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Smith, Judith Ann. "Effective Middle School Teaching: Factors that Promote and Maintain It." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1371.
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The past thirty years has seen the middle school as an organization come of age and with it a renewed emphasis on meeting the needs of the early adolescent student. Although many current studies have addressed middle school issues, one of the most significant was the Carnegie Council on Adolescent Development's Turning Points: Preparing Youth/or the 21st Century (1989). It claimed that the middle school is the "last best chance" to turn young lives toward a meaningful future and, in order to do so, schools must be staffed with "expert" teachers. Once one knows what an "expert" teacher is, the major question that is raised is what factors promote and maintain such "experts?" Paying attention to these factors should increase the numbers of effective middle school teachers and therefore help meet the challenge issued by Turning Points. The purpose of this study was to learn what these factors are by listening to the "experts." Knowing these factors, their hierarchy of importance, and their potential for replication have serious implications for pre-teacher and staff training programs, hiring practices, and district policy making. The subjects were teachers from 17 middle schools in an urban school district which started its conversion to middle schools in the 1970s. The study was conducted in two phases using a questionnaire and an interview. The questionnaire was based on the literature and developed to determine the respondent's knowledge, practices, attitudes, and beliefs about middle school teaching. The 19 top scoring teachers who agreed to follow-up interviews formed the subsequent interview group. The semi-structured one-on-one interviews elicited opinions from these self-reported "experts" regarding what they perceived to be the most significant personal and organizational factors which enable them to be effective in their teaching. The results of the 307 valid questionnaires were reported by scale score, mean, and range, and their validity and reliability tested by Spearman-Brown, Coefficient Alpha, correlation matrix, and factor analysis. The content of the interview data was analyzed by a frequency count of reported factors. Major findings were that "expert" teachers identified the following factors as most critical to promoting and maintaining effective middle school teaching: 1. Being able to balance academic and affective concerns; 2. Having a genuine liking, commitment, and empathy for the early adolescent; 3. Ability to use a broad repertoire of teaching and learning strategies; 4. A concerned, listening principal who knows how to take action; 5. Team compatibility and commitment and adequate team planning time; 6. A strong belief in the advisory concept and the ability to build trust; 7. Participatory choice and teacher involvement in staff development; 8. A thorough knowledge of early adolescent needs and development. 9. Multiple exposure to and extensive experience with early adolescents during pre-teacher training.
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Lam, Lai-wah Melanie. "Student evaluation of teaching in Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963407.
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Carter, Pauline J., and pjcarter@chariot net au. "Factors affecting the engagement of experienced teachers in schools." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.105756.
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With the changing age profile of teachers in Australian schools, considerable numbers of experienced teachers need to feature as educational leaders, before their workplace knowledge and expertise will be lost to schools with retirement. Stereotypes of veteran teachers depict individuals, wearied by decades of work experiences, entering professional decline when educational systems need these experienced practitioners to remain connected, communicative and motivated in their work.
This thesis explores the careers and contemporary professional lives of experienced practitioners predominantly classroom teachers currently working in a school with a long standing commitment to student-centred education. The research identified the factors that influenced their career pathways and affected their engagement with their work. Critical incidents in the teachers careers and professional lives are discussed in relation to the theories of motivation and the nature of Professional Learning Communities. The study showed that necessary factors for engagement were: mutual alignment with a well-articulated and practised ethos; supportive leadership; experiencing professional influence; opportunities for learning; and variety in work. Disillusion resulted if school actions were contrary to the espoused ethos. Severely negative experiences of performance management were survived by withdrawing, and enduring management tenures but these remain very poignant memories. The teachers had few career regrets yet reflection revealed the arbitrary nature of their career progression.
The research identified a need to recognise the global and societal factors influencing the nature of teachers work. It is argued that schools and systems need to have a greater alignment between these external forces and their internal goals whilst recapturing the moral purpose of education. Furthermore, it is asserted that educational systems need to provide better human resource management for the teaching workforce through emphasising life-balance and well-being. Additionally, professional appraisal and staff management would benefit from strong recognition and deployment of the workplace knowledge and expertise of experienced teachers. A serendipitous outcome of the research was the benefit participants gained from reflecting on their careers which proved extremely affirming, and contributed to enhanced professional identities and changed career plans.
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Cheung, 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.
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Lau, Wing-yee. "The explicit teaching of reading strategies : students' perceptions /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754373.
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Hack, Joanne. "Meaning-making: A key pedagogical paradigm for schooling in the third millennium." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/d0a95816cccbef77b55acc77ab4ce17d10021a66a1c3f4c0d413028615056c72/2169993/64896_downloaded_stream_121.pdf.
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This thesis addresses the need for schools to provide a method for young people to come to terms with the complexity of their changing world as they seek to make meaning for themselves. It begins by tracing the theoretical foundations for an increased focus on meaning in Australian schooling and its establishment as a stated pedagogical principle in federal and state policies, syllabi and Catholic Church documentation on education. It analyses the literatures of the future direction of schooling, youth spirituality and the foundation documentation on Catholic education. It proposes that there is a degree of overlap in these literatures and the common discourse and the emerging paradigm addresses the need for students to develop a sense of personal meaning. The thesis provides an historical overview of schooling in terms of the societal contexts and the educational and philosophical assumptions that underpin the curriculum and pedagogical activities. It develops a model that identifies changes in the process of meaning-making and proposes a framework that could help schools become more effective resource agents for students in the development of their meaning-making capacities. It uses this framework to investigate the key documents of one Catholic system of secondary schools. It identifies the extent to which the system actually puts into action this pedagogical principle through its policy, research material, strategic planning, school culture (charism) and religious education programmes. Finally the thesis relates the findings of the specific school system to the overall process of secondary schooling within a Catholic context in Australia and proposes some issues for further consideration.
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Chan, Suk-ying Eva. "Teachers' conceptions of geography teaching and learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.
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Chow, Chi-shing Jeffrey. "Researching a teacher's and his students' lived experience : understanding the pedagogical dimension of teaching through anecdotal writings /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23340289.
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Lopes, Hildaci Maria Oliveira de Melo. "Secondary teaching as a profession in Brazil and the United States." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184718.
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The secondary teaching profession in Brazil is compared with the secondary teaching profession in the United States. The role of the secondary teaching profession is influenced by cultural values and beliefs, as well as by social and economic conditions. Similarities and differences in the role and preparation of secondary teachers in Brazil and the United States are identified and related to the historical and cultural contexts in which they have developed. The role of the secondary teaching professions in these two cultures is examined through the analysis of two types of data. Historical trends and cultural processes which have influenced the development of the secondary teaching professions are identified through a comparison of information obtained from the education literature. A second body of data consisted of information about professional status and job satisfaction collected through questionnaires distributed to secondary teachers in Petropolis, Rio de Janeiro and Tucson, Arizona. Qualitative as well as quantitative techniques were used to analyze these data, so that cultural values and beliefs could be identified along with statistically significant differences in the teachers' responses. When historical and cultural factors affecting secondary education were examined, five major patterns were identified. These patterns were related to the role of the Catholic church in education, the social function of education, centralization of the educational system, the social and political organizations shaping secondary education, and funding for education. Questionnaire responses indicated that low pay was the most important factor affecting job satisfaction for both Brazilian and American secondary teachers. There were significant differences, however, in the social rankings of education related professions in the two countries. Brazilian teachers ranked the professions of University professor and elementary teachers significantly lower than did the American teachers. American teachers ranked the profession of school principal significantly lower than did the Brazilian teachers. The two groups of teachers shared similar feelings about the effects of factors such as national politics and parental cooperation on their professions.
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Marubayashi, Kristine Domoto. "Case study of an urban high school teaching academy." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2551.
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The United States is facing a teacher shortage crisis, with urban areas showing the highest need. New strategies have been developed that focus on creating dedicated, well-trained teachers who are from the communities that are facing shortages. The high school teaching academy is one such model in which cohorted, at-risk youth are enrolled in career-focused small learning communities. The intent is to provide a supportive learning environment in which students gain career skills through direct experience, graduate from high school, and enroll in college, hopefully in teacher training programs. This case study focuses on one urban high school teaching academy and identifies its main strengths and weaknesses, areas of conflict among its participants, and discusses the role of administration in supporting the academy. Interviews with administrators, teachers, students, a counselor, and an advisory committee member revealed that the students and teachers enjoy being part of a small learning community, the students feel they are gaining valuable experiences, and the teachers feel they have created a collaborative team. The class schedule, recruitment of students, and communication of expectations are cited as areas needing improvement.
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Ruddy, John J. "Differences on selected school variables in high schools adopting alternative-time and traditional-time schedules /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137742.
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Lam, Lai-wah Melanie, and 林麗華. "Student evaluation of teaching in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963407.
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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.
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Vens, 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.
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Yip, Wing-yan Valerie. "School based management (SBM) and effective teaching and learning a case study of a local secondary school /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963602.
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Camangian, Patrick. "Teaching like our lives matter critical pedagogy and classroom research /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2026666421&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Carver, 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.
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Thesis (Ed. D.)--Illinois State University, 2006.Title 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.
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Ficke, David Russell. "Environmental education and high school backpacking." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.
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The call of the wilderness resonates in all of our hearts, with the desire to get in touch with nature and experience wilderness at some level. This project gives the high school teacher the practical resources necessary to share the passion of being in the wilderness with high school students.
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Davidson, U. S. Baker Paul J. Lomeli Ramona A. "Exemplary teaching practices in high schools utilizing the block schedule." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006617.
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Thesis (Ed. D.)--Illinois State University, 2001.Title from title page screen, viewed April 25, 2006. Dissertation Committee: Paul Baker, Ramona Lomeli (co-chairs), Dianne Ashby, Al Azinger. Includes bibliographical references (leaves 154-159) and abstract. Also available in print.
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Wolin, Martin Michael. "Digital high school photography curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2414.
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The purpose of this thesis is to create a high school digital photography curriculum that is relevant to real world application and would enable high school students to enter the work force with marketable skills or go on to post secondary education with advanced knowledge in the field of digital imaging.
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Henderson, Alan Clay. "Teaching world religions in a Christian high school a curriculum for seniors at Greater Atlanta Christian School /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Thesis project (D. Min.)--Abilene Christian University, 1996.Includes abstract and vita. Includes bibliographical references (leaves 340-346); library holdings, (leaves 108-111); instructor's resources, (leaves 112-114), and bibliography for each lesson plan.
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Ng, Alan. "The cultural impact of teaching Sunday school to Chinese-American high school students." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Welling, Jonathan Jacob. "Parent Reciprocal Teaching: Comparing Parent and Peer Reciprocal Teaching in High School Physics Instruction." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6883.
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Effective strategies are needed to help parents become more involved in the education of their teenage children. Parent Reciprocal Teaching (PRT) is proposed as an effective strategy to increase parent involvement and help students increase academic performance. 120 students in a 10th-grade high school physics course participated in either the PRT homework assignments or traditional reciprocal teaching (TRT) assignments. The PRT homework assignments required students to teach their parents/guardians at home, while the TRT assignments required students to teach a peer during class time. Data was collected though test scores and surveys sent home to parents and students. Findings indicate that (1) PRT very comparable, and in some instances, better than TRT in its academic benefit, (2) resulted in parents feeling more involved in their child's education, (3) parents were more aware of what their child was learning and more mindful of how well their child understood the course content. It is suggested that more educators incorporate the practice of PRT so that students can benefit from the effect of increased parent involvement as found in other studies on parent involvement: stronger academic achievement, improved school attendance and behavior, more positive perceptions of school and self, and higher educational aspirations.
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Santamaria, Makang Doris. "Analysis of an inquiry-oriented inservice program in affecting science teaching practices." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33553.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study was an examination of how science teachers' teaching abilities- content and pedagogical knowledge and skills- were affected by an inquiry-oriented science education professional development program. The study researched the characteristics of an inservice program, Microcosmos, designed to equip teachers with new perspectives on how to stimulate students' learning and to promote a self-reflective approach for the implementation of instructional practices leading to improving teachers' and students' roles in the science classroom. The Microcosmos Inservice Program, which focused on the use of microorganisms as a vehicle to teach science for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project based at the School of Education, Boston University. The teacher-training program had as its main objective to show teachers and other educators how the smallest life forms-the microbes--can be a usable and dynamic way to stimulate science interest in students of all ages. It combines and integrates a number of training components that appear to be consistent with the recommendations listed in the major reform initiatives. The goal of the study was to explore weather the program provoked any change(s) in the pedagogical practices of teachers over time, and if these changes fostered inquiry-based practices in the classroom. The exploratory analysis used a qualitative methodology that followed a longitudinal design for the collection of the data gathered from a sample of 31 participants. The data was collected in two phases. Phase One - The Case History group, involved 5 science teachers over a period of seven years. Phase Two - The Expanded Teacher sample, involved 26 teachers-22 new teachers plus four teachers from Phase One-contacted at two different points on time during the study. Multiple data sources allowed for the collection of a varied and rigorous set of data for each individual in the sample. The primary data source was semi-structured interviews. Secondary data sources included pre- and post- on-site visits, classroom observations, teacher's self-report protocols and questionnaires, and documents and examples of teacher-work developed during the inservice training. The data was examined for evidence of change on: teachers' self-reported content-specific gains, teachers 'self-reported and observed changes in their teaching methods and approach to curriculum, and the teachers ' self-reported and observed changes in classroom practices as a result of the content and the pedagogy acting together and supplementing each other. A major finding of the study confirmed the benefits of inservice activities with an integral focus of science content and pedagogy on enhancing teachers' approach to instruction. The findings give renewed emphasis to the importance that inquiry-based practices for working with teachers, combined with a specific subject-matter focus, have in designing effective professional development. This combined approach, in some instances, contributed to important gains in the pedagogical content knowledge that teachers needed in order to effectively implement the Microcosmos learning experiences.
2031-01-01
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McMahon, Eileen Marie. "Professionalism in teaching an individual level measure for a structural theory /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1194645789.
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Vacaretu, Ariana-Stanca. "Teaching and learning high school mathematics through an interdisciplinary approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83141.
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Zhdanova, Tetiana. "Methods of Teaching a Foreign Language in a High School." Thesis, ХНМУ, 2016. http://repo.knmu.edu.ua/handle/123456789/13706.
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Pedagogical skills of teachers require not only knowledge of their subject, but also ability to apply methods and techniques of teaching. Methods of teaching foreign languages are associated with the level of development of society, science, technology and culture.
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Hollstein, Matthew S. "Teaching About Hydraulic Fracturing in Ohio High School American GovernmentClassrooms." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426807930.
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Young, Rachel. "TEACHING WITH ACOUSTICAL GUIDANCE (TAG) FOR HIGH SCHOOL SHOT PUTTERS." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/449780.
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Applied Behavioral AnalysisM.S.Ed.
Sports are an important part of adolescent development and fitness. Although sports can be extremely beneficial, skill and ability varies greatly from one athlete to another. Teaching with acoustical guidance (TAG), also known as clicker training, has been shown to help athletes improve their skills in such sports as football, gymnastics and even the high jump. The present study compares the use of standard coaching and clicker training to improve accurate shot put technique for two female high school track and field athletes. In comparison with other TAG research, this study is a component analysis that isolated the use of the clicker to increase drill accuracy in the absence of verbal feedback for six component glide drills; as such, other TAG components were not evaluated. The results revealed no systematic effect overall, although a counter-therapeutic effect during the TAG condition was detected for specific drills and specific individuals.
Temple University--Theses
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Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.
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Walsh, Brendan John. "'Nobly and well' : secondary school teaching in Ireland 1878-2010." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709459.
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Lu, Shu-Hui, and 盧淑惠. "Teaching Test-Driven Development in High School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/a63re2.
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碩士國立中央大學
資訊工程學系碩士在職專班
94
Extreme Programming (XP) is the best known agile method in recent years. It is suitable for less than ten people development team. It is a light-weight method that focuses on iterative development, quick feedback, and effective control of development process. This thesis uses a core of XP, namely, test-driven development, to design a method for high school programming teaching. The method aims to ensure good programming altitude that brings about high quality software. The method uses the XP practices of pair programming, test-driven development, refactoring, and simple design, respectively, to let the students experience the XP values of communication, simplest, feedback, and courage in their programming.
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Pan, Tzu-Hui, and 潘慈惠. "Verse literature teaching in senior high school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/25869304213018856868.
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碩士國立臺灣大學
中國文學研究所
95
This thesis takes “Verse literature teaching in senior high school” as topic, being divided into thesis two structures. First is to analyze the verse literature teaching in using phonology standpoint. To account for the changing regulation of Chinese, this thesis carries on description in simple way of understanding in order to let senior high school teachers explain easily to their students. The other structure is to provide some designs in the way of the situation teaching about the verse literature teaching. For reaching the target of affection teaching in the verse literature teaching, this thesis has two purposes. One is to raise the students’ learning interests in the verse literature by taking the phonology knowledge as foundation. The other is to raise the students’ learning effects in the verse literature by combining the situation teaching. With currently the verse literature lessons in senior high schools for range of research, this thesis selects the lessons of four publishers to analyze. The publishers include LONG TENG, HAN LIN, SAN MIN, and NAN YI etc. from September 1999 to February 2004, 1-6 volumes.
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Richert, Keith, Matthew Karl Wilhelm Lehmann, and Marcello M. (Marcello Mariz) Veiga. "Teaching ARD reclamation techniques in high school." 2002. http://hdl.handle.net/2429/9435.
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It is well known that mining is not well perceived by the dominant North America society. The general public typically has a poor understanding of the entire mine cycle and are often influenced by negative news, especially those related to environmental issues. Initiative to rectify this problem should start by showing successful examples of environmentally friendly and socially responsible mining operations. In particular, the mining industry has endeavored to introduce to the general public, and in particular children, the basic ideals of the modern mining industry, which is revolutionizing both its practices and its image through the implementation of best mining practices. A proven technique for raising awareness of mining issues with children is that of hands-on education; hands-on methods are those that involve the
student in the problem and attract their interest. The objective of this paper is to illustrate how land reclamation by the mining industry can be taught in the secondary school classroom. A kit was developed to show high school students how the mining industry is reclaiming the land and addressing acid mine drainage problems. An experiment on acid mine drainage, treatment and reclamation was devised to be
taught to Earth Science 11 Geological Science (resources and environment) students. The topic to be covered relates to identification of environmental problems related to the development of a natural resource. The students take a sample of pyrite-rich mine waste or crushed pyrite and perform an experiment to see if it produces an acidic solution under certain variable conditions. Either a bicycle pump to add air into the solution or hydrogen peroxide provides the chemical conditions for pyrite
oxidation. Bacteria (Thiobacillus ferrooxidans) is added to another vial with pyrite to increase the oxidation reactivity and to compare with the chemical oxidation procedure. After obtaining an acidic pH, the students raise the solution's pH to a neutral condition using lime. A flocculent is then added to precipitate the metal ions from solution and to create metal-hydroxide sludge; this also aids in the subsequent dewatering stage. The sludge is then used to grow marigolds when mixed with peat moss. It
has been found that the marigolds grow easily in the sludge/peat moss soil and in some cases have performed better than the control potting soil. The various phases of the experiment development including student responses are documented in this paper.
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Huang, Cheng-Chieh, and 黃正杰. "A Study of the Teaching Beliefs and Teaching Commitment of Senior High School and Vocational High School Physical Education Teachers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/62461889758155478606.
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碩士國立臺灣師範大學
體育學系
104
This study aims to explore the current situations, discrepancies, relationships, and predictability between teaching beliefs and teaching commitment of senior high school and vocational high school physical education teachers in different backgrounds. Participants were senior high school and vocational high school physical education teachers in north Taiwan. Questionnaire surveys were applied to collect the data. Based on cluster sampling analysis, a total 367 questionnaires were distributed in which 325 were valid ones. By Descriptive Statistics, Independent Samples t-test, One-way Analysis of Variance, Pearson’s Correlation, and Multiple Stepwise Regression Analysis, the findings are as follows: 1. Teachers behave in good manners on teaching beliefs. There are not significant differences among teachers with different backgrounds. 2. Teachers behave in good manners on teaching commitment. The levels of male teachers’ work loyalty and extra work engagement of teaching commitment were higher than those of female teachers; the level of director teachers’ work loyalty was higher than that of teachers; the level of extra work engagement of the teachers with higher education was higher than that of the teachers with university degree. 3. There are significant correlations between each dimension of teacher teaching beliefs and teaching commitment. The ‘teacher-student interaction’ showed higher correlation with ‘approval’ than other variables. 4. Teaching beliefs give the positive predictive power toward teaching commitment. Besides, ‘teacher-student interaction’ had higher predictability to ‘approval’ than other variables. Based on the findings, the following suggestions: Firstly, from the aspect of school, in order to improve teaching beliefs schools should give supports for relevant research studies, suitable job arrangement, training encouragement, and abundant resources. In addition, for teachers themselves, there are three approaches they could enhance teaching beliefs: holding a positive attitude, upgrading self-development, and organizing a professional development community. Thirdly, it is necessary to pay more attention to cultivate teachers’ teaching beliefs in the center of teacher education. Furthermore, inserting qualitative research method for discussing an issue deeply and widely could increase quality and quantity of the outcome of an issue. Finally, conducing continuous study of different stages of physical education teacher and different areas is strongly recommended.
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Liu, Chou-Nan, and 劉洲男. "Multimedia Application of Interactive Online Digital Teaching on Senior High School Mathmatics－Online Digital Teaching on Senior High School Mathmatics." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/45826035789949366674.
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I-Ling, Yu, and 余憶怜. "The research of high school teachers' teaching reflection." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/20306391016523497222.
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碩士東海大學
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.
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Yang, Shun-Chieh, and 楊舜傑. "Teaching High School Geometry by PBL and GeoGebra." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/15894249551800020207.
Full textAbstract:
碩士逢甲大學
應用數學所
99
The purpose of this thesis is to connect the relative concepts of line symmetry, shrink and enlargement of the geometry in the units from elementary to junior high school. We combine GeoGebra the teaching tool and PBL (Problem- based learning) as a teaching method to increase the student''s capability of independent thinking and problem solving. Through this thesis, there is a better teaching method and strategy in geometric problems solving of secondary education in Taiwan. Teacher is actually plays a secondary support role in the students learning process. Although the absorption of knowledge is important, to develop independent thinking is much more important.
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TSAI, I.-CHUN, and 蔡宜君. "Teaching Phonetic Alphabet to Underachieving High School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/67086419869052138638.
Full textAbstract:
碩士國立屏東教育大學
英語學系碩士班
101
The study determined the effects ofremedial instruction in K. K. phonetic symbols among underachieving high school students in Taiwan, to identify their most frequently used strategies for vocabulary memorization, and to measure the progress of their pronunciation skills as a result of the remedial instructions. Underachievers by definition lack expected grade-level competence; thus, the researcher decided to teach them the most basic rules of letter–sound correspondence, in the hope that it would help them do better in memorizing vocabulary. Since all or virtually all English textbooks and materials used in Taiwan are printed with K. K. phonetic symbols, it is essential for students to be familiar with them. The study used a mainly qualitative research model. Four high school freshmen were recruited as participants and required to attend classes for six weeks. The results were based on their pre-test and post-test scores, responses to background and English learning strategies questionnaires, and interview responses. The findings are as follows: 1. The three most frequently used strategies were 1) reviewing the word to be learned visually (“keeping eyeing” the word), 2) writing the word repeatedly, and 3) using K. K. phonetic symbols to help spell the word. 2. After receiving remedial instruction in K. K. symbols, the underachievers performed significantly better in word retention. 3. After receiving the remedial instruction in K. K., the underachievers performed better in vocabulary pronunciation, but the result did not achieve statistical significance. On the basis of these results, the researcher would suggest that teachers should find ways to better motivate underachieving students in order to achieve better learning. Additionally, remedial instruction classes should be arranged by schools, and teachers should take the responsibility to teach students well.
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Armstrong, Denise E. "Personal change and organizational passages : transitions from teaching to the vice-principalship in a reform climate." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94600&T=F.
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Miau, Tian Hwei, and 苗天蕙. "Teaching culture and comics:an example of french teaching in senior high school." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/06215995289689310339.
Full textAbstract:
碩士輔仁大學
法國語文學系
99
Ce mémoire est composé de trois chapitres, les deux premiers chapitres sont consacrés aux recherches théoriques, le troisième chapitre porte sur le côté pratique de l’enseignement de la culture assisté par l’utilisation de la bande dessinée. Dans le domaine de l’enseignement de la langue étrangère, la culture est un sujet qui intéresse bien souvent les élèves, comme nous sommes dans l’époque de la globalisation, l’apprentissage de la culture montre particulièremen son importance. Ce mémoire présente d’abord les définitions de la culture que nous pouvons diviser en deux catégories : la culture savante et la culture courante. La culture courante est liée à la vie quotidienne, cependant elle a tendance à créer des obstacles et des malentendus au cours de la communication. Nous mettrons donc l’accent sur ce domaine de la culture comme notre contenu de recherche. Par ailleurs, nous avons retracé le rôle de la culture dans différentes méthodes didactiques et le CECR, ensuite discuté des difficultés rencontrées autuellement dans l’enseignement de la langue étrangère. Tenant compte des conditions éducatives des lycées, comme le niveau et l’intérêt des apprenants, l’heure de l’enseignement, l’équipement de l’établissement etc, nous avons utilisé la bande dessinée comme le matériel pédagogique. La bande dessinée est une sorte de document authentique qui montre souvent des aspects de la culture courante, et cela répond donc au besoin et à l’objectif de notre travail. Ensuite, des recherches sur la nature de la bande dessinée et des cas d’utilisation nous permettent d’avoir une connaissance sur les caractéristiques et des applications éducatives de la bande dessinée. Nous avons également discuté des avantages et des limites de la bande dessinée en tant qu’un outil pédagogique dans le domaine de l’enseignement de la langue et de la culture étrangère. Le dernier chapitre porte sur l’application de notre programme des cours de la culture. Le public de la recherche représente au total 60 lycéens de première année (deux classes). Nous avons abordé six thèmes culturels dans les deux classes, le programme est mené pendant sept semaines. À travers nos supports d’analyse, ainsi que l’observation des cours, questionnaires des élèves et un test sur l’apprentissage culturels, nous obtenons nos résultats et propositions de recherche donnés par des analyses quantitatives et qualitatives. Nous découvrons que les élèves ont montré une attitude positive sur l’apprentissage de la culture grâce à la bande dessinées. Ainsi, nous recommendons donc le développement de l’utilisation de ce matériel dans le domaine de l’enseignement de la langue étrangère.
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Lin, Jean-Yui, and 林貞伃. "The Relatedness to Teaching Reflections, Teaching Sharing and Teaching Innovation of Junior High School Teachers." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/x73btt.
Full textAbstract:
碩士銘傳大學
教育研究所碩士班
95
The Relatedness to Teaching Reflections, Teaching Sharing and Teaching Innovation of Junior High School Teachers Student：Lin Jean Yui Advisor：Dr. Chih-Ching Lee Abstract This study selected the samples from the junior high school teachers of northern, central and southern Taiwan. The main purpose of this thesis is to find the relatedness to the teaching reflections, teaching sharing and teaching innovations of junior high school teachers and according to the results of literature reviews and survey, suggestions would be provided to the educational authories. This study was based on the results of literature review and made the questionnaire entitled “Survey of the Teaching Reflections, Teaching Sharing and Teaching Innovations of Junior High Schools Teachers”. Data analysis in this research is conducted by t-test, one-way ANOVA, Pearson correlation and regression. Conclusions of this study are as follows： 1. Situation of junior high school teachers in teaching reflections, teaching sharing and teaching are between “always” to “sometimes”. 2. Among the backgrounds of junior high schools teachers in factors of teaching reflections, only the serving period and position of the teachers in “refection of practical knowledge in teaching” has shown significantly difference. 3. Among the backgrounds of junior high schools teachers in factors of teaching sharing , only the serving period of the teachers in “sharing of curriculum teaching materials” and “knowledge of students characteristic” have shown significantly difference. 4. Among the different backgrounds of junior high schools teachers in factors of teaching innovations, only sex and serving period of the teachers in “innovation of teaching methods” have shown significantly difference. 5. There is a positive correlation between teaching reflection and teaching sharing of junior high school teachers. 6. Teaching reflections and teaching sharing of junior high school teachers are significantly predictable to teaching innovation. key words:：Teaching reflection, Teaching sharing, Teaching innovation
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Lee, Yu-Jen, and 李玉珍. "A Comparison Study using Social Course among Team-Teaching, Interdisciplinary-Teaching, and Disciplinary-Teaching at High School Level─A Case Study of Chingshuei Jr. High School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/28130928825455339708.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
92
The purpose of this study was to compare the efficacy of team-teaching,interdisciplinary-teaching,and disciplinary-teaching,applied as the instruction methods for social course of nine-year integrated curriculum at junior high school level. The efficacy was studied in three aspects:（1）the influence on students’academic achievement, （2）students’satisfaction,（3）students’academic achievement difference between genders.This was a case study of which the theoretical foundation was based on literature review, and a quasi-experiment method of “Nonequivalent-control Group Post-test Experimental Design” was adopted in this research to conduct a four-month experimental teaching in Taichung Chingshuei Junior High School. The 322 targeted students in this research were in their first grade of junior high. To fulfill the stated purpose, the data were collected by aptitude test and questionnaire survey. The collected data were analyzed both quantitatively and qualitatively; thus t-test, one-way ANOVA, as well as interviews were applied. The main conclusions of this study were as follows:(1)The differences among students’ academic achievement in social course of nine-year integrated curriculum at junior high school level instructed by team-teaching, interdisciplinary- teaching, and disciplinary-teaching were significant. Team-teaching contributed to the highest level of academic achievements. (2)The differences among students’satisfaction at team-teaching, interdisciplinary- teaching, and disciplinary-teaching applied in social course of nine-year integrated curriculum at junior high school level were significant. Team-teaching earned the highest level of satisfaction.(3) The difference of students’ academic achievement between genders was significant. Female students’performance in social course was better than male student. Suggestions based on the conclusions above are offered to the educational administrational agencies, the teacher preparation institutions, the junior high schools, and the teachers. Keywords: team-teaching; interdisciplinary-teaching; disciplinary-teaching.
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Kolman, Peter Scott. "High schools in transition to instructional teaming /." Diss., 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9955156.
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Thibodeau, Gail M. "A case study of the effectiveness of collaboration as job-embedded professional development /." 2006. http://www.consuls.org/record=b2782318.
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Thesis (Ed.D.) -- Central Connecticut State University, 2006.Dissertation advisor: Judith Faryniarz. "... in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Educational Leadership." Includes bibliographical references (leaves 392-399). Also available via the World Wide Web.
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Covington, Linda E. "COTEACHING IN A HIGH SCHOOL HISTORY CLASS:." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-706.
Full textAbstract:
Coteaching is one instructional delivery model that purports to provide students
with supports they need to succeed in the general education setting. This case study used
qualitative methodology, which was supplemented by quantitative data, to explore the
instructional factors that may contribute to the achievement of high school students with
learning disabilities who are placed in a cotaught setting. An optimal environment was
created for coteaching and included careful selection of the cotaught team, support from
the campus administration, initial and ongoing training for the coteachers, and the
creation of common planning periods. Two cotaught classrooms were observed for one
semester, and five students with learning disabilities were selected from these
classrooms for observation and interview. Additional data included interviews with the
campus principal, campus teachers, and the coteachers, as well as weekly observations
using the Stallings Observation System. Interviews and observations suggested that there
was little change in teacher or student behaviors.
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Tucker, Jennifer Leigh. "Teaching musical theater to the high school voice students." 2009. http://hdl.handle.net/2152/7672.
Full textAbstract:
In this treatise, I will examine musical theater as a pedagogical tool for adolescent singers who have just begun training in classical singing technique. In addition to being a viable performance outlet, musical theater offers the student repertoire options in English, and can be used as an exercise in song interpretation. An adolescent with a mediocre voice or limited range can find something within the repertory to accommodate their personal limitations without sacrificing their desire to sing. Musical theater repertoire is a valid teaching tool and, when addressed properly and taught with a strong technical foundation, can be an entertaining and worthwhile addition to the student's growing repertory of song. If approached with serious focus on proper vocal production, a show tune can do for an adolescent voice what an art song may not be able to: it allows the singer to practice their art, while serving as an exercise in interpretation, musicality, and emotional connection. It is my hope to provide insight into how to adapt a rudimentary classical technique to a young voice, in order to pursue this genre safely and efficiently.text
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Chen, Li-Jung, and 陳莉蓉. "Digital Piano in Music Teaching of Junior High School." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/84304455104937657994.
Full textAbstract:
碩士國立臺灣師範大學
音樂研究所
87
Abstract The main purpose of this research is to probe applications of digital piano in music teaching. Theoretically, it analyses the value and the function of digital piano in music teaching and discusses how the related technical teaching tools are applied in this field. Then, it acquires the present condition of the application of the digital piano in music teaching and the direction to design teaching materials through the result of questionnaires and interviews. In the last part, it practically completes the design of teaching strategies according to previous two conclusions. Hope it could become the reference to music teaching in junior high school. The following part is a brief outline of the conclusions. A. Though the digital piano could not replace the performing function of the traditional piano, it has more value in teaching because of its various functions. B. The fertile acoustics of the digital piano could inspire students'' learning motivation and enrich their imagination. C. Experts and teachers widely affirm the value of the digital piano in music teaching, but the rate of its practical use is quite low. The reasons include the inadequate instrument, the improper using procedures, the lack of teaching software and the teacher''s entrenched habit of using traditional piano. D. The task of top priority is to design new teaching software and there are two ways to the accomplishment: first, the government should establish a research center of electric musical education. Second, it needs to combine the power of manufacturers and music teachers. E. Teaching materials should conform to the teaching principle, which concludes operating procedures, developing the ability of harmony and composition and the designing of music teaching elements. Finally, according to the results of the research, the researcher brings up respective suggestions to music teachers, the education administrative unit and future research workers.
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Chu, Te-Chin, and 朱德清. "Lab-Based Artificial Intelligence Teaching to High School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/09025277923454061532.
Full textAbstract:
碩士國立臺灣師範大學
資訊教育研究所
91
The purpose of this research is to investigate if laboratory based instruction can be used to advantage in the teaching and learning of artificial intelligence (AI) to high school students. The laboratory package includes in-class teaching slides, laboratory worksheets, and a software simulator. A teaching experiment was conducted in which students learn selected core concepts of AI from three in-class and three close-lab sessions. The experimental group used the developed lab-based approach to learn about AI while the control group was taught in the usual way with only in-class lectures and discussions. The ANCOVA statistical procedure was employed to analyze the students’ performance and a questionnaire was given to collect students’ comments n the laboratory activities. The experimental results showed that the students in the experimental group performed significantly better over the students in the control group. Furthermore, majority of the students consider the laboratory activities as being helpful in their learning and that they prefer laboratory learning over pure in-class lectures.