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Tan, Penny Peng Leng. "Music education in the knowledge-based economy of Singapore : designing a music curriculum framework for neighbourhood secondary schools." University of Western Australia. Graduate School of Educationd%695 Electronic theses, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0240.
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Education in Singapore is seen as a key instrument to equip the next generation with resources to meet the needs of a Knowledge-Based Economy in a globalize world. The goal of this study is to develop a Music Education Curriculum Framework consistent with a Knowledge-Based Economy (KMCF) for Singapore neighborhood secondary schools. It provides the general context of music education in Singapore and conducts research to reveal the perspectives of key cross-sector stakeholders in music education, namely: The Ministry of Education (MOE) music and curriculum planning and development officers, National Institute of Education music academics, principals, general classroom music teachers and over 600 students. The curriculum framework will focus on the desirable qualities of Knowledge-Based Economy (KBE), particularly creativity, innovation, risk-taking, entrepreneurship and lifelong learning which have been strongly emphasized by the Singaporean government. In the light of their vision of thinking Schools, Learning Nation, the Ministry of Education is repositioning and reorienting the education system by implementing numerous initiatives and policies. The intention is to foster flexibility and diversity in a broad-based and holistic education, but the main focus to date has been on information technology, problem-solving and core subjects rather than on the creative aspects of the arts. By surveying students, this research aims to find out to what extent students find their music lessons satisfactory and whether their perspectives is compatible with those of other stakeholders. Students generally do not take music seriously, and the public perception is that a music career is limited to performing and teaching. The model curriculum framework will indicate further related careers, and the personal growth that comes through a genuine engagement with music. The Ministry of Education controls the school curriculum, structure of education, examinations, teacher qualifications and conditions of service. In 2005 it initiated a Teach Less, Learn More initiative which promoted student engagement. However, despite the rhetoric of classroom-based, teacher-owned and school-driven learning, it did not consult teachers or students and therefore failed as a vital learning organization which involved all participants in deciding future directions. For Senge (1994, p.13), a learning organization is a place where people are continually discovering how they create their reality. The curriculum design is an example of an example of an open system which this thesis addresses the issue of providing a structured programme flexible enough to adapt to contextual needs while providing the standards and outcomes needed in a competitive knowledge-based economy. This thesis makes its original contribution to knowledge by applying an open system model from organisational theory to a conventional music curriculum.
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Bennevall, Marcus. "Creativity in Mathematics Curricula – An International Comparison between Singapore, Hong Kong, Sweden, and Norway." Thesis, Linköpings universitet, Matematiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138693.
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Studies have shown that creative mathematically founded reasoning (CMR) outperforms algorithmic reasoning (AR) in regards to retention and (re)construction of knowledge. This suggests that creativity should be encouraged in national high-school mathematics curricula. The aim of the present study is to compare how creativity is framed in different national high-school mathematics curricula, using the following definition: creativity is the characteristics of people, processes, and environments which lead to new and original products that are useful or otherwise attractive to an individual or a society. Utilizing content and discourse analysis, the present study thus contrasts how the high-school mathematics curricula of Singapore, Hong Kong, Sweden, and Norway handle and value creativity, and also examines which role creativity takes in each curricula. Findings suggest that Singapore’s curriculum emphasizes creativity the most, and frequently does so in relation to assessment. Hong Kong’s curriculum is found to emphasize creativity in diverse ways, often using words with connotations to playfulness. Analysis of Sweden’s curriculum indicates a relatively minute focus on creativity, tending to put it in a teacher-centered context. A feature of Norway’s curriculum is an increasing emphasis on creativity as courses approach tertiary education. This also suggests a rising value of creativity in its curriculum. A similar though not as pronounced trajectory is found also in Singapore’s curriculum. In the Asian and Norwegian curricula, creativity is expressed both as a means and an end, while in Sweden’s curriculum it is only seen as an end. The results are discussed in terms of potential reasons for the prominent national features, and the study also includes an evaluation of the aptness of the suggested definition of creativity, a review of the limitations of the study, as well as propositions for further research. Finally, two recommendations are given to the National Agency for Education in Sweden – Skolverket – based on the results of the study: 1) diversify the emphasis on creativity in the curriculum, and 2) ensure alignment between what teachers value and what Skolverket values with respect to creativity.
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Kelwon, Isaiah K. (Isaiah Kiprop). "Curriculum implementation : a study in two secondary schools in Kenya." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61121.
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The purpose of this study was to investigate how the biological science curriculum was being implemented at the secondary school level in Kenya under the 8-4-4 system of education. In this study, the case method was used to investigate implementation in two secondary schools in Baringo district, Kenya. Data were collected using observation, interviews, questionnaires, and audio recordings.Implementation standards were found to be rather low because of a number of factors. The general laboratories in the two schools of the study were poorly equipped, and textbooks available to students were too few. Moreover, the textbooks were reported as being shallow and sketchy. In addition, the content of some topics was too difficult especially at the lower secondary (Forms I and II) level. The syllabus was also too wide for satisfactory coverage in the four-year duration of secondary education.
An additional problem found was that there were no inservice courses for the biology teachers. It was also found that the head teachers played a limited role as instructional supervisors because most of their time was spent on administrative duties.
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Tay, Michelle Karen. "Curriculum adaptation in the English curriculum by the Singapore International School in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961964.
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Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.
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Peterson, Sarah Budinger. "Factors relating to the acquisition of computer literacy and computer science skills in California high schools." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3071.
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Purpose. The purpose of this study was to identify factors that related to the acquisition of computer skills in California high schools. Procedures. The first part of the study was examination of data from a sample of 63 California schools: scores from computer skills tests, achievement tests, and other pertinent information. The second part was an in-depth study of four schools taken from the sample of 63 schools with high or low scores on computer skills tests. Case study methodology was used with the sample of the two high scoring and two low scoring schools to examine other factors that may have contributed to the differences in scores. Findings. Significant statistical relationships were found between the high scores on computer skills tests and parents' educational attainment. High percentages of recipients of Aid to Families with Dependent Children (AFDC) showed a negative correlation with the test scores. Significant statistical relationships were also found between scores on reading and math tests and computer skills tests. The case studies revealed differential access to computers based on ability, and a lack of integration of computer skills into the curriculum in the low scoring schools. The importance of teacher training, and the commitment of school and community to computer programs with high quality hardware and software were important factors in schools with high computer skills scores. Recommendations. (1) Districts desiring to implement successful comprehensive computer programs should secure involvement of, and commitment from all aspects of the school and the community. (2) Administrators of programs should utilize additional resources in computer classes for those who have low reading and math scores. (3) Districts need to be wary of the relationship between sources of funding for computer programs and their classroom utilization, as this study indicates that categorical funding tends to result in "narrow" categorical use. (4) A recommendation for further study is the extent to which there is a division among the school districts of the state into "have" and "have-not" districts with regards to access to computer literacy courses for all students. Such a division, if it exists, might be of interest to the legislature as a matter of State Policy.
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Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.
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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.
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Young, Flora Ann Mae. "School assemblies: The purposes, practices, and values as perceived by principals in California public high schools." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2933.
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Purpose. The purpose of this study was to determine the current practices and perceptions of public high school principals in California with regard to school assemblies. It also investigated the relationship between each school's frequency of assemblies and the variables: school enrollment, dropout rate, minority enrollment, and school performance. Procedure. Principals of all public comprehensive high schools in California with a student enrollment of 1,100 or greater were surveyed by mail. Data collected were statistically analyzed to yield frequency, rank, means, and standard deviation. The variables were analyzed by a Pearson Product Moment Correlation. Findings. Analysis of the data indicates that students in California public high schools, as reported by 88.3% of the respondents, are interested or enthusiastic about school assemblies. According to the respondents, an average of four assemblies per year and one pep/sports rally per month were held. Principals indicated that building school unity/enhancing student and faculty relationships was ranked first among the purposes of the assembly program, and the greatest benefits of school assemblies were to provide student recognition, build relationships, increase multicultural appreciation, and develop good audience behavior. The lack of money, time, and assembly facilities was reported to be the greatest obstacles in presenting assemblies. Principals confirmed that there has been a trend towards fewer assemblies. Conclusions and recommendations. School assemblies are a valuable administrative tool for promoting school unity, recognizing students, and extending classroom learning. The obstacles of time, assembly funding, and inadequate assembly facilities can be overcome with skillful planning and by the utilization of resources within the school and community. School assembly development should be an integral part of teacher and administrator training at the universities and in the school districts. Recommendations for future research include: development of a school assembly model for implementation, organization, presentation, and evaluation of a yearlong school assembly program; a comparison study between schools that have well-designed assembly programs and schools that do not; the replication of this study for elementary and middle schools; a similar survey of students' and teachers' perceptions of school assemblies.
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Colby, Glenn T. "Students' Epistemological Beliefs of Mathematics When Taught Using Traditional Versus Reform Curricula in Rural Maine High Schools." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/ColbyGT2007.pdf.
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Pambault, Enombo Jenny Georgette. "A needs analysis for entrepreneurship education in selected high schools in Libreville, Gabon." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2347.
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Thesis (MTech (Business Administration in Entrepreneurship))--Cape Peninsula University of Technology, 2015.This study aimed to identify the need for entrepreneurship education in developing countries, more specifically in Libreville, Gabon. This research followed a mixed method. Quantitative data were collected by means of closed-ended questionnaires. Qualitative data were collected using individual face-to-face interviews. A sample of 150 pupils/students, six teachers and three principals from three selected institutions in Libreville was selected. Furthermore, a member of the Ministry of Education of Gabon was interviewed. The findings indicate that though there is an understanding of entrepreneurship education in Libreville, teaching of the actual subject entrepreneurship is required. The majority of participants agreed that entrepreneurship education should be included in the school curriculum, and that there was need for teachers training. The lack of entrepreneurship education in schools in Libreville, Gabon, is mainly because an entrepreneurial mindset does not seem to exist. This research is important in the sense that it creates an awareness of entrepreneurship education and business creation in Libreville, which should serve as a major boost to the economy of Gabon.
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Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.
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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.
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Andrews, Wesley Vern. "Overcoming the failure phenomena: Recouping high school credit through an online language arts course." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3140.
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The purpose of this project was to develop an online educational program that offered the courses in which students are deficient. This program was called The Virtual Senior (VS). In the end, multiple courses across each of the core disciplines will be created based on California State Standards.
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Nchu, Rylyne Mande. "The effectiveness of entrepreneurship education in selected high schools in the Cape Town metropolitan." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2102.
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Thesis (MTech (Entrepreneurship))--Cape Peninsula University of Technology, 2015.Entrepreneurship continues to play a quintessential role in the economies of many developing countries as well as in South Africa. One of the drivers of the economy is the creation of small business ventures, which has greatly affected the economic growth, created jobs as well as increased the national competitiveness of the nation in the world business market. In South Africa, entrepreneurship presents opportunities for bringing together the relatively younger population and to redress the past social and economic differences among its citizens. However, the lack of efficient educational and professional training in entrepreneurship is hampering the ability of South Africa to benefit from these opportunities that are associated with sustainable small business start-ups. The aim of this study was to evaluate entrepreneurship education in transferring entrepreneurial knowledge and skills to learners in selected high schools in the Cape Town area. The main questions are: Is the current entrepreneurship education in high schools effective in the development of transferable entrepreneurial knowledge and skills among school leavers? Secondly, what do successful business people deem important to study by high schools learners in order to be able to start up businesses? Finally, what are the learners’ perceptions of entrepreneurship education in transferring entrepreneurial knowledge and skills? These questions were answered by using mixed research methods. A self-administrated questionnaire was distributed to 403 school learners in Grades 10-12 and nine Teachers of Business Studies, to assess the current entrepreneurship education and examine Learners’ perceptions of the current curriculum. Interviews of 30 business owners were conducted to determine the factors that entrepreneurs deem important to study in order to start up and run sustainable businesses. A purposive sampling method was used to select the schools for the case study. Both quantifying and non-quantifying data analysis methods were used to interpret the data. Descriptive analysis techniques were also used to analyse the survey data. The researcher being also an observer in the field explains all his/her observations. Data sets were subjected to multivariate statistical analyses including Chi square, and Kruskal-Wallis statistics test analysis was carried out using the Past (Paleontological Statistics) software. The results of this study indicated that high school learners from middle income schools are enthusiastically interested in becoming entrepreneurs. An overwhelming majority of learners (73%) agreed that they are ready to start up businesses from the knowledge and skills gained in the entrepreneurship education received. On the other hand, 55.6% of the teachers agree that the earners would be capable of starting a business from the knowledge gained. A majority of the teachers (89%) would advise their learners to be employees rather than employers. Small business owners recommended that aspects such as creativity, self-reliance and problem solving skills should be incorporated in the curriculum of entrepreneurship education. Finally, in order to improve the teaching of entrepreneurship education in high schools, all stake holders, business owners as well as parents must be involved. This study recommends the inclusion of hands on practical simulations in the curriculum for the improvement of entrepreneurship education in high schools in South Africa.
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Sawyer, Thomas Dale. "Interdisciplinary organization at the high school level : a study of perceived desirability and barriers /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135508/.
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Jenkins, Faleese M. "The relationship between rural high school teachers' perceptions of school effectiveness and their level of school involvement." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77807.
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The nationwide effort to improve our schools and student achievement through a rebuilding of our educational system has not come without controversy; however, one element that is consistent throughout the research (Carnegie, Holmes, NEA, and the National Governors Association) is that teachers should participate in setting school goals and be accountable for achieving agreed upon standards of performance. This, of course, means a major shift in the current organizational and managerial structure of the school. The purpose of this study was to investigate the relationship between teachers' involvement in decision-making and their perceptions of the effectiveness of the academic programs in their schools. Also, an investigation was made between the relationship of the teachers' demographic characteristics and desired levels of involvement with the levels they reported.Ed. D.
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Tsamago, Elias Hodi. "Exploring learners’ conceptual development using computer simulation in a Grade 10 Science class." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/1898.
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Thesis (M. Ed.) -- University of Limpopo, 2017.One of the effective ways of teaching science is by developing the thinking abilities of individuals by allowing them to engage in enquiry-based learning. Computer simulation (CS) can help improve understanding of scientific concepts and enhance conceptual development and performance. This study focused on exploring learners’ conceptual development using CS in Grade 10 science class. A pre- and post-test research designs were used. 105 Grade 10 learners participated: 53 from one whole class were assigned to an Experimental Group (EG) and 52 from another class to a Control Group (CG). The EG was taught using CS while the CG was taught using the traditional approach. Data on learners’ performance were collected using a performance test and interviews were employed to collect data on learners’ attitudes towards science. The results revealed that the EG performed better than the CG (t-test, p < 0.05), (ANCOVA, p < 0.01). Girls in the EG performed better than girls from the CG (t-test, p < 0.05), and independent sample t-test revealed that girls in the EG were in the same range with boys after intervention suggesting that CS did not discriminate against gender in this study. Furthermore, the results from interviews indicate that learners from EG exhibited positive attitudes towards science, unlike their counterparts from the CG. This suggests that learners from the EG may have been excited to observe phenomena on the screen of a computer that they would otherwise not do due to lack of laboratory equipment in their school.
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Tyilo, Nomakula. "Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5829.
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This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
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Knaff, Sheila R. "A Case Study of the Effects of Integration on Two Black High Schools in East Tennessee." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2935.
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This study investigated the effects of integration on two black high schools and their communities in East Tennessee. The purpose of the study was to show how integration impacted these two communities both negatively and positively. The research method was qualitative and used the case study approach. Interviews of former students, teachers, and administrators of these two schools was a primary source of data collection. Further analysis of the data used the qualitative software package QSR NUD*IST 4.0. Data gained from the interviews, coupled with historical and current literature, as well as other published documents in relation to these two schools added further support to the results. Conclusions of the study suggest that integration played a role in the demise of these two black communities. However, it was not the sole contributing factor. Integration was simply the catalyst for inevitable change.
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Maundu, John Nyamai. "Student achievement in science and mathematics : a case study of extra-provincial, provincial, and Harambee secondary schools in Kenya." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72790.
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Wei, Bing, and 魏冰. "A case study of curriculum change in China: the junior secondary school chemistry curriculum, 1978 to 2001." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244877.
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Dugger, Chele L. "Stages of Implementation of Block Scheduling: Perceptions of School Climate in High Schools in the First Tennessee Regional District." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2906.
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A descriptive study was conducted to identify teachers' and principals' perceptions of school climate in four stages of a change to block scheduling: Initiation, the first year of Implementation, the second year of Implementation, and the third year of Implementation or Institutionalization. Data were collected from 442 teachers and principals in nine high schools in the First Tennessee Regional District in a stratified purposeful random sample using the Organizational Health Index (OHI), a 44-item survey, and a demographic information sheet. The survey has seven dimensions: Institutional Integrity, Initiating Structure, Consideration, Principal Influence, Resource Support, Morale, and Academic Support. These dimensions and the Total Climate scores were analyzed in the four stages of the change process. Demographic variables included gender, job title, age, level of education, years of experience, and subject assignment. The data were analyzed with a t-test or an analysis of variance (ANOVA) to determine significant differences between and within groups, and a post-hoc test determined specific significant groups. There were no significant differences found in Total Climate scores or the Consideration dimension. There were also no significant differences in perceptions based on gender or education. There were significant differences found in all other dimensions and demographic variables. Block scheduling was found to have no effect to some positive effect on student learning and the way teachers teach. Block scheduling was not found to negatively affect school climate, and there is a need for continual professional development at each stage of the change process to address concerns revealed in this study.
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鄭自良 and Chi-leung Cheng. "Junior secondary school science education in the Shenzhen special economic zone." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956312.
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Daino, Donald Francis. "An analysis of criterion and the issuance of academic credits for district and regional occupational program vocational courses in Riverside County." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/626.
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Yeung, Pui-ming Stephen, and 楊沛銘. "A study of the impact of public examinations on the relationship between the stated and implemented curriculum objectives of advancedlevel geography in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B38626834.
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Kwong, Hung-piu, and 鄺熊標. "Emergence of the practical schools: provisionof alternative education for unmotivated students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959441.
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Lawrence, Tracy Jean. "Assessing high school students' conceptions of the size, age, and distance of astronomical objects." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2525.
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The purpose of this research study is to identify student conceptions about the size, distance, and age of various objects associated with space science. After reviewing the literature related to this study, there seems to be a need for continued research at the high school level in the field of astronomy conceptualization.
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Givens, Toby D. "The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6105/.
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The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked key faculty members at both schools questions regarding levels of curriculum implementation, staff knowledge of curriculum, etc. The data showed no significant differences between student achievement scores at the experimental school compared with students at the control school. However, the study found that the type of standardized test seems to have an impact on whether students in a core knowledge curriculum show higher achievement than students in a traditional curriculum. Students in a core knowledge curriculum show higher achievement on norm-referenced standardized tests when compared with students not attending a core knowledge school. When taking a criterion-referenced test such as the Texas Assessment of Knowledge and Skills, there is no difference in reading achievement between the two groups.
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De, Weese Bill Carl. "Variables influencing recent high school graduates' choice of postsecondary proprietary schools or community colleges: A study of business administration and related curricula at the Virginia Beach campuses of Commonwealth College and Tidewater Community College." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618894.
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The purpose of this study was to investigate the reasons why recent high school graduates choose to attend a postsecondary proprietary school or a community college. Choice models based on the choices of prospective four-year college and university students provided the basis for the study. Three sets of variables--significant persons, relatively fixed institutional characteristics, and other institutional characteristics--were analyzed in order to determine students' choice of the two types of institutions.;The populations of this study were a group of 22 students in business and related curricula at the Virginia Beach Campus of Commonwealth College and a group of thirty randomly selected students in similar curricula at the Virginia Beach Campus of Tidewater Community College. The participants had to have graduated from high school during the spring of 1986 or 1987 and had to be enrolled in an associate degree program in business or related curricula. They did not have to be enrolled full-time. These participants responded to a survey addressing variables which caused them to choose a postsecondary proprietary institution or a community college. Interviews were conducted with five survey respondents from each of the populations.;Data were analyzed using a one-way analysis of variance to investigate the differences between the two institutions. Statistically significant results were established at the.05 level of confidence. The results support the theory that recent high school graduates planning to matriculate at four-year colleges and universities choose their institutions for some of the same reasons that students planning to enroll in proprietary institutions or community colleges choose their schools. Differences were also identified.;Future research on student choice in higher education is needed in localities across the country. More information is essential regarding students who intend to enroll in local/regional proprietary schools and community colleges so that institutions may respond to the needs of prospective students.
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Webb, Tamara Alyce. "Effective Instructional Strategies for At-Risk Rural Elementary Students." Ashland University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1213881981.
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Uelk, Katie Owens. "Arts-Based Pedagogies and the Literacy of Adolescent Students in High-Risk and High-Poverty Communities." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555430793261226.
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Ilsley, Jeffrey Robert. "Mathematics and physical science choices made by pupils in selected Eastern Cape high schools: an investigation into the factors influencing the different choice patterns of boys and girls." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004750.
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The disparate numbers of boys and girls who elect to continue with mathemalics and/or physical science in the higher slandards of the school system has recently attracted much research atlention and the complexity of the interrelaledness of causal factors has become obvious. The broad aim of the study was to investigale the significant drop-out rate of girls at the end of the junior secondary phase of education (approximate age of fourteen lo fifteen). This was to be carried out for mathematics and physical science and undertaken using a cross-sectional and a longitudinal study. The cross-sectional study entailed administering mathematics and physical science attitude questionnaires to 3531 standard six, seven and eight pupils from 4 co-educational, 2 allgirls' and 2 all-boys' schools, from middle and upper socioeconomic communities with similar language and cultural backgrounds . The longitudinal study involved pupils from two coeducational schools and one all-girls' school. It was a progressively-focused study starting with questionnaires administered to 358 standard six girls and boys, narrowing down to questionnaires and interviews used with 50 girls and 28 boys in standard seven and finally to interviews with 10 girls from standard eight. The parents of these ten girls were interviewed at the end of the study. The attilude questionnaires yielded strong sex differences which favoured the boys in both subjects for all the attitudes measured and also pointed to a progressive deterioralion of altitudes over the three-standard span. They also established significant differences in attitudes which favoured the pupils from Single-sex schools. It was further concluded that the girls were more strongly guided by their attitudes when making their subject-choice decisions. In the longitudinal study, reasons were suggested for pupils either taking or dropping mathematics and physical science. The introduction of algebra in the first year of high school presented a problem to pupils. In physical science, electricity was singled out as giving the subject a male bias. Socialization influences in the home were the main issue dealt with from the parent interviews . Sex-roles and stereotypes were dealt with in depth. Recommendations were made involving classroom strategies, curriculum possibilities, school policies and further research
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Blades, Deborah Ann. "Celebrations: The addition of visual and performing art elements to a current literature-based curriculum at Woodcrest Christian School." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1199.
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Muse, Frederic M. "Block Scheduling: From Possibility to Reality?" Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2954.
Full textAbstract:
This study examines teacher practices and student learning as perceived by teachers within public high schools that have implemented block scheduling. Comparisons are made between the possibilities advanced by block scheduling advocates and the actual results as interpreted from the data gathered. Comparisons are made between teaching and learning with the traditional schedule and the manner in which it takes place with block scheduling. Open-ended questionnaires were developed for use with voluntary participants who had worked with traditional scheduling and now taught with some form of block scheduling. Participants recorded observations based solely upon personal perceptions of experiences with students while teaching in both scheduling designs. Special demographic data were provided by each participant, numerically recorded, and analyzed for statistical differences. This study reports on the generalized trends of the data reported to this researcher. Data revealed that teachers have not adopted new teaching strategies, perceive that they are teaching less, and only the higher achievers benefit from the scheduling innovation. Students do not learn more with a longer class period. Block scheduling produced some unanticipated consequences such as teachers competing for students, reduced club participation, and principals gaining the ability to assign teachers a greater percentage of their preparations away from their major area of study. The importance of this study lies with the revealed effects of block scheduling not found in any other literature. The research effort gives voice to those persons who actually implemented the scheduling innovation. By using these first person accounts, this study discusses questions surrounding the block scheduling controversy that are not presented in current literature and sheds new light on those that are.
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Fry, Jana. "The Effect of a Change Facilitator on Project-Based Learning Curriculum Design." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984230/.
Full textAbstract:
This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.
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Lee, Yi-Fang, and 李懿芳. "A Comparative Study on English Curriculum Development for Secondary Schools in Singapore and Junior High Schools in Taiwan." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/99532870533786752748.
Full textAbstract:
碩士國立暨南國際大學
比較教育學系
87
The purpose of this study is to compare the development of English language syllabus of junior high schools in Singapore and Taiwan. The main methods used in this study are documental analysis, comparative study and semi-structure interview approaches. This study aims to achieve the following goals: (1) To analyze and compare the background of English education of junior high schools in Singapore and Taiwan. (2) To analyze and compare the English education and the framework of English language syllabus of junior high schools in Singapore and Taiwan. (3) To analyze and compare the procedure of developing English language syllabus of junior high schools in Singapore and Taiwan. (4) To synthesize the above-mentioned and provide suggestions to improve the development of English language syllabus of junior high schools in Taiwan. The main findings of this study are shown as follows: (1) In the background of English education of junior high schools, the relationship of political and economic development in Singapore/Taiwan goes closely with the Britain/America. Taiwan and Singapore countries have various races and languages. They all have centralization system in education and strive to promote citizens’ English ability. However, English acts as official language in Singapore and as the first foreign language in Taiwan. (2) In the English education and the framework of English language syllabus of junior high schools, Singapore adopts bilingual policy (English and mother tongue) with frequent reforms according to intra/inter national situations. The foreign language (English) policy in Taiwan lasts for a long time without significant changes. Nevertheless the communicational approach becomes the main trend in English language syllabus and instruction in both countries. (3) In the procedure of developing English language syllabus of junior high schools, Curriculum Planning Division is a regular institution responsible for the curriculum development in Singapore. The procedure includes the following stages: planning, design, development, experiment, popularization, and evaluation. And there exists a feedback system among each other. The working team of revising English language syllabus in Taiwan is temporarily organized and pays less attention to research, experiment, evaluation and popularization aspects. Finally, this study presents some proposals as follows for Taiwan to improve the development of English language syllabus of junior high schools. (1) To establish a regular institution responsible for the curriculum development. (2) To fulfill the tasks of experiment, popularization and evaluation and to set up a systematical procedure of the curriculum development. (3) To reorganize the related institutions in order to have better link between junior and senior high schools’ English language syllabuses. (4) To strengthen the peripheral coordination of developing the English language syllabus. (5) To establish a regular inspection system to collect direct feedback of syllabus enforcement. (6) To keep the balance of syllabus development among national, school, and classroom level. (7) To attach importance to the formative and summative evaluation of syllabus. (8) To develop the syllabus and the instructional material at the same time.
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Boccuti, Raymond J. "An investigation of interdisciplinary curricula at the high school level /." Diss., 2000. 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:9980923.
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Huang, Bo-Wei, and 黃伯威. "A Comparative Study on Curricula of Danish Folk High Schools and Taiwanese Community Colleges." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/01508114886508148296.
Full textAbstract:
碩士國立暨南國際大學
比較教育研究所
89
The thesis uses documentary research and G. Z. F. Bereday’s comparative method in education to compare the curricula of Danish Folk High Schools and Taiwanese Community Colleges. The purposes of the study are: (1) to understand the set-up background and the ideas of the curricula in Danish Folk High Schools and Taiwanese Community Colleges. (2) to understand the curricula’s purposes, content and practice in Danish Folk High Schools. (3) to understand the curricula’s purposes, content and practice in Taiwanese Community Colleges. (4) to compare and contrast the set-up background, ideas, purposes, content, and practice of curricula in Denmark and in Taiwan. (5) to offer suggestions for improving the curricula of community colleges in Taiwan. The major findings of the study can be listed briefly as following: First, the set-up of Danish Folk High Schools and Taiwanese Community Colleges was both affected by political, economic, educational situations. Second, the findings related to the curricula’s purposes are: (1) Folk high schools in Denmark emphasizes on awaking the ethos. (2) Folk high schools and community colleges both emphasize on moral education prepared for the democratic society. (3) Folk high schools and community colleges both emphasize on personal living skills. (4) Folk high schools and community colleges both emphasize on the exchange of experiences and opinions to cultivate democratic attitude. Third, the findings related to the curricula’s content are: (1) Folk high schools and community colleges both emphasize on general education. (2) the curricula in Denmark include citizenship, living skills and workgroup. (3) the curricula in Taiwan include academy, living skills and workgroup. Fourth, the curricula’s practice in Denmark and Taiwan both consider the learning traits of adults. Based on the findings of the study, several recommendations are as following: First, the curricula of community colleges should be firmly based on the ideas of liberal and general education. Second, the development of community colleges needs the government’s support. Third, the design of curricula should consider more about the traits of adult learners. Fourth, the curricula of community colleges can have more local color.
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Tshehla, Steven S. "The effectiveness of entrepreneurship education in South African high schools." Diss., 2019. http://hdl.handle.net/10500/26870.
Full textAbstract:
Youth unemployment continues to be a problem globally, South Africa included. Amongst the remedies for youth unemployment was entrepreneurship. Entrepreneurship is regarded as the key pillar to economic growth and job creation. Furthermore, entrepreneurship education is beheld as stimulating entrepreneurial activity, enabling people to identify opportunities and start new business ventures. The primary focus of the study was to assess the effectiveness of entrepreneurship education in the high school learners in the city of Tshwane. The study was quantitative in nature, and utilised judgemental purposive sampling method as an approach to select the sample. The sample consisted of 240 grade 12 learners with entrepreneurship education in the form of Economic Management Science (EMS) as part of their syllabus. This sample was selected from high schools in three townships in the City of Tshwane namely Mamelodi, Atteridgeville and Soshanguve. A structured close-ended questionnaire was used to collect data. The analysis of the data was done using descriptive and inferential statistics using SPSS software. According to the literature reviewed, knowledge and skills gained from entrepreneurship education programmes stimulate learners’ entrepreneurship intentions and challenge learners to establish new businesses. The factors that emerged from the finding of the study were entrepreneurship skills, entrepreneurship knowledge, experiential learning, theoretical education and exploration of entrepreneurship. The findings have proven that there is a relationship between theoretical education, and experiential learning with learners’ intention towards entrepreneurship. Furthermore, experiential learning was found to have a significant influence in developing entrepreneurship knowledge, entrepreneurship skills and entrepreneurship intention in learners. With these findings the objectives and hypothesis of the study were addressed.
The recommendations made to address the objectives of the study include one for learners to interact with business people globally, one for policy makers to enforce compulsory entrepreneurship education at high school level, one for educators to make use of experimental learning for entrepreneurship education and one for future studies to investigate the influence of family business on learner entrepreneurship intention.Business Management
M. Com. (Business Management)
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Chen, Chiu Hung, and 陳秋紅. "Study on the Continuity of English Curricula between Elementary and Junior High Schools in Taipei City." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/91306661758369635917.
Full textAbstract:
碩士國立政治大學
英語教學碩士在職專班
96
This study explores the continuity of English curricula between elementary and junior high schools in Taipei City. ‘Questionnaire on the Strategies for Connecting the English Curricula between Elementary and Junior High Schools in Taipei City’ was adopted as the research instrument. The participants included the English teachers of Grade Five, Six and junior high schools, randomly selected from each district of Taipei City. Three hundred and twenty copies of the questionnaire were delivered with 238 valid and 12 invalid responses returned; hence, the valid return rate is around 74%. The results were obtained via statistical analysis of the collected data. The continuity of written curricula is ranked as the most important, followed by operational curricula, and then learning experience. As for the continuity of written curricula, providing the supplementary materials is most emphasized. Concerning the operational curricula, the continuity of assessments takes the first place. With the continuity of learning experience, understanding the new 7th graders' English learning background is considered the most critical. Based on the results, some pedagogical implications are proposed as follows: 1.The short-term goal is the continuity of written curricula. The publishers could provide the supplementary materials and adjust the quantity and degree of difficulty of English textbooks for junior high schools. The government could publish the English curriculum guidelines for junior high schools in Taipei City and strengthen the review of English textbooks. 2.The mid-term goal is the continuity of operational curricula. The government is recommended to modify the task types of the BCT. The English teachers are suggested to employ multiple assessments, gradually increase the proportion of written tests, arrange different types of activities with appropriate proportion of the four skills, and exert diversified teaching approaches and activities. Still, conducting remedial instruction is the most effective strategy to bridge the gap of the students’ English proficiency. 3.The long-term goal is the continuity of students’ learning experience. The English junior high school English teachers should understand their new students’ English learning background by communicating with the elementary school teachers through meetings, cross-school cooperation or other means. Moreover, to evaluate the new seventh graders’ English capabilities, the junior high school English teachers could refer to contents of the textbooks employed by the elementary schools in the area, and also the government is advised to design a standardized English proficiency test for the seventh graders.
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鄭雅文. "The Evolution of Design Curricula in Art Education of Junior High Schools after Restoration of Taiwan." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/75308006197600359964.
Full textAbstract:
碩士國立屏東師範學院
視覺藝術教育學系碩士班
93
The design of Taiwan has achieved a high level with the economic development in recent times. However, Taiwan’s design education researches are insufficient. As a result, this paper, which adopts history research mainly and the analysis of content, tries to investigate the evolution of design curricula in art education of junior high schools after restoration of Taiwan and to analyze the contents of the standard of art subject and the textbook to provide some suggestions for the future. There are eight chapters: the introduction, the design education evolution of Taiwan and China before 1945, the whole evolution of Taiwan’s design education of junior high schools, the analysis and preparation, and results and recommendations respectively. After examining the evolution of design education in junior high schools, we propose the following as the main evolution: the main content of the design curricula, which is influenced by Japan partly, is the visual communication design, and it has deep relationships with China before 1945. First, the main curricula contents between 1945 and 1967 were picture and the technique of industiral drawing, and the focus was to provide basic industrial employee for the country. The concept of contemporary design had ever established at that time. After 1968, the design education developed greatly with the high growth of economic, and the design education model was set up. The main curricula were graphic design , and the new word 「visual communication design」appeared at first time in 1983. At 1987 ,there was a great impact to education and made it more democratic. The position of design education at this time grew highly. It emphasized the function of design and the thinking and the creation of design education which might be influenced by Bauhaus. The important reform after 1987 is the Nine-years Coherent Curriculum. It does not inherit the design education model established in 1972 .The design curricula becomes more alive, interesting and multicultural. Accordingly, the trend of design education is moving toward more active and humane. The recommendation derived from what were concluded is as following: The future design education in junior high school should emphasis thinking, creation, humanization in process of teaching and the basic design curricula. Therefore, the design education can be achieved and the student’s aesthetic ability can be raised.
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Jao, Ming-yaun, and 饒明元. "A Comparative Study of Teacher Evaluation Sysytem of Elementary and Junior High Schools between Taiwan and Singapore." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/59797744875630181847.
Full textAbstract:
碩士南華大學
國際暨大陸事務學系公共政策研究碩士班
101
This study aims to compare Taiwan’s and Singapore’s teacher evaluation systems and conduct the comparative analysis of dimensions like “developmental background of teacher evaluation”, “teachers’ growth and further education” and “connotation of teacher evaluation” of the two countries through collecting the materials related to the development and current status of both countries’ evaluation systems, so as to explore the differences and potential affecting factors. Based on the comparison results, this study proposes strategic advices, expecting to provide references for future implementation of teacher evaluation. From relevant literature of teacher evaluation and comparative study on development and current implementation of Taiwan’s and Singapore’s teacher evaluation, conclusions can be obtained as follows: 1. Significant differences exist in the development background of teacher evaluation in the two countries. 2. With regard to teachers’ growth and further education, Singapore integrates resources and emphasizes teachers’ personality offering more generous welfare and more stringent policy. 3. In terms of the connotation of teacher evaluation, Taiwan has no source foundation of law and regulation, resulting in constraints everywhere. 4. As for the application of teacher evaluation results, Singapore focuses on teaching performance, while Taiwan on promoting professional growth. According to the above conclusions, five pieces of advice for Taiwan’s teacher evaluation mechanism are proposed: 1. To legislate on teacher evaluation as soon as possible, reduce social concerns and improve the professional image of teachers in elementary & junior high schools. 2. To strengthen the purpose of evaluation performance, develop the exit mechanism of awarding the superior and eliminating the inferior, and improve the functions of evaluation. 3. To plan, execute and assess dense evaluation process, which is a continuous process. 4. To implement teachers’ grading system and formulate corresponding evaluation criteria and evaluation methods by grades. 5. To emphasize in-service training of professional performance, integrate resources, and improve welfare measures.
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Lutfi, Dina Abdelhamid. "Understanding the Dynamics of Art Education in Saudi Arabia Within High Schools and Colleges." Thesis, 2018. https://doi.org/10.7916/D8KD39F4.
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This dissertation focuses on understanding how art education is structured within high schools and colleges of Saudi Arabia, and investigates why educational institutions are focused on traditional art. While contemporary art is not a part of curriculums in high schools and colleges, in fact, practicing artists produce both traditional and contemporary artwork outside of educational institutions. The dissertation points to a disconnect between how art education is structured and perceived within educational institutions and how students learn and perceive art and art making during their transition from high school art to college art, and later as practicing artists.
Interviews, observations, and document analysis illuminate how administrators, art educators, students, and artists perceive art and art making. Findings uncovered two main categories influencing the status quo: institutional dynamics and social dynamics. The art education system in Saudi Arabia is influenced by what is culturally acceptable, at the high school and college level. There is, however, a difference in terms of the liberty students are provided depending on their educational level. Practicing artists in Saudi Arabia also discuss the difficulties they face as a result of making contemporary art. The lack of knowledge about contemporary art has made it challenging to find supportive audiences in Saudi communities because of their ignorance about contemporary art and the availability of new media to inform them. Social dynamics such as religion, tradition, and gender are critical underlying factors directly linked to institutional structuring of art education. The findings in this study also reveal how older practices relating to arts and crafts are considered to represent ideal and acceptable art forms.
Discussion and educational implications point to institutional and social dynamics at play, which hinder the progress of art education inside and outside of educational institutions. I recommend that change could take place gradually to improve the outlook on art education. Taking steps, such as educating individuals at the administrative level about contemporary art, ensuring educators possess proper qualifications to teach different forms of art, and considering the age group of students may go a long way in improving the value of art in Saudi society.
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Jen, Chen Ming, and 陳明鎮. "Research on Achievable Models and Relevant Problems of the Nine-Year Joint Curricula in Junior High Schools." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/36921029129927684330.
Full textAbstract:
博士國立高雄師範大學
教育學系
90
Abstract The research investigated the current situations, effects and relevant problems of the Nine-Year Joint Curricula in junior high schools and aimed to explore possible models for future implementation of the Nine-Year Joint Curricula in junior high schools. To achieve these purposes, the writer reviewed the literature related to the Nine-Year Joint Curricula as the theoretical foundations. Secondly, official documents were analyzed to evaluate the effects of implementation. Interviews with school administrators and teachers were held to understand the current situations. Furthermore, questionnaires were conducted to survey 558 teachers in seven curricula development committees. The findings of the research were as follows: 1.The implementation of the Nine-Year Joint Curricula was positively in preparation and in process. 2.Various in-service education programs were held to possess the understanding of the Nine-Year Joint Curricula. 3.The curriculum development organizations were well operated. 4.There was greater collaboration between teachers, while more team teaching should be encouraged. 5.Diversification in assessment was implemented gradually. 6.Curriculum design and development were based on ten basic abilities and school routine events. 7.School-based curriculum was of great importance. 8.Junior high school teachers lacked of confidence in related supporting strategies. 9.The recognition of the Nine-Year Joint Curricula was above average. 10.The effects of the trial implementation were deemed as “ satisfactory”. 11.Junior high school teachers were above average in the positive effects upon the implementation of the Nine-Year Joint Curricula. 12.Theoretically, goal-oriented model was the feasible pattern when implementing the Nine-Year Joint Curricula. 13.Practically, school-based model, thematic teaching model and intradisciplinary model were three achievable models in implementing the Nine-Year Joint Curricula. According to the findings, recommendations for the educational administration agencies, schools, teachers and future studies were proposed to maximize successful implementation and understanding of the Nine-Year Joint Curricula.
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Jui-Tsai, Hung, and 洪居財. "A Study of the Curricula for the Arts and Crafts Programs in Senior High Schools in Taiwan." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/08387035990255519034.
Full textAbstract:
碩士國立臺灣科技大學
工程技術研究所
84
This thesis examines the development of the arts and crafts programs in vocational/technical senior high schools in Taiwan, trying to find the problems in these programs and propose possible ways of improvement. Since the first arts and crafts program was established in 1957, the education of arts and crafts has been growing rapidly in Taiwan. At present there are around 30 arts and crafts programs around the island. This study consists of two parts. The first part was done through literature survey and telephone interviews to get a whole picture of the development of arts and crafts programs in Taiwan, including the chronological list of all these programs, the change of curricula, the structure of the teaching staff, the teaching facilities, and the evolution of the educational policies. The second part was done through two surveys to find the current teaching conditions, including the feelings and vi The results show that there are indeed quite a lot of problems in these programs.
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Ping, Wang Ju, and 王儒彬. "A Study of the Information Staffs’ Information Skills Self-rating and Curricula Demands in Taipei Senior High Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17533051454020505559.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
93
The purpose of this research aimed to explore those information staffs in charge of information businesses in Taipei senior high schools for their competency of handling information-related issues. The researcher also confers with the courses that information staffs most interested in participation for learning and analyze the degree of correlation. The researcher designed a questionnaire, entitled” evaluation for the information skill, for the information staffs working in Taipei senior high schools.” Questionnaire consists of two major parts, one is “self-rating of information skills related staff”, the other is “courses of necessity of information staff”, each has six major dimensions as listed below: 1. Competency of fundamental computer skill. 2. Computer hardware knowledge and capability of equipment maintenance. 3. Proficiency on taking advantage of using the computer to education-related fields. 4. Competency of establishment and managing on the aspect of network server. 5. Competency of web page creations and its maintaining management. 6. Network rules and information safety. A total of 98 or 70% out of 136 questionnaires had been returned by respondents. Evaluation and analysis were then made by using various statistic methods such as means, standard deviation, percentile T-test, Pearson product-moment correlation and one-way ANOVA. The research findings can be concluded as follows: 1. Appearing in general that the information staffs were competent in integrated information and met the required level. Besides, there were high demands on related courses. 2. The genders of information staffs were significant different in terms of information skills on dimen.2 and 6 in information skills domain (part 1). Men are better than women. 3. Educational level and number of years of teaching did contribute differences significantly in terms of information skill domain. Master degree information staffs are superior to college degree staffs in dimen. 5. 4. Public schools information staffs are superior to private schools information staffs in dimen. 1. 5. 11 years of teaching are superior to 6 years of teaching in dimen. 5. 6. Number of years in the position contributes significant difference in terms of dimen. 1. 7. Computer-related professional background is superior to non- professional background in dimen. 1. 8. Over 20 credits computer-related courses is superior to fewer than 20 credits in dimen. 4. 9. There were high demands on related courses on all aspects. 10. 6-10 years of teaching were superior to less than 3 years in dimen.2, also higher demand than over 11 years in “integrated curriculum.” 11. Non-computer-related professional background is superior to professional background in dimen. 6. 12. The high positive correlation exists on the courses of necessity and information skills information staffs in dimen. 1 and most information skills. The research findings are as follows: 1. The educational authority should conclude the information staffs in official administrative organization and training them often. 2. Schools should organize information team. When hiring initial information teachers, man are superior to women. 3. The information staffs should upgrade newly information-related curricula, and assist schools develops information education.
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陳進立. "A Survey of the Current of Art curricula and Instruction in Vocational Senior High Schools of Industrial Art." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/31421749127255075488.
Full textAbstract:
碩士國立臺灣師範大學
工業教育研究所
85
This study is designed to investigate the teaching of fine art courses as a component of general education curriculum for industrial programs of academic high and vocational high schools. Questionnaire survey method was used to collect and analyze information. The major investigated current conditions include fine art teachers, equipment, administrative support, curriculum and teaching materials, teaching strategies, teaching methods, learning reactions of students, and fine art cultivation of students. The major conclusions of this study are listed as follows: 1. In public vocational high schools, there is a high percentage of fine art teachers that have not graduated with a fine art major. 2. Fine art teachers are eager to pursue related further education. (The answer to the question by the whole effective sample was unanimously positive.) 3. Computer and multimedia is the item most anticipated by fine art teachers as the major of further education. 4. Most public and private vocational high schools do not have a special classroom for fine art. 5. Most schools do not have sufficient fine art teaching software. 6. Students of industrial programs at vocational high schools are highly motivated to study fine art courses. 7. Students of industrial programs at vocational high schools are generally unsatisfied with the utilization of fine art equipment. 8. Students of industrial programs at vocational high schools are weak in fine art cultivation; they are especially ignorant of recent indigenous artists. 9. With respect to fine art teaching materials, the introduction of such aspects as indigenous culture and traditional art should be strengthened. 10. With respect to fine art learning and learning reactions or cultivation of fine art of students, there exist significant differences along the line of departments (groups). Fine art teachers should understand individual differences of students and flexibly, appropriately apply teaching methods to achieve the best results. 11. This study suggests that teachers keep up with information technology and apply CAI media, for example computer network and computer multimedia (CD-ROM; Video-CD), to fine art teaching so as to obtain art & literature information or to conduct fine art appreciation teaching. This is designed to increase students'' interest in learning and to broaden their vision of art and literature. 12. Schools and fine art teachers should have the vision and take actions to incorporate educational ideas of Multicultural perspective into the teaching of fine art courses.
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"六十至七十年代香港初中中國歷史教育: 孫國棟編《中國歷史》教科書為研究個案 = Hong Kong junior-level Chinese history education in the 1960s and 1970s : the case of Chinese history textbooks by Sun Kuo-tung." 2005. http://library.cuhk.edu.hk/record=b5892500.
Full textAbstract:
李玉梅."2005年6月".
論文(哲學碩士)--香港中文大學, 2005.
參考文獻(leaves 193-202).
"2005 nian 6 yue".
Abstracts in Chinese and English.
Li Yumei.
Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2005.
Can kao wen xian (leaves 193-202).
Chapter 第一章 --- 緒論 --- p.1
Chapter 1.1 --- 前言 --- p.1
Chapter 1.2 --- 硏究背景 --- p.2
Chapter 1.3 --- 硏究方法 --- p.3
Chapter 1.4 --- 硏究意義 --- p.3
Chapter 第二章 --- 硏究回顧 --- p.5
Chapter 2.1 --- 殖民政權與教育（國際層面） --- p.5
Chapter 2.2 --- 殖民政權與教育(本地層面） --- p.8
Chapter 第三章 --- 硏究設計 --- p.13
Chapter 3.1 --- 硏究主題 --- p.13
Chapter 3.2 --- 研究對象 --- p.13
Chapter 3.2.1 --- 時段 --- p.13
Chapter 3.2.2 --- 程度 --- p.14
Chapter 3.2.3 --- 材料 --- p.15
Chapter 3.3 --- 硏究方法 --- p.17
Chapter 3.4 --- 硏究限制 --- p.17
Chapter 第四章 --- 人人教科書所傳達的歷史觀 --- p.19
Chapter 4.1 --- 歷史的進程 --- p.19
Chapter 4.1.1 --- 「斷代」爲史 --- p.19
Chapter 4.1.2 --- 統一與分裂循環 --- p.19
Chapter 4.1.3 --- 螺旋型軌跡 --- p.21
Chapter 4.1.4 --- 小結 --- p.21
Chapter 4.2 --- 推動歷史發展的原動力 --- p.22
Chapter 4.2.1 --- 人民的角色 --- p.22
Chapter 4.2.2 --- 以人民生活素質作爲評政論世之指標 --- p.23
Chapter 4.2.3 --- 知識份子的角色 --- p.24
Chapter 4.2.4 --- 小結 --- p.24
Chapter 4.3 --- 推動歷史論述的價値基準 --- p.25
Chapter 4.3.1 --- 政治階層內的變動 --- p.25
Chapter 4.3.2 --- 「外族」引發的政治變動 --- p.27
Chapter 4.3.3 --- 表達對政權不滿的行動 --- p.27
Chapter 4.3.4 --- 小結 --- p.29
Chapter 第五章 --- 人人教科書所傳達的民族國家感情 --- p.30
Chapter 5.1 --- 中華民族的認同 --- p.30
Chapter 5.1.1 --- 歷史悠久 --- p.30
Chapter 5.1.2 --- 文化優越 --- p.31
Chapter 5.1.3 --- 民族文化特色 --- p.32
Chapter 5.1.4 --- 祖國大地的槪念 --- p.32
Chapter 5.1.5 --- 共同祖先 --- p.33
Chapter 5.1.6 --- 小結 --- p.33
Chapter 5.2 --- 「中國」的認同 --- p.34
Chapter 5.2.1 --- 「中國」的槪念 --- p.34
Chapter 5.2.2 --- 國家的情感 --- p.36
Chapter 5.2.3 --- 小結 --- p.37
Chapter 5.3 --- 「中」、「外」關係 --- p.38
Chapter 5.3.1 --- 漢族與少數民族的關係 --- p.38
Chapter 5.3.2 --- 中國與外國的關係 --- p.42
Chapter 5.3.3 --- 小結 --- p.46
Chapter 第六章 --- 孫國棟的思想與經歷 --- p.47
Chapter 6.1 --- 孫國棟之經歷 --- p.48
Chapter 6.1.1 --- 孫氏早年生活及其時代背景 --- p.49
Chapter 6.1.2 --- 投筆從戎 --- p.50
Chapter 6.1.3 --- 抵港以後 --- p.55
Chapter 6.2 --- 人人教科書與孫氏觀點比較 --- p.57
Chapter 6.2.1 --- 體裁 --- p.57
Chapter 6.2.2 --- 題材 --- p.61
Chapter 6.2.3 --- 小結 --- p.66
Chapter 第七章 --- 現代版教科書所傳達的歷史觀念 --- p.68
Chapter 7.1 --- 現代教育教科書的特色 --- p.69
Chapter 7.1.1 --- 寫作風格 --- p.69
Chapter 7.1.2 --- 內容 --- p.71
Chapter 7.2 --- 黃福鑾之經歷與思想 --- p.80
Chapter 7.2.1 --- 黃福鑾先生簡歷 --- p.80
Chapter 7.2.2 --- 現代教育教科書與黃氏觀點 --- p.82
Chapter 第八章 --- 六十至七十年代的教科書控制機制、政府政策與作者取態 --- p.87
Chapter 8.1 --- 影響教科書編撰的因素 --- p.87
Chapter 8.1.1 --- 政府 --- p.87
Chapter 8.1.2 --- 課本出版社與作者 --- p.92
Chapter 8.1.3 --- 小結 --- p.94
Chapter 8.2 --- 殖民政府對中國文化教育的態度 --- p.95
Chapter 8.2.1 --- 槪論戰前文化政策 --- p.96
Chapter 8.2.2 --- 《中文科目委員會報告書》 --- p.98
Chapter 8.2.3 --- 小結 --- p.100
Chapter 8.3 --- 教科書所呈現的意識形態 --- p.100
Chapter 8.3.1 --- 文化中國與文化民族主義 --- p.101
Chapter 8.3.2 --- 教科書編撰者的背景、編撰目的 --- p.102
Chapter 8.3.3 --- 作者的政治取態 --- p.104
Chapter 8.3.4 --- 小結 --- p.107
Chapter 第九章 --- 結論 --- p.108
Chapter 9.1 --- 政權與教育 --- p.109
Chapter 9.1.1 --- 戰後香港的社會背景 --- p.109
Chapter 9.1.2 --- 香港中國歷史教科書的意識形態 --- p.110
Chapter 9.1.3 --- 教科書編撰者與教科書 --- p.111
Chapter 9.1.4 --- 港英政府的文化教育政策與教科書的編審機制 --- p.112
Chapter 9.1.5 --- 小結 --- p.114
Chapter 9.2 --- 未完的討論 --- p.114
Chapter 9.2.1 --- 硏究的局限、初步的推論 --- p.115
Chapter 9.2.2 --- 未及的討論 --- p.116
附表 --- p.118
附錄中文參考書目 --- p.193
英文參考書目 --- p.199
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LIN, Chi-Kai, and 林琪凱. "A STUDY ON USAGE PROBLEM OF REGULAR CLASSROOMS IN ELEMENTARY SCHOOLS EXECUTING THE “A 9-YEAR JOINT CURRICULA PLAN FOR ELEMENTARY AND JUNIOR HIGH SCHOOLS”." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/00678741500501151984.
Full textAbstract:
碩士中原大學
建築研究所
91
The fast development of present society makes views change with each passing day and multiple society values. People start to approve personal potential and specialties, so they do not ask everyone to be formal. Hope that everyone creates the most benefits and values in using of his level and specialties. Because of it, formal education cannot be adapted to the new needs of society and trends in the world. 9-Year Joint Curricula Plan tries to combine all kinds of subjects and areas. The evolutional education views and strategies make students learn, approve themselves, and practice automatically. The researcher compared the 9-Year Joint Curricula Plan with traditional education teaching methods. By no means, there are many differences among curricula planning, teaching, and learning style of students. Presently, the related researches and strategies almost mention the relationship of education philosophy, curricula developing style, and teaching methods, etc. But less ones talk about others teaching spaces in school. Teaching behavior not only happens in normal classrooms, but also pays much attention to multiple teaching methods and practical learning. Thus, teaching spaces affect whether teachers and students have good teaching and learning environment or not. Furthermore, they can be the main key points whether the content of educational evolution will carry out completely successfully or not in the future. For the sake of showing problems and difficulties of 9-Year Joint Curricula Plan, practicing in traditional teaching spaces is the goal of the research. And planner can refer to it for updating new school or rebuilt ones. Because of this, there will be better teaching spaces for 9-Year Joint Curricula Plan. The targets of the research are eight schools in Taipei County, including of “Wise School”、”Kind School”、”Brave School”. By survey and interviews, the researcher can conclude that spatial problems of common and personalities of new courses in traditional teaching spaces. There are four goals in the following: 1. Explain the spatial needs of 9-Year Joint Curricula Plan, and set up four elements, including of teaching innovation, curriculum integration, and team teaching. 2. Talk about the problems of using presently teaching spaces, and find the relationship and conflict between courses and them. 3. To propose ideal teaching spaces for teachers the researcher analyzes and compares present ones with ideal ones. 4. As the result, to offer the reference for future spatial planner, the researcher find the spatial needs of 9-Year Joint Curricula Plan, and propose present problems and suggestions of teaching spaces.
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Bopape, Abison Thulare. "Evaluation of senior certificate Biology in Soweto secondary schools as an aspect of curriculum improvement." Thesis, 2014. http://hdl.handle.net/10210/11694.
Full textAbstract:
M.Ed. (Curriculum Studies)Education must be seen as dynamic, that is responding to the demands made on it by science, technology and society. According to Fay (1975: 19) natural science has provided men with a certain kind of knowledge by means of which they can control their natural environment by making it more hospitable and more productive. It is for this reason that technology and science are seen as exercising a great influence on our daily lives. Changes in the nature of high school population and the geometrically - increasing quantity of scientific knowledge are identified as causes leading to the changes in the high school Biology; curriculum (Falk, 1971: 21). The introduction of the new senior Biology syllabus to Soweto secondary schools should be seen as a reaction to changes in the nature of scientific knowledge. According to a report of a Workshop held by SCISA (Science Curriculum Initiative for South Africa) at Michael house, 11-12 January 1989, it was realized that the current syllabus, and syllabus development and implementation processes are "out of balance and in need of review, This implies that the current syllabus fails to meet the needs of the learner as well as those of society.
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"inclusion of socially relevant contents in junior secondary science textbooks in Hong Kong: the past, the present and the future = 香港初中科學科敎科書的社會相關內容 : 過去, 現在和展望." 1996. http://library.cuhk.edu.hk/record=b5895733.
Full textAbstract:
by Cheung Kai Yin.Year shown on spine: 1997.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves 144-149).
by Cheung Kai Yin.
Chapter Chapter One : --- Introduction --- p.1
Chapter 1.1 --- Background to the study --- p.1
Chapter 1.2 --- The purpose of the study --- p.4
Chapter Chapter Two : --- Literature Review --- p.6
Chapter 2.1 --- History of science education reform in western countries --- p.6
Chapter 2.1.1 --- In the early part of the twentieth century --- p.6
Chapter 2.1.2 --- Golden age of science education in the 1950's and 196´0ةs --- p.7
Chapter 2.1.3 --- Scientific literacy and STS movement --- p.8
Chapter 2.2 --- Junior secondary science education in Hong Kong --- p.10
Chapter 2.2.1 --- The period of General science --- p.10
Chapter 2.2.2 --- The introduction and implementation of the first version of Integrated Science (I. S.) --- p.11
Chapter 2.2.3 --- The period of the second version of I.S. course --- p.13
Chapter 2.3 --- Importance of social relevance --- p.16
Chapter 2.4 --- STS teaching --- p.18
Chapter 2.4.1 --- Goals of STS teaching --- p.19
Chapter 2.4.2 --- Characteristics of STS teaching --- p.21
Chapter 2.4.3 --- Recent development of STS movement --- p.24
Chapter 2.5 --- Social relevance and STS teaching --- p.27
Chapter 2.6 --- Textbook analysis --- p.28
Chapter 2.6.1 --- Use of textbooks --- p.28
Chapter 2.6.2 --- Role of textbooks --- p.29
Chapter 2.6.3 --- Ways of writing textbooks --- p.31
Chapter 2.6.4 --- Limitations of textbooks --- p.32
Chapter 2.6.5 --- Textbook reviews for social relevance --- p.34
Chapter 2.6.6 --- Analytical frameworks for social relevance --- p.36
Chapter Chapter Three : --- Research Design --- p.39
Chapter 3.1 --- Research questions --- p.39
Chapter 3.2 --- Textbook analysis --- p.40
Chapter 3.2.1 --- Content analysis --- p.40
Chapter 3.2.2 --- Sampling --- p.41
Chapter 3.2.3 --- Check lists for content analysis --- p.45
Chapter 3.2.4 --- Analytical procedures to identify socially relevant contents --- p.48
Chapter 3.2.5 --- Data collection --- p.50
Chapter 3.2.6 --- Data analysis --- p.53
Chapter 3.3 --- Interview --- p.55
Chapter 3.3.1 --- Core questions --- p.55
Chapter 3.3.2 --- Data collection and treatment --- p.58
Chapter 3.4 --- Validity and reliability --- p.58
Chapter 3.4.1 --- Validity --- p.53
Chapter 3.4.2 --- Reliability --- p.59
Chapter Chapter Four : --- Data and Analysis --- p.62
Chapter 4.1 --- Introduction --- p.62
Chapter 4.2 --- Textbook analysis --- p.62
Chapter 4.2.1 --- Social relevance of textbooks' contents in the period of General Science --- p.63
Chapter 4.2.2 --- Social relevance of textbooks' contents in the period of the first version of I .S. course --- p.69
Chapter 4.2.3 --- Social relevance of textbooks' contents in the period of the second version of I.S. course --- p.82
Chapter 4.2.4 --- Comparison of socially relevant contents among textbooks within each stage of development --- p.95
Chapter 4.2.5 --- Comparison of socially relevant contents among textbooks across different stages of development --- p.101
Chapter 4.3 --- Interview --- p.110
Chapter 4.3.1 --- Contents of interview and teachers' attitudes towards socially relevant contents --- p.111
Chapter 4.3.2 --- Opinions about the role of socially relevant contents --- p.119
Chapter 4.3.3 --- Opinions about the adequacy of the socially relevant contents in present textbooks --- p.120
Chapter 4.3.4 --- Opinions about difficulties in increasing the socially relevant contents in future --- p.121
Chapter Chapter Five : --- Conclusions and Implication --- p.123
Chapter 5.1 --- Responses to research questions --- p.123
Chapter 5.1.1 --- Socially relevant contents in textbooks --- p.123
Chapter 5.1.2 --- Difference in the inclusion of socially relevant contents among textbooks within each stage of development --- p.128
Chapter 5.1.3 --- Difference in the inclusion of socially relevant contents among textbooks across three stages of development --- p.130
Chapter 5.1.4 --- Future development of textbooks --- p.132
Chapter 5.2 --- Limitations of the study and further inquiry --- p.137
Chapter 5.3 --- Implications --- p.141
Bibliography --- p.144
Appendix --- p.150
Appendix A : Characteristics of a scientifically literate person --- p.151
Appendix B : Junior secondary science textbooks survey --- p.153
Appendix C : Science issues survey --- p.157
Appendix D : Socially relevant topics and desired learning outcomes --- p.162
Appendix E : Typical pages of textbooks --- p.166