed during the Chicago CRCT, following the analytic procedures outlined in the first paper and focusing on the effectiveness of PA on social-emotional outcomes. Results indicate that PA had a significant effect on student self-reports of prosocial interactions, honesty, self-development, self-control, respect for parents and teachers, empathy, altruism, positive actions/feelings, negative moral center, and aggressive problem solving. Additionally, it was found that PA had marginal effects on teacher-reported responsibility. Minimal differences by gender were found; no differences by mobility status were found. Together, these two papers involved a sample of students in a high-risk setting; generating improvements can be particularly difficult in urban areas. The empirical evidence of effectiveness of a SECD program in a high-risk population, as demonstrated in the present study, should serve as a call to action for policymakers and school officials who are increasingly challenged to positively impact not only academic achievement, but also behavior and character development.Graduation date: 2012
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Chen, Yi-Ching, and 陳一菁. "A Study of Moral Emotions Teaching for Primary-School Lower Graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54820156574932919341.
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碩士國立臺北教育大學
課程與教學研究所
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This study aims to develop the teaching programs of moral emotions for primary-school lower graders. Contrast to traditional teaching, the programs enhance children’s experience of moral emotions and break through difficulty of cognitive-orientation instruction. The main purposes of the study are: (1) developing appropriate strategies for moral emotions teaching; (2) understanding how children express their moral emotions in their daily life. This study utilizes qualitative action research for 6 months. The subjects are 31 lower grade children from one of primary school in Keelung. The study focuses on students’ learning process, their behaviors in classroom and their interaction with teachers. The methods utilized for collecting ample information include observation, interview, document analysis, discussion. According to the results of study, our findings can be used as a reference of moral emotions education and future study.
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Wu, Chi-Pei, and 吳姿霈. "The Study of Learning Effects on Anti-Cyberbullying WebQuest Teaching Strategies for Adolescence." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/m32q7s.
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碩士國立東華大學
課程設計與潛能開發學系
100
The purpose of this research is to explore the implementation of Anti-Cyberbullying WebQuest Teaching Strategies, whether to be helpful in promoting adolescence the correct cognition , attitude and reducing the intention of cyberbully. This is a quasi experimental research in non equivalent pretest-posttest design. The 61 participants are from two intact seventh grade classes of Sunshine junior high school in Hualien county. One class with 30 students as the experiment group receiving the intervention curriculum, which had two classes every week and continued for four weeks(a total of 360 minutes), while the control group with 31 students didn’t take any course. The questionnaire was designed as the research tool, and the samples filled out three wave questionnaire, including pre-test, post-test, and post post-test (2 weeks later). The Cronbach alpha coefficient of knowledge test was .79, attitude questionnaire was .88, intention investigation was .93.For the data analysis, GEE was used to estimate the immediate effects of intervention and the effects two weeks later. Moreover, the comments and feedback from the students’ Feedback Form was taken as auxiliary to observe and assist to understand the situations of influence after Anti-Cyberbullying WebQuest Teaching Strategies. The results in this study were as follows： The Anti-Cyberbullying WebQuest Teaching Strategies could be able to promote the cognition and reduce the intention of cyberbullying immediately and retain the effects, but there’s no significant difference on attitude between two groups.
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Wang, Chiu-Fang, and 王秋芳. "A Study on Multilevel Analysis of Positive Emotions, Classroom Climate, Teacher’s Teaching Beliefs and Learning Self-efficacy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8xbcyv.
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博士國立臺南大學
教育學系教育經營與管理碩博士班
107
The study aims to explore the influence of students’ positive emotions, classroom climate on learning self-efficacy and establish research mode by taking classroom climate as mediating variable and Teacher’s teaching beliefs as moderating variable to understand the influence relation among the variables and the contextual effect . The study objects were teachers and students of public elementary school in Kaohsiung, a small sampling 52 classes, a total of 52 teachers and 1124 students . Besides, the hierarchical linear modeling is applied to analyze the influence of the hierarchical variables between the class and student. The results found: 1. Students’ positive emotions has positive impact on learrning self-efficacy. 2. Classroom climate has impact on learning self-efficacy. 3. Teacher’s teaching beliefs has impact on learning self-efficacy. 4. Teacher’s teaching beliefs has impact on classroom climate. 5. Teacher’s teaching beliefs will affect the effect of learning self-efficacy through the intermediary of classroom climate. 6. Teacher’s teaching beliefs has moderating effect between students’ positive emotions and learning self-efficacy. Accoring to the the results of the study, the teachers of elementary school should attach importance of students’ positive emotion management, create a good classroom climate, strengthen the teachers' teaching beliefs to facilitate students' learning self-efficacy. Finally, based on the findings, the study can also be taken as a reference for the teachers of elementary schools, student counsellors, school adminstration, education authorities, and the future researchers in the future.
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林妤芳. "A Study on the Correlate between Negative emotions of Work Environment and Teaching Effectiveness of Affiliated Preschool Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/wu5w8q.
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碩士國立嘉義大學
幼兒教育學系研究所
106
This study aimed at investigating the relationships among elementary schoo lattached kindergarten substitute teachers’ negative emotions of work environment and teaching effectiveness in Tainan City. The study employed the survey research method. The questionnaires were mailed to 300 affiliated preschool teachers in Tainan City. A total of 285 valid samples were obtained. The collected data were analyzed by descriptive statistics analysis, t-test, one-way ANOVA, Pearson product-moment correlation, and step-wise multiple regression analysis using SPSS 22.0. The major findings of this study were summarized as follows: 1. The negative emotions of work environment for affiliated preschool teachers is low-middle in scale.Among the various aspects of the work environment, “policy cycle” is the highest, “professional support” is the next highest, and “friendly environment” is the lowest. 2. The teaching effectiveness for affiliated preschool teachers is high-middle in scale. Among them, the highest is "teacher interaction," and the lowest is "teaching strategy." 3. There were significant differences on work environment for affiliated preschool teachers with sexuality, age, marriage and educational level, but not with teaching experiences and position held. 4. There were significant differences on teaching effectiveness for affiliated preschool teachers with age and marriage but not with sexuality, teaching experiences,educational level and position held. 5. The lower the negative feelings on the overall facet of the environment are, the more likely it will be for affiliated preschool teachers to have spare time to do the planning in advance on the teaching and present a moderate negative correlation. 6. In the work environment of kindergartens and kindergartens that are affiliated with affiliated preschool teachers, the higher the level of equality, psychological support and overall environment, the more negative the feelings will be, which will seriously affect their teaching effectiveness and show a highly negative correlation. 7. The negative feelings on the overall facet of the environment are highly negatively correlated with the teaching strategies, class management, teacher-student interaction, and teaching assessment of affiliated preschool teachers. Finally,according to the outcome of the study,make related recommendations for educational departments,preschool educators and also to be use as future references for the other researchers.
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Cockrell, Phelia Jacoba. "Geskiedenis en kognitiewe vaardigheidsverwerwing in die sekondêre skool." Thesis, 2014. http://hdl.handle.net/10210/10528.
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Sue, Jia-Xian, and 蘇家賢. "A Study of the Negative Emotions and the Coping Strategies of the Elementary Subject Teachers in the Curriculum and Teaching." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/83127486717406833810.
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碩士國立東華大學
課程設計與潛能開發學系
99
The research employs the research method of “hermeneutic dialectic circle” to explore the types and sources of the negative emotions of the elementary school subject teachers and to explore their means of regulating negative emotions. After interviewing 14 elementary school subject teachers, the researcher drew the following conclusions: 1.The types of of the negative emotions of elementary school Subject teachers could be classified into seven aspects: angry, sad, nervous, worried, afraid, detest, and shame. 2.The sources of the negative emotions of the elementary school subject teachers in the curriculum and teaching could be classified into four aspects:curriculum dimension, teaching dimension, student dimension and teacher dimension. The curriculum dimension includes: (1) misunderstanding of the reform’s slogan, (2) changes in education policy,(3) bothersome of curricular content,(4) heaviness of work pressure. The teaching dimension includes: (1) insufficient teaching hours, (2) the pressure of teaching progress, (3) the pressure of teaching performance, (4) additional assignment of teaching. The student dimension include: (1) students' biases toward curriculum, (2) students' deviant behaviors, (3) students' low learning motivation, (4) students' lack of basic competency. The teacher dimension includes: (1) lack of professional capability, (2) inappropriate means of regulating negative emotions, (3) the impact of teaching style, (4) Sense of loss of subject teachers. 3. The means of regulating negative emotions adopted by the elementary school subject teachers could be classified into four categories: preventive measures of negative emotions, immediate means of regulating negative emotions, afterward means of regulating negative emotions, and healthly approachs of cultivating negative emotions. The methods of preventive measures of negative emotions include: (1) enhancing teachers' professional knowledge, (2) psychological enhancement of the teachers. The methods of immediate means of regulating negative emotions include: (1) immediate expression of emotions, (2) changing moods by doing something, (3) changing moods by transfering environment, (4) setting aside temporarily. The methods of afterward means of regulating negative emotions include: (1) writing emotional journals, (2) rational thinkings, (3) seeking support from informal groups or individuals. The methods of healthly approachs of cultivating negative emotions include: (1) participating in leisure or physical activities, (2) participating in workshops of knowledge and ability to enhance emotional adjustment, (3) engaging in activities to promote physical and spiritual health.
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WU, HUI-JU, and 吳蕙汝. "A Study on the Positive Emotions,Resilience and Intention to stay among Medical Professionals and Administration Staff in a Local Teaching Hospital." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3bc2qe.
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碩士國立雲林科技大學
工業工程與管理系
105
Hospital is a labor-intense, highly professional, and high personnel cost institute. As the medical technology continuously changing with each passing day, personnel in hospital should have enough knowledge and capabilities to handle the medical demands of patients. Therefore, the senior manager of the organization should pay more attention in the cultivation and intention of stay. This study aims to investigate how the positive emotionality and resilience of medical staff and administrative staff influence the intention of stay. Questionnaire survey approach was applied in this study to realize the relationship between the positive emotionality and resilience of medical and administrative staff providing services no less than 3 months and intention of stay. Further interviews were applied to provide in-depth understanding about the demands and thinking of employees. Totally 260 questionnaires were given to the staff and 238 questionnaires were recovered. After filtering out ineffective questionnaire, there were 234 effective questionnaires remained. The effective recovery rate is 90%. The results after analyses were shown below. (1)Different age, job category, section, marital status, and educational background would significantly influence positive emotionality. (2)Differences in age, job category, whether served as supervisor, working years, section, and educational background would significantly influence resilience. (3)Positive emotionality would positively and significantly influence intention of stay. (4)Resilience would positively influence the intention of stay. (5)Positive emotionality would significantly and positively influence resilience. (6)Differences in age, whether served as supervisors, and sections would significantly influence intention of stay. According to the results from the study mentioned above, improvement suggestion would be provided in this study to serve as references for the stipulation of retention measures and plans in hospital to extend the development of ulterior customers more powerfully after satisfying the interior customer demands.
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Yu, Shu-chin, and 余淑卿. "A Study of Teaching Styles of The Mathematics Teachers Perceived by Junior High School Students, Mathematics Academic Emotions and Mathematics Academic Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/96370330494421167029.
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碩士國立臺南大學
教育學系課程與教學碩士班
99
The purpose of this study was to explor the correlation among teaching styles of the mathematics teachers perceived by junior high school students,Mathematics academic emotions and Mathematics academic achievement. First of all, the relevant literature was researched, summarized and organized, in order to establish the theoretical framework of this study. The main research tool was "Perception of Teaching Style of The Mathematics Teachers Scale for Students and Mathematics Emotion Scale." The effective samples selected in the study, 442 junior high school students, were selected from Jiankang Junior High School in Tainan City, and studied in grade 8 in 99th academic year. In data processing, the statistical methods used to analyze the data were the average, standard devitation, one-way ANOVA, Independent sample t-test, multiple regression. Seven conclusions were summarized as following: 1. The highest perception of teaching styles of The Mathematics Teachers perceived by the junior high school students was democracy. 2. The junior high school students’ Mathematics academic emotion was highest by the proud score. 3. The junior high school students’ academic achievement in Mathematics learning presents the platykurtosis and polarization phenomenon. 4. For the junior high school students, the teaching style of the Mathematics teachers "democracy" was positively correlated to all the positive Mathematics academic emotions. 5. For the junior high school students, the students learned with the teaching style of the Mathematics teachers "democracy" had better Mathematics academic achievement than those learned with the teaching style of the Mathematics teachers "strict authoritarian" and "nonintervention". 6. For the junior high school students, there was significant positive correlation between their positive Mathematics academic emotions and Mathematics academic iii achievement.And there was significant negative correlation between their negative Mathematics academic emotions and Mathematics academic achievement. There were no significant difference between Mathematics academic emotions "angry" or "shame" and their academic achievement. 7. The students whose Mathematics academic emotions were "hope" or "angry" could be predicted to have higher academic achievement in Mathematics. And those who had more Mathematics academic emotions as "anxious" or " hopeless" could be predicted to have lower academic achievement in Mathematics.
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KUO, KUEI-CHING, and 郭桂菁. "A Study on The Relationships Among Perception on The Science Teacher Teaching Styles,Academic Emotions, and Learning Motivation in Junior High School Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/96x38v.
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碩士中國科技大學
企業管理系
105
This study aims to explore the relationships among the science teacher teaching styles perception in junior high school students, academic emotions and learning motivation. A questionnaire survey is used. The survey participants are students from Junior High School A and B in Hsinchu County. A total of 273 questionnaires were distributed and which 243 were responded validly. The data were analyzed by descriptive statistics, reliability analysis, confirmatory factor analysis, Pearson product moment correlation analysis and regression analysis. The results reveal that: 1.Junior high school stuednts perceived that most science teachers’ teaching tend to the compromise teaching style. 2.The science academic emotions are more positive rather than negative. 3.Students have a moderate degree of motivation for science learning. 4.The compromise teaching style has a positive effect on learning motivation. 5.Positive emotions mediates the effects between the compromise teaching style and learning motivation. Finally, the conclusions and suggestions based on this research results will be offered to the educational administrations, schools, science teachers and the future researches as references.
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Shen, Wei-Ying, and 沈維瑛. "Exploring the Effect of the Flipped Classroom Teaching Model on the Motivations, Attitudes, Experiences and Emotions for Higher Vocational Mathematics Study – A Case Study of Probability and Statistics." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/n9wsc4.
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碩士國立交通大學
理學院科技與數位學習學程
106
The purpose of this research is to explore the effect of the flipped classroom teaching model on the motivations, attitudes, experiences and emotions of Higher Vocational Mathematics Study. We conduct a further analysis of the correlation students’ motivations, attitudes, experiences and emotions for learning mathematics and their learning achievements after implementing the flipped classroom Teaching Model. Our research subjects are 61 second-year students in a comprehensive high school vocational program of a national senior vocational school. The implementation unit was Higher Vocational Mathematics Class C “Probability and Statistics. The research lasted 5 weeks and utilized grouping cooperative learning. The students were grouped based on their mid-term math test scores and the heterogeneity of their characteristics, and each group included three students. The results of the study will be analyzed in terms of high-score, middle-score and low-score experimental components. The motivations, attitudes, experiences and emotions with respect to mathematics study were assessed by using a mathematics learning scale. These indicators were measured before and after the study. Students’ learning achievements were assessed via mid-terms and final exams. The quantified assessment results showed that: there were significant differences within the high-score group in terms of mathematics study attitudes and experience; there were no significant differences within the mid and low-score groups in terms of mathematics study motivations, attitudes, experience and emotions; there were significant differences within the mid and low-score groups in terms of learning achievements. Correlation tests showed that there was a significant positive correlation between mathematics study motivations and learning achievements, attitudes/experiences and learning achievements, and emotions and learning achievements. Qualitative results from student interviews showed that this teaching model made the class atmosphere lively, brightened the students’ mood and reduced their anxiety. In addition, the self-efficacy of the students in the low-score group enjoyed a marked increase, which in turn increased their desire to learn and established numerous positive learning experiences. However, some students with poor self-discipline were unwilling to accept the flipped classroom teaching model, which affected the quality of group discussion and learning.
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Hung, Hsiu-Hua, and 洪秀華. "A Study of the Impact of the Teaching Guidance Strategy on the Children’s Emotions and the Children’s Learning the Five Fields in a Montessori Kindergarten." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/pqj95r.
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碩士國立臺北教育大學
社會與區域發展學系碩士班
105
The purpose of this study is to explore the possibilities to give children guidance during the free time at a Montessori kindergarten. Each morning children at Montessori kindergarten would have the freedom to choose from 5 learning fields. Parents loved the spirit to allow children to decide, nevertheless they worried that their children didn’t explore all the possibilities in the kindergarten. We, therefore, wanted to see what would happen when teachers in the Montessori took a variety of teaching and guiding strategies to allow the children who have preference in some specific fields to explore all of the five fields, especially those fields that they had never tried during the first year at the kindergarten. We wanted to see if these approaches would interfere the children’s emotional status or not. This’s a case study. We studied 5 children who’re 4 to 5 years old at a Montessori Kindergarten. It lasted for 10 weeks from September 19, 2016 to November 25, 2016. We had a post observation period for 4 weeks in May 2017. We collected data such as video tapes, the teacher’ reflective journals, the co-workers’ journals, interviews with parents and the children, telephone conversations with parents, students’ works, etc. In this study, we found out that there were six teaching strategies the author adopted in response to the children’s individual differences and needs that were considerably effect on the study of balanced learning in the five fields of Montessori. The author observed the children during the free choice period and had paid special attention on their emotional reactions. This helped the author to adjust to the children’s needs. According to individual differences, the author could timely adjust the guiding strategy to improve the children’s learning efficiency After 10 weeks of observation and 5 months of delayed observation, we found out that the guiding strategy could indeed expand the children’s interest to explore on the Montessori five fields of teaching aids. All five children loved only 2 or 3 fields in September 2016. To our great surprise that not only the 5 case study children expand their interests to try all 5 fields, the children who were not in this study also had expand their interests in the fields that didn’t want to try in the beginning of the semester year. We, therefore encourage all Montessori Kindergarten to try to use the guiding strategy as one of the teaching methods.
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Lyashevsky, Ilya. "Teaching to Transfer in the Social Emotional Learning Context: The Case for an Instructional Model of the Human Emotion System." Thesis, 2018. https://doi.org/10.7916/D8MP6KD6.
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Social emotional learning (SEL) is an increasingly important area of study, which aims to help students develop skills critical for healthy social functioning as well as academic and professional success. There is general agreement that SEL, like other subjects, should result in knowledge transfer. However, there has been little research aimed at identifying instruction methodologies that might enable such transfer. In my dissertation, I propose that SEL knowledge transfer may be facilitated by way of direct teaching of a model of the human emotion system (HES). I provide a functional definition of the emotion system, demonstrate how the principles of the HES represent the deep structures that underlie key SEL skills, discuss why the direct teaching of the HES is necessary despite the spontaneous formation of implicit models of emotion, and propose a set of components that may comprise an instructional HES model. I then describe a pilot study demonstrating that HES model learning can transfer to new problems and produce improvements in aspects of social emotional competence (SEC), specifically other awareness and empathy. Compared to the control group, the pilot’s model learning group rated “socially inappropriate” emotional responses as significantly less blameworthy, indicating greater cognitive empathy and the transfer of emotion model knowledge to a novel set of problems. A larger, follow-up study sought to replicate the results of the pilot while conducting the intervention online and exploring several additional hypotheses. The study successfully replicated the pilot’s results with respect to other-awareness, while also demonstrating that HES model learning had a positive effect on self-awareness: participants in the Model Learning condition rated their own hypothetical undesirable emotional reactions as significantly less blameworthy than those in the control condition, demonstrating increased acceptance of emotions in the self. The results also suggest HES model learning produces a stronger short-term effect on other-awareness than self-awareness, and shed new light on the design considerations for preparation for future learning (PFL) activities in the SEL context, namely, the need for precise targeting of relevant deep structures and the potential for learning interference caused by the activation of existing emotion theories. Exploratory post-hoc analyses further point to the possibility of gender playing a role in the success of HES model learning, with males potentially being more resistant to such learning than females. I discuss the study results as well as the broader significance of the HES model learning approach to SEL.
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Asamani, Gifty Akua Asantewa. "“Science Ain’t the Enemy” – Exploring the Experiences of Black and Brown Girls in a Hip-Hop Based Science Program." Thesis, 2018. https://doi.org/10.7916/D8NK4XF9.
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This dissertation is a longitudinal critical ethnographic research study that explores the experiences of four Black and Brown high school girls’ who participated in a hip-hop based science program (Science Genius program). The study employed three distinct yet aligned theoretical frameworks: - sociocultural theory, Pygmalion effect, and Black feminist theory. Given that an ethnographic study looks at the cultural patterns of a group over a period of time, this investigation spanned 2.5 years and involved explorations of the participants’ experiences with science. In addition, there are elements of autoethnography woven throughout the dissertation as my personal experiences as a Black woman in science informs both my research lens and my relationship to the research subjects (Camangian, 2010). By utilizing a qualitative methodological approach, the study gave voice to students who were racially and traditionally marginalized in science education and professions (Ceci & Williams, 2007; Emdin, 2016; Hanson, 2008; Hill, Corbett, & St. Rose, 2010; Mensah, 2012) and provided an opportunity for them to give personal accounts of their experiences in science education. The primary focus of the research involved a critical analysis of the responses of Black and Brown girls to a culturally relevant science curriculum that was based on the foundations of hip-hop pedagogy (Adjapong & Emdin, 2015; Emdin, 2010a, 2010b, 2016; Gay, 2010; Ladson-Billings, 1995). The findings of this study showed how the girls used the hip-hop based science program as a platform to demonstrate girl empowerment against commonplace Black and Brown girl race/gender biases in science, technology, engineering, and mathematics (STEM) education and how they built up their confidence to exhibit their scientific knowledge while defining their scientific identities.
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Zeng, Zhen-hua, and 曾振華. "The teachers’ teaching enthusiasm, Emotions problem of students, Self education expectation of students, and study of the behavior deviation:Take the TEPS database as an example of senior high school students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4xgx98.
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碩士國立臺東大學
進修部暑期學校行政碩士班
107
With the rapid variation of the modern world, behavior deviation of senior high students appears in every aspect. The reason could be losing the function of the structure of family, school, and society, or could be losing the function of personal role. Thus, the age between around 15~18 is the critical period for students to be developed and affected. In the past, most of the researches took regional research. Hence, the present research further focuses on the behavior deviation of the senior high students all around Taiwan. The present research analyzes the teachers’ teaching enthusiasm, emotions problem of students, self education expectation of students, and the relation of the behavior deviation. Reference is made from “Taiwan Education Panel Survey (TEPS).” The data of reference was collected from 13553 students in 2007. The related information of students after being the third grade in senior high was discussed according to the aforementioned issues. The statistic shows the result findings found: Students perception the higher teaching enthusiasm, the higher self education expectation, the lower emotional disturbance, the lower deviation behaviors. Applying multi regression analysis can expect the relation of teaching enthusiasm, emotion problem of students, and self education expectation to the behavior deviation.
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Rubrecht, Brian Guenter. "Perceived obligation and language learning motivation: a preliminary inquiry into the individual versus group obligation orientations of Japanese EFL high school students and their motivation to learn English." Thesis, 2004. http://hdl.handle.net/2152/2183.
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