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1
Eddy, Thomas M. McNeal Larry. "Teacher and student perceptions of school environment and student discipline." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819892.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 14, 2006. Dissertation Committee: Larry McNeal (chair), Paul J. Baker, Lemuel W. Watson, Joe Parks. Includes bibliographical references (leaves 102-112) and abstract. Also available in print.
2
Guzel, Okan. "High School Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608863/index.pdf.
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The purposes of this study were to explore students&rsquoperceptions of the extent to which constructivist approaches are present in chemistry classes at high school level in Turkey, to assess students&rsquo
perceptions of their chemistry teachers&rsquo
communication behaviours in their classroom learning environments and to investigate the learning strategies of students in chemistry classes considering school type, gender, and grade level differences. In this study, the Constructivist Learning Environment Questionnaire (CLES), the Teacher Communication Behaviour v Questionnaire (TCBQ) and the Motivated Strategies for Learning Questionnaire (MSLQ) were used as measuring instruments. In addition, the questionnaires included some questions for demographic characteristics of participants. The study was conducted in conveniently selected two schools (private and public) in Ankara with a total of 994 ninth and tenth grade students in the second term of 2006-2007 semesters. Data obtained from the administration of measuring instruments by using the analysis of multivariate analysis of variance (MANOVA) The results of the study indicated that school type, gender and grade level of the students had significant effect on perception of classroom learning environment, teacher&rsquo
communication behaviour and perceived use of learning strategies. For instance, students in private schools perceived their classroom-learning environment more constructivist than student in public school. In addition girls rated that, their learning environment and teachers&rsquo
communication behaviours more favourably than did boys. The study also showed that students use rehearsal-learning strategy mostly in their chemistry classrooms.
3
Young, Robin Hayden. "The relationship between school climate and reciprocal trust in high schools." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009young_r.PDF.
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Thesis (E. Ed.) -- The Sage Colleges, 2009."A Doctoral Research Project presented to Associate Professor of Education Connell G. Frazer, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Includes bibliographical references: p. 81-89.
4
Jensen, Michelle Kirstina. "School engagement in Latino high school students : ecological factors and academic outcomes /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102169.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 87-99). Also available for download via the World Wide Web; free to University of Oregon users.
5
Cheung, Chun-ming, and 張俊明. "New roles of school principals in school-based management reform: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.
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Thompson, Nathan. "A climate assessment of working environments at a small midwestern public high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009thompsonn.pdf.
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Vanka, Padmaja S. (Padmaja Surya) 1968. "Line coordination in a rapid change, high volume environment." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/34773.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2004.Includes bibliographical references (p. 89-90).
Raytheon - Integrated Defense Systems (IDS) manufactures surface radars. In the past, Raytheon's Andover plant was primarily a systems integration facility receiving subassemblies from other sources to assemble the radars. Hence for a long time, building surface radars in low volume had been the norm. However, since the last few years the plant also has been producing some of these subassemblies in high volume. Due to this, the facility had to transition from a predominantly low volume manufacturing environment to one that includes high volume assembly lines. This thesis examines the challenges that arose due to the transition from a low volume to a high volume manufacturing environment. One of the major problems examined was throughput variability on a high volume assembly line. It has been determined that throughput variability can be reduced by achieving line coordination; i.e. "balance in the flow across the assembly line". This thesis emphasizes the importance of effective execution of the production plan to reduce throughput variability. It focuses on three key areas that needed improvement: Culture, Manufacturing Practices, and Business Systems. The thesis includes improvements implemented to achieve line coordination.
by Padmaja S. Vanka.
S.M.
M.B.A.
8
Eustache, Marie Carla 1970. "Integrating cost consequences into a high quality manufacturing environment." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/34727.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Chemical Engineering; and, (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2003.Includes bibliographical references (p. 61).
Intel Corporation, the world leader in manufacturing microprocessors, has beer successful in achieving high margins because of its ability to successfully deliver high volume and reliable microprocessors at high demand. By ensuring the reliability and quality of the same product at multiple sites, Intel coordinated knowledge sharing across multiple facilities through a virtual factory, an approach known as "Copy Exactly". "Copy Exactly" methodology is a dominant force and integral part of Intel's culture in achieving high quality and high volume manufacturing. However, as the demand for microprocessors dropped in recent years, Intel focused more on lowering cost for higher margin earnings. Although lowering cost has been a normal process within Intel's operating environment, cost reductions usually occurred upfront during the product development period or the latter part of the manufacturing product life cycle. Between those stages, quality and output improvements were the primary focus. Cost reductions projects in manufacturing were delayed until sustainability stage. Intel initiated a paradigm shift on managing cost in manufacturing by pushing cost reduction projects earlier in the manufacturing product life cycle and moving accountability to groups that impact cost directly. The challenge of implementing this strategy posed is the focus of this thesis. The LFM (Leaders for Manufacturing) internship at one of Intel's fabrication plant was developed to initiate and implement the commodity cost reduction program during production ramp. This thesis analyzes the challenges that Intel's manufacturing organization faces, while implementing a radical change in reducing commodity cost. By exploring the details of Intel's current organizational culture, technical strategy, and core competencies, the thesis describes how these factors affect the implementation and execution of the cost reduction program. By means of the concepts of reengineering as described by Michael Hammer, the cost reduction strategy will be analyzed for effectiveness. This program led the organization to focus on cost consciousness, while maintaining the high quality and reliability Intel is known for.
by Marie Carla Eustache.
M.B.A.
S.M.
9
Zetréus, Emma, and Moa Olsson. "To design security : A quantitative study of high school students security in the physical school environment." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40085.
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High school students' schooling is preparing for their future. It is therefore important that their school time is characterized by security and a good physical school environment. The purpose of this thesis is to investigate how the physical school environment outside the classroom affects the safety of high school students. The aim of the study is also to highlight a possible connection between how the design of various places in the school affects the safety of the students, connected to where the students mostly stay during the school day. Previous science and background facts about safety in the physical school environment emphasize how important it is with the school's design. There are numbers of relevant factors to consider when designing a school and how to promote security in the physical school environment. To be able to answer the issues of the thesis, quantitative surveys have been sent out to high schools students at a secondary school. Through bar charts, the result is presented and then analyzed based on the method bivariate analysis. The theoretical framework of the thesis consists of Simmel's sociological theory and the spatial theory perspective. The results of the study are analyzed on the basis of the theory perspective and compared with previous science and other background facts. The results of this study shows that students are safest in the dining room, the library and in the places where they mostly stay daily. The factors that contribute to security are mainly that people they feel safe with are there, open spaces and comfortable sound levels.
10
Lang, Dale Christopher. "Teacher interactions within the physical environment : how teachers alter their space and/or routines because of classroom character /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7726.
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com, Punipa91@Hotmail, and Punipa Suntisukwongchote. "Testing Models of Collaboration among High School Science Teachers in an Electronic Environment." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20041201.151300.
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Teacher collaboration is one of the strategies for encouraging teaches to work together to achieve their common ends. In a complex modern world, teachers rarely have time to collaborate with each other. E-mail and Internet technology encourages teacher collaboration to emerge with personal interaction. E-mail is rapid, permitting responses within the same day or even a few hours. On the network, teachers can seek advice from teachers on other campuses and around the world, and at the same time, they can build their relationship with other users. In Western Australia, an e-mail network for science curriculum leaders was established in both primary and secondary schools. In 1998, a study showed that 93 heads of science departments in government high schools were connected to this e-mail network, and more than two-thirds of them had their computers connected to the World Wide Web.
This study aims to: firstly, test Fishboughs models of collaboration among high school science teachers in an electronic environment (e-mail and Internet); and secondly, presents a detailed science web site analysis in terms of the potential of these websites to foster collaboration. The investigation is divided into two distinct studies: Study One is a survey of the teachers perceptions of collaboration via the Internet and Study Two is a detailed science website analysis.
Study One employed both mail questionnaire and face-to-face interview techniques as methods of data collection. The Science Teacher Collaboration via E-mail and Internet Questionnaire was developed and used to collect data on models of collaboration and interaction perspective of collaborative relationships via the Internet of science teachers at the selected schools. The information from quantitative analysis was used to compose the interview schedule. The follow-up interview was conducted with science teachers who agreed to be interviewed at the sample schools.
Study Two adopted a content analysis technique for analysis of data collected from the two kinds of science websites, specific science websites for science teachers and science websites for general audiences from five chosen continents, Australia, Asia, Europe, America and Africa.
The study found that the Consulting model of collaboration is frequently used by science teachers and science web sites from five chosen continents.
12
Pritz, Sandra G. "Student perceptions about their educational experience in a high school block scheduling environment /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486572165278918.
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Taylor, Bret Allen. "The influence of classroom environment on high school students' mathematics anxiety and attitudes." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/73.
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The purpose of this research was to examine the possible associations between the perceived classroom environment of high school students, the level of mathematics anxiety that they possess, and their attitudes towards mathematics. This marks the first time that these three fields of research have been simultaneously combined. Data were gathered from 745 high school mathematics students in 34 classes in high schools in the Southern California area using three instruments: the What is Happening In this Class? (WIHIC) learning environment survey created by Fraser, McRobbie, and Fisher (1996), an updated version of Plake and Parker's (1982) Revised Mathematics Anxiety Ratings Scale WRS), and a mathematics version of selected scales from Fraser's (1981) Test of Science-Related Attitudes (TOSRA). This revised attitude instrument was called the Test of Mathematics-Related Attitudes (TOMRA). Using statistical methods, the three instruments were checked for internal consistency reliability, factor structure, and discriminant validity. The RMARS and WIHIC were both found to exhibit good reliability and factorial validity in mathematics classrooms in Southern California, while the TOMRA yielded two scales of the four a priori scales, Enjoyment of Mathematics Lessons and Normality of Mathematicians, which met reliability and factorial validity standards. Within-class gender differences were analysed using paired t-tests combined with a modified Bonferroni procedure and effect sizes. Between- student gender difference were investigated using MANOVA. Simple correlation and multiple regression analyses were performed to identify possible associations between the learning environment and anxiety/attitudes scales. Qualitative data were collected from interviews and inductive analysis was performed in order to refute or corroborate the quantitative findings.Significant within-class gender differences were found in four areas of the learning environment (Student Cohesiveness, Task Orientation, Cooperation, and Equity), but no gender differences in attitudes were found. All four learning environment areas were perceived in a more favourable light by females than by males. Individual gender differences were similar, with a significant difference also being found in Teacher Support, as well as both types of mathematics anxiety, namely, Learning Mathematics Anxiety and Mathematics Evaluation Anxiety. In order to carefully identify the relationships between the classroom learning environment and mathematics anxiety, analyses were conducted for both factors of mathematics anxiety. While no association between the learning environment and Mathematics Evaluation Anxiety was found, there were significant associations between Learning Mathematics Anxiety and three areas of the learning environment: Student Cohesiveness, Task Orientation, and Investigation. Significant associations between the Normality of Mathematicians attitude scale and the learning environment scales Equity and Involvement were identified, while three areas of the learning environment (Investigation, Task Orientation, and Cooperation) had a significant relationship with Enjoyment of Mathematics Lessons. Qualitative data analyses confirmed relationships between anxiety, attitudes, and classroom learning environments. The data also suggest that the structure of the mathematical content is linked with the level of anxiety that high school students feel.
14
Taylor, Bret Allen. "The influence of classroom environment on high school students' mathematics anxiety and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15708.
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The purpose of this research was to examine the possible associations between the perceived classroom environment of high school students, the level of mathematics anxiety that they possess, and their attitudes towards mathematics. This marks the first time that these three fields of research have been simultaneously combined. Data were gathered from 745 high school mathematics students in 34 classes in high schools in the Southern California area using three instruments: the What is Happening In this Class? (WIHIC) learning environment survey created by Fraser, McRobbie, and Fisher (1996), an updated version of Plake and Parker's (1982) Revised Mathematics Anxiety Ratings Scale WRS), and a mathematics version of selected scales from Fraser's (1981) Test of Science-Related Attitudes (TOSRA). This revised attitude instrument was called the Test of Mathematics-Related Attitudes (TOMRA). Using statistical methods, the three instruments were checked for internal consistency reliability, factor structure, and discriminant validity. The RMARS and WIHIC were both found to exhibit good reliability and factorial validity in mathematics classrooms in Southern California, while the TOMRA yielded two scales of the four a priori scales, Enjoyment of Mathematics Lessons and Normality of Mathematicians, which met reliability and factorial validity standards. Within-class gender differences were analysed using paired t-tests combined with a modified Bonferroni procedure and effect sizes. Between- student gender difference were investigated using MANOVA. Simple correlation and multiple regression analyses were performed to identify possible associations between the learning environment and anxiety/attitudes scales. Qualitative data were collected from interviews and inductive analysis was performed in order to refute or corroborate the quantitative findings.Significant within-class gender differences were found in four areas of the learning environment (Student Cohesiveness, Task Orientation, Cooperation, and Equity), but no gender differences in attitudes were found. All four learning environment areas were perceived in a more favourable light by females than by males. Individual gender differences were similar, with a significant difference also being found in Teacher Support, as well as both types of mathematics anxiety, namely, Learning Mathematics Anxiety and Mathematics Evaluation Anxiety. In order to carefully identify the relationships between the classroom learning environment and mathematics anxiety, analyses were conducted for both factors of mathematics anxiety. While no association between the learning environment and Mathematics Evaluation Anxiety was found, there were significant associations between Learning Mathematics Anxiety and three areas of the learning environment: Student Cohesiveness, Task Orientation, and Investigation. Significant associations between the Normality of Mathematicians attitude scale and the learning environment scales Equity and Involvement were identified, while three areas of the learning environment (Investigation, Task Orientation, and Cooperation) had a significant relationship with Enjoyment of Mathematics Lessons. Qualitative data analyses confirmed relationships between anxiety, attitudes, and classroom learning environments. The data also suggest that the structure of the mathematical content is linked with the level of anxiety that high school students feel.
15
Lightburn, Millard E. "Evaluation of anthropometry activities for high school science: student outcomes and classroom environment." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2494.
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The study involved the evaluation of anthropometric activities for high school science. The activities actively engaged students in the process of gathering, processing and analyzing data derived from human body measurements, with students using their prior knowledge acquired in science, mathematics and computer classes to interpret this information. Quantitative (survey) and qualitative (interview) methods were used to provide answers to the research questions. The quantitative portion of the study involved students' achievement, students' attitudes to science and students' perceptions of the classroom learning environment. A pretest/posttest design was used with achievement outcomes, however, only a single assessment of student attitudes and classroom environment was made. The sample size used to gather data on students' attitudes to science and students' perceptions of the leaming environment was 726 students. Five hundred and ninety-eight (598) students tools the biology test. However, analyses were restricted to the subsample of 158 students who had experienced the anthropometric laboratory activity. Twenty-four students (24) were interviewed for the qualitative part of the study. Data generated from the interviews were used to complement information provided in the surveys. The main purpose of this research was to evaluate these student-centered activities in terms of students' achievement, students' attitudes and students' perceptions of the science classroom environment. Other aims included: to validate generally-applicable measures of classroom learning environments and students' attitudes to science; to investigate gender differences in students' achievement, attitudes and perceptions of classroom environment; and to investigate associations between the classroom learning environment and the student outcomes of performance and attitudes.Some of the important findings of this study included: 1. In reference to the survey instruments, the item analyses supported the internal consistency reliability and ability to differentiate between classrooms of the learning environment questionnaire and the analyses of attitude data supported the factorial validity, internal consistency reliability and discriminant validity of the attitude questionnaire. 2. Substantial differences between the pretest and posttest scores for the achievement measures in Biology and anthropometric activities were found. These findings were supported by statistically significant t-test scores and effect sizes. 3. There was a positive influence of using anthropometric activities on both students' attitudes and their perceptions of the classroom learning environment. The findings based on qualitative information (interviews, which involved twenty-four students) were consistent with patterns emerging from our quantitative information (surveys, which involved 760 students) and they supported the effectiveness of the anthropometric activities. 4. The analysis of gender differences in students' achievement, attitudes and perceptions of classroom environment revealed that boys have more positive attitudes to science than girls do and is in agreement with past studies. However, females' students demonstrated more favorable perceptions of the learning environment than mates, primarily with Student Cohesiveness and Rule Clarity. 5. The association between student attitudes and their perception of the leaming environment indicated that students' attitudes to science are most likely to be positive in laboratory classes where student perceive a strong integration between the concepts and principles covered in theory classes and in laboratory classes. These findings are consistent with results in other countries.6. The association between achievement and student perceptions of their learning environment, suggest that integration of theoretical concepts with laboratory activities (Integration), a cohesive student group (Student Cohesiveness) and using appropriate laboratory materials and equipment (Material Environment) are likely to lead to student achievement. This finding replicates the results of previous studies. 7. I found stronger outcome-environment associations for attitudes than for achievement. This finding is consistent with results from past research. The contributions and significance of this study can be summarized as follows: 1. One of the key components of this study was the development and implementation of the innovative anthropometric laboratory activity, which was especially designed for this research. 2. Another contribution of this study is to the field of integrated curriculum instruction. While most instructional curricular activities are subject specific, this study is interdisciplinary in nature because it effectively links concepts and skills from science, mathematics, statistics, and technology (graphing calculators and computers). 3. A unique feature of this research is that it had an evaluation component involving student performance, student attitudes, and the nature of the classroom learning environment. Therefore, the study contributes to the field of learning environment research by adding another study to the limited research that has employed the classroom environment as a criterion of effectiveness in evaluating educational innovations. The study has the potential to help other science teachers to apply these ideas in their classrooms.
16
Lightburn, Millard E. "Evaluation of anthropometry activities for high school science : student outcomes and classroom environment /." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14071.
Full textAbstract:
The study involved the evaluation of anthropometric activities for high school science. The activities actively engaged students in the process of gathering, processing and analyzing data derived from human body measurements, with students using their prior knowledge acquired in science, mathematics and computer classes to interpret this information. Quantitative (survey) and qualitative (interview) methods were used to provide answers to the research questions. The quantitative portion of the study involved students' achievement, students' attitudes to science and students' perceptions of the classroom learning environment. A pretest/posttest design was used with achievement outcomes, however, only a single assessment of student attitudes and classroom environment was made. The sample size used to gather data on students' attitudes to science and students' perceptions of the leaming environment was 726 students. Five hundred and ninety-eight (598) students tools the biology test. However, analyses were restricted to the subsample of 158 students who had experienced the anthropometric laboratory activity. Twenty-four students (24) were interviewed for the qualitative part of the study. Data generated from the interviews were used to complement information provided in the surveys. The main purpose of this research was to evaluate these student-centered activities in terms of students' achievement, students' attitudes and students' perceptions of the science classroom environment. Other aims included: to validate generally-applicable measures of classroom learning environments and students' attitudes to science; to investigate gender differences in students' achievement, attitudes and perceptions of classroom environment; and to investigate associations between the classroom learning environment and the student outcomes of performance and attitudes.Some of the important findings of this study included: 1. In reference to the survey instruments, the item analyses supported the internal consistency reliability and ability to differentiate between classrooms of the learning environment questionnaire and the analyses of attitude data supported the factorial validity, internal consistency reliability and discriminant validity of the attitude questionnaire. 2. Substantial differences between the pretest and posttest scores for the achievement measures in Biology and anthropometric activities were found. These findings were supported by statistically significant t-test scores and effect sizes. 3. There was a positive influence of using anthropometric activities on both students' attitudes and their perceptions of the classroom learning environment. The findings based on qualitative information (interviews, which involved twenty-four students) were consistent with patterns emerging from our quantitative information (surveys, which involved 760 students) and they supported the effectiveness of the anthropometric activities. 4. The analysis of gender differences in students' achievement, attitudes and perceptions of classroom environment revealed that boys have more positive attitudes to science than girls do and is in agreement with past studies. However, females' students demonstrated more favorable perceptions of the learning environment than mates, primarily with Student Cohesiveness and Rule Clarity. 5. The association between student attitudes and their perception of the leaming environment indicated that students' attitudes to science are most likely to be positive in laboratory classes where student perceive a strong integration between the concepts and principles covered in theory classes and in laboratory classes. These findings are consistent with results in other countries.
6. The association between achievement and student perceptions of their learning environment, suggest that integration of theoretical concepts with laboratory activities (Integration), a cohesive student group (Student Cohesiveness) and using appropriate laboratory materials and equipment (Material Environment) are likely to lead to student achievement. This finding replicates the results of previous studies. 7. I found stronger outcome-environment associations for attitudes than for achievement. This finding is consistent with results from past research. The contributions and significance of this study can be summarized as follows: 1. One of the key components of this study was the development and implementation of the innovative anthropometric laboratory activity, which was especially designed for this research. 2. Another contribution of this study is to the field of integrated curriculum instruction. While most instructional curricular activities are subject specific, this study is interdisciplinary in nature because it effectively links concepts and skills from science, mathematics, statistics, and technology (graphing calculators and computers). 3. A unique feature of this research is that it had an evaluation component involving student performance, student attitudes, and the nature of the classroom learning environment. Therefore, the study contributes to the field of learning environment research by adding another study to the limited research that has employed the classroom environment as a criterion of effectiveness in evaluating educational innovations. The study has the potential to help other science teachers to apply these ideas in their classrooms.
17
Suntisukwongchote, Punipa. "Testing models of collaboration among high school science teachers in an electronic environment." Thesis, Suntisukwongchote, Punipa (2004) Testing models of collaboration among high school science teachers in an electronic environment. Professional Doctorate thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/326/.
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Teacher collaboration is one of the strategies for encouraging teaches to work together to achieve their common ends. In a complex modern world, teachers rarely have time to collaborate with each other. E-mail and Internet technology encourages teacher collaboration to emerge with personal interaction. E-mail is rapid, permitting responses within the same day or even a few hours. On the network, teachers can seek advice from teachers on other campuses and around the world, and at the same time, they can build their relationship with other users. In Western Australia, an e-mail network for science curriculum leaders was established in both primary and secondary schools. In 1998, a study showed that 93 heads of science departments in government high schools were connected to this e-mail network, and more than two-thirds of them had their computers connected to the World Wide Web.
This study aims to: firstly, test Fishbough's models of collaboration among high school science teachers in an electronic environment (e-mail and Internet); and secondly, presents a detailed science web site analysis in terms of the potential of these websites to foster collaboration. The investigation is divided into two distinct studies: Study One is a survey of the teachers' perceptions of collaboration via the Internet and Study Two is a detailed science website analysis.
Study One employed both mail questionnaire and face-to-face interview techniques as methods of data collection. The Science Teacher Collaboration via E-mail and Internet Questionnaire was developed and used to collect data on models of collaboration and interaction perspective of collaborative relationships via the Internet of science teachers at the selected schools. The information from quantitative analysis was used to compose the interview schedule. The follow-up interview was conducted with science teachers who agreed to be interviewed at the sample schools.
Study Two adopted a content analysis technique for analysis of data collected from the two kinds of science websites, specific science websites for science teachers and science websites for general audiences from five chosen continents, Australia, Asia, Europe, America and Africa.
The study found that the Consulting model of collaboration is frequently used by science teachers and science web sites from five chosen continents.
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Parish-Duehn, Synthia Lee. "Purposeful cultural changes at an alternative high school : a case study /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/s_duehn_041808.pdf.
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Ganeson, Krishnaveni. "Students' lived experience of transition into high school : a phenomenological study." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16249/1/Krishnaveni_Ganeson_Thesis.pdf.
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There is a need to understand the transition of students from primary to secondary schooling outside the confines of practitioners' and academics' viewpoints. This thesis explores that transition from the perspectives of the students themselves. It argues that they experience the transition into secondary schooling as challenging. This issue is significant because transition into high school coincides with adolescent developmental changes - social, physical, emotional, cognitive and psychological - as well as the move from the relative stability of one teacher a year to different teachers for each subject, and the shift in status from being the most senior to the most junior students in their school. These students also face challenges such as friendship and identity issues as well as problems locating places in the new environment, for example, subject classrooms, play areas, teachers' rooms.
This study's theoretical framework is constructed from a phenomenological psychological stance. A phenomenological methodology guides this study, allowing students' experiences to speak for themselves. Other methodologies were not appropriate as the researcher wanted to hear the students' voices while they were experiencing transition.
Few studies in the past have attempted to study transition into high school as it is lived and experienced by students themselves. This empirical study addresses that gap in the literature. Its findings could provide the necessary information needed to further assist educationalists in developing appropriate programs and activities to support this group.
Sixteen adolescents participated in the study. Of two common methods of collecting data in phenomenological studies - interviews and journal writing - journal writing was chosen. This data collection technique enabled the researcher to learn about transition from students' perspectives.
The data were collected in the first ten weeks of high school from Year 7 students (first year of high school in New South Wales). Drawing on the work of Giorgi (1985a, 1985b), who translated aspects of phenomenological philosophy into a concrete method of research (Ehrich, 1997), a phenomenological psychological approach was used to analyse the data in a step-by-step process. There were four steps to the analysis of the data. The first step involved reading through the entire description of the participants' experience to get a sense of the meaning of the experience as a whole. In the second step, the description was read to identify meaning units, i.e. words/phrases that clearly express meanings of the experience of transition. In the third step, the analysis involved transformation of the meaning units from participants' concrete descriptions into more general categories. The fourth step involved two aspects: a situated structural description of the experience was written, and finally the researcher produced a general structural description that represented the whole experience of the phenomenon.
Because of the small sample selected, the study does not claim generalisability across other populations of adolescents. However, what the study does is to highlight seven essential themes of transition. First peers can play a significant role in enabling a smooth transition to high school. Second, schools support transition through a number of programs and activities to help students adapt to the new environment. Third, students need to learn new procedures, location of rooms and other new routines in this environment. Fourth, learning occurs through the academic, practical and extracurricular activities and some learning is more challenging than other types of learning. Fifth, high school transition is enhanced when students are confident and feel a sense of achievement and success in their new environment. Sixth, homework and assignments are a part of the high school curriculum. Finally, teachers' attitudes/abilities can affect student integration into high school and make learning fun or boring.
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Ganeson, Krishnaveni. "Students' lived experience of transition into high school : a phenomenological study." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16249/.
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There is a need to understand the transition of students from primary to secondary schooling outside the confines of practitioners' and academics' viewpoints. This thesis explores that transition from the perspectives of the students themselves. It argues that they experience the transition into secondary schooling as challenging. This issue is significant because transition into high school coincides with adolescent developmental changes - social, physical, emotional, cognitive and psychological - as well as the move from the relative stability of one teacher a year to different teachers for each subject, and the shift in status from being the most senior to the most junior students in their school. These students also face challenges such as friendship and identity issues as well as problems locating places in the new environment, for example, subject classrooms, play areas, teachers' rooms. This study's theoretical framework is constructed from a phenomenological psychological stance. A phenomenological methodology guides this study, allowing students' experiences to speak for themselves. Other methodologies were not appropriate as the researcher wanted to hear the students' voices while they were experiencing transition. Few studies in the past have attempted to study transition into high school as it is lived and experienced by students themselves. This empirical study addresses that gap in the literature. Its findings could provide the necessary information needed to further assist educationalists in developing appropriate programs and activities to support this group. Sixteen adolescents participated in the study. Of two common methods of collecting data in phenomenological studies - interviews and journal writing - journal writing was chosen. This data collection technique enabled the researcher to learn about transition from students' perspectives. The data were collected in the first ten weeks of high school from Year 7 students (first year of high school in New South Wales). Drawing on the work of Giorgi (1985a, 1985b), who translated aspects of phenomenological philosophy into a concrete method of research (Ehrich, 1997), a phenomenological psychological approach was used to analyse the data in a step-by-step process. There were four steps to the analysis of the data. The first step involved reading through the entire description of the participants' experience to get a sense of the meaning of the experience as a whole. In the second step, the description was read to identify meaning units, i.e. words/phrases that clearly express meanings of the experience of transition. In the third step, the analysis involved transformation of the meaning units from participants' concrete descriptions into more general categories. The fourth step involved two aspects: a situated structural description of the experience was written, and finally the researcher produced a general structural description that represented the whole experience of the phenomenon. Because of the small sample selected, the study does not claim generalisability across other populations of adolescents. However, what the study does is to highlight seven essential themes of transition. First peers can play a significant role in enabling a smooth transition to high school. Second, schools support transition through a number of programs and activities to help students adapt to the new environment. Third, students need to learn new procedures, location of rooms and other new routines in this environment. Fourth, learning occurs through the academic, practical and extracurricular activities and some learning is more challenging than other types of learning. Fifth, high school transition is enhanced when students are confident and feel a sense of achievement and success in their new environment. Sixth, homework and assignments are a part of the high school curriculum. Finally, teachers' attitudes/abilities can affect student integration into high school and make learning fun or boring.
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Sy, Wai-yin Jeffrey. "Territoriality as environment : St. Paul's Co-ed. College /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948131.
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Wooten, Vera. "The effectiveness of a constructivist learning environment on learning in the high school science classroom." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1619.
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This study hypothesized that students in a constructivist classroom would perform better academically than students in a traditionalist classroom. The methodology used was a multi~method approach utilizing both quantitative and qualitative techniques.Two separate classrooms of students in a 10th grade general science program were selected to serve as the experimental and control groups. One group was taught the material using traditional teaching methods in a traditional learning environment, functioning as the control group. The second group was taught the same basic material using constructivist methods in a constructivist learning environment.The most significant finding of the study was that students in the constructivist classroom scored higher on the achievement test than students in the more traditional classroom, even though constructivist approaches tend to focus on different assessment tools. Although the study lends support to the major hypothesis, it should be noted that further research must be conducted in this area. Samples of larger than 23 would ideally be chosen and more classes in multiple schools should be used. The use of a convenience sample; such as was done in this study, tends to limit the implication of the results, because the endings can only be strictly said to be true for classes in this particular school.
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MacQuigg, Georganna. "Relationships Between Student Alienation in the Secondary School and Student Attitudes Toward Selected Factors in the School Environment: An Exploratory Correlational Study." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332331/.
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The problem of this study was to identify relationships which might exist between variables measuring alienation feelings in high school students and variables measuring attitudes exhibited by those students toward the school environment. Mackey's Adolescent Alienation Scale was used to obtain student scores on three dimensions of alienation—Personal Incapacity, Cultural Estrangement, and Guidelessness. The Minnesota School Attitude Survey (MSAS) was used to obtain scores on attitudes toward factors in the school environment: School Curriculum, Self at School, Others at School, Support Received at School, Pressure at School, and Personal Development at School. Pearson Product moment correlations were computed for each dimension of alienation and the attitude clusters. Correlations were computed for each of nine statistical subgroups which comprised the sample group of 294 students— ninth-, tenth-, eleventh-, and twelfth-grade subgroups, male and female subgroups, and Anglo, Black, and Hispanic subgroups. Students in the population for the study were enrolled in a traditionally-organized, comprehensive curriculum, racially-integrated urban high school in a large-city public school district. Findings revealed that the single most influential environmental factor related to student alienation in this study was a feeling of pressure in the school setting. Pressure was related directly both to feelings of Personal Incapacity and to feelings of Guidelessness. Also, the greater students' feelings of Personal Incapacity, the less pleasant (more unpleasant) they felt their experiences were with the curriculum, themselves, and others at school. Alienation in the sense of Cultural Estrangement was related strongly and inversely to personal growth and development experiences at school. Feelings of Guidelessness were associated inversely with both students' attitudes of pleasantness/unpleasantness and their attitudes of importance/unimportance toward the school curriculum, themselves, and others at school. It is recommended that studies be conducted to determine specific learning activities, school experiences, and organizational processes which can reduce effectively students' feelings of alienation in the school setting.
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Diskin, Mark A. "The effects of constructivism and chaos on assessment in a high school chemistry classroom." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/842.
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This study comprises three parts. First, to validate the Oral Individualized Classroom Environment Questionnaire (OICEQ) which is used to assess students perceptions of the learning environment in secondary chemistry classes in the U.S.A. The OICEQ is a modified version of the actual and preferred versions of the Individualized Classroom Environment Questionnaire (ICEQ) (Fraser, 1990). Second, to investigate associations between three types of science educational assessments; predictors of performance, perceptions of the classroom environment, and chemistry academic performance. Third, to address the following two questions:1. Are chaos and constructivism allies of adversaries to assessments (predictors, perceptions, and performance)?2. Is action research a valid process of evaluating a constructivist chemistry classroom (examining associations between chaos and constructivism)?A sample of 473 students from 21 chemistry classes took the Test of Logical Thinking (TOLT), the Myers-Briggs Type Indicator (MBTI), the Individualized Classroom Environment Questionnaire (OICEQ), pretests, post-tests, and final examinations. The statistical analyses confirmed the reliability and validity of the OICEQ and ICEQ when used with senior chemistry students. Investigation of associations between predictors, perceptions, and performances revealed 29 significant associations with OICEQ and 21 significant associations with the ICEQ. Findings from the study indicated that: (1) chaos is an adversary to social assessment and personal constructivism is an ally to personal assessment; (2) action research is a valid process for evaluating a constructivist chemistry classroom it is a unifying concept for constructivism, chaos, and assessment; (3) through an action research-constructivist process and a cyberchaos research perspective, the impact of a constructivist teaching paradigm and chaos distort the assessment of data in a chemistry classroom.
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Werblow, Jacob. "How the relationship between high school size and student outcomes is explained by dimensions of school climate /." Connect to title online (ProQuest), 2007. http://proquest.umi.com/pqdweb?did=1453226621&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-120). Also available online in ProQuest, free to University of Oregon users.
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Strukov, Denis. "Investigation and realization of the high school schedule optimization model in the internet environment." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100826_143838-47159.
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Every school, college and university has to deal with the scheduling task once or more times a year. The school schedule creation on its own is a very difficult task, furthermore, to make it convenient for students as well as for teachers makes it even more complex. The main aim of this paper is to present a flexible software system that is capable of creating a schedule for a secondary school using the latest technologies and distributed programming techniques. The literature analyzed in the paper is related to solving the tasks of school scheduling. Contemporary solutions are reviewed. The paper also contains analysis of existing commercial and non commercial solutions. The new software system is presented. Its advantages and disadvantages are analyzed. The optimization methods that can be used in school schedule optimization are analyzed and some of them are employed in the new software prototype in order to achieve better results.Kiekviena mokykla arba universitetas kasmet susiduria su tvarkaraščio sudarymo problema. Tai yra labai sudėtinga bei daug laiko reikalaujanti užduotis. Šio darbo tikslas yra pristatyti lanksčią mokyklos tvarkaraščių sudarymo bei optimizavimo sistemą. Analizuojama literatūra, egzistuojantis komerciniai bei nekomerciniai sprendimai. Pristatoma nauja sistema. Analizuojami jos privalumai bei trukumai. Apžvelgiami optimizaciniai metodai kurie gali būti panaudoti mokyklos tvarkaraščiui pagerinti. Taip pat pristatoma nauja architektūra bei modelis.
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Boysen, Colby James. "Teachers and Cheating: The Relationship Between the Classroom Environment and High School Student Cheating." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/250.
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Academically dishonest behaviors pose a major threat to education. High rates of cheating have been reported at all levels of education, and by most accounts seem to be on the rise. Classroom environment research has demonstrated that environments created by classroom teachers have a significant impact on many aspects of education. Using a mixed methods approach, the current study investigated the relationship between cheating and the high school classroom environment. Quantitative data were collected from two surveys. The Academic Integrity Survey (AIS) asked students to self report cheating behaviors, and the Classroom Environment Scale (CES) asked students about their perceptions of the classroom environment. Qualitative data were collected from classroom observations and student interviews. The results of this study indicate that the classroom environment is significantly related to student cheating; the more positive the environment, the less students will cheat. Regression analyses indicated that 2 CES subscales, order and organization and involvement, were negatively related to student cheating and explained 40% and 23% of the variance respectively. The regression analyses also indicated that 3 other study variables, school sports participation, after school employment, and grade level were positively related to student cheating and explained 15%, 12%, and 11% of the variance, respectively. Qualitative analyses yielded 5 major findings. It was found that students cheat more in environments where students are not involved, that lack order and organization, and that lack teacher control. Students cheat more when their teachers are oblivious and are not respected, and larger systemic issues are related to student cheating behaviors. This study represents rare attempts to access the student perspective on cheating as well as to understand teachers’ role in student cheating. This study concludes that teachers can reduce the rates of cheating in their classes by improving their classroom environments, especially in the areas of order and organization and student involvement, and by increasing their use of authentic standards based assessments. However, most of these improvements will only impact students’ opportunity to cheat. Educators will have a difficult time affecting students’ desire to cheat until larger systemic problems with the current educational system are addressed.
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Hutson, Brad. "Teaching the high school educator| Understanding their learning preferences in an adult-learning environment." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140131.
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This mixed-model study utilized the qualitative and quantitative data from high school teachers of one middle Tennessee school district and high school teachers of the Tennessee High School Speech and Drama League to determine if differences existed amongst the learning preferences of high school teachers in adult learning environments. All participants completed the Canfield Learning Styles Inventory to provide quantitative data. Members of an executive board completed a focus group questionnaire to provide qualitative data for the study. The study led to a recommendation that developers of professional development and school officials consider learning preferences because significant differences existed amongst the participants. Accounting for these differences could lead to more effective implementation of professional development content.
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Pulliam, Leroy. "Policies and practices of senior high school principals in achieving an effective pluralistic environment." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3177.
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The purpose of this study was to examine school effectiveness in three . academic effective schools by comparing the findings of the effective school and multicultural education literatures with staff perceptions and principal interviews. The study employed a mixed methodology, using extensive interviews of principals based on a modified form of the Connecticut Effective School Survey Instrument. The strong and less strong points of school effectiveness were ascertained through statistical analyses of staff perceptions and analyses of the principals' interview comments.
The investigation made several findings. First, there was a clear relationship between school policies and practices which adhered to school effectiveness characteristics and staff perceived effectiveness. Second, the physical structure and organizational pattern of the school must .be considered when assessing the school's ability to achieve academic and/or social effectiveness. Third, the three schools in this study achieved effectiveness by designing policies and practices to meet the specific needs of the student body. Fourth, school effectiveness is a developmental process. Variations in response show different paths or styles of effectiveness. Fifth, the findings demonstrate that a safe & orderly environment is a matter of social effectiveness, and it seems to be the base from which academic effectiveness is developed.
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Chipangura, Addwell Tichafa. "Multimedia in high school mathematics classes: Students' perceptions of the learning environment and engagement." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/262.
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This study examined whether students in classes frequently exposed to multimedia in mathematics differed in terms of their perceptions of the learning environment and levels of engagement from their counterparts who were not. The results indicated that students in classes frequently exposed to multimedia viewed the learning environment more positively and were more engaged than their counterparts who were not. These findings offer important insights into how exposure to multimedia could promote engagement in mathematics.
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Akins, Jerry G. "High school block scheduling and selected student outcomes : a longitudinal approach /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974605.
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Youngerman, Paige Denise. "Impact of part proliferation on a high mix low volume manufacturing environment." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127103.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, in conjunction with the Leaders for Global Operations Program at MIT, May, 2020Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, May, 2020
Cataloged from the official PDF of thesis.
Includes bibliographical references (page 41).
This project set out to create a framework for conducting a cost benefit analysis of part proliferation looking into first, second and third order effects of part specialization within the entire Caterpillar enterprise. This project builds on previous internal efforts to reduce complexity by evaluating the impact of increasing part count on design, procurement, inventory, production and both internal and external quality. Part proliferation occurs as parts are designed or redesigned to increase safety, comply with changing regulatory rules, improve profitability, serve niche customer demands and increase percentage of industry sales (PINS). The main driver for creating unique parts instead of common components comes from the incentivization to optimize designs for individual models and applications with a relatively narrow perspective on the cost function underlying parts proliferation.
Caterpillar factories assemble final products from unique components sourced from both internal and external suppliers. Part proliferation increases inventory and requires design and upkeep actions to create and produce the new product. Many of the challenges associated with proliferation are hidden or poorly understood as they involve factory and quality efficiencies which tend to be aggregated at a high level or dealt with as a one-time issue. Other benefits such as inventory reduction are clearer but were analyzed by this project to understand the total impact of a unique part to the system. This project focused on decreasing the proliferation of axle options within the Medium Wheel Loader (MWL) and Large Wheel Loader (LWL) product families, with the outcome of creating a generalized framework for use throughout the enterprise on any product family.
The study found that the impact of including the areas of operational inefficiencies, internal quality, and external quality, when adding an axle configuration increased the costing analysis by 64%. The details of this analysis are presented in the following dissertation.
by Paige Denise Youngerman.
S.M.
M.B.A.
S.M. Massachusetts Institute of Technology, Department of Mechanical Engineering
M.B.A. Massachusetts Institute of Technology, Sloan School of Management
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Diskin, Mark A. "The effects of constructivism and chaos on assessment in a high school chemistry classroom." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12321.
Full textAbstract:
This study comprises three parts. First, to validate the Oral Individualized Classroom Environment Questionnaire (OICEQ) which is used to assess students perceptions of the learning environment in secondary chemistry classes in the U.S.A. The OICEQ is a modified version of the actual and preferred versions of the Individualized Classroom Environment Questionnaire (ICEQ) (Fraser, 1990). Second, to investigate associations between three types of science educational assessments; predictors of performance, perceptions of the classroom environment, and chemistry academic performance. Third, to address the following two questions:1. Are chaos and constructivism allies of adversaries to assessments (predictors, perceptions, and performance)?2. Is action research a valid process of evaluating a constructivist chemistry classroom (examining associations between chaos and constructivism)?A sample of 473 students from 21 chemistry classes took the Test of Logical Thinking (TOLT), the Myers-Briggs Type Indicator (MBTI), the Individualized Classroom Environment Questionnaire (OICEQ), pretests, post-tests, and final examinations. The statistical analyses confirmed the reliability and validity of the OICEQ and ICEQ when used with senior chemistry students. Investigation of associations between predictors, perceptions, and performances revealed 29 significant associations with OICEQ and 21 significant associations with the ICEQ. Findings from the study indicated that: (1) chaos is an adversary to social assessment and personal constructivism is an ally to personal assessment; (2) action research is a valid process for evaluating a constructivist chemistry classroom it is a unifying concept for constructivism, chaos, and assessment; (3) through an action research-constructivist process and a cyberchaos research perspective, the impact of a constructivist teaching paradigm and chaos ++distort the assessment of data in a chemistry classroom.
34
Olivieri, Lisa M. "The Effect of the High School Environment on Encouraging Girls to Major in Computer Science." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/758.
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Women are severely underrepresented in high school and college computer science programs and in the computer industry. One prominent reason for girls not enrolling in high school and college computer classes is the overwhelming presence of boys in the classes. The male dominance causes many girls to become less confident in their ability to be successful in computer science. Recently, renewed interest in single-sex education has encouraged research in the value of all-female learning environments. All-girls schools tend to encourage girls to pursue areas of study that are typically male dominated. In particular, studies have shown that, in a coeducational school setting, boys often dominate computer labs which discourages girls from learning about computers. The purpose of this study was twofold. The first purpose was to determine if there is a difference in the computer curriculum offered in all-girls high schools and in coeducational high schools. The second purpose was to determine if girls attending all girls’ high schools have a different attitude towards computing and are more interested in majoring in computer science than girls in coeducational settings. The study consisted of two parts. The first part examined the computer curriculum of several all-girls and coeducational non-public high schools. Information was collected about each school's demographics, computer course offerings, and any school-sponsored computer-related activities. The second part of the study examined the computer attitudes and computer background of about 300 junior level girls enrolled in top-level math classes. About half of the girls were students in all-girls non-public high schools and the other half of the girls attended coeducational non-public high schools. The girls completed a questionnaire about their educational background in computers, their interest in majoring in computer science, and their attitude toward computers. The results of the study indicated that there was no significant difference in the number of different computer courses offered at the two types of schools. However, the all-girls schools tended to offer more basic application courses than the coeducational schools while the coeducational schools offered more computer science courses. Few girls from either type of school considered majoring in computer science, even though the girls in the all-girls schools had a significantly better attitude towards computers. Neither school environment impacted the girls' interest in majoring in computer science, but a positive attitude towards computers is a first step in enabling young women to pursue this field.
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Лавров, Євгеній Анатолійович, Евгений Анатольевич Лавров, Yevhenii Anatoliiovych Lavrov, N. Barchenko, and E. Kaba. "The comprehensive research of students' preferences in the electronic educational environment of the high school." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/55752.
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Jeffery, Mary M. "The Relation between Student Engagement and Reading Attitude in an Online High School Learning Environment." Thesis, Aurora University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10598792.
Full textAbstract:
The purpose of this correlational study was to examine the relation between student engagement and reading attitude in an online high school learning environment using the High School Survey of Student Engagement (HSSSE) and the Rhody Secondary Reading Attitude Scale (Rhody). Subjects were administered the HSSSE and Rhody as a single survey electronically using Google Forms during the Fall 2016 semester. All subjects were enrolled in at least one online course at the time of the survey administration. A MANOVA was run to analyze the data for each research question and sub-question. Although this research found there to be no statistically significant correlation between student engagement and reading attitude in the online high school environment used for this study, the results provided a few strong trends: the relation between the number of online courses a student had previously taken and emotional student engagement and the relation between the number of online courses a student had previously taken and overall student engagement. This research found overall trends that contradict the results of research done in traditional high school learning environments, but support previous research done in online high school learning environments.
These substantial trends influence the development and implementation of policies and procedures of online high school learning environments in order to increase student engagement (behavioral, emotional, and cognitive). Although this dissertation has distinguished these essential trends, future research must investigate student characteristics and environmental factors to identify elements that lead to increased student engagement (behavioral, emotional, and cognitive).
37
Wooten, Vera. "The effectiveness of a constructivist learning environment on learning in the high school science classroom." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9426.
Full textAbstract:
This study hypothesized that students in a constructivist classroom would perform better academically than students in a traditionalist classroom. The methodology used was a multi~method approach utilizing both quantitative and qualitative techniques.Two separate classrooms of students in a 10th grade general science program were selected to serve as the experimental and control groups. One group was taught the material using traditional teaching methods in a traditional learning environment, functioning as the control group. The second group was taught the same basic material using constructivist methods in a constructivist learning environment.The most significant finding of the study was that students in the constructivist classroom scored higher on the achievement test than students in the more traditional classroom, even though constructivist approaches tend to focus on different assessment tools. Although the study lends support to the major hypothesis, it should be noted that further research must be conducted in this area. Samples of larger than 23 would ideally be chosen and more classes in multiple schools should be used. The use of a convenience sample; such as was done in this study, tends to limit the implication of the results, because the endings can only be strictly said to be true for classes in this particular school.
38
Jiang, Yimin, and 蔣逸民. "Family environment and academic achievement in Nanjing secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244294.
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Dudley, Amber Nicole. "The application of lean manufacturing principles in a high mix low volume environment." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34828.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2005.Includes bibliographical references (p. 71).
This thesis studies the opportunities for the application of lean manufacturing tools in a high- mix, low-volume traditional manufacturing factory floor setting. Value stream mapping and associated analytical tools are used to explore the opportunities to streamline the flow of products on the floor with a focus on reducing inventory and improving quality. To complement the analysis, this thesis also examines the impact of improved floor employee involvement. It considers several aspects including the increased empowerment of the direct labor staff, stronger team participation, and a greater focus on solutions specifically tailored to area. Based on the results of the research, the recommendation is an increased focus on developing team skills and empowerment, specifically within the direct labor staff.
by Amber N. Dudley.
S.M.
M.B.A.
40
Scholtz, Robert L. (Robert Louis) 1972. "Strategies for manufacturing low volume semiconductor products in a high volume manufacturing environment." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/44608.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2002.Includes bibliographical references (p. 82-83).
The rapid growth of the digital communications market has prompted several large semiconductor manufacturers, including Intel Corporation, to begin the design and manufacture of communication ICs. The communications ICs are currently produced in much lower volumes than products such as microprocessors and memory. These low-volume products have been reported to cause operational problems, such as excessive cost, slow throughput time, and low yield when manufactured in semiconductor fabs designed for high volume manufacturing. This thesis examines the operational problems caused by the manufacture of low-volume semiconductor products and explores potential improvements. A financial model was developed to compare the cost of manufacturing low-volume products using several different strategies in existing high-volume fabs. The model results demonstrated that mask set cost, a fixed cost, becomes a very large component of total production cost as the product volume is reduced. Further, this model identified multi-product wafers, a scheme of fabricating several products on a single wafer, as a strategy with potential for savings up to approximately 75% of the manufacturing cost of low-volume products. A second financial model was developed to consider more detailed aspects of fabricating products on multi-product wafers. This model considered the sensitivity of the potential cost savings to changes in demand and changes to the design of multi-product wafers. This model also demonstrated that significant savings are possible with the multi-product wafer strategy, especially if the products are carefully matched (by die size and demand) with other products on the multi-product wafer. Finally, a brief organizational study was conducted to analyze the implementation of a multi-product wafer manufacturing process for the production of low-volume CMOS ICs at Intel Corporation.
by Robert L. Scholtz, III.
S.M.
M.B.A.
41
Ingham, Debika (Debika Bhattacharya) 1973. "Quality control and improvement in a low-cost, high-clockspeed manufacturing environment." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/87210.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; and, (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2002.Includes bibliographical references (p. 72-73).
Debika Ingham.
S.M.
M.B.A.
42
Trembly, Adria D. "Motivational techniques for at risk students in an online secondary environment." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/ATrembly2006.pdf.
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LIN, YU-HSUAN, and 林祐萱. "School Social Workers' Working Environment in Junior High School Systems." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/e8m9c6.
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碩士靜宜大學
社會工作與兒童少年福利學系
105
This study takes the social workers’ working situation in the junior high school as the research topic. This research was conducted by using the qualitative research path, and the researcher had a one-on-one talk with seven social workers in the semi-structured interview. Through the interviews, researcher analyzed the texts to understand the status of working situation when the social workers entering the school environment. In recent years, by the provisions of the revision of the “Primary and Junior High School Act” and the legislation of “Student Guidance and Counseling Act”, the amount of professional counselors have to response the needs of the students, so they have a legal basis work into the campus. Therefore, this study makes us to know the social workers’ understanding of school social work before they entered the school, as well as the actual works, service contents when they stepped in the field. The main findings of the study were to find out the difficulties in the service which were faced through the school social workers stationed in schools. The dilemma covered the various positions and different levels of the cases, and the school social workers in order to solve the difficulties, they have to take a feasible treatment strategy for the situations, and the mentality adjustment is also very important. However, the social workers showed their advantages in the process of the service. Social worker's nurturing education and their practical experience are the key point. if social workers work in the school systems, they have both assessment and treatment functions at the same time. Otherwise, getting familiar with the school culture can make the social worker having different treatments from the existing school counseling work. Social workers' advantage are obviously showed. in the end, the researchers proposed a proposal for social work, schools, Student Counseling Consultation Center and future research, and explain the limitations of this study.
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Hillman, Robert P. "Transition from secondary school to university." 1999. http://repository.unimelb.edu.au/10187/421.
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Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)
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Hung-Yi, Chung, and 鍾紘怡. "The study of the Relationship in Miaoli Junior High School Stuednts of Family Environment, School Environment, and Health Behaviors." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12606707377399230359.
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碩士國立臺灣師範大學
健康促進與衛生教育學系在職進修碩士班
98
The purposes of this study were to investigate family and school environment and health-risk behavior, and assess the effects of family environment and school environment on health-risk behavior. The subjects were 506 seventh and eighth grade students randomly selected from junior high schools in Miaoli. Data were collected from students’ self-report questionnaire. The total sample size was 479 with 94.66% response rate. Further, t-Test, ANOVA and Pearson product-moment correlation, and multiple regressions were applied to analyze the data. The results indicated that: 1. The perceived family and school environment of the subjects were both positive. 2. Health-risk behaviors of the subjects were rare. However, more than half of the subjects had some "bad habits" as they went into junior high school. 3. Males and students with incomplete family structure had more health-risk behaviors. 4. Family and school environment was negatively related to health-risk behaviors. 5. The demographic factors, family and school environment could predict the health-risk behavior with 36.66％ variance explained. Gender, the cohesion, expressiveness and conflict of family, family norm, multicultural supporting, disciplinary harshness, and safety problems are the most important variables. According to the findings, we suggest that family build good relation, norms and the responsibility. In school environment aspect, teachers should increase the security of campus in order to reduce health-risk behaviors.
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Brown, Malcolm H. "The geographic information system in a junior high school environment." 1991. http://hdl.handle.net/1993/18243.
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TSAI, CHING-JEN, and 蔡晉甄. "A Study on Family Reading Environment, School Reading Environment ,and Reading Motivation for Junior High School Student in Taichung City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/16317712222101644792.
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碩士國立臺中教育大學
區域與社會發展學系碩士班
104
Abstract This study aims to explore the relations between family reading environment, school reading environment, and reading motivation for Junior High School Students in Taichung City and also tries to understand their differences based on different background of the above foregoing three factors for junior high school students. Questionnaire as the main method and interview as support were conducted for 832 students of Junior High Schools in Taichung City. Deducting the invalid questionnaire, 676 valid copies were returned. The usable rate of questionnaire is 81.25％. The percentage calculating, t-test, One-way ANOVA, the Pearson’s correlation, and multiple regression analysis were used as a research tool for analysis and examination. The results were found as follows: 1. Junior high school students have a positive reading motivation, as well as have a good family reading and school reading environment. 2. There was no difference between different genders in reading motivation, family reading environment, and school reading environment. 3. There was no difference between different parents’ education in reading motivation and family reading environment, but the results based on different parents’ support for reading and different resources for family reading were not the same. 4. There was no difference between different socioeconomic status in reading motivation and school reading environment, but there were some differences of environmental condition in family reading. 5. There is no difference in reading motivation, family reading environment, and school reading environment while doing students’ reading activities in different places. 6. There was a positive connection between family reading environment, school reading environment, and reading motivation for junior high school students. 7. The reading motivation can be predicted partially by the family reading environment and school reading environment for junior high school students. This study finally propose some suggestions for family, school, teachers, and future researcher as reference. Keywords: Reading Motivation, Family Reading Environment, School Reading Environment
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Nan, Lin Hsin, and 林信男. "An Adaptive Learning Environment: A Case Study on High School Mathematics." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/88619419268817067090.
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碩士國立交通大學
資訊科學系
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Although web-based learning is convenient to students, it has also brought them some new problems. For example, students are easily lost in hyperspace while they are learning on the Internet. In addition, they cannot easily maintain a global view about the information. Furthermore, too many link structures also bring a heavy burden to students. As a result, “disorientation” and “cognitive overhead” become two challenging problems in hypertext studies. In order to solve these problems, a web-based learning system will need more elasticity and personalization. In other words, it must be able to support adaptive courseware and adaptive learning path for the web-based learning. This study is to provide an easy mechanism for developing adaptive courseware, which integrated content-based and access-based adaptation technologies. In the content-based aspect, students will be able to change the learning mode to improve the learning efficiency according to their learning status. In the access-based aspect, this study takes the viewpoint from constructivism to suggest adaptive learning paths to students according to their learning processes. The concept-centered learning style supported by this system can strengthen the establishment of concepts for students. And it helps to achieve the goal of remedy learning. The primary contribution of this study is to provide a new style of adaptive learning and develop a system to support it. By taking advantage of the easiness brought by our mechanism to edit adaptive courseware, we can move toward a complete adaptive learning environment.
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Ramathibela, Nomsa Constance. "A profile of learner social support in a high school environment." Thesis, 2012. http://hdl.handle.net/10210/8198.
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M.A.All children especially adolescents need to feel socially and emotionally supported in every part of their lives for them to have psychosocial well being. This well being includes many different aspects such as physical, material, psychological, and social aspects. Researchers agree that adolescent stage has many challenges of growing up; they need supportive ways of coping and developing. As they grow, high school learners need friendships with same age peers and to be members of formal cultural institutions including educational, play, social and/ or religious groups. The school as an environment where children spend most part of their time needs to have formal and informal support systems that may serve as a tool in ensuring that learner’ copes with the emotional challenges experienced in this stage for optimal social and learning experience. The purpose of this study was to answer research questions on what contributes to the perceptions of adequate social support in a school environment. Which social support systems contribute most to the perceptions of adequate social support? What role does the teacher play in providing social support at school? Would the services of school social worker contribute in anyway to how learners perceive school environment? The concept of social support was described as a key concept of measurement by means of literature study. A questionnaire was designed and utilized to collect data on perceptions regarding social support in the school environment. Data was then analysed to determine whether formal support systems would promote the development of social networks in the community. It became clear from the research findings that high school learners have emotional challenges that needs the attention of a professional person which are non existent in Vosloorus high schools. It was also discovered that learners are unable share their problems in school as the environment is not conducive for them to do so. It also became evident that learners tend to depend on social networks for support in the absence of busy parents. Although the learners felt physically supported, they are lacking emotional and mental wellbeing. The main recommendation of the study is that social support for learners should be supported and mainstreamed in the curriculum to reach majority of learners with emotional, physical, psychological and social needs.
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Krogh, Jeremy. "Dissolved oxygen and inorganic carbon dynamics in a high-energy coastal environment near Victoria BC’s untreated municipal sewage outfalls." Thesis, 2017. http://hdl.handle.net/1828/8023.
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Wastewater disposal often has deleterious impacts on the receiving environment. Low levels of dissolved oxygen are of particular concern. Here I investigate the impacts on dissolved oxygen and carbon chemistry of screened municipal wastewater in the marine waters off Victoria, B.C., Canada. I analyzed data from a series of undersea moorings, ship-based monitoring, and underwater remotely-operated vehicle video. I used these observations to construct a two-layer box model of the nearfield receiving environment. Despite the lack of more advanced treatment, dissolved oxygen levels near the outfalls are well above the commonly used 63 umol kg-1 hypoxic threshold and that the outfalls’ impact on water column oxygen is likely less than a few umol kg-1. Likewise, dissolved inorganic carbon is not elevated and pH not depressed compared to the surrounding region. Strong tidal currents and the cold, well-oxygenated waters of Victoria’s marine environment give these waters a high assimilative capacity for organic waste.Graduate
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