Dissertations / Theses: 'High school transfer students'

1

Frigerio, Sara. "The Role of Transfer in Italian High School Students' Written Production in English." Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144710.

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This study aims at exploring to what extent transfer plays a role for young Italian learners of English. The informants consisted of a group of Italian high school students whose English written compositions are investigated. The collection of data is made up of an error analysis based on Pit Corder’s methodology (Corder in Ellis 2008: 46), in which six different linguistic categories are examined such as collocations, word order, the past tenses with special focus on the simple present perfect versus the simple past, furthermore the null subject parameter, false friends and subject-verb agreement. A brief discussion is also dedicated to the difference between what constitutes an error and a mistake. What emerges in this study is that the category of collocations is the one in which most instances of transfer errors are found followed by word order and the use of the simple past tense. Finally, the research aims to find out what could be the plausible reasons as to why certain categories appear to be more subject to the transfer phenomena.

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2

Leung, King-hang. "Errors and syntactic transfer in English relative clause formation : a case study of senior Hong Kong secondary school students /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31573411.

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3

Akman, Gule. "English spelling errors in Swedish high school : An investigation of English spelling errors among Swedish high school students and their possible causes." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-31584.

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This study investigates spelling errors among Swedish students of English. The purpose of this research is to develop a better understanding of the causes of spelling errors and to investigate whether there are any differences between program orientation and gender. The participants are English A students from Swedish high schools in year 1. The data analysed in this study consists of essays written by the participants which have been gathered into the Uppsala Learner English Corpus (ULEC). The results showed that the academic program has a lower error rate when compared to the vocational program and that female students display a lower error frequency than male students. These results reflect the same pattern found by previous studies on achievement between the programs and across gender. However, when comparing all variables, both gender and program, the results demonstrate that academic male students had the lowest error rate of all groups, which could partially be explained by the fact that the academic male students have a higher level of engagement with video- and online games when compared to the other groups. The language processes that the participants found the most challenging were letter omission, letter insertion and letter substitution. These results follow the same pattern highlighted in previous studies on spelling among both native speakers and learners. Finally, the exchange between the vowels <a>, <e> and <i> was found to be a frequent error among the students. Experiencing difficulties with the correct usage of vowels can be explained as a transfer error.

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4

Leung, King-hang, and 梁景恒. "Errors and syntactic transfer in English relative clause formation: a case study of senior Hong Kong secondaryschool students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45007536.

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5

Martin, Nikolas. "Facilitating Student-Athletes' Life Skills Transfer from Sport to the Classroom: An Intervention Assisting High School Teacher-Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40725.

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Sport is deemed by many researchers and practitioners as a favourable context to foster positive youth development (PYD), including the acquisition of life skills (Petitpas et al., 2005). However, researchers have cautioned for vigilance before assuming with assurance that sport leads to positive developmental outcomes (Coakley, 2011). Consequently, it is important to understand how sport leaders can facilitate the development and transfer of life skills. In the context of high school sport in Canada, teacher-coaches are considered essential adults in the delivery of school sport programs. Using Pierce et al.’s (2017) life skills transfer model, the present thesis explored the contextual and psychological factors influencing the development and transfer of life skills. An intervention was designed, using action research principles, with two high school teacher-coaches. Data were collected via teacher-coach pre- and post-intervention interviews, as well as student-athlete post-intervention interviews (i.e., five student-athletes per teacher-coach). Further, data were gathered through observation, and audio recording of each life skill implementation, as well as a researcher reflective journal. The results indicated that teacher-coaches played an important role in influencing contextual and psychological factors, in both the learning and the transfer context, which shaped student-athletes’ life skills development and transfer. The study has practical implications for coach education programs, suggesting the benefits of on the ground support to provide coaches and teacher-coaches with the necessary tools to promote PYD.

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6

Kwan, Chung-hin. "An investigation of English errors of Hong Kong secondary 1 and secondary 5 students and their relationship with mother tongue Cantonese transfer." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18939326.

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7

Kwan, Chung-hin, and 關仲顯. "An investigation of English errors of Hong Kong secondary 1 and secondary 5 students and their relationship with mother tongueCantonese transfer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195943X.

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8

Guzel, Okan. "High School Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608863/index.pdf.

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The purposes of this study were to explore students&rsquo
perceptions of the extent to which constructivist approaches are present in chemistry classes at high school level in Turkey, to assess students&rsquo
perceptions of their chemistry teachers&rsquo
communication behaviours in their classroom learning environments and to investigate the learning strategies of students in chemistry classes considering school type, gender, and grade level differences. In this study, the Constructivist Learning Environment Questionnaire (CLES), the Teacher Communication Behaviour v Questionnaire (TCBQ) and the Motivated Strategies for Learning Questionnaire (MSLQ) were used as measuring instruments. In addition, the questionnaires included some questions for demographic characteristics of participants. The study was conducted in conveniently selected two schools (private and public) in Ankara with a total of 994 ninth and tenth grade students in the second term of 2006-2007 semesters. Data obtained from the administration of measuring instruments by using the analysis of multivariate analysis of variance (MANOVA) The results of the study indicated that school type, gender and grade level of the students had significant effect on perception of classroom learning environment, teacher&rsquo
communication behaviour and perceived use of learning strategies. For instance, students in private schools perceived their classroom-learning environment more constructivist than student in public school. In addition girls rated that, their learning environment and teachers&rsquo
communication behaviours more favourably than did boys. The study also showed that students use rehearsal-learning strategy mostly in their chemistry classrooms.

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9

Whitson, Jennifer Leigh. "The Relationship Between High School Exit Exam Policies, Student Transfers, and Attainment." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615585.

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High school exit exams have become a popular policy tool in states as well as districts and even schools as a means of improving student achievement and holding students accountable. Despite the extensive use of these exams, the behavioral responses to them and their impact on student outcomes are not fully understood. This study used a nationally representative longitudinal data set—the Educational Longitudinal Study of 2002—which tracked students starting in the spring of the 10th grade to explore the extent to which exit exam policies were associated with transfer behavior and student attainment outcomes. Transfer behavior was of interest because past research has found that schools that were successful in improving student achievement outcomes were not as successful in keeping transfer and dropout rates low (Rumberger & Palardy, 2005). Transfer behavior was conceptualized as a mediator to the likelihood of earning a regular high school diploma.

The logistic regression models used to answer the study's research questions found no evidence that statewide exit exams impacted the likelihood of transfer between the 10th and 12th grades or attainment of a regular high school diploma. There was also little evidence that the intensity of the exit exam, as measured using a composite indicator developed by the author, was associated with transfer or attainment outcomes, although the intensity may be influenced by the longevity of the policies.

Using a broader identification of exit exams that incorporated statewide exit exams, school-initiated exit exams, or locally mandated exit exams identified by school administrators, there was some limited evidence that exit exams were associated with an increased likelihood of transfer and decreased likelihood of earning a regular high school diploma. These results were particularly evident for the bottom quartile of performers on an achievement test (those most likely to fail an exit exam), while having no apparent impact on the top quartile of performers. The findings of this study suggest that school-initiated or locally mandated exit exam policies may be a confounding factor in analyses of the impact of statewide high school exit exam policies. Recommendations for future research and policy are discussed.

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Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.

In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.

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11

Mert, Ozge. "High School Students&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605275/index.pdf.

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The purpose of the study was to investigate the high school students'
beliefs about mathematics and the teaching of mathematics. The study was conducted in Ankara with 425 tenth-grade students enrolled to general, Anatolian, foreign language and vocational high schools. Two measuring instruments were utilized: 1.Beliefs about Mathematics Scale (BaMS)
2.Beliefs about the Teaching of Mathematics Scale (BTMS). The validity and reliability of these scales were tested. The design of the present research is a casual-comparative study. The hypotheses of the present study were tested by using multivariate analysis of variance at the significance level 0.05. The results of the study indicated that:1. There are statistically significant differences among the mean scores of students enrolled to different kinds of high schools with respect to beliefs about mathematics and beliefs about the teaching of mathematics
2. There are statistically significant mean differences among students who have different mathematics achievement levels in terms of beliefs about mathematics and beliefs about the teaching of mathematics
3. There are statistically significant mean differences among students who are in different branches in terms of beliefs about mathematics and beliefs about the teaching of mathematics
4.There is no statistically significant mean difference between the male and female students on beliefs about mathematics. On the other hand, there is statistically significant mean difference between the male and female students on beliefs about the teaching of mathematics in the favor of female students.

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12

Horobin, Margaret Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school /." St Andrews, 2009. http://hdl.handle.net/10023/693.

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13

Lipiz, Gonzalez Elaine M. "Professional school aspirations of first generation Latino transfer students." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581488.

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The low rate of Latino graduate and professional degree attainment is a problem for the Latinos who are not attaining high levels of education, for their families, for the institutions of higher education that suffer from a lack of diversity, and for the local, state, and federal governments that lose tax revenue from the potentially higher income levels earned by advanced degree graduates. The purpose of this phenomenological study was to examine the professional school aspirations of Latino community college transfer students at the University of California, Irvine who are first generation college students. This study investigated the influence of both community college and university experiences on the participants' advanced study goals and explored the interconnections between the participants' advanced study aspirations and their career development. To empower students of color and acknowledge their sources of cultural wealth, this study gave Latino community college transfer students who are first in their families to attend college an opportunity to tell their counterstories about their aspirations to pursue advanced study. Through semistructured, individual interviews with a sample of six Latina students, the following five theme emerged: (a) the importance of family, (b) required success: responsibility, pressure, and burden, (c) turning adversity into strength, (d) the role of mentors and peers, (e) career choice and advanced study decisions. The dissertation includes recommendations for policy, practice, and future research related to the findings.

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14

Zencirci, Nilufer. "The Attitudes Of High School Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611974/index.pdf.

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The purpose of this study is to investigate 11th and 12th grade high school students&rsquo
attitudes towards philosophy course and to examine whether their attitudes show significant differences with respect to certain background variables such as gender, school type, grade level, GPA of previous semester, philosophy course grade from the previous semester, mother&rsquo
s and father&rsquo
s education level, number of books available at home, and numbers of books read in the previous year. The sample consisted of 1322 high school students from 11th and 12th grades from 11 public and private high schools in the Province of Ankara. Data were gathered from the participants via Philosophy Course Attitude Scale developed by the researcher. Data were analyzed using both descriptive and inferential statistics. ANOVA was employed to investigate whether there were significant differences among students&rsquo
v attitude towards philosophy course with respect to certain background variables. Descriptive Statistics were used to analyze the background of information of the sample and attitudes of students towards philosophy course. The findings indicated that the students have moderate level of positive attitude towards philosophy course. The findings also showed that with the exception of the mother&rsquo
s education, each of the variables examined (gender, grade level, school type, GPA of previous semester, philosophy course grade from the previous semester, father&rsquo
s education, number of books available at home, number of books read in the previous year) created a significant difference in student attitudes towards the philosophy course.

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15

Checkley, Doug, and University of Lethbridge Faculty of Education. "High school students' perceptions of physics." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, 2010. http://hdl.handle.net/10133/2584.

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There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.
viii, 221 leaves ; 29 cm

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16

Boswell, M. Alison. "School Level Predictors of Bullying Among High School Students." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/44.

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Bullying is a universal problem affecting the emotional, social, and physical wellbeing of school-age children worldwide. Individual level correlates of bullying have been well-documented; however, there is limited research identifying variables at the school level which contribute to bullying involvement, especially among high school students. In this dissertation, school characteristics associated with bullying were investigated using an ecological systems framework. In the first paper, a comprehensive review of the bullying literature was conducted. Research in the following areas were summarized: definitions of bullying, measures of bullying, individual correlates, influences of cognitive development and social context across age groups, contextual variables (family, school, and community), evidence-based interventions, and bullying from a socio-ecological perspective. In the second paper, research findings are presented for an original study investigating school level predictors of bullying involvement across Kentucky high schools. The study used aggregated data from a survey of 9th to 12th grade students in 26 high schools across the state, combined with existing school datasets, in order to examine: (1) the prevalence of bullies, victims, and bully-victims across Kentucky high schools and (2) school characteristics associated with elevated rates of bullying involvement. Results revealed important differences in school bullying incident reports and student reports of bullying experiences, as well as unique differences between school environments with high and low rates of bullying involvement. Overall, academic performance and parent involvement were the strongest predictors of bullying involvement at the school level; however, the relationships between these variables and prevalence rates were not as expected. In several analyses, individual level findings from the bullying research did not translate to the school level as hypothesized. Overall, these findings have important implications for researchers when using multilevel analyses in the school context, when investigating the impact of bullying interventions at the school level, and when investigating how the school environment contributes to bullying. Results also provide important information for schools developing or revising bullying data collection procedures.

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17

Kayhan, Emine Banu. "Investigation Of High School Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.

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The purposes of the study were
to investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.

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18

Sanner, Beth. "Perceptions of violence among high school students /." View online, 2006. http://repository.eiu.edu/theses/docs/32211131326312.pdf.

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19

Jantz, Carrie. "Transition programs for new high school students." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CJantzPartI2006.pdf.

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20

Chow, Chin, and 鄒駿. "Code-mixing phenomenon among high-school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3196364X.

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21

Borchert, Michael. "Career choice factors of high school students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002borchertm.pdf.

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22

Smith, Beverley R. "Gifted Students' Perceptions of High School Transition." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/194.

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This study examined the perceptions of gifted middle school students who attended one of two middle school gifted service options as they transitioned into high school. Gifted middle school students from either a center-based gifted service option or a school-based gifted service option from middle schools in a suburban district in Central Virginia participated in the study. Participants who had completed three consecutive years within the gifted service option were purposively selected for the study. Students completed a pre-transition survey at the end of their eighth grade year and a post-transition survey early in their ninth grade year. The survey asked students to identify their high school program choice and provide a reason for their choice in order to establish high school program choice trends among the different gifted service options. The surveys also assessed the differences in the students’ perceptions of the transition from middle school into the chosen high school as it pertains to academic, organizational, and social constructs of the high school program. Students from the center-based gifted program were more likely to choose to attend one of the regional Governor’s schools, and chose to do so because of personal interest and the perception of academic rigor. The students from the school-based gifted service options were more likely to choose to attend one of the district’s specialty centers, and chose to do so because of personal interest and parental encouragement. Prior to transitioning into high school, both the center-based gifted and the school based gifted students had high perceptions of the grades they earned. However, after transitioning into high school, only the center-based gifted students continued to have a high perception of grades earned. Prior to the transition into high school the center-based gifted students had higher perceptions of the academic, organizational, and social constructs. Differences were not found among the post-transition perceptions of the academic, organizational, and social constructs between the two gifted middle school groups; however, the extremely small sample size of the post-transition survey may have impacted these results.

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23

Varner, Edward Lee. "Why High School Students Participate in Band." Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640288.

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The purpose of this study was to examine the factors that motivate high school students to participate in school band. The relationships between music education, academic success, and social engagement in school were explored. A survey questionnaire and interview questions were used to generate response data from 45 high school band members. Data were gathered, coded, and analyzed using qualitative survey and structured interview design techniques. A systematic approach was used to create a viable narrative that, when added to existing literature, provided a better understanding of the topic for those decision makers struggling to find justifications for how and why band is an important option for high school students. Findings from this study support earlier research and provide a strong case for the claim that many students are intellectually, emotionally, expressively, and musically nurtured by membership in school band. Stress relief was a powerful theme throughout student responses and many students indicated that band was an important place where they were able to build their strongest support relationships. The information acquired from this study provided insight into student perceptions about the value of band participation from environmental, behavioral, and cognitive viewpoints and highlighted the importance of band as a social and emotional support space where students are able to find sanctuary from the stressors of their lives.

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24

Green, Amy. "Barriers and facilitating factors to high school students' school engagement." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003008.

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25

Howard, Ann Marie. "High School Students' Perceptions of Safety Concerns Predicts School Avoidance." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6793.

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School violence is a growing concern and an impending danger for American youth. Students' perceptions of violent school incidents may lead to fear and this fear may lead to school avoidance. Although researchers have found that teenage pregnancy and working to support family are two of the main reasons that students stay home from school, there has been no research conducted on whether students' perceptions of safety concerns, solely focusing on the presence of guns, gangs, student bullying, and fear of victimization, predict their decision to stay home from school. Therefore, based on social disorganization and resilience theories, the purpose of this quantitative study was to examine the role of high school students' perceptions of safety concerns in school on avoidance behavior, specifically, their decision to stay home from school due to thinking they may be attacked or harmed in a school building, on school property, on a school bus, or going to and from school. Archival data from a sample of 4,767 American youth, 12–18 years of age, who participated in the 2015 School Crime Supplement Survey were analyzed using logistic regression. Findings revealed that students' perception of gangs, student bullying, and fear of victimization led to school avoidance. This study has important implications for positive social change: The findings can be used by government entities, communities, schools, administrators, students, and parents to inform efforts designed to maintain a safe school environment.

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Jutrakul, R. (Rada). "Self-regulated learning:key strategies of high-achieving high school students." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201801131074.

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This study identified the key strategies of Self-Regulated Learning (SRL) from High Academic achievers among high-school students between Grade 9 to Grade 11 in Language Arts (English)class (N = 46). These High Achievers in Language Art were discovered through their high scores on the Motivated Strategies for Learning Questionnaires (MSLQ) and there school average grade of the class. Students were first requested to fill out the MSLQ questionnaire based solely on how they think and feel about themselves in learning situations. They were made aware that results of the questionnaire would be anonymously revealed for the purpose of the study and that it wouldn’t affect their grades. As for the interview, students were briefed beforehand about what they will do and some basic knowledge was established before the interviews occurred to ensure optimal data. The results of the MSLQ was first compared and evaluated in conjunction with the students’ scores for their Language Arts class. The Self-Regulated Learning Interview Schedule (SRLIS) was later used to obtain information on SRL strategies used and their frequencies in different contexts from the selected group (N=9). The findings of this study suggested that there is no direct correlation between the MSLQ results and the Language Arts (L.A.) subject grades score, but that there is a relationship between the specific Self-regulation skills to the L.A grade scores. Furthermore, Goal-setting and planning were reported to be the most used strategies among high achieving students. This suggests goal-setting and planning might be one of the keys to success in academic areas. The empirical findings of this study supported many theoretical aspects of SRL. Towards the end of the studies, the implementations for teaching practice and suggestions (in addition to future research directions) were discussed to further increase the understanding of teaching methodology.

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Arsenault, Lee Anne. "High school confidential, lesbian students speak of public high school experiences in Nova Scotia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54521.pdf.

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Bauer, Sharla. "The relationship between high school athletic participation and self-esteem of high school students." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bauers.pdf.

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Husby, Stacey J. "Students' perceptions about students at risk." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbys.pdf.

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30

Huot, Karl. "ESL reading comprehension amongst second cycle high school students, students' requests." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116939.

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The intention of this study was to investigate what are second cycle secondary students' favorite teaching techniques regarding learning reading comprehension in a second language inside the classroom. Another aim was to find out what was their favorite competency to practice during class hours. The best available method to pursue this study was a quantitative survey method. The questionnaire focused on different reading comprehension teaching techniques that are often used inside classrooms. Students had to position themselves in terms or enjoyment of certain teaching techniques used inside the classroom. Out of the 600 questionnaires sent out to the second cycle students of La Magdeleine High School, 227 responses were received. The results of the study indicated that students understand the values of doing the majority of reading exercises proposed inside the classroom, but were sometimes experiencing some form of anxiety, laziness and resistance with some of those activities. The principal conclusion is that teachers need to combine some of the students' favorite teaching ESL reading comprehension techniques and also use some techniques that aren't enjoyed as much by students and attempt to adapt them in a manner that would keep students motivated throughout those classes.
Le but de cette étude était de faire une analyse concernant les techniques d'enseignements favorites des étudiants fréquentant le deuxième cycle du secondaire dans le volet de compréhension de lecture de leur cours d'anglais langue seconde. Une autre cible de cette étude était de déterminer quelle était la compétence favorite des étudiants à développer durant les heures de cours. La meilleure méthode disponible afin de faire cette étude était la méthode de sondage quantitative. Le questionnaire s'orientait sur différentes techniques d'enseignements fréquemment utilisées dans les classes des cours d'anglais langue seconde. Les étudiants devaient prendre position en termes d'appréciation face à différentes techniques d'apprentissages utilisées en classe. Sur les 600 questionnaires distribués aux élèves de l'école secondaire de la Magdeleine, 227 questionnaires complétés ont été reçus. Les résultats de l'étude ont démontrés que les étudiants comprennent bien les valeurs de la majorité des exercices de lecture proposés dans les classes, mais ils ont parfois démontrés une certaine forme d'anxiété, de résistance et de paresse avec certaines activités d'apprentissages. La conclusion principale de cette étude est que les enseignants doivent trouver une manière de combiner les techniques les plus appréciées des étudiants avec quelques techniques moins affectionnées tout en tentant d'adapter ces techniques afin de garder les étudiants motivés durant les heures de cours.

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Reeves, Cynthia. "HIGH STANDARDS FOR ALL STUDENTS? THE KENTUCKY EDUCATION REFORM ACT AND IMMIGRANT HIGH SCHOOL STUDENTS." Lexington, Ky. : [University of Kentucky Libraries], 2004. http://lib.uky.edu/ETD/ukyanth2004d00170/CRdis.pdf.

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Thesis (Ph. D.)--University of Kentucky, 2004.
Title from document title page (viewed Jan. 6, 2005). Document formatted into pages; contains ix, 224p. : ill. Includes abstract and vita. Includes bibliographical references (p. 200-220).

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Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.

The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

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Weade, Barbara Lee. "School and work tardiness in high school students in rural Wisconsin." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004weadeb.pdf.

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Oto, Mari N. "Ethnic Identity and School Belonging Among Pacific Islander High School Students." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6766.

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Pacific Islander high school students in the state of Utah specifically, but across the United States generally, face significant challenges such as high levels of high school dropout and low levels of academic attainment. The purpose of this study was to examine if components of an achieved ethnic identity (exploration and commitment) are positively related to high levels of school belonging among Pacific Islander high school students in Utah. I further investigated whether self-esteem was a mediating factor in any observed relationship between ethnic identity and school belonging. Participants in this study were Pacific Islander youth between the ages of 13-19 years old and attending high school in the state of Utah. The Multigroup Ethnic Identity Measure—Revised, Rosenberg Self-Esteem Inventory, Simple School Belonging Scale, and demographic questions were combined in a survey and taken by 111 participants. Results indicate a significantly positive relationship between school belonging and self-esteem (r = .39, p < .001). However, no relationship was observed between ethnic identity and school belonging. Results also suggests that self-esteem is not a mediating factor, nor is it related to ethnic identity individually for these students. Another purpose of this study was to better understand Pacific Islander students in our public education system, and especially in the state of Utah. Results revealed that ethnic identity may not operate in the same way for students in this study as has been suggested in the literature for other ethnic minorities. Specifically, ethnic identity, as measured by the MEIM-R may not represent the same construct, which leads to questions about how this sample was different than other national samples. The context of Utah may have been a determining factor and may play a role in the formation of ethnic identity for Pacific Islander students who live in Utah, especially for those who are also Latter-day Saint. Future research should look closely at the relationship between religiosity and ethnic identity for Pacific Islander students in Utah schools. The findings from this study also highlight the role of self-esteem in school belonging. They suggest a need to move beyond generalizations of this group of students as "minorities" to understanding how to increase their self-esteem in hopes of boosting their sense of belonging in our schools, thus leading to greater high school retention and academic achievement for this population.

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Robertson, Laura, Pamela Cromie, and Mahua Chakraborty. "Scientific Practice: Data Analysis by Middle School and High School Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/773.

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Shirk, Breanne N. "A School-Based Intervention Increased Nutrition Knowledge In High School Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243365958.

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Yard, Rebecca Mix. "Technology and Social Media in Motivating At-Risk High School Students to Complete High School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1767.

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Overall, 11% of high school students leave school without a diploma, and the percentage is higher for at-risk populations. High school graduates earn higher salaries and are healthier and more law abiding than dropouts. Research is limited on the motivation of at-risk students to graduate from high school related to their technological identity to include technology and social media in their learning schema. This qualitative case study explored at-risk students' perceptions of social media, personal learning networks, and informal learning in facilitating their graduation. Pink's concept of motivation, Siemens's connectivism theory, and Bingham and Conner's theory of engagement and social learning provided the conceptual framework. Interviews were conducted with 11 at-risk students identified by one Charter school: 4 students at-risk of dropping out, 3 dropouts planning to return, and 4 dropouts who had returned to high school. Open coding was used to identify rich themes and patterns that may help at-risk students succeed in school. Of the 5 themes identified 4 related to technology identity: transference to learning, relationships with personal learning communities and social networks, bridging technologies, and connected knowledge. Relationships with instructors and the school community also emerged as a theme. Connecting familiar and accessible technologies with formal learning could provide additional means of supporting academic success. Permitting the use of smart phones and social media to provide technological access to learning materials and instructors may create a motivating learning environment where students are willing to remain in high school to obtain a degree. Potential social and work benefits beyond high school may accrue for students.

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Boz, Burcak. "Investigation Of Estimation Ability Of High School Students." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/12605271/index.pdf.

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The purpose of this study was to investigate the high school students'
ability on estimation and computational estimation. The study was conducted in Denizli with 153 ninth grade students who enrolled to general, Anatolian and foreign language high schools. The Estimation Ability Test was utilized. The three formats which are number format, answer format and problem format of the test were analyzedby with respect to school types and gender. The design of the present research was one group pretest-posttest design. The hypotheses of the study were tesetd by using analysis of covariance at the significance level 0.05. The results of the study indicated that: 1. There were statistically significant differences among the mean scores of students enrolled to different kinds of high school with respect to estimation ability and computational estimation in favor of Anatolian High School students. 2. There were statistically significant mean differences of students enrolled to diffrent kinds of high school with respect to sub-categories of the estimation ability test in favor of Anatolian High School students. 3. There was no statistically significant mean difference between boys and girls on estimation ability. 4. There was statistically significant mean difference in some sub-categories of the estimation test in favor of boys.

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Kablan, Hulya. "An Analysis Of High School Students&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605505/index.pdf.

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This study was performed to determine what content in biology was perceived as difficult and important to learn and to investigate whether there is a relationship between reasoning ability, gender, perceived difficulty and importance. A total of 397 Grade 11 students and sixteen biology teachers participated in the study. Students and teachers&rsquo
perceptions of difficult and important to learn concepts were determined through a questionnaire. Moreover, semi-structured interviews were conducted with students and teachers to determine the intrinsic difficulties and sources of difficulties. Descriptive statistics was used to determine frequencies of difficult, moderate and easy biology concepts as perceived by students and teachers. Biotechnology and genetic engineering, hormones, photosynthesis, genes, Mendelian genetics and respiration were found to be difficult concepts for students to learn. On the other hand, the students identified producers, consumers, and decomposers, active transport, diffusion and osmosis as easy topics. In addition, cell, enzyme, cell division, respiratory system in vertebrates, protein synthesis, and reproduction in animals are selected as important topics in the curriculum to be learned. On the contrary, body systems in invertebrates and animal tissues are found to be less important topics to be learned. Students&rsquo
reasoning ability was assessed by using Group test of Logical Thinking (GALT). While a statistically significant negative correlation was found between reasoning ability and percieved difficulty (r= -.115, p<
. 05), no statisticaly significant relationship between gender and perceived difficulty was found.

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Stashek, Lindsay. "College students' perceptions of high school sexuality education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005stashekl.pdf.

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Yen-Ling, Liu, and 劉妍綾. "Analysis of the adjustment on transfer students in high school." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/26293281955961465641.

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碩士
國立彰化師範大學
輔導與諮商學系所
94
This research is for the purpose of discussing the adjusting school life situation of transfer students in high school by using qualitative investigation of interviewing five high school transfer students in Taichung area. Following will be the conclusions after reorganization and analysis: 1. The factors that influenced high school students to transfer: The economy, the boarding, or the school doesn’t meet with their expectation, the relationship between teachers and schoolmates, and the problems of learning and school regulations. 2. Adjusting school life of high school transfer students: Discuss from five parts, adapt through studying, relationship between teachers and peers, school regulations, and self-adjustment. (1.) Study adjustment: Most transfer students change their previous study manner to a more positive and effective way on their new courses. Students don’t embrace too much expectation in the new environment of study, only strives to be able to maintain the average grades in order to graduate. It will be helpful, if they can have support on psychological and studying from others. (2.) Relationship between teachers and students: The interaction condition influences the satisfaction on the relationship between teachers and students. Furthermore, affects student’s willing to study. (3.) Relationship between peers: This relationship is the issue being concerned mostly. The reaction is from curiosity, estranged in strange time, then getting to known each other in a group by using different ways. Classmates will be willing to get along with each other and offer help with transfer students to adjust into new environment faster. (4.) Adjusting school regulations: The main part is the uniform rule arrangement on campus, school environment, construction and equipment and class atmosphere and so on. Transfer students face this kind of situation in obedient or flexible point of view. (5.) Self-adjustment: If transfer students face the new school life with aggressive positive attitude after transferring, the adapt ion situation is more ideal. The decision of transferring is positive. On the contrary, attitude with self-grounded, self- limited and assuming situation. The adjusting condition is generally not good. 3. Transfer students meet the following problems and use some strategies to manage the adjustment in new environment. (1.) Studying adjustment: Facing the pressure of studying, worrying couldn’t finish required credits, the competition between new peers after transferring to a better school. (2.) The relationship between teachers and students: Students cannot adapt teachers’ teaching strategies, so they might lie, law-abiding, react in passive attitude, and keep distance with teachers. (3.) The relationship between peers: Transfer students have the anticipated psychology with might not be able to get into the original small group or afraid of being isolated. They tend to have passive attitude when meeting conflict in order to reduce the argument. On the other hand, they seek effective way to solve the problem of the interaction between peers. (4.) Adjusting school regulations: Adjusting the differences between two schools needs time to overcome. In order to graduate, transfer students accept the rules passively. (5.) Self-adjustment: It takes transfer students long time to change their personality. This research performs in view of the above results in discussing. According to the results of this research, opinions and suggestions were offered for students who are planning to transfer, student guardian, counseling practice and future researches.

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CHEN, YI-WEI, and 陳薏薇. "A Study on Adjustment Dimensions of Junior High School Transfer Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/27062597211400778729.

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碩士
萬能科技大學
資訊管理研究所在職專班
104
Through multiple interviews and record reviews that can assist in profoundly exploring and psychological states of transfer students, this qualitative study explores five dimensions related to junior high school transfer student’s adjustment to a new school, namely, learning adjustment, adjustment to school regulations, teacher–student relationship adjustment, and self-adjustment. The research findings can be used to compile concrete school adjustment and adaptation strategies for junior high school transfer students, and can be a reference for school management personnel regarding effective interaction and management of transfer students. Keywords: transfer student, adjustment to school transfer, school adjustment, counselling, adaptation strategy.

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43

Wells, Jennifer Marie Holcomb. "Millennials Strike Back: Students’ Reports of Knowledge Transfer From High School to College." Thesis, 2011. http://hdl.handle.net/2069/433.

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This study examines the extent to which high school students from an affluent, college preparatory high school were able to transfer their knowledge about reading and writing from high school to college. The participants’ perceptions of the transition from high school reading and writing to college reading and writing revealed that they did not perceive college work to be harder, but faster paced. They generally perceived similarities between high school writing and college writing; those similarities were both literal and conceptual. The participants were able to transfer content knowledge and procedural knowledge about reading and writing from high school to college. The participants who were most successful in their knowledge transfer demonstrated transfer enabling dispositions. This study raises questions about the nature of preparation for college. Implications are discussed for high school students and faculty, for college students and faculty, and for those interested in educational reform.
Dr. Bennett A. Rafoth Dr. Kathleen Blake Yancey Dr. Gian S. Pagnucci

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Chiou, Pei-Yi, and 邱珮怡. "Relationship of social support, locus of control, and school adjustment of Taiwanese junior high school transfer students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/97686195470905982477.

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碩士
國立成功大學
教育研究所
88
The purpose of this study was to understand the school adjustment of Taiwan junior high school transfer students, and the relationship of social support, locus of control , and school adjustment. The target population of this study was Taiwan junior high school transfer students, according to random sampling principle, the subjects were 183 transfer students drawing from Tainan junior high school. The instruments used in this study included: Social Support Inventory (SSI), Internal-External Locus of Control Scale(I-E Scale), and Behavioral Adjustment to School Questionnaire(BASQ). The statistical treatment of data included use of t-test, one-way ANOVA, and two-way ANOVA. Data were analyzed to test the significance of four hypotheses. The results of this study indicated that: (1) Junior high school transfer students had highest mean score on discipline adjustment, and lowest mean score on teacher-student relationship adjustment. There was significant difference in school adjustment between sex, female junior high school transfer students had higher school adjustment mean score than male. (2) Parents'' support was found to be the main social support source to junior high school transfer students, and informational support was found to be the main social support category. Female junior high school transfer students had higher social support (including social support sources, social support categories, and social support degree) mean score than male. There were significant differences in school adjustment among social support degree, high social support degree group had higher school adjustment mean score than middle social support degree group, and middle social support degree group still had higher school adjustment mean score than low social support degree group. (3) Junior high school transfer students had 8.04 mean score on I-E Scale, it meant the beliefs in locus of control of junior high school transfer students oriented to internal control. Significant differences in beliefs between groups of internally oriented subjects and externally oriented subjects were found at school adjustment, internally oriented subjects had higher school adjustment score than externally oriented subjects.

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45

Hsiao, Szu-jung, and 蕭賜榮. "Integrating Students'' Personal Information System of Elementary and Junior High School - Using Web Services to Develop School Transfer System." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/37163713310573577752.

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碩士
南華大學
資訊管理學研究所
93
Grade 1-9 Curriculum aims to electrify student data hoping to get a better grip of student data such as grades, needs therefore make these information more of use. Student data systems differ from school to school which leads to usage problems while passing student data from one school to another. 　　　To break the restriction and make student data usable to different data systems, Web Services has the advantage of exoteric and module , transferring the functions needed into Web Services object. Therefore, building a basic location servicing system based on the coordinate located servicing frame to prove the idea of this research. 　　　Therefore based on the techniques of Web Services this research introduces a neutral flow integrating platform, using Web Services feature of technical platform and standardized communication to reach the goal of transferring student data between different platform systems.

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Lin, Yen-Hui, and 林燕慧. "Voluntary or Forced?: A Study on "Unnatural" Transferring and School Adjustment of Junior High Transfer Students." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/91442707141189800047.

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碩士
國立臺灣大學
社會工作學研究所
92
Abstract This study focuses on “unnatural” transferring of junior high school students. Contrary to natural transfers mainly arising from personal or familial factors, unnatural transfers have a lot to do with the students’ school life. This study is aimed to explore the very reasons for unnatural transfers, the transfer process as well as the transfer students’ adaptation to their new schools. Besides, this study also tries to find out the potential mechanisms causing unnatural transfers. For the purpose of this study, qualitative research was used and seven students, three parents, two teachers, one social worker, who were all related to transferring events, were interviewed. The unnatural transfers are classified into three types—voluntary, bargaining and forced, on the basis of the decision-making process. It’s found that children or their family regard transferring as the solution when children encounter unendurable difficulties in their relationship with the teachers or in their peer interaction. In contrast, educators force children to transfer regardless of their refusal because of children’s deviant behavior. We should pay attention to the fact that many of the children or family who try to solve problems by transferring are directly or indirectly forced by educators to do so. A good transfer plan plays a critical role on fostering children’s adaptation to new schools. However, the children who are directly or indirectly forced to transfer hardly get any help from the school workers about transfer planning. Generally, children’s reported reason for school transfer is residential relocation. But in fact, the problems in their school life are the real reasons. School workers are aware of that. Therefore, those dressing up eccentrically, having negative disciplinary record, transferring from the school in the same community, or transferring at the ninth grade tend to be suspected as trouble makers and be refused or treated in an unfriendly way by some educators when entering into the new school. It’s argued that educators, children and their family all suffer from the potential mechanisms of forced transferring. We have to work on such mechanisms to solve the problems related with forced transfers. According to the results of the research, this study proposes concrete suggestions for the educational administration authorities, school administration authorities, and educators for their reference in solving the unnatural transfer problems.

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Kuey-Mei, Lee, and 李貴美. "The Coping Strategies of Adjustment and Transfer Factors in High School Physical Education Students －Take a Senior High School in New Taipei City for Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/51633707160226019136.

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碩士
輔仁大學
體育學系碩士班
100
The purposes of this study was to analyze the factors of school adjustment, coping strategies and transfer for transfer students in senior high school athletic class. A total of four transfer students from a senior high school athletic class in New Taipei City underwent in-depth interview of qualitative research. The following research conclusion was induced from the organized and analyzed interview data” 1. Factors of school adjustment for transfer students in the senior high school athletic class include: Specific training and learning adjustment factor, specific training and general compliance adjustment, specific training of faculty-student adjustment, specific team accommodation adjustment and specific training for other self- adjustment. 2. The coping strategies for transfer students facing difficulty in senior high school athletic class include: (1) Coping strategies for specific training and learning adjustment Students from athletic class assist help from peers first, followed by P.E. teachers when encountering difficulties. (2) Coping strategies for specific training and complying adjustment The coping strategies for general compliance adjustment were responses to the school but will be given up if the effect was poor. (3) Coping strategies for specific faculty-student training adjustment The coping strategies of faculty-student adjustment were to seek for coordination and resolution from discussion with the school and faculty. If the problem could not be resolved, they tend to face with negative attitude. (4) Coping strategies for team accommodation adjustment Athletic class students only had ideas without the factions due to limitation to psychological respect for the coaches. (5) Coping strategies for other specific training and self- adjustment The athletic class students tend to avoid conflicts when faced with issues. They eventually transfer out of the school with regrets. 3. The factors for senior high school athletic class students to transfer include: specific training faculty-student adjustment factor, specific training and learning adjustment factor, specific training and general compliance adjustment factor, specific team accommodation adjustment factor, and other specific training and self-adjustment factors. The study proposed specific recommendation based on the above mentioned results, which can be used as reference for students intending to transfer from senior high school athletic class, parents, school staff, and future researchers.

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Wang, Hsiu-ying, and 王秀鶯. "Investigation on the Knowledge Transfer of High School Students in Project-based Learning with Digital Storytelling Technology." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/68885107998242310799.

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碩士
國立臺南大學
數位學習科技學系碩士在職專班
98
The goal of the study is to investigate the strategies and content of knowledge transfer of students in project-based learning while incorporating digital storytelling technology to document and showcase learning artifacts. There were 43 of the 11th grade female students participated in an empirical PBL course, which was composed of 8 periods of class span and featuring on environmental protection issues. Video editing training was also included in the course. In addition, an online learning manage system was integrated with the course for the purpose of collaborative learning exercises. At the end of the course, participants in the form of teams presented their artifacts of the PBL course produced with digital storytelling technology in the class. The artifacts also were shared to the online manage system in the sense of learning community of practice. As to the methods of collecting and analyzing research data, the study combines the 4P, proposed by Chi-Syan Lin, of the processes of the digital storytelling, which are planning, production, presentation, and peer evaluation, with the SECI model of knowledge transfer, proposed by Nonaka and Takeuchi, which are composed of socialization, externalization, combination, and internalization four strategies. After the analysis of the collecting data qualitatively, result of the study reveals that the 4P of digital storytelling technology could facilitate and enhance students'' knowledge transfer under the SECI model.

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Wang, SHU-LING, and 王淑玲. "A Study of the Relationship among Junior High School Students’ Binge-watching Motivation, Addiction and Drama Transfer Phenomena." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/m9563v.

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碩士
大葉大學
教育專業發展研究所
105
This study mainly explores the relationships among Taiwanese junior high school students' binge-watching motivation, addiction, and drama transfer phenomena. Specifically speaking, the purposes of this study are: 　　1. To develop the measurement instrument of drama transfer phenomena and of dramatic transfer of tools, and test reliability and validity of its scale. 　　2. to analyze the differences of junior high school students’ backgrounds to binge-watching motivation, addiction and drama transfer phenomena; 　　3. to explore the correlations among junior high students’ binge-watching motivation, addiction and drama transfer phenomena; 　　4. to analyze the effect of junior high school students’ binge-watching motivation on their binge-watching addiction and drama transfer phenomena; 　　5. to analyze the effect of junior high students’ binge-watching addiction on their drama transfer phenomena; 　　This study was conducted through the questionnaire survey. 426 junior high students from the northern part in Taiwan were selected as the subjects. In this study, the questionnaires were evaluated by Binge-watching Motivation Scale, Binge-watching Addiction Scale and Drama Transfer Phenomena Scale. The data was analyzed through descriptive statistics, independent sample t-test, Pearson’s correlation, one-way ANOVA and regression analysis. 　　The results of the study are: 　　1. there are not significant diffference among binge-watching motivation, addiction, and drama transfer phenomena for the junior high school students with different background variables; 　　2. there are significant correlations among binge-watching motivation, addiction, and drama transfer phenomena; 　　3. binge-watching motivation can significantly predict binge-watching addiction, and drama transfer phenomena; 　　4. binge-watching addiction can significantly predict drama transfer phenomena; 　　The results of the study provide suggestions for the parents, educators and future researchers.

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"Utilizing the Prospect of Transfer to Increase Academic Engagement in High School Equivalency Students within a Wicked Problems Framework." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.51611.

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abstract: This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending. To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning. The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken.
Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2018

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