Dissertations / Theses on the topic 'High school teaching'
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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.
Full textLam, 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.
Full textCarter, 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.
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 textLau, 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.
Full textMukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
Full textHack, 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.
Full textChan, 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.
Full textChow, 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.
Full textLopes, 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.
Full textMarubayashi, Kristine Domoto. "Case study of an urban high school teaching academy." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2551.
Full textRuddy, 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.
Full textLam, 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.
Full textJohnson, 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 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 textYip, 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.
Full textCamangian, 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.
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.
Ficke, David Russell. "Environmental education and high school backpacking." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.
Full textDavidson, 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.
Full textTitle 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.
Wolin, Martin Michael. "Digital high school photography curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2414.
Full textHenderson, 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.
Full textIncludes 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.
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.
Full textWelling, 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.
Full textSantamaria, Makang Doris. "Analysis of an inquiry-oriented inservice program in affecting science teaching practices." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33553.
Full textPLEASE 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
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.
Full textVacaretu, 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.
Full textZhdanova, Tetiana. "Methods of Teaching a Foreign Language in a High School." Thesis, ХНМУ, 2016. http://repo.knmu.edu.ua/handle/123456789/13706.
Full textHollstein, 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.
Full textYoung, 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.
Full textM.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
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.
Full textWalsh, 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.
Full textLu, Shu-Hui, and 盧淑惠. "Teaching Test-Driven Development in High School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/a63re2.
Full text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.
Pan, Tzu-Hui, and 潘慈惠. "Verse literature teaching in senior high school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/25869304213018856868.
Full text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.
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.
Full textHuang, 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.
Full text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.
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.
Full textI-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.
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 text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.
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 text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.
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.
Full textMiau, 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 text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.
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 text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
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 text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.
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.
Full textThibodeau, Gail M. "A case study of the effectiveness of collaboration as job-embedded professional development /." 2006. http://www.consuls.org/record=b2782318.
Full textDissertation 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.
Covington, Linda E. "COTEACHING IN A HIGH SCHOOL HISTORY CLASS:." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-706.
Full textTucker, Jennifer Leigh. "Teaching musical theater to the high school voice students." 2009. http://hdl.handle.net/2152/7672.
Full texttext
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 text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.
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 text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.