Dissertations / Theses on the topic 'High school teachers Victoria'
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Moitoso, James Anthony. "The Air Force Junior Reserve Officers' Training Corps: A handbook for substitute teachers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1468.
Full textHorsley, Jennifer M. "Critical connections : high-ability students' perceptions of factors that influence NZQA Scholarship : a mixed method study : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1140.
Full textTrimble, Aaron Douglas. "Exemplary junior high school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34465.pdf.
Full textBahcivan, Eralp. "Assessment Of High School Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614413/index.pdf.
Full textjob satisfaction levels, perceived self-efficacy levels, years of teaching experience and specific experiences, attendance to in-service training seminars related to physics teaching programs and teachers&rsquo
PCK were also analyzed by a confirmatory structural equation modeling study in validation of test scores. SPSS and AMOS programs were used in the analyses. Results of the study showed that teachers&rsquo
perceived self-efficacy level, attendance to in-service training seminars and specific experiences were significant predictors of their PCK. Teachers&rsquo
years of teaching experience and job satisfaction level were not significant predictors of their PCK. Inter-rater reliability scores were calculated as 0.86 and 78% for scoring and coding of the participant teachers&rsquo
responses respectively. Results also showed that there are many Turkish physics teachers whose PCK scores regarding students&rsquo
learning difficulties and misconceptions are below the average and participants mostly prefer to implement direct instruction in their classrooms as the instructional strategy.
Lehtinen, Sabina. "Personlighetsskillnader mellan gymnasielärare och blivande gymnasielärare : Differences in personality between high school teachers and future high school teachers." Thesis, Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6867.
Full textVens, Kasey. "The Creativity of Junior High and High School Mathematics Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556720360353196.
Full textFinn, Anthony Gerard. "Parents, teachers and religious education: A study in a Catholic secondary school in rural Victoria." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/dc3a2ab068acd0c50001e324252159c846afe1b575eb7a735e9d10e95186fac1/1043334/64864_downloaded_stream_89.pdf.
Full textLaw, Lai-ming Teresa. "Guidance training needs and support : class teachers' perception /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.
Full textCarver, Jeffrey S. Rhodes Dent Hunter William J. F. "Instructional decision making of high school science teachers." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152491&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271199&clientId=43838.
Full textTitle from title page screen, viewed on April 22, 2007. Dissertation Committee: Dent M. Rhodes, William J.F. Hunter (co-chairs), Thomas P. Crumpler. Includes bibliographical references (leaves 251-256) and abstract. Also available in print.
Jayaraman, Usha P. "Science teachers' perception of virtual high school instruction." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1037982055.
Full textParker, Jami. "Teachers' knowledge of bulimia in high school students." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004parkerj.pdf.
Full textKim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.
Full textTitle from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.
Full textMarole, Makgomo Victoria. "Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude." Thesis, University of the Western Cape, 1994. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3172_1183471630.
Full textCheung, Lai-man Elizabeth. "Hong Kong secondary school teachers' understanding of their careers /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294449.
Full textSin, Wai-ling. "Teachers' perceptions of an appraisal system in a Hong Kong secondary school in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35716605.
Full textZhang, Xiaofeng. "The role of teacher appraisal in teacher professional development a case study in schools in Shanghai /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40888034.
Full textFan, Chi-man Cliff. "The impact of school culture on the appraisal system the case study of an aided secondary school /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37308713.
Full textArnold-Massey, Helen P. Baker Paul J. "Retention of new teachers in high performing high poverty schools." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273119641&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181240377&clientId=43838.
Full textTitle from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
Chan, Lai-man Florence. "A staff development program in a CMI school : perceptions of teachers and the principal /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752169.
Full textOuYang, Wen. "A comparative study of the relationship between supervisory leadership styles and high school teachers' job satisfaction and commitment in China and the United States." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5888.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.
Hwang, Shwu-Mei Jerich Kenneth Frank. "The perceived effectiveness of teacher education for junior high schools in Taiwan a comparison between preservice and inservice teachers /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835909.
Full textTitle from title page screen, viewed July 3, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Kenneth H. Strand, Dent M. Rhodes, Barbara L. Nourie, Ming-Gon John Lian. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
Johnson, Sherry Anne. "High-school music teachers' meanings of teaching world musics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22326.pdf.
Full textCadez, Lisa Anne, and University of Lethbridge Faculty of Education. "Evaluating first-year teachers : perceptions of high school principals." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/2470.
Full textx, 103 leaves ; 29 cm
Koebley, Sarah Cotton. "Dimensions of social capital among high school mathematics teachers." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618879.
Full textThis study sought to uncover teacher perceptions of social capital within a high school mathematics department utilizing a research design that acknowledged the complex environment faced by high school teachers and their subsequent interpretations of how and from whom they sought access to professional resources. Through an analysis of narratives captured as teachers interviewed one another in strong-tie pairs, the study identified the elements of social capital which were central to the professional lives of high school mathematics teachers. Narrative analysis revealed that the group, situated in an urban setting, was able to define issues around trust and structure within their network. There was significantly less discussion or acknowledgement of the remaining dimensions of social capital: level of professional expertise within their group, and the depth or content of their professional interactions. Teachers had no vocabulary, interactional routines, norms or other tools to assist in the analysis of these key social capital resources.
The study found that there is a need for an additional dimension to be included in existing social capital models. Defined as “Group Self-Knowledge”, I describe this construct as a way for teacher networks to detect, define and assess their own capacity for change and innovation. The ability of a network to assess its social capital is described as necessary in determining specific needs for professional development resources, and in aligning those needs with the resources (physical, human or social capital) that are most likely to lead to conditions in which a network could learn, adapt, grow and change. Social capital models offer constructs which can assist in social capital analysis, and which could lead to significant impacts on educational organizations: a "systems" view that privileges the knowledge of the group and disrupts teachers' tendency towards individualism, presentism and conservatism (Lortie, 1975); an expectation of professionalism, creativity and problem-solving from the teachers within the system; a shift away from a deficit model of teaching towards a vision of educational systems as collections of assets; and an educational model that operates from a standpoint of reinvestment and re-cycling of vital resources back into itself.
Koebley, Sarah Cotton. "Dimensions of Social Capital Among High School Mathematics Teachers." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364830696.
Full textMcCray, Carissa. "Middle and High School Teachers' Perception of Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3179.
Full textLee, H. M. "Social networks of teachers in a secondary school." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B42128651.
Full textCHEN, Zan-Yang, and 陳贊仰. "Junior High School Teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/26jr9c.
Full textWang, Yun-Hua, and 王芸華. "Correlations Among Junior High School Teachers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/41467253226896085007.
Full text國立臺東大學
進修部文教行政碩士班(夜間)
101
The purpose of this study is to investigate the current situation and correlations among leisure participation, leisure preferences, and leisure constraints of Taitung County, and to compare and analyze the differences in different variables of teachers
Wu, Wan Ju, and 吳婉如. "Eastern Taiwan Vocational High School Teachers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/h7evsw.
Full textWu, Chin-Feng, and 吳靜芬. "High School Teachers’ Cognitions and Participating Intentions Toward Teachers’ Union." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/89607553896776411234.
Full text國立中山大學
中山學術研究所
93
Teachers occupy a special and high role in our traditional culture. However, due to recent westernization, the role of teachers as mentors and fathers has tended to become more like professionals and laborers. Upon the enactment of Teachers’ Act in 1995, teachers in Taiwan began to own the right of organizing associations, although there is still some significant gap from labor unions. This research studies how the teachers participate in the teacher’s association and the recognition and intention of teachers in joining the teachers’ unions. Teachers’ unions, as yet illegal, is a process of social movement, in which mobilization of members, resources and ideology, and the solidarity of members, are all crucial for the possible success of Teachers’ Unions. Adopting the methods of questionnaires and in-depth interviews, using teachers from two comprehensive high schools in Kaohsiung area as samples, this research applies for SPSS, and use statistic methods such as descriptive statistics, t-test, correlations, one-way ANOVA, chi-square test, reliability test, factor analysis and logistic regression, to examine how demographic attributes, teachers’ cognition on their roles, teachers’ cognition about the functions of Teachers’ Association and Teachers’ Union, as well as teachers’ cognition on the Labor Act, on their intention of joining Teachers’ Union. The results show that, being a member of the Teachers’ Association is the most important and consistent predictor of teachers’ intention in joining the Teachers’ Union. As for the impact of teachers’ cognition on their role, contrary to traditional knowledge, those who see teachers as more of “sacred teachers” tend more likely to join Teachers’ Union. Those who consider ‘rights protection’ and ‘professional image’ as important functions of Teachers’ Association, tend more likely to join the Teachers’ Union, whereas no impact was found on the function of ‘strike’. On the other hand, teachers’ perspective on the functions of Teachers’ Association has no any impact on their intention of joining Teachers’ Union. Finally, teachers who see ‘the right of negotiation’ and ‘the right of strike’ as more important for the Teachers’ Union, tend more likely to join the Teachers’ Union.
"High School Teachers' Perceptions of Teacher-Leadership." Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-03-1482.
Full textFoster, Vicki Anne. "The impact of contextualized assessments on high school math teachers' classroom practice : a case study of one Wyoming high school /." 2005. http://proquest.umi.com/pqdweb?did=888843371&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textBeeusaert, Darlene. "Athletic injuries and high school physical education teachers." 1995. http://hdl.handle.net/1993/18783.
Full textChien-Hui, Hsu, and 徐千惠. "50.40.30：Three female high school teachers’ life story." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/18872030061637962643.
Full text國立臺東大學
教育研究所
94
Abstract The essay is an analysis of telling stories.Its purpose goes along three female high school teachers’ career development and triest explore the various concepts on both their pressure and expectation with which they have been bombarded because of jobs,pupils,multiple-roles and vital accidents in their life. The vision from the essay indicates that a majority of career women have burned the candle at both ends even though the modern society offers them good opportunities of education and thus they can work and get well-paid. Epecially in 40s,50s,and 60s age-the early poor age in Taiwan,most intelligent women had no other choice but to enter Teachers’ Colleges for further study. Finishing teacher’s training these women start working as teachers,get married,and then suffer between the new family and their jobs. Therefore,they get mental health problems. The essay encourages the female teachers to make the record on their own experiences to create their own stories. And thus,they may achieve awakenness of sex consciousness,break the traditional thoughts on female sex,and then contribute the sex equality education. They are expected to lead the students to the elder’s life way,teach them to know other people and themselves as well through listening and writing life stories. We hope the students may build the right attutuade toward life values. We suggest sincerely our educational authorities should concerntiate on not only the students’ mental health but also the teachers’.
Ya-Hsun, Tsai, and 蔡雅旬. "The Constructivist Beliefs of High School Computer Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/27394753138865307870.
Full text國立臺灣師範大學
資訊教育學系
101
This study aims to investigate the constructivist beliefs of high school computer teachers and how their background (such as gender, age, college major, and years of teaching computer courses) may affect their beliefs. The constructivist beliefs of teachers were examined from six dimensions: personal relevance, uncertainty, critical voice, shared control- teaching, shared control- learning, and student negotiation. A questionnaire designed to survey the constructivist beliefs of teachers was distributed to twenty-two computer teachers from thirteen public high schools in Taipei City. To further understand if there are differences between what teachers self-reported in the questionnaire and what their students actually perceived was also conducted to a class of students. Following the questionnaire survey, classroom observations and interviews were carried out to clarify questions that had emerged from the preliminary questionnaire analysis results. The analysis of the questionnaires suggested that the beliefs of computer teachers occupied over the middle ground of the constructivism, except in shared control- teaching, that both the teachers and their students considered teachers less constructivism in sharing power with students in planning instructional contents and activities. The differences found was in two dimensions, which were the personal relevance and shared control- teaching. Classroom observations and interview data revealed that the discrepancy in personal relevance could be due to the fact that teachers tended to illustrate course materials from their personal experience, rather than from students’ perspectives. The discrepancy in shared control- teaching could be due to the traditional culture of respecting teachers, which made students be more inclined to accept what teachers planned for them. The teachers’ constructivist beliefs were influenced by gender differences. Female teachers would emphasize more on teaching the science nature than the male teachers; and that students were more like to share their learning situations with female teachers than male teachers.
I-Ling, Yu, and 余憶怜. "The research of high school teachers' teaching reflection." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/20306391016523497222.
Full text東海大學
教育研究所
94
ABSTRACT The purpose of this study is to understand the presentation of high school teachers. No matter for expert teachers or student teachers, they must have the attitude of pursuing advanced knowledge, more creation and improving. Therefore, this study is to explore the teacher’s reflection and realize that whether the teachers would find teaching problems actively and looking for the solution or not. When they find that their professional knowledge can’t cope with these problems, whether they want to get advanced study or not, even have critical thinking and constructive thinking and behavior. In this study, the researcher looked for the teachers who taught in the school of Middle Part in Taiwan, in public or private, to proceed this research. Those teachers were expert teachers and student teachers who can correspond with the definition of this study, and they were willing to be interviewed. From the result, the researcher induced that teachers can be through questioning, exploring, and searching the solution actively to present the self-reflection. Besides, the level of the reflection included technical and reasoning level, practical action level, and critical reflection. The researcher suggest that the school bureau, teacher oneself and the institution of cultivating teachers can take some steps to modify the teachers’ reflection. However, it is still important for teachers to be aware of promoting professional abilities. In order to have efficiency learning for students, teachers must examine their teaching situation more often than usual and attain the purpose of teaching and learning.
Chen, Chin-Sheng, and 陳欽盛. "Junior High School Teachers'' Attitudes Toward School Choice in Taichung City." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/54916890269682616309.
Full text國立彰化師範大學
教育研究所
90
Junior High School Teachers’ Attitudes Toward School Choice in Taichung City Chin-Sheng Chen Abstract The purpose of this study was to investigate junior high school teachers’ attitudes toward school choice and their opinions to the related issues. The sample included 965 teachers of junior high schools in Taichung City. The Questionnaire for Junior High School Teachers’ Attitudes toward School Choice was used to collect data for this study. Data were analyzed by descriptive statistics, t-test, Chi-square test, one-way ANOVA and content analysis. The conclusions were as follows: 1. The teachers disagreed that school choice could promote equity and equality of educational opportunities and maintain teachers'' professional rights. On the other hand, teachers agreed that school choice could increase public schools'' accountability and embody the individual’s liberty. 2. The types of school choice plans that teachers favored in sequence were: offering magnets schools or programs; offering alternative schools or programs, and implementing a more flexible school district that comprised of several schools. 3. The steps of implementing school choice in sequence were: distributing each school''s resources equally, implementing school-based management substantially through heightening school-level autonomy, organizing city-wide or divisional parent information centers to assist parents for decision-making, and enforcing school evaluation regularly. 4. Teachers thought that the feasibility to implement school choice in Taichung City at present was not high. Keywords：School Choice
Wu, Show-Mei, and 吳繡美. "School Library Utilization for Junior High School English Teachers in Taipei." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/10822202282799571879.
Full text國立臺灣師範大學
社會教育學系在職進修碩士班
91
ABSTRACT The study used a questionnaire to investigate the information needs and school library utilization of junior high school English teachers in Taipei. Data were collected through the Questionnaire of School Library Utilization for Junior High School English Teachers in Taipei , which was conducted through proportionate stratified random sampling. In total, 282 questionnaires were mailed to English teachers in 19 junior high schools in Taipei. The data collected from the 254 usable returned questionnaires were analyzed by using SPSS foe Windows. Major findings of this study can be summarized as follows: 1. Most English teachers’ teaching experiences are under 20 years. Most of them not only have accepted professional training in English and teaching strategies ,but also adopt communicative approach in teaching English or developing teaching programs. 2. Significant differences was found only in the variables of teaching method regarding their information needs and school library utilization for English teachers. 3. Most English teachers have to utilize the resources or equipments of the school library to enrich their teaching programs. 4. English teachers’ information needs will affect their school library utilization. 5. The management and services of school library are not in orbit yet for insufficient library budget and qualified librarians. Based upon the results, this study suggests the teachers（1）to establish the faith of life-long learning, （2）to utilize school library to improve teaching effects and students’ communicative abilities, （3）to adopt communicative approach in designing teaching programs, and（4）to put more emphasis on collegial interaction to improve professional growth. It also suggests to the school authorities （1）to encourage English teachers take part in more extension education and training activities to increase professional literacy,（2）to assist the school library on administration and budget, and（3）to hold more activities concerning teaching and professional knowledge to meet English teachers’ information needs. This study also urges the school library（1）to make sure and really improve the status of the school library,（2）to take the step toward modern lifelong learning resource center,（3）to hire more librarians to manage the school library and assist its development, （4）to increase the amount of materials and information to meet users’ needs; emphasize both the quality and quantity of services,（5）to improve the marketing programs and library user education, and （6）to provide English teachers a fast speed and steady state with strong and exact search functions system. Finally, it suggests the educational authorities（1）to respect teachers’ professional development and self government,（2）to establish bilingual learning environment and improve both the service quality and collection quantity,（3）to establish the library management evaluation system and give more budget to assist school libraries,（4）to popularize teachers’ concepts on and capabilities of utilizing library resources, and（5）to offer multi channels for further education or extension training.
CHEN, YI-LIN, and 陳依琳. "The Effect of School Accountability on High School Teachers’ Leadership Behaviors." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6jg38j.
Full text國立暨南國際大學
教育政策與行政學系
107
The purpose of this study is to explore the effect of school accountability on high school teachers’ leadership behaviors. It also compares the perceptions of high school teachers with different background variables concerning school accountability and teacher leadership. Then, this study analyzed the predictive power of school accountability to teachers’ leadership behaviors. The study used questionnaire survey to collect data. The population is public high school teachers in Taiwan and the participants were chosen by using stratified random sampling according to the size of the schools. A total of 668 questionnaires were distributed, of which 557 are valid and the effective sample rate is 83%. The data was analyzed by descriptive statistics, t-test, one-way ANOVA, and hierarchical regression analysis. The main findings are as follows: 1.The public senior high school teachers had a high-intermediate level of perception of school accountability dimensions and there was a significant difference between different dimensions. Among all dimensions, public senior high school teachers had an intermediate level of perception of political accountability while the level of perception of market accountability gets the highest score. 2.The public senior high school teachers had a a high-intermediate level of perception of “teachers’ leadership.” There was significant effect on the partial facets, in which “nurturing supportive culture and structure for learning ” scores the highest. 3.The public senior high school teachers with different seniority, job position, school scale have significantly different perceptions on the partial facets of school accountability. 4.The public senior high school teachers with different school scale had a significantly different perception of teachers’ leadership. 5.There was a significant correlation between teachers’ leadership and different issues of school accountability. Inner accountability was a better indicator than outer accountability in predicting teachers’ leadership.
"High-stakes testing and teacher burnout in public high school teachers." WALDEN UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3344455.
Full textCheng-Chieh, Chen, and 陳政杰. "Teachers Self-Efficacy in Inclusive Education：Examining Senior High School Teachers in Taichung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/20550309763615094559.
Full text靜宜大學
社會工作與兒童少年福利學系
103
The study aims to investigate the efficacy of senior high school teachers in Taichung through documentary analysis and self-efficacy scales, sampling 226 teachers. Our findings are as followed. First, teaching strategies demonstrate the internal efficacy of a teacher as well as the implementation of IEP and a teacher’s acceptance toward students. On the other hand, good teacher-student interaction shows the external efficacy at the highest level compared to parent-teacher communication and teaching proficiency. Second, if teachers have background in special education, administrative experiences, and the experiences of teaching in an inclusive classroom, they will demonstrate higher levels of internal efficacy. Third, background in special education, experience in administration, experiences of teaching in an inclusive classroom, years of teaching, the area of teaching, and the personal experience of interacting with students of disabilities are important factors that influence teachers’ external efficacy. Fourth, implementation of IEP, teaching strategies, and acceptance toward students are correlated with good parent-teacher communication, teacher proficiency and good teacher-student interaction. The above findings are discussed with possible implications for policy-makers, schools, and teacher educators for implementation of inclusive education in the future.
Juliet, Ching-i. Chen. "Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading?" 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719123863.
Full textChen, Juliet Ching-i., and 陳憬儀. "Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading?" Thesis, 2003. http://ndltd.ncl.edu.tw/handle/97912814362849770670.
Full text國立臺灣師範大學
英語研究所
91
ABSTRACT This empirical study is intended to investigate how junior high school English teachers instruct reading in their teaching of English. A questionnaire containing a variety of reading activities that might be applied in reading classes was developed in this study and distributed to all the 353 junior high school English teachers in Taichung City. There were thirty questions in the questionnaire which stood for bottom-up/text-based, top-down/reader-based, and interactive applications respectively to elicit the frequency of the adoption of each activity in reading classes. The results revealed that the majority of the subjects in this study were no longer merely traditional bottom-up/text-based teachers. Instead, they had dual or multiple orientations in their reading instructions. On the other hand, top-down/reader-based applications were still not very prevalent in reading classes. Factors that might affect the subjects’ application of their reading instructions were discussed, including the implementation of the Basic Competency Test, the publication of the new versions of textbooks, and the subjects’ demographic information--gender, years of teaching, the kind of school they taught at (public or private), educational background, and whether they had majored in English. Besides, based on these findings, some suggestions were made not only to junior high school English teachers, but also to institutions of teacher education, secondary school authorities, and textbook writers and publishers with the aim of achieving a more effective and efficient reading instruction in junior high school.
Lin, I.-Ju, and 林怡汝. "Junior High School Teachers’ Financial Attitude, Financial Behavior and Risk Preference--A Case Study of Junior High School Teachers In Taitung." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/35041114148773640998.
Full text國立臺東大學
進修部暑期學校行政碩士班
104
This study was intended to investigate the current situations of junior high school teachers’ financial attitude, financial behavior and their risk preference. The relation and the interaction among the three were also discussed. A survey was conducted in the research. The literature review about the financial attitude, financial behavior and risk preference was first accomplished. The questionnaire, which was based on the literature review, was given out to investigate the current situations of junior high school teachers’ financial attitude, financial behavior and risk preference, and the relations among the three. The subjects of this study were mainly the teachers from Taitung County. A total of 591 copies were given out. 407 of the copies were collected and of which, 401 copies were valid. According to the statistic and analysis results, the findings of the survey were as follows: 1. Junior high school teachers’ financial attitude was mostly steady and the neutral risk preference placed the majority. 2. The financial attitude of the male tteachers who were graduated from normal training college and normal university inclined more to risk-taking attitude. 3. Junior high school teachers whose financial attitude was conservative had less investment experience and noticed more about the level of the investment risk. Their financial management information was mainly from their family and friends. 4. The married junior high school teachers focused more on their family’s goals while the unmarried focused more on the personal goals. 5. The longer junior high school teachers cumulatively invested, the more neutral their risk preference were. 6. Junior high school teachers whose financial attitude tended to adventure seeked the higher level of the risk. 7. Junior high school teachers who had steady financial attitude could make the most positive effect on the financial behavior. At the end of the study, according to the findings, recommendations were made in terms of junior high school teachers and future research.
CHAO, MING-FANG, and 趙明芳. "A Study on Teachers’ Beliefs and Classroom Management Strategies of Junior High School Teachers in Combined High School in Taichung City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/26993739431101187410.
Full text中華大學
科技管理學系
105
From the deregulation of education to decentralization, the direction of school education has begun to change. Parents are more active to join the school or class affairs, and the school-based curriculum also makes the expectations of the homeroom teachers from the society diverse. In the front line of education, the homeroom teachers should reflect their education beliefs according to the social trends and use flexible class strategies to achieve educational goals. In this study, we use the "Combine Junior High School Teachers’ Belief Scale" and the "Combine Junior High School Teachers’ Class Management Strategy Scale" as a research tool. Through the questionnaire survey, we explore the status and relevance of the teachers' beliefs and class management strategies. A total of 336 questionnaires were delivered. 295 were collected, and there were 291 valid questionnaires. The data were analyzed by SPSS statistical software. Descriptive statistical analysis, t test, one-way ANOVA and Pearson's productmoment correlation were used in the research. The results were summarized as below: 1. Junior high school mentor teachers in Taichung City are inclined to humanity orientation, but they disagree with the negative alienation beliefs. 2. In Combined high School in Taichung City, the current situation of junior high school mentor teachers’ class management is good. They value the class regulations and the building of orders the most. As for the teachers’ communication, cooperation with parents and the use of parents’ resources performance, the strategies are weaker. 3. Teachers with different background have differences in teachers’ beliefs : The teachers over the age 51 are more willing to adopt open-minded, humanity, student-centered educational beliefs, and for the teachers graduated from the normal university or normal college, the belief of responsibility is significantly better than the teachers from graduated school. 4. Teachers with different qualifications have differences in the effective teaching class management strategies. The performance of teachers with bachelor degrees are better than the teachers with graduate degrees. 5. The belief of responsibility, enlightened management belief，authoritarian supervision belief are positively related with the class management strategy. As for the negative alienation beliefs is negatively related with some class management strategies. 6. If teachers have stronger beliefs of responsibility, enlightened management beliefs or authoritative supervision belief, their class management strategies are also better. The negative alienation beliefs are opposite.
Su, Chiou-yeon, and 蘇秋永. "A Study on Evaluation of Senior High School Teachers--The Development of A Self-Evaluation Scale for Senior High School Teachers." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/38357983993570777922.
Full textHillman, Robert P. "Transition from secondary school to university." 1999. http://repository.unimelb.edu.au/10187/421.
Full textChia, Liao Hung, and 廖鴻嘉. "The Awareness toward Teachers’ Unions and Teachers’ Associations on Junior High School Teachers in Taichung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/39531981210833294476.
Full text國立彰化師範大學
教育研究所
103
This study investigated the awareness toward teachers’ unions and teachers’ associations on junior high school teachers in Taichung City. In order to achieve research objectives, the study adopted questionnaire survey research. The samples included 660 junior high schools teachers in Taichung City, and 627 questionnaires were valid. The collected data were analyzed by descriptive statistics, chi-square test, and test of homogeneity of proportions analysis methods. The conclusions are as follows: I.Teachers’ awareness toward teachers’ unions and teachers’ associations is at medium level. II.Some significant differences were found in teachers’ awareness toward teachers’ unions and teachers’ associations by gender, position, seniority, being teachers’ organizations core cadres, participating teachers’ organizations or not, and their identification to the teachers’ organizations. III.Teachers’ awareness toward distinguishing teachers’ organizations is at low level. IV.Some significant differences were found in teachers’ awareness toward distinguishing teachers’ organizations by position, seniority, and being teachers’ organizations core cadres. Lastly, according to the research results, this study suggests some concrete recommendations for teachers’ unions, teachers’ associations, junior high school teachers and further researches.