Dissertations / Theses on the topic 'Instruction and study (Secondary)'
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Egbeji, Bridget Ekwutosi 1947. "CERAMICS INSTRUCTION FOR NIGERIAN JUNIOR SECONDARY TEACHERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276492.
Full textErwin, Joanne (Joanne Hall). "Stability of Secondary String Teachers' Rehearsal Behavior." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332546/.
Full textShiyyab, Muath Mahmoud. "Observational study for mathematics instruction in Jordanian secondary school /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008442.
Full textStroud, Elizabeth J. "Opening the Door to Meaning-Making in Secondary Art History Instruction." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5244/.
Full textMcMillan, James F. "The curricular dysfunction between the administration of instrumental music and suitability of teaching materials in English secondary schools /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65402.
Full textSchroeder, Leah M. "The value of computer-assisted instruction in secondary science education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/172.
Full textAriss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.
Full textTang, Cheuk-ming. "Junior form students' perception towards sex education programmes in a secondary school : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184112.
Full textChitepo, Thokozile 1961. "Cognitive processes in the acquisition of knowledge from science instruction in Zimbabwe." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66075.
Full textBeckett, Gulbahar Huxur. "Project-based instruction in a Canadian secondary school's ESL classes : goals and evaluations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/NQ46317.pdf.
Full textChitepo, Thokozile 1961. "Students' ability to apply their knowledge and reason from science instruction in Zimbabwe." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34515.
Full textThe design of the study involved the use of three texts each of which represented different information types within a science domain, 'gas pressure'. The content of the texts was presented by the same teacher during natural classroom instruction to classes at two levels (higher and lower) of a high school grade. The first text concerned Basic Knowledge (concepts and principles) in the domain, and the second and third texts described Familiar and Unfamiliar experiments respectively within the same science domain. In addition, for both of these experiments, several types of information were presented: Procedures, Observations and Explanations. Students' responses to comprehension questions were subjected to a conceptual (propositional) analysis and coded against an 'expert' model of the content of the texts used by the teacher during instruction to the students. The study focused on identifying the extent to which the students' responses directly matched the 'expert' model or consisted of modifications (inferences) that indicated alternative (true or false) conceptual knowledge frameworks that the students may have possessed.
The major findings of this research were as follows: Students' answers to questions about their knowledge of basic concepts comprised a large number of responses that directly matched (i.e., literally recalled) the information presented by the teacher during instruction and also included a high number of incorrect inferences. Students' comprehension of the Familiar and Unfamiliar experiments was also characterised by a high degree of 'literal learning' as shown in the generally high amounts of recall of propositional information compared to inferences. Students' responses to these questions consisted mostly of Observation information, and least of Explanations. This suggests that they were more likely to recall observed events that they were to interpret. Students' reasoning was generally poor relative to their comprehension of both experiments, and their responses consisted of more recall responses than inferences. In addition, students' reasoning about the Unfamiliar experiment was characterised by a high number negative higher-order inferences. Finally, students in the higher level displayed higher levels of competence than those in the lower level, particularly in their knowledge of Procedures and Observations in contrast to Explanation information, for both experiments.
Hushmendy, Dilnavaz F. "A Practitioner Research Study Exploring Critical Literacy in a Secondary English Classroom." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10809620.
Full textThis dissertation is a qualitative practitioner research study in which I explore how my students and I engage in critical literacy using sociopolitical Articles of the Week (AoWs). Critical literacy is the ability to read, write, and speak about texts in a reflective manner to better understand power, inequality, and injustice that prevails in the world. The two major questions that drove this study were: (1) How are eleventh-grade students’ perspectives evident in their discussions and reflective papers? (2) How do my students and I take up the opportunity to pursue a social action project in response to Articles of the Week? The twenty-two research participants for this study were students in one of my three eleventh-grade English classes. While I used AoWs in all three eleventh-grade sections, I conducted my research in only one of these sections. This class differed from the other two sections only in that these students planned and implemented their social action projects in groups in lieu of individual presentations of their research paper in the other two classes.
I collected six kinds of data: (1) scanned copies of students’ eight reflective papers based on AoWs; (2) transcriptions of eight video-recorded AoW discussions; (3) teacher journal; (4) students’ post AoW surveys; (5) scanned copies and/or photographs of students’ social action projects; and (6) transcription of a post social-action whole class video recorded discussion. I collected these data in four phases from October 2015 to June 2016. Every week, over eight weeks (October-December), students read an AoW. After, and as homework, they wrote a reflective paper and brought it to class at the end of the week (Friday), when we had a whole-class discussion. After reading eight AoWs, students chose and researched a social action, researching daily for six weeks. This six-week research project resulted in a research paper that satisfied the research requirement of the eleventh-grade English class. Finally, two days per week for five weeks, students implemented their group social action projects on these topics: (a) Gun control laws, (b) Syrian Refugees, and (3) School Start Later.
Using the constructivist grounded theory technique (Charmaz, 2000, 2006) and the two methodological frameworks—practitioner research and inquiry as stance (Cochran-Smith & Lytle, 2009)—as well as the four dimensions of critical literacy (Lewison, Flint & Sluys, 2002) to analyze and interpret my data, the following findings emerged: Findings to research question 1—most students appreciated considering multiple perspectives, both in writing and discussion. Students’ discussions demonstrated strong knowledge building in the following areas: incidental knowledge building; knowledge building with immediate effects; knowledge building by geography; and knowledge building as deliberation and debate. Findings to research question 2—social action projects involved two major activities: procedural activities and negotiating power. The procedural activities involved choosing a social action project, researching, and working in groups to implement the social action projects. The power analysis in this study revealed that examining multiple perspectives and including them in social action projects can work positively for students—social networks opened for students who provided a balanced perspective on topics. For students taking a one-sided perspective, social networks shut down. The results of this study have the potential to inform future practitioner researchers and critical pedagogues to develop new ways of building a critically reflective classroom that allows for robust social transformations that could influence educational policies because teachers’ voices do matter.
Wong, Miu-yin, and 黃妙賢. "Effectiveness of comprehension strategies instruction on developing secondary 4 students' reading abilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176711.
Full textSung, Edward William. "Using the concrete-representation-abstract instruction to teach algebra to students with learning disabilities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3263.
Full textBlackmon, Phyllis Ann. "A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1670.
Full textEllison, Michael Steven. "Ninth Grade Student Responses to Authentic Science Instruction." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722299.
Full textThis mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher’s ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher’s pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher’s instruction and student performance.
The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher’s strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher.
When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student’s world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership.
In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.
Pawley, Duncan Medway Education Faculty of Arts & Social Sciences UNSW. "A cognitive load approach to instruction in formation of algebraic equations." Awarded by:University of New South Wales. School of Education, 2004. http://handle.unsw.edu.au/1959.4/20494.
Full textChu, Chun-pong, and 朱振邦. "Students' perceptions of the medium of instruction in sciencesubjects: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957808.
Full textGregson, James Aaron. "Work values and attitudes instruction as viewed by secondary trade and industrial education teachers." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135725/.
Full textCummings, Brienne M. "Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206195511.
Full textDiehl, David J. "Factors related to the integration of the national standards in the secondary school wind band." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1364933.
Full textSchool of Music
Higgins, Anna-Marie. "Facilitating approaches for understanding musique concrete classroom composing in secondary schools in Ireland : towards a pedagogy." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648578.
Full textLiu, Kin-wai, and 廖建威. "The effectiveness of van Hiele-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35676723.
Full textKnowlton, Corey Lamoin. "Web page design class curriculum for the secondary level." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2108.
Full textBeers, Barry L. "A study of the relationship between student achievement and teacher-student interaction in secondary classrooms." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618363.
Full textBaglien, Vivian G. "Implementation of blended instruction a case study of secondary Family and Consumer Sciences /." [Ames, Iowa : Iowa State University], 2009. 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:3389085.
Full textAtta, Takeshi. "Computer-based instruction in English as a foreign language for Japanese secondary students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1447.
Full textSisk, Virginia A. "A family life education curriculum for the secondary school." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/150.
Full textLearo, Norman. "Music teacher's opinions and utilization of listening activities at selected elementary and secondary English schools in Quebec." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63829.
Full textBertram, Rodney L. "Sheltered Instruction: A Case Study of Three High School English Teachers' Experiences with the SIOP Model." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67959/.
Full textChan, How-kei, and 陳考祺. "Academic achievement among secondary school students: the effects of language of instruction during primaryschool years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31955988.
Full text左美寶 and Mei-po Mabel Chor. "A study of the medium of instruction policy for secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41014017.
Full textChor, Mei-po Mabel. "A study of the medium of instruction policy for secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41014017.
Full textNeal, Judith Chibante. "Instruction of reading study skills in four academic content areas of California secondary schools." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3061.
Full textWohlgehagen, Kathleen Shannon. "A Comparison of the Attitude and Achievement in Mathematics of Algebra I Students Using Computer-based Instruction and Traditional Instructional Methods." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277738/.
Full textLam, Yuet Ngo. "Learning through English medium instruction in Hong Kong : a case study of five secondary one students." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/355.
Full textLee, Chun-wah, and 李振華. "Effects of cognitive strategy instruction on reading comprehension foracademically low achieving students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196106X.
Full textKwan, Jenny, and 關幸欣. "Interactive relationships among teachers' intentions, beliefs, pedagogical content knowledge and classroom instruction on the natureof science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46329900.
Full textLockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.
Full textUnderhill, Jodie. "Musical participation and school diversity : an ethnography of six secondary schools." Thesis, Keele University, 2015. http://eprints.keele.ac.uk/2239/.
Full textEdinger, Matthew J. "An exploratory study of creativity -fostering teacher behaviors in secondary classrooms." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154057.
Full textFisher, Diana Marie. "Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2950.
Full textCharlton, Jason. "Effects of Career Academies on Metropolitan Nashville Public High Schools| A Quantitative Study." Thesis, Lipscomb University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602375.
Full textMetro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model.
The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall.
With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.
Mack, Kyle D. "The status of jazz programs in selected secondary schools of Indiana, 1991-1992." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861380.
Full textSchool of Music
Stratton, Eric W. "Effects of Web-based Instruction in High School Chemistry." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc5519/.
Full textLee, Kwang-Sug. "Concept attainment in mathematics within content-based instruction for secondary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2858.
Full text何綺雯 and Yee-man Ho. "A study of vocabulary learning strategies for form three students in an English-medium-instruction secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262268.
Full textSpencer, Tina Rae. "A Study of the Effect of Actively Learn on Secondary Reading Engagement, Reading Comprehension, and Vocabulary." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934579.
Full textThe purpose of this study was to determine if the use of the reading platform Actively Learn affected the reading engagement, reading comprehension, and vocabulary achievement of secondary students. The area of secondary reading achievement has seen no significant improvement over the past four decades (National Center for Educational Statistics, 2017). The research questions were designed to use quantitative pre-test and post-test data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Standardized Test for the Assessment of Reading (STAR) to determine if the use of Actively Learn, combined with the use of embedded questions to encourage metacognitive strategies and timely feedback from the instructor, affected secondary reading engagement and achievement. The data demonstrated a statistically significant improvement in student perceptions of reading engagement strategies on the MARSI from pre-test to post-test after application of Actively Learn. However, data from the STAR reflected no significant difference in student achievement in the areas of reading comprehension or vocabulary after using Actively Learn.
LeBlanc, Robert. "A cross-comparison case study of three new secondary English teachers' reading instruction and beliefs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103777.
Full textAu niveau secondaire, les salles de classes « d'anglais langue maternelle » ont une importance primordiale concernant la didactique de lecture et un défi politique, culturel, et de pressions idéologiques pour les nouveaux professeurs. Trois professeurs débutants ont participé à cette étude de cas-comparative, ce qui avait pour but d'examiner les croyances transitionnelles et la pratique de l'instruction de lecture dans leur salle de classe. La recherche a inclus : des entretiens semi-structurés afin de mieux comprendre les croyances auprès des nouveaux professeurs concernant les démarches et l'enseignement, l'analyse des documents, l'observation des salles de classe et la progression des apprentissages en classe. Pour bien lier le matériel et les conditions idéologiques d'une école et les croyances et la pratique du professeur, la documentation a été colligée de septembre jusqu'à décembre 2010. Cette étude s'appuie sur l'analyse du discours, l'enquête socioculturelle de l'alphabétisation, et sur la pédagogie critique. Elle nous permet de comprendre la complexité des décisions prises auprès des nouveaux professeurs lors de l'enseignement de la lecture dans trois salles de classe au niveau secondaire en Saskatchewan.
To, On-nie Annie, and 杜安妮. "The teaching of poetry writing in a school using Chinese as a medium of instruction: the learning experience ofsecondary one students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38713469.
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