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Dissertations / Theses on the topic 'Junior secondary education'

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Published: 10 December 2022

Last updated: 19 February 2023

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1

Burross, Heidi Legg. "Student perceptions of the transition to junior high." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289738.

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The purpose of this research was to explore variables related to the transition from elementary to middle level school. Student perceptions of the transition, attributions in motivation, and anxiety were all measured, which are similar to variables reported by other transition researchers in the literature. Instruments administered to the students included the Locus of Control and Attribution Style Inventory (Jerabek, 2000; Appendix D), "What I Think and Feel" Manifest Anxiety Scale for Children-Revised (Reynolds and Richmond, 1978; Appendix E), and a Junior High Transition Questionnaire (Appendix F). Fifty-two sixth grade students in five classes at two schools made up the sample. The demographic variables these students possessed include both genders, ages 11 and 12, several ethnicities, and prior school transition experience. Measurements occurred at baseline (early spring) and just before and just after a school-sponsored intervention program The intervention program was a half-day visit by the sixth graders to the junior high school. Literature before 1997 (since the string of school-related violence deaths) was compared to research since 1997 and the findings of this research in terms of differences in school-related safety issues. Pre-1997 literature did not use safety language as strong as was used post-1997. Some of the students in this research had concerns about their safety, mentioning weapons, drugs, and gangs as some of the specific worries. Analyses of mean differences using ANOVA and t-tests found few differences among the demographic groups on the measures. Anxiety did fluctuate over time for the sample, with greatest anxiety reported just before the intervention. Student attributions were related to anxiety levels in the sample. Degree of anxiety changed over time in different ways for students with internal attributions versus students with external attributions. Students with higher anxiety levels asked more questions about the school transition and junior high experiences on the questionnaire than did the lower anxiety students, but the low-anxiety group had questions that were more specific. Students with prior school transition experiences tended to have greater anxieties than students without school transition experience.

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2

Leung, Lai-yung. "Value orientations in junior secondary social studies curriculum." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304178.

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3

Emadinwe, Florence. "The feasibility of sex education in Nigerian junior secondary schools." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316035.

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4

Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.

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5

Kwababa, Masibulele Lennox. "Teacher's attitudes towards inclusive education in junior secondary schools at Butterworth education district." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006963.

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The purpose of the study was to assess the attitudes of teachers towards inclusive education and also the factors that influence such attitudes in Junior Secondary Schools in the Butterworth Education District (BED) in the Eastern Cape Province. The study was mainly focused on circuit 7 in which most urban and rural schools existed. Quantitative research methods were used. Survey design was used to conduct the study. The population of teachers of circuit number 7 was three hundred and forty eight (348). Then thirty percent (30%) of that population was calculated to form the sample. The sample was constituted by 104 teachers. Stratified sample was used to select the sample. This means that there were 52 male teachers and also 52 female teachers in the sample. Questionnaires which were designed by the researcher were used to gather data from public Junior Secondary School teachers. The questionnaires had Likert scale of 4 points to allow participants to express their extent of agreement or disagreement with the statements. The questionnaires consisted of 3 sections, biographical information of the participants, 30 statements about inclusive education and the last section consisted of one open-ended question. The questionnaires were pilot tested using the sample which was constituted by 12 teachers, 6 were males and 6 were females. Distribution and collection of questionnaires to and from teachers took five weeks. The collected data were analyzed using Statistical Package for the Social Science (SPSS) version 17 for Microsoft word. The nominal and ordinal scales were used to code the data. The analyzed data were presented in the form of numbers in tables. The researcher interpreted the data. The findings of the study showed that the majority of teachers were positive about inclusive education although they cited lack of training, resources and facilities for inclusive education.

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Molwane, Andrew Bushie. "Discourses on computer integration at a Botswana junior secondary school." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178422.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2090. Adviser: Ellen Brantlinger. "Title from dissertation home page (viewed Nov. 27, 2006)."

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Leung, Lai-yung, and 梁麗容. "Value orientations in junior secondary social studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961095.

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8

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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9

Mark, Siu-man. "Implementation of issue-based approach in teaching junior secondary geography." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501042.

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10

Lau, Yin-har. "Values teaching in Hong Kong junior secondary mathematics." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1760252X.

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11

Adamson, Robert Damian. "English in China : the junior secondary school curriculum 1949-94 /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264719.

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12

Xu, Shuqin, and 徐淑芹. "School leadership and citizenship education in junior secondary schools of Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899910.

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With specific reference to junior secondary schools in Shanghai, China, this qualitative empirical study examines the dynamics and complexities of leadership in school and, in particular, citizenship education exercised by principals and school party secretaries (SPSs), who are de facto equally-ranked school leaders. Specifically, it examines, from a macro- and micro-political theoretical perspective, the interactions between these two types of school leaders, and how they respond to the demands of various school stakeholders, including macro-political actors (e.g., the state) and micro-political actors (e.g., other school leaders, teachers, students and parents), at the school level. Data were gathered from document analysis, non-participant observation and semi-structured interviews with 44 school leaders from 24 schools and two educational officials in Shanghai, conducted in 2011. This study has four major findings. First, in addition to the leadership responsibilities inherent to their particular portfolios, the interviewed principals and SPSs were also politically and administratively responsible for leading the school and citizenship education, and struggled to balance these (at times conflicting) responsibilities. Second, there were four major school leadership/citizenship education scenarios in which principals and SPSs were torn between faithfully executing state policy demands, adapting those demands to suit the specific needs and conditions of their school, pursuing their professional autonomy, and addressing the interests of different micro-political actors. Third, principals and SPSs enjoyed a complicated working relationship at the micro-political (school) level in which they collaborated to fulfill their responsibilities and respond to school macro- and micro-political actors, while simultaneously competing for power over school leadership and citizenship education. Fourth, principals’ and SPSs’ leadership in school and citizenship education was shaped by inter-related factors, including diverse influences in a multi-leveled world, the integration of politics and education, the demands of macro- and micro-political actors, and personal factors. To interpret these findings, this study proposes a theoretical framework for understanding leadership in school and citizenship education in China as a political exercise in which school leaders actively use their influence and resources to lead and administer school and citizenship education, resist other school leaders’ (at times contradictory) administrative and political responsibilities, and interact with and mediate between the interests of various actors at the macro- and micro-political levels in response to political, economic and social needs. This theoretical framework is useful for understanding the complexity of school and citizenship education leadership, the micro-political relationship between Chinese principals and SPSs, and their dynamic and complex interactions with macro- and micro-political actors as they fulfill their intertwined political and administrative responsibilities in school leadership and citizenship education.
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Education
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Doctor of Philosophy

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13

Lau, Kai-chi Anthony. "Socio-political forces and intended, resourced and implemented curricula : Chinese music in Hong Kong and Taipei junior secondary schools /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36850408.

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Adamson, Robert Damian. "English in China: the junior secondary schoolcurriculum 1949-94." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31236479.

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15

Callery, Catherine Florence. "An investigation of reading intervention programs in a junior secondary school setting." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/17151677eaf0f0244eee4336a8b1a02989eb62bda6f32b64b2f987231d01d4a3/2261957/64809_downloaded_stream_34.pdf.

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This study investigates key factors contributing to literacy development of underachieving readers in a junior secondary school. Two intervention programs designed to enhance the reading skills of eight underachieving readers in a junior secondary school were used. These eight individuals, of normal intelligence, had in common a history of reading difficulties. In the first of these programs eight students participated in a one-on-one reading intervention program using an adaptation of the program Making A Difference (Ministry of Education and Training, Victoria, 1992). In the second program four students from the above-mentioned cohort participated in a one-to-four intervention program involving the use of a Meta Language Awareness Program involving, among other things, Reciprocal Teaching (Palinscar and Brown 1985) procedures. The underlying premise to this study is that underachieving readers are characteristically non-strategic and that through two explicit methods of instruction used they can improve their reading. A key to helping the participants break the cycle of failure in reading is to help them make the connection between effort in the use of particular reading strategies and success in the reading process. This study reveals that struggling adolescent readers have many reasons for their difficulties with reading and require different approaches to the process of reading. However, with teacher persistence in appropriate conditions, and tailoring reading experiences to meet student needs, such individuals can become successful, engaged readers who enjoy reading. A detailed analysis of one case, 'Sarah,' is presented since 'it can provide insight into the class of events from which the case has been drawn' (Burns, 1995, p. 320). Evidence measured in tests and anecdotal records illustrate general findings about Sarah and the other seven participants. Themes related to the participants' ultimate success in reading are elaborated in this thesis, not because they are thought to be unique but because they will most likely be recognisable to other teachers of struggling adolescent readers.

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Cheung, Chiu-man Jordan. "The Implementation of Global Citizenship Education at Junior Secondary Sector in Hong Kong Secondary Schools – The Teachers’ Perceptions." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8971.

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Civic education has regained momentum over the past one to two decades when more and more governments in various jurisdictions are awakened by a greater need for allegiance, responsible behaviours, and participation from their citizens. With the escalating impacts of globalization, the conventional notion of civic education founded on nation-states has been subject to rigorous challenges. Critics keep questioning whether contemporary citizens need to play a more active role in the global milieu. People in Hong Kong who live in an international cosmopolitan are for sure no exception. The global development trend in civic education is thereby unstoppable. It is a pity that global citizenship education has drawn the attention of local school educators and researchers not until the end of the last millennium. Hitherto, not so many relevant research reports have been published locally. Of the limited amount of research studies, none is related to the understanding and explanation of teachers’ global perception of civic education within a particular context. The study in this thesis is an attempt to bridge this gap. This thesis concludes the significance of global citizenship education in civic education of Hong Kong. It also examines the influential factors for the formation of the perception of teachers of global citizenship education, who teach the independent civic education curriculum at the junior secondary sector in Hong Kong. The factors are extracted from the socio-political, personal, educational, curricular and school contexts. Data are collected through a mixed method approach comprising a questionnaire survey and a follow-up interview. The data analysis is based on a conceptual model developed from the Cultural Historical Activity Theory. In brief, the key findings are that most of the abovementioned contextual factors, except collectivism and the Confucian value of education in the socio-cultural domain, are found influential in shaping the studied civic educators’ global perception of civic education. Positive correlations are also found between most of the contextual factors, except collectivism and the Confucian value of education, and the teachers’ global view towards civic education. The study results have implications for policy and practice of preparing competent school civic educators under the new global era of civic education. In practice, pre-service and in-service teacher education programmes in Hong Kong should be better designed to suit the contextual needs and global development as identified in the study. On the policy side, education policy makers are expected to work hand in hand with all the stakeholders such as teachers, school leaders and teacher educators to ensure a sufficient and adequate provision of teacher education opportunities for civic education teachers in Hong Kong.

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Lau, Sai-chong. "Gender differences in using ICT in junior secondary design & technology." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040331.

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Vens, Kasey. "The Creativity of Junior High and High School Mathematics Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556720360353196.

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19

Hewitt, Michael Peter. "The effects of self-evaluation, self-listening, and modeling on junior high instrumentalists' music performance and practice attitude." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289182.

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The purpose of this study was to examine the effects that self-evaluation, self-listening, and modeling have on junior high school instrumentalists' music performance and practice attitude. Eighty-two seventh, eighth, and ninth-grade students were randomly assigned to one of eight groups in the 2 x 2 x 2 pretest/posttest factorial design. Participants prepared three brief musical excerpts during 15-minute in-school weekly practice sessions and at home. Three adjudicators independently evaluated both pretest and posttest performances using the Woodwind Brass Solo Evaluation Form. Practice attitude was assessed by having students complete the Practice Attitude Questionnaire after each practice session. A general linear model repeated measures analysis with multiple dependent variables was performed to determine relationships among the variables. Results indicated that students who listened to a model recording improved their performance more so than students who did not listen to a model in the areas of tone, technique/articulation, rhythmic accuracy, tempo, interpretation, and overall performance, but not in the areas of intonation or melodic accuracy. A significant interaction between modeling, self-evaluation, and test was also discovered. Students in the Model/Self-Evaluation treatment group improved their performances more than the No Model/Self-Evaluation group in the areas of tone, melodic accuracy, rhythmic accuracy, interpretation, and overall performance. Also, there were no differences in scores between the Model/No Self-Evaluation and No Model/No Self-Evaluation for any performance subarea. In regard to practice attitude, no statistically significant interactions or main effects were found in the data. This indicates that mean practice attitude scores remained constant throughout the duration of the study for all of the groups and also that the treatment groups did not differ from each other in terms of their attitude about the procedure at any time during the treatment period. Furthermore, each group exhibited a favorable attitude toward their particular practice strategy.

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Osei, George M. "An examination of policy and practice in Ghanaian education, with special reference to the junior secondary school reform." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:80d87e46-cedb-42a0-9b7d-2826d9d9e7c5.

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The decision to undertake this research was a pragmatic response to the debates which followed the introduction of a new innovative secondary education system in Ghana. This paper will investigate the said innovation during its formation since 1974, inception from 1987 and, in respect of field research, aspects of its operation from 1998 to 2000. The innovation was designed as a complex package offering an integrated approach to change educational values, orientation and learning outcomes. The changes subsumed in each aspect of the innovation have far-reaching implications for the entire education system. One element, the vocationalised curriculum, caused immediate concern at the time of implementation because of pre-existing evidence of similar attempts made previously in Ghana and other countries which yielded unsatisfactory results. This concern was increased by the complexity of subsequent changes in the examination system and in the new structure of Junior Secondary Schooling (JSS). Furthermore, there were mixed opinions regarding a new emphasis on the individual learner as the focus of school activities augmented by the introduction of guidance and counselling. The primary aim of the research was to monitor the implementation processes in as many aspects as possible. This was done in order to see what benefits might be gained, and what lessons in order to continue the innovation. In order to conduct this assessment it was necessary to examine critically the characteristics of each element of the reform and their implications, using a variety of research methods to generate relevant data. This approach yielded a substantial amount of original evidence on the dynamics of educational change. While this evaluation specifically helps to deepen understanding of the said innovation, it also makes a contribution to the literature on educational innovation in developing countries. The particular theoretical framework used to direct analysis of the processes is derived from the IAC evaluation model developed by Havelock and Huberman (1977) and is used in their study of educational innovations in the developing countries. The theory proposes that a large and complex problem requires a sophisticated level of competency to handle it. An innovative situation requires an efficient system in order to muster the relevant level of IAC factors as were required. This paper explores and extends the IAC model by incorporating the new research regarding the Ghanaian educational innovation. In this new dimension, the Ghanaian model has tended to display far more interactive and cohesive characteristics than in the original Havelock and Huberman study, thus making the measure for success relatively more complex. There is overwhelming evidence to show that by the end of its second cycle in December 1999, none of the JSS innovation components had been in any way implemented. In all respects, the level of systemic competency was far below what was demanded by the innovation. When placed in the framework of the IAC theoretical model, analysis of the conclusive empirical findings provides key recommendations for future innovative educational projects. Crucial coordinating factors must be considered and necessarily established to ensure that strategies are put in place which strengthen the infrastructure. This coordinating initiative should encompass internal and external logistics coordination for resource persons and materials, while simultaneously linking the organizational management of the project with key administrative, political, and social interest groups.

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Anderson, Ishmael Kwesi. "The relevance of science education: as seen by pupils in Ghanaian junior secondary schools." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9863_1182745156.

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This thesis was based on a larger international comparative study called the ROSE (Relevance of Science Education) project. The study investigated the affective factors pupils perceive might be of relevance for the learning of science and technology using the ROSE survey questionnaire, and was aimed at providing data that might form part of an empirical basis for local adaptation of the science curriculum.

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Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.

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Adegbamigbe, Adesulue B. "Teachers' perceptions of quality teaching in junior secondary school : Physical education in Lagos State, Nigeria." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/718.

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This study investigates physical education (PE) teachers' perceptions of quality teaching as related to their teaching activities in junior secondary schools in Nigeria. The study also investigated how the perceived teaching quality of the teachers matched their teaching practices and the feasibility of supporting quality teaching in these schools. The research is underpinned by a conceptual framework, which identified quality teaching as an educational process influenced by the curriculum, teacher effectiveness, teacher reflection and belief systems, and teacher development process designed to enhance students' learning. The study incorporated a descriptive survey and interpretive case study for data collection. A pilot study, which involved ten PE teachers (not included in the study) trial tested the research instruments constituted phase one of the study. Initial data collected during phase two of the study, involved surveying all 60 PE teachers in the two Local Education Districts comprising 29 secondary schools. The survey data were analysed with descriptive statistics and some measures of association were applied to give a general picture of the PE teachers’ views about quality teaching. An analysis of curriculum documents complimented phase two of the study. Phase three involved an in-depth case study involving six teachers from six different schools. They were interviewed, observed and engaged in informal discussions that determined their views of quality teaching allowing comparison of their views with their teaching actions. Data collected were inductively analysed employing a thematic cross-case analysis process. Survey results suggested that teachers perceived quality teaching as a multidimensional teaching process that enhanced student learning. The two major themes of their quality teaching descriptions centred on effective teaching incorporating the achievement of lesson objectives, and pedagogical content knowledge (PCK). The teachers rated highly all Organisation for Economic Cooperation and Development's (OECD) dimensions of quality teaching and did not discriminate between the five dimensions. They viewed these dimensions: curriculum knowledge, pedagogic skills, reflection, commitment, and managerial competencies, as important and necessary ingredients for achieving quality teaching. The survey indicated that majority of the teachers considered physical education as a recognised subject and well regarded in their schools. The documents analysis of the study indicated that both the National and State curriculum documents constituted a highly prescriptive form of teacher control in terms of their strict adherence to their uses. A number of problems were identified as impeding the teacher's teaching quality; these were categorised into three areas of self, general resources and workplace conditions. The case study findings indicated that the six teachers' views about quality teaching reflected those of the survey teachers. Messrs Senator and Suru focussed their rhetoric of quality teaching on achievement of lesson objectives through effective teaching, while Ms Toyin, Ms Lilian, Ms Ayodeji and Mr Tony highlighted pedagogical content knowledge, and Ms Lilian combined achievement of lesson objectives with the PCK construct. When the teachers' rhetoric was compared with their teaching practices, a number of inconsistencies were recorded. Findings indicated that most teachers had little sense of transferring their perceptions of quality teaching to their practical PE lessons. The theory lessons observed indicated elements of teaching quality with teachers' rhetoric at times matching their practices. With the exception of two of the six teachers' observed practical lessons that fared better, other teachers suggested to implement quality teaching in their practical classes, which in most cases did not measure up. The study revealed that the teaching context did not support quality teaching. The two major problems impeding quality teaching were inadequate teaching resources and large class sizes. All teachers reported that they achieved quality in their teaching and that the results of their students in the various assessments and examinations, which were mostly knowledge based, reflected the achievement of quality' teaching. The study recommends that teachers should be empowered in the choice of PE content and set expectations realistic to the limiting teaching contexts. Teaching activities that support higher levels of students' involvement are necessary if quality teaching is to be achieved. Considerations to outcomes-based education should be given and the use of student-centred pedagogy by teachers. Further investigations were suggested in the areas of intervention programmes for PE teachers, production of cheap teaching resources and refocussing professional development efforts in both in-service and pre-service programmes.

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Lau, Yin-har, and 劉燕霞. "Values teaching in Hong Kong junior secondary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.

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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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Scapens, Mennie (Mary-Ann). "Implementing the theory of multiple intelligences in the junior secondary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2284.

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First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms. The following research questions provided the focus for the project: 1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme? 2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes? 3. What are the best ways to address these issues? iii A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation. The following outcomes for teachers as a result of the MI project were noted: (a) Increased awareness and understanding of student diversity. (b) Extended teaching practice and enhanced teacher creativity. (c) Improved planning framework. (d) Teachers' beliefs about learning and intelligence were affirmed and extended. (e) Teachers experienced improved confidence in their abilities as teachers. (f) The emergence of a cohesive student-centred curriculum. (g) Improved collegiality. As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories: (a) Barriers relating to teacher culture (b) Barriers relating to management requirements (c) Barriers relating to time (d) Barriers relating to personnel (e) Barriers relating to external pressures on the school The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural iv framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.

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Sin, Man-fai. "An evaluation of the effectiveness of a school-based Chinese extensive reading curriculum for junior secondary students Jiao ben chu zhong Zhong wen ke wai yue du ke cheng de shi shi cheng xiao /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/Bib.

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28

Maqoqa, Thabisa. "Factors affecting the effectiveness of parental involvement in children's education: the case of the junior secondary schools in Ngqeleni District of Eastern Cape." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006506.

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This study is about factors affecting the effectiveness of parental involvement in their children’s education. This chapter focuses on the background to the study, statement of the problem, research questions, delimitation and limitations of the study and definitions of terms used in the context of the study. The education system during the apartheid era did not encourage effective involvement of stakeholders in schools. The achievement of democracy in South Africa has consigned to history the past system of Education which was based on racial inequality and segregation whereas this country requires a new national system for schools which will redress past injustices in educational provision, provide an education of progressively high quality for all learners (South African Schools Act (SASA) 84 of 1996). One of the factors which influence the success of a school system is the involvement of its stakeholders (SASA 84 of 1996). The school stakeholders are parents, educators, the learners, the community and the department of education officials. This means that these stakeholders should work together. According to SASA, a parent is the person legally entitled to the custody of a learner or a person who undertakes to fulfill the obligations of a person towards the learner’s education at school. Parental involvement is described as the willingness and active participation of parents in a wide range of school and home-based activities related to their children’s education. Literally, parental involvement is a dynamic process whereby teachers and parents work together for the ultimate benefit of the child. The SASA emphasizes that the role of parents in the education of their children is a vital support source of learning.

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Tang, 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.

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Lau, Sai-chong, and 劉世蒼. "Gender differences in using ICT in junior secondary design & technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40040331.

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Pinegar, David Ralph Jr. "A cross-sectional investigation of academic and affective differences related to junior high school or middle school experiences." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185276.

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The purpose of this study was to empirically investigate, in 10th grade students, cognitive and affective differences which might be attributable to either middle or junior high school experiences. The research questions were designed to find differences in self-esteem, grade point averages, in participation in clubs, teams, and student government, and in attendance and discipline between two groups of respondents--graduates from two middle schools and graduates from a junior high school. The research design included the 10th grade population of a single high school whose feeder schools included two middle schools and a junior high school. Respondents from outside the feeder pattern were excluded from the study. The study used eight dependent variables, including GPAs, attendance, discipline referrals, participation on clubs, teams, and student government, and two measures of self-esteem. Independent variables were types of feeder school environment, middle or junior high, from which the respondents had graduated. An analysis of variance was conducted to test relationships between feeder school type and each dependent variable. The findings of this study indicate that there are slight and statistically nonsignificant differences between respondents from the two environments. Junior high school respondents achieved slightly higher mean GPAs, had fewer absences, participated marginally more in clubs and teams, and scored slightly higher on one measure of self-esteem. Middle school students participated more in student government, had only .2% fewer discipline referrals, and scored slightly higher in the second measure of self-esteem. The lack of a statistically significant difference for any of the variables could be the result of several factors. These factors include the extent of real difference between the junior high and middle schools, the newness of the middle schools and the degree of implementation of middle school programs, and the different ethnic composition of the middle schools as opposed to that of the junior high school.

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Chow, Kwok-lim, and 周國廉. "To find the determinants for effective science education throughcross-national studies at the junior secondary level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959313.

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Velempini, Kgosietsile M. "The Integration of Environmental Education in the Secondary School Curriculum: A Case Study of a 10th Grade Junior Secondary School Curriculum in the Okavango Delta, Botswana." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1451919034.

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Wong, Poon Yuen-fong Christina, and 王潘畹芳. "The physical education curriculum in the junior secondary schools in Hong Kong and Guangzhou: a comparativestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960534.

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Bradley, Duncan. "Practicals in science education: a study of the theoretical bases, rationale and implementation of practicals in junior secondary science education." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/966.

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This study explores the issues involved in the theoretical bases, rationale and implementation of practical work in junior secondary science programs. The part that practical work has played in science education, both internationally and in Australia, is reviewed. Links are made between statements made by science educators more than 200 years ago to those made by modern day researchers into science teaching and learning. The study draws together the research traditions of the philosophy of science, science curriculum development, learning environments, and educational psychology. The researcher has carried out a multi-stage field study using both qualitative and quantitative methods to achieve the objectives of the study. Developments in the philosophy of science as they impinge on science education are reviewed. Science practicals are defined for the purposes of this study and a new Theoretical Model for Science Practicals is proposed. The model enables the description and statement of purpose of eight types of science practicals. The target population of the study is Australian science teachers and students. The model provides a theoretical basis for the development of the survey instrument, Science Practicals Inventory (SPI), to investigate students’ perceptions of the use of practicals in science learning. The eight types of practicals described in the model were used as the scales for the SPI. Qualitative data collected during separate group interviews of science teachers and students supported the development of the SPI together with quantitative data from three pilot studies. The SPI was validated using samples of high school students from Tasmania and Western Australia.Using statistical procedures involving factor analyses, alpha reliability, discriminant validity, and ANOVA, a valid, reliable, efficient, eight scale, 50 item instrument has been developed. Analysis of the quantitative and qualitative data in this study enabled issues involved in the theoretical bases, rationale and implementation of practical work in junior secondary science programs to be clarified and better understood. The results of this study include implications for science curricula and recommendations for further research and are generalizable to science teachers and students in Australia. The SPI is available for further application in action research, science program evaluation, science teacher professional learning and science program renewal.

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Bradley, Duncan. "Practicals in science education : a study of the theoretical bases, rationale and implementation of practicals in junior secondary science education /." Curtin University of Technology, Science and Mathematics Education Centre, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16503.

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This study explores the issues involved in the theoretical bases, rationale and implementation of practical work in junior secondary science programs. The part that practical work has played in science education, both internationally and in Australia, is reviewed. Links are made between statements made by science educators more than 200 years ago to those made by modern day researchers into science teaching and learning. The study draws together the research traditions of the philosophy of science, science curriculum development, learning environments, and educational psychology. The researcher has carried out a multi-stage field study using both qualitative and quantitative methods to achieve the objectives of the study. Developments in the philosophy of science as they impinge on science education are reviewed. Science practicals are defined for the purposes of this study and a new Theoretical Model for Science Practicals is proposed. The model enables the description and statement of purpose of eight types of science practicals. The target population of the study is Australian science teachers and students. The model provides a theoretical basis for the development of the survey instrument, Science Practicals Inventory (SPI), to investigate students’ perceptions of the use of practicals in science learning. The eight types of practicals described in the model were used as the scales for the SPI. Qualitative data collected during separate group interviews of science teachers and students supported the development of the SPI together with quantitative data from three pilot studies. The SPI was validated using samples of high school students from Tasmania and Western Australia.
Using statistical procedures involving factor analyses, alpha reliability, discriminant validity, and ANOVA, a valid, reliable, efficient, eight scale, 50 item instrument has been developed. Analysis of the quantitative and qualitative data in this study enabled issues involved in the theoretical bases, rationale and implementation of practical work in junior secondary science programs to be clarified and better understood. The results of this study include implications for science curricula and recommendations for further research and are generalizable to science teachers and students in Australia. The SPI is available for further application in action research, science program evaluation, science teacher professional learning and science program renewal.

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Hayford, Samuel Kweku. "Continuous assessment and lower attaining pupils in primary and junior secondary schools in Ghana." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/128/.

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This thesis explored the uses of continuous assessment and the experiences of lower attaining pupils in primary and junior secondary schools at Agona and Affutu Districts in Ghana. The study adopted a range of data collection methods including: self-completed questionnaires, semi-structured and focus groups interviews. A systematic sample of 107 primary and junior secondary teachers answered questionnaires and 12 teachers from the cohort were interviewed. Additionally, four focus groups of Primary 6 lower attaining pupils were interviewed. The main findings of the study were: • The majority of the teachers in the study felt strongly that continuous assessment enabled teachers to support lower attaining pupils to improve. • The teachers reported in the interviews that they used the same approach to assess all pupils including lower attainers in classrooms; this caused the pupils to perform poorly and eventually repeat classes. • The teachers identified policy, larger classes and lack of training as barriers to supporting lower attainers to improve. • Lower attaining pupils in the study reportedly became anxious, frustrated, and helpless before and during class tests, and upset when they failed. • They identified difficult tasks, lack of self-regulated learning and supportive environments as barriers to participating in class tests. The findings have implications for policy, practice, research, teacher training and professional development.

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Wong, Poon Yuen-fong Christina. "The physical education curriculum in the junior secondary schools in Hong Kong and Guangzhou : a comparative study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057799.

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Yeung, Yin Mui. "The effectiveness of idea generating to improve students' writing at junior secondary level." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/556.

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Au, Yuen-yee Mandy. "Value orientations in the junior secondary (S1 - S3) Chinese language curriculum in Hong Kong." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832992.

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Moorad, Fazlur Rehman. "An evaluation of Community Junior Secondary Schools in Botswana with reference to decentralization and community participation." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006562/.

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Chan, Kwok-man, and 陳國民. "Internal assessment in science at the junior secondary school level: an investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208083.

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Mpowe, Lebogang T. "A thematic based professional studies art education curriculum for training junior secondary school art teachers in Botswana /." View thesis, 2002. http://wilson.ccsu.edu/theses/etd-2002-9/ThesisTitlePage.html.

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Thesis (M.S.)--Central Connecticut State University, 2002.
Thesis advisor: Cassandra Broadus Garcia. " ... in partial fulfillment of the requirements for the degree of Master of in." Includes bibliographical references (leaves 92-94). Also available via the World Wide Web.

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Chow, Kwok-lim. "To find the determinants for effective science education through cross-national studies at the junior secondary level." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810627.

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45

Leung, Fook-kay. "The relationship between L1 and L2 proficiencies in a junior form of an Anglo-Chinese secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626469.

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Byron, Maria Kimlan. "Confronting the verbal/visual issue : the mathematical problem solving processes of a small group of female junior secondary students /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861796818465.

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47

Law, Siu-ming Derek. "The effects of academic achievement on junior students' cooperative learning with WebQuests in secondary school /." View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39846520.

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48

Mulimbi, Bethany. "Botho – “I Am Because We are.” Constructing National Identity in the Midst of Ethnic Diversity in Botswana’s Junior Secondary Schools." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052851.

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Multiethnic states globally face the dilemma of how to negotiate ethnic diversity while promoting a unified national identity. In Botswana, a remarkable example of peace and stability in Sub-Saharan Africa, two highly visible discourses around national identity – one constructing national identity around the majority ethnic group’s culture and language, and the other of a tolerant, multicultural nation – currently compete across public spheres. Formal schools are key institutions through which to observe the nature and effects of these competing discourses. State leaders use mass education as a vehicle to transmit an authorized version of national identity, through centralized education policies and curriculum. Yet schools are also sites in which ordinary teachers and students actively participate in constructing the nation. This dissertation reports on comparative case studies of four junior secondary schools that vary in the ethnic composition of their student bodies and surrounding communities. The work analyzes one overarching question: How does national identity, as currently constructed and experienced in Botswana’s public junior secondary schools, account for the reality of ethnic diversity in the nation-state and its schools? The three papers that together comprise this dissertation approach the inquiry through different lenses. The first paper analyzes social studies curriculum, as written in the syllabus and textbooks and as taught by teachers, to consider how national identity is officially constructed. The second examines how Botswana’s schools respond to the multiculturalism of their student bodies, within the context of assimilationist and nationally centralized education policies and curriculum. The final paper considers how junior secondary schools shape the social identity development of adolescents as they negotiate how and why to enact ethnic versus national identities. Overall, I find continuing dominance of majority Tswana language and culture in the content of public schools’ policies and curriculum in Botswana, which are then implemented with fidelity by teachers and administrators, regardless of the cultural composition and perceived needs of their student bodies. In each paper, I offer recommendations for how practitioners and policy makers might move forward in transforming multicultural discourse into multicultural school practices promoting the equality of all of Botswana’s students.

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Sims, Patricia. "Basic Robotics Curriculum: An Introductionary Unit for Junior High School Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/52.

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The purpose of this project was to research and develop a robotics curriculum appropriate to junior high school students. Specifically, this project developed a two-week, ten-hour robotic curriculum to introduce eighth-grade students to basic robotic concepts. After a careful examination of the related literature and after an evaluation of current trends in robotic education, objectives were developed. The objectives integrated content from industrial arts, science, college-level courses on robotics, and very basic concepts used in elementary schools as an introduction to robotics. Lessons were developed which used a multisensory approach and activities emphasized hands on experiences for students. Conclusions which were drawn after a review of related literature, development of the curriculum, and pilot testing are included along with recommendations for possible improvement and expansion of this project. The importance of keeping pace with developing technologies is stressed throughout the curriculum which was developed.

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Wang, Pi-Lang. "Civics and morality among thirteen and fifteen year olds a study in the Republic of China on Taiwan /." online access from Digital dissertation consortium access full-text, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9719847.

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