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Norwood, Robert Lee. "Tertiary wastewater treatment using riparian wetlands: A curriculum guide for high school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/44.
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICS." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80592.
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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Brumbaugh, Sherron M. "High school string orchestra teacher as a career choice a survey of 11th and 12th grade high school string orchestra students in Texas /." Thesis, connect to online resource, 2003. http://www.library.unt.edu/theses/open/20033/brumbaugh%5Fsherron/index.htm.
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Guisti, Brett M. "Comparison of Guided and Open Inquiry Instruction in a High School Physics Classroom." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2572.pdf.
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Tuttle, Catherine Vaughn. "Being outside : how high and low income residents of Seattle perceive, use and value urban open space /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/10808.
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Lang, Dale Christopher. "Teacher interactions within the physical environment : how teachers alter their space and/or routines because of classroom character /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7726.
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Grimland, Fredna H. "Characteristics of teacher directed modeling evidenced in the practices of three experienced high school choral directors." Thesis, connect to online resource, 2001. http://www.library.unt.edu/theses/open/20013/grimland%5Ffredna/index.htm.
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Lee, Junghwan(Junghwan Steve). "Examining the recent rising preferred perpetuals and its market anomaly in high yield space." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122455.
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Thesis: M. Fin., Massachusetts Institute of Technology, Sloan School of Management, Master of Finance Program, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (page 26).
Since late 2017 when the worldwide business optimism was at its highest, highly leveraged energy companies began to issue unique preferred shares that have character of perpetual subordinated bond and that trade in bond market. Among those firms, DCP Midstream issued another preferred shares that have same feature, but trade in mezzanine market. This paper explores the recent rising preferred shares and its market inefficiency, especially between bond market (par 1000) and mezzanine market (par 25). Assuming the firm exercise its call option for both securities, the paper finds that one can construct a profitable arbitrage strategy with annual Sharpe ratio of 1.775 from these two almost identical securities. My results bring some empirical substance to the discussion on the law of one price in financial markets. Although there are some limitations such as transaction costs and liquidity issues, this market has a degree of inefficiency.
by Junghwan (Steve) Lee.
M. Fin.
M.Fin. Massachusetts Institute of Technology, Sloan School of Management, Master of Finance Program
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Lu, Tan-Ni. "An Exploration of Senior High School Student Learning in Biology in Taiwan." The University of Waikato, 2006. http://adt.waikato.ac.nz/public/adt-uow20060824.161733/index.html.
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Gaynor, Dónal. "Space and Learning: A case study of their interaction." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32643.
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This essay uses a case study to examine in a particular school the nature of these interactions. By examining this case using ethnographic methods including walking tours and interviews the essay gains an insight into how the physical environment interacts with the learning environment in the school. The research identifies four main points of interaction. The need for ownership of space, the quality of the study environment, the atmosphere of the school and the need for privacy. These areas of interaction are identified also within the research with teaching staff at the school. From this research there appears to be evidence in favour of open school models which have significant variation and flexibility of space to allow for both teachers and students to adapt the environment to their various needs. The open school model does however invite significant benefits in terms of non-formal learning situations and new forms of interaction between teachers and students.
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Bradshaw, Leigh. "Practices of high school principals regarding open enrollment in advanced placement courses and student performance results in 2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4632.
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Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).; The goal of this research was to determine whether or not there was a relationship between principals?' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principals?' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principal?'s attitudes toward the school?'s AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program.; The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schools?' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. Principals?' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the school?'s percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principal?'s perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a school?'s percentage of African American students passing the AP examinations. Neither principal?'s perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the school?'s percentage of students taking AP examinations, only the principal?'s perception of importance was significant for overall and for all student populations.ID: 028732427; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references.
Ed.D.
Doctorate
Department of Educational Research, Technology and Leadership
Education
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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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Tuttle, Dean, University of Western Sydney, of Performance Fine Arts and Design Faculty, and School of Design. "Re-framing : an investigation of performance at the intersection of space." THESIS_FPFAD_SD_Tuttle-D.xml, 1997. http://handle.uws.edu.au:8081/1959.7/706.
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Re-framing is the documentation and analysis of a process of theoretical and practical performance research. The terms of reference for this research were to experiment with the practical workshopping and development of three productions which each restructured and reconceived a 'canonical' written playscript in a format which combined audio-visual media with live performance. The perfromances were specifically developed for highschools in New South Wales and developed models and ideas for using portable technology so that they could easily travel from location to location. The research methodology also included the practical investigation of a process of collaborative production of a multimedia theatre piece with a group of highschool students (from Plumpton High School in Western Sydney). The documentation consists of an interactive multimedia component and a number of text 'modules' that correspond to sections of the interactive. The analysis formulates the process of construction, execution and reception of the performances in terms of a number of interesting and interacting spaces. The focus is on the practice and effects of creating combinations and interactions between these otherwise discreet spaces. The nature of these spaces helps to define and situate the performance but the space can, conversely, be redefined by the performance. In the specific context of multimedia theatre performances for highschools, the spaces that may come into interplay and be modified include: those of the audio-visual media, the meeting space of live performer and audience, the school environment and the wider institution of public education that it is a part of, the written text of a playscript as a space for constructing a fictional reality and the 'virtual space' where this fiction is reconstructed within the mind of the spectator in response to the symbolism of the performance. If such spaces are bounded by frames which are at least partly socially and discursively defined, the thesis proposes, then the performance can act as a catalyst to create new spaces, with languages and ways of structuring reality that differ to those of the old spaces. The implications of this hybridisation may reach beyond the immediate time, space and subject of the performance to reframe ideas, images, narratives and mythologies in domains that extend into many areas of social life and destabilize the systems upon which they are based. Reframing a space can reform the perception and structuring of realities within itMaster of Arts (Hons)(Performance)
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Lowenthal, Caroline (Caroline S. ). "Evaluation of sleepiness in space robotics task performance and discussing sleep with high school students in a museum." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/71274.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics; and, (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program, 2012.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 47-50).
Sleepiness impacts performance in all aspects of life. This thesis addresses the impact of sleepiness on astronauts and adolescents in their everyday tasks. The first part describes the results of an experiment assessing the effect of sleepiness and workload on performance in simulated space telerobotics tasks. The second part describes the results of a forum discussion with high school students about school start time based on information about adolescent sleep biology and various stakeholder perspectives. Astronauts must maintain a high level of performance during space robotics operations, despite sleep schedules that hinder their cognitive function, response time, and attention. This study aimed to determine the usefulness of secondary tasks to assess sleepiness and workload during simulated space robotics performance. 13 naive subjects were trained to perform two types of robotics tasks and two types of secondary tasks measuring response time. Subjects completed two 2-hour robotics sessions, one at midday after approximately 4 hours awake, and one at night after 18 hours awake. Comparing 18 hours awake versus 4, Karolinska Sleepiness Scale scores increased by at least 2 points. Subjects maintained primary robotics task performance at the night session, but secondary task measures such as inverse response time showed significant changes, with moderate Hedges' g (0.35 to 0.74) effect sizes. For a passive monitoring of arm movement primary task, a simple response secondary task metric proved more sensitive to time awake than a two choice response secondary task, but the converse was found when the primary task involved track and capture manual control. Our visual secondary task was sensitive to changes in primary task workload and sleepiness. Secondary task workload measures are a potentially useful adjunct to primary task drowsiness metrics like PVT and deserve further investigation. In Part II, we hypothesized that informed high school students can make strong recommendations about school start time after learning about the biology of their sleep needs and participating in a discussion forum to consider various stakeholder perspectives. 26 high school students from Fenway High School participated in a forum at the Museum of Science. Before the forum, they completed a survey about their sleep habits. During the forum, they participated in a role play exercise, taking on the roles of parent, sleep researcher, administrator, student, and teacher and negotiating tradeoffs about school start time. In the post-forum survey, students showed learning about sleep and made good recommendations to share with their peers. They value sleep and think that getting enough sleep is important, yet by their self-reported actions they seem to value other activities more.
"Part I of this research was supported by the NSBRI through NASA Contract NCC 9-58"--PDF p. 3
by Caroline Lowenthal.
S.M.in Technology and Policy
S.M.
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Solvason, Carla L. "Can cultures really change? : the impact of specialist sports college status on an English high school." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/c89d7620-777a-287d-c477-432536f4b396/1.
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This research explores the development of a Specialist Sports College within a framework of educational justice. It asks whether the development of the Specialist School can really mean equality of opportunity for all children, when some schools will, as a result, receive considerably more funding than others. It also considers the contentious policy location of the Specialist Sports College, found somewhere between ideologies of health and fitness for all and the development of elite sportsmen and women of the future. By investigating the transformation of one school into a Specialist College using a Case Study approach, this research explores the concept of transforming a school’s culture, and questions the Government’s expectations within this concept arena. What are the micro, lived effects of the macro policy of the Specialist School? By exploring the key themes that emerged through the data I conclude that transforming cultures is a far more complicated task than the Government perceive and also that the introduction of a single subject specialism may, in reality, lead to more division than unity. I also question whether PE can ever be a subject area that truly offers the possibility of success for all.
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Goykhman, Fred. "School as a Center for Community: Establishing Neighborhood Identity through Public Space and Educational Facility." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/269.
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“Safety is an opportunity for people to open their minds” -Jin Baek, 2008
For my thesis I will design an education facility. That education facility will strive to meet with today's security needs and will provide a safe-feeling place for growth. In identifying the problem, I found two main causes for the described conditions in today's schools. They are improper adaptation and uniform building type.
Improper adaptation has to do with surface applications, rather than integrating with the social fabric of the school's communal requirements. Unfortunate incidents have caused the solutions to heightened security around schools to be fortressing and disrupting to the human activities. Metal detectors, restricted areas and alarmed doors are some of the possibly necessary but often overlooked attributes of the school design, which in concentration create a trapping, prison-like feeling where they should suggest a place of voluntary education and inspiration for the future. I will utilize CPTED (Crime Prevention Through Environmental Design) strategies, research codes, new building technologies, materials, systems, arrangements, precedent studies, and testing through simulation or experiment, in a form of installation. I can determine possible solutions and interventions using these resources.
Uniform building type sets a counterproductive precedent. Today we must look at places were young people want to be, and splice the desired attributes of those places in to modern schools. In fact, uniform building type is one of the reasons for improper adaptation. Through interviewing school administrators, building officials, students, faculty, psychologists, builders and other construction professionals, I can identify the mandatory requirements. Implementing security and safety attributes as part of the concept, and knowing trends in technology can help secure educational facilities while still maintaining the qualities that are conducive to a learning environment.
As stated by Holly Richmond in Contract magazine, February 2006 edition, "Students are the most crucial design element in today's schools," says Kerry Leonard, principal and senior planner at O'Donnell, Wicklund, Pigozzi and Peterson Architects in Chicago and chair of the advisory group for the AIA Committee on Architecture for Education. "Understanding how people learn and creating environments that respond to this knowledge is the best building block to start from."
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Brown, Martha L. "Relation of visuospatial and analytical skills and span of short-term memory to academic achievement in high school geometry /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-09052009-040226/.
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Dugan, Molly Smith. "Settings, texts, tools & participants: A rhizomatic analysis of educational designs and learning spaces in an urban high school." Thesis, Boston College, 2009. http://hdl.handle.net/2345/640.
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Thesis advisor: Lisa Patel StevensThis study uses the construct of design to examine the interplay of texts, tools, and participants to ask, "How are educational environments designed and how do participants interact with designs to create spaces." I approached this question from the theoretical stance that material settings (e.g., schools, classrooms) may be designed for particular uses through institutional norms and purposeful thought (e.g., curriculum guides, technologies, architectural designs), but the way participants take up designs is not given a priori. Using ethnographic methods and spatial theories, I studied the literacy practices of a high school class designed for learning with and through multimodal textual practices, focusing on how this design of learning operated within the institutional norms of a comprehensive urban high school. Data included participant observation, qualitative interviews, and analysis of cultural artifacts, but spatial theories (de Certeau, 1984; Deleuze & Guattari, 1987; Lefebvre, 1991; Soja, 1989, 1996) and theories of design (Kress, 2003; New London Group, 1995) guided the selection and analysis of the data. Stylistically, this dissertation uses video and hyperlinks as a representational tool to illustrate the connections between conceptual fields and to illustrate how meaning is made and conveyed through the added dimensions of multimodality. The dissonance that the teacher's designs caused with the school's available designs is one of the most interesting findings. By breaking temporal and spatial boundaries of what constitutes a class, an academic discipline, and a teacher/student relationship, the teacher and the students used multimodal literacy practices in ways that offered fewer opportunities to assimilate understandings of what and how it means to learn and teach in school into available designs. The participants' interactions with the designs were mediated, however, by their cultural understandings of the purpose of school, their place in the school, and the potential of learning in school. In other words, the rules and grammars of available designs of school were co-constructive in the active designing by the participants
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Kuhn, Andrew T. "EQUITY IN ADVANCED PLACEMENT COURSE-TAKING: A CASE STUDY OF AN INNER-RING SUBURBAN HIGH SCHOOL." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/319817.
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Educational LeadershipEd.D.
The academic intensity of one's high school experience is most important to success in college. Tracking causes in-school segregation that most often results in low levels of participation by students of color and low socioeconomic status (SES) in upper level classes, including Advanced Placement (AP). Using a practitioner's vantage point, this dissertation is a mixed-method case study of AP course-taking at one inner-ring suburban high school that eliminated its lowest track prior to the first year of data analysis and allowed open enrollment to AP courses prior to the third. To track the impact of these changes, five years of AP course-taking data were analyzed for participation by students of color and those of low SES. The data revealed an increase in AP course enrollment by students of color from 12% to 22%, and by students of low SES from 2% to 8%. Interviews with 19 influential educators followed the quantitative analysis. In five years, this diverse Pennsylvania public high school moved from a system characterized by a number of barriers preventing low-income and minority students from taking higher level courses to an institution that has provided a rich choice of AP course offerings, established a Black Scholars program to encourage the academic success of students of color, and created open enrollment to its AP courses. While all teachers had some struggles adjusting to teaching AP courses in open enrollment era, teachers assumed either a resistant stance and intimidating approach to non-traditional AP students or a progressive stance, inviting and supporting non-traditional students in their course. Those teachers who created an emotionally and academically safe environment, expressed caring for their students, and employed flexible approaches to instruction and assessment attracted the most diverse set of students to their AP courses. Lincoln is not necessarily a model school as more work is needed to continue to create rigorous, inclusive learning environments in all classes, yet this study indicates that if students have the opportunity to take on challenging coursework like AP and work to master the course with the support of excellent teachers, long-term reward is sure to follow.
Temple University--Theses
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Erford, Jamie L. "Sense of Place and Concurrent Enrollment: Creating College Places in High School Settings." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1503050057101256.
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Wozolek, Boni-jane L. "The Presence of Absence: The Negotiation of Space and Place for Students of Color at a Predominantly White Suburban High School." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1436886233.
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Webber, Theresa Lynn. "Identity, imagined communities, and the third space in the life of a hard of hearing student in a high school theatre program." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5528.
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The purpose of this qualitative case study based on the life of a hard of hearing
student in a mainstream high school is to examine ways in which the representation of
hearing impairment mediates the participation within an imagined community. In an
interview, “Lisa,” a nineteen year old, hard of hearing woman, reflects on the influence of
the high school drama program two years after her graduation, recalling her attempt to
cope with an increased loss of hearing, a cochlear implant, lip reading, the learning of
sign language, and the ever-essential quest — making friends — in the chaotic and verbally
dominated community of an after school theatre program. This paper is situated in
research such as Norton (2006), in which second language proficiency is exposed as the
gatekeeper to social worlds, examining the negotiated identities and their relationship to
inequitable distribution of power. The role of the teacher is also explored in the
socialisation of a hard of hearing adolescent in a hearing society. This study discusses
the conflict of two cultural and linguistic communities — the deaf and hard of hearing
community, using A.S.L. (American Sign Language) or S.E.E. (Signed Exact English),
and the hearing community, using English. How does she negotiate an identity when
denied membership in both communities? The influence of imagined communities is
explored (Anderson, 1991; Pavienko & Norton, 2007) in collaboration with the creation
of the third space through shared dreams (Gutierrez et al, 1999). Lisa moves from
accepting to resisting her representation as an “outsider” and “incapable deaf girl,”
developing strategies to communicate with her imagined community, and negotiating her
identity as a valued member of the school. As Lisa finds leadership outside of the
classroom, the role of extracurricular activities and their potential to redistribute power is
discussed. The findings witness her shift of power from seeking symbolic resources to
giving symbolic resources (Bourdieu, 1991), which opens the door to the unexpected
community for a hard of hearing student: the school musical.
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Brown, Martha. "Relation of visuospatial and analytical skills and span of short-term memory to academic achievement in high school geometry." Thesis, Virginia Tech, 1991. http://hdl.handle.net/10919/44533.
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The purpose of this research was to investigate hypothesized relations of visuospatial and logical reasoning skills, and span of short-term memory to achievement in geometry. In addition, major subfactors of visuospatial ability (visualization, speeded rotations, spatial orientation, and disembedding) were assessed to determine which were significant predictors of geometry achievement.
Vernon's (1965) model of intelligence and Baddeley's model of working memory provided the theoretical framework for these hypotheses.
Subjects (N = 110) were students in seven sophomore level geometry classes in two schools in southwest Virginia. Cognitive measures of speeded rotations, visualization, spatial orientation, disembedding, Gestalt closure, logical reasoning, and short-term memory span were administered.
Two measures of geometry achievement were used: The standardized New York Regents Geometry Exam, and z-transformations of the classroom final grade.
A model of geometry achievement is proposed and major predictions of the model were supported. within this sample, regression analysis showed the measures of visualization, logical reasoning, and short-term memory predicted achievement on the New York Regents Geometry Exam.
Separate regression analyses for each gender revealed visualization predicted geometry achievement for the girls, while logical reasoning and short-term memory span predicted geometry achievement for the boys. Gender differences favoring boys were found on measures of speeded rotations, spatial orientation, and Gestalt closure. Girls had significantly higher scores on the measure of short-term
memory span and the classroom measure of geometry achievement.Master of Science
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Yang, Rong-Ren, and 楊榮仁. "A Study on the Needs of Junior High Pupils in Kaohsiung County toward Open Space inside the School." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/64436808729354798885.
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CHIEH, CHOU I., and 周逸傑. "A study on Public Art work installations in the open space of school.--A case study on the investigations of Nan-Hu and Chung-Lun and Yu-Cheng Senior high school, Jan-Cheng and Shuang-Yuan junior high school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/18974611014483982522.
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碩士國立臺灣科技大學
建築系
91
We start to take the relationship between art-form and space into seriousness along with the art humanism concept growing. As for the living space in schools, we used to employ decoration or plantation perspectives to manage it in order to express the users’ value for art. At the tenth year in promoting public art, the school public open space art is a brand new start. Viewing from the relationship between the public art-form and its surrounding, the real cases can provide relative help in managing the artworks installation. The goal of the research is to provide suggestions for managing school public artwork in the future by studying the real cases prac-ticing and users’ analysis. The research is focus on the public artworks in schools and the changing of its surroundings. I analyze from different categories of school open space and various types of public artwork, review the recommendations for and their installa-tions, then through the result of questionnaires to find out the app-ropriate relationship between the users and the public artworks. The content of thesis is divided into 6 chapters. Chapter 2 is definitions of “campus” and “public art” categorizing. It also clarifies the researching background to have a whole picture on school public art. Chapter 3 is introduction on real cases about public art installation to understand artists’ creative concepts bestowing to the artworks. Chapter 4 is to understand the interviewees’ recognition levels to the artwork and installation space by the statistics and survey of the users. The findings from Chapter 4 are quoted in the Fifth Chapter to assist the effect of different campus open space and various types of public artwork. The last chapter is some suggestions such as paying more attention to the installation of campus public artwork in order to avoid causing negative effect.
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Er, Liu Mei, and 劉美娥. "The Study of School Construction Space and Teachers’ Professional Autonomy —Using Three Open Space Elementary School as Examples." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/01498981336684857870.
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碩士國立台北師範學院
教育政策與管理研究所
93
The purposes of this study were to understand the situation of teachers’ professional autonomy and to investigate the impact of open-space school construction on teachers’ professional autonomy. Based on these purposes, the researcher constructed an Elementary School Teacher Professional Behavior Questionnaire which included eight areas reflecting a teacher’s professional autonomy: curriculum implementation, domain instruction, child guidance, instructional evaluation, classroom management, action research, self evaluation and communication-cooperation. In each area, there were five items to measure professional autonomy. The degree of professional autonomy was categorized as “novice” “competent” “proficient” and “expert”. The validity and reliability of this questionnaire were examined and all questionnaire results were used to calculate the Cronbach α for internal consistency. The sample was selected from three open-space elementary schools and three traditional schools in Taipei. In each school, 15 teachers were selected. The main findings of this study were as follows: 1. There were differences in the professional autonomy in the eight areas. The degree of autonomy was higher in self evaluation and lower in action research. 2. There were no differences in professional autonomy between male and female teachers; but in terms of marriage status the autonomy was higher for married teachers. 3. For teachers in the open-space schools, the degree of professional autonomy was highest in self evaluation and lowest in action research. Most of the eight areas of professional autonomy reached degree of being “proficient”. 4. For teachers in the traditional schools, the degree of professional autonomy was lowest in action research. Most of the eight areas of professional autonomy were above being “competent” level and some areas were close to “proficient”. 5. There were statistical differences in the degree of professional autonomy in seven areas between teachers in open-space schools and those in traditional schools. There was no difference in action research. Based on the findings, conclusions were made and suggestions for school building as well as for future studies were proposed.
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張仁傑. "The Effect of Clustered Classrooms Space on the Elementary School Teachers’Teaching：A case of an Open Space School in Taipei." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/77927459940991868538.
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碩士臺北市立教育大學
課程與教學研究所
94
Since the open-space-designing of clustered classrooms put into practice several years, it has displayed a particular style and features in education. Not only the space of classroom is changing, it is altering many traditional thoughts in teaching. This transformation provides an opportunity for us to examine how the space of classroom influences teachers’ view of teaching and to discuss its benefits and constrains in teaching. This research is based on the case of the interaction between the clustered classroom space and teachers’ teaching. The main objective of this research is to understand nowadays in elementary school, how the teachers design and scheme the space in regular classrooms and in clustered classrooms. Hope to provide teachers some relative information between classroom space design and teaching for reference in the future. This research adopted the way of purposeful sampling, choosing one elementary school in Taipei whose classroom structure is clustered and its principal and teachers have ever experienced teaching in schools whose classroom structure is regular. The investigation is aimed at Yongan Elementary School’s principal, directors and twelve teachers who practice teaching. The study method is more than by the way of interview and observation, but documents analysis and the researcher’s introspection as well. The research had studied during eleven months, from September 2005 to June 2006. After data analyzing, here comes several conclusions below: 1.The space of clustered classroom not only reconstructed teacher’s opinion in teaching but also considered the value of education and the practicality of structure. Although it provided more chances for teachers and students to interact, it’s over idealistic scheme had drawn some obstruction in teaching. 2.Under the active leading, it has not only developed the structure of integral curriculum but also transformed teachers’ teaching ideas. According to different clustered classroom, teachers collaborate with other colleges designing teaching activities, practicing diverse coordinated-instructions and assessment. 3.For raising the quality of integral teaching, the clustered classroom space gives a positive meaning. It provides a flexible space and satisfies teachers’ demand to use every teaching material sufficiently in teaching. However, only relying on the condition that teachers possess professional knowledge and well-frequently interact with each other to make agreement, the clustered classroom space can be functioned successfully. According to the conclusions, this research provides specific suggestions and references for future study of school administration and teachers in the clustered classroom.
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Tsai, Fu-Yi, and 蔡馥伊. "A Case Study of Teachers’ Teaching Effectiveness in Open- Space School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/89211916577182567594.
Full textAbstract:
碩士國立臺北教育大學
教育學系教育創新與評鑑碩士班在職專班
102
The purpose of this study is to analyze the using of clustered classrooms in an open-space school, and analyze its team activities in teaching and learning. The research method includesliterature analysis, interviews and observation.The study will be beneficialfor future researches in exploring the difficulties and potentialof the clustered classroom space. The venue of studyis an open-space elementary school in Taipei city. The conclusions are as follows: 1.Teachers tend to be conservative in making use of the open-space. 2.The open-space benefits teachers in co-teaching and students in learning each other’s diversity. 3.The open-space results negatively in teachers' classroom management. 4.The interferences of soundand sight and the air quality are existing difficulties in open-space. The suggestions are as follows: 1.The school administration mayapply scheduling techniques to disperse class usingat the same time slot toreduce the interference of sound. 2.The school administration maychange the classroom configuration in direction andcabinets to reduce visual disturbances. 3.The school administration mayadjust the air-conditioning equipment and the flow of air to enhance the effectiveness of teaching and learning. 4.The school administration may supply a complete teacher support system to reduce the stress of teachers teaching in the open space. 5.Teachers may design activities based on clustered open-space. 6.Teachers mayestablish the communication mechanismsto share and enhanceteaching abilities. 7.The future studiesmay focus on various types of clustered classrooms to get more insights in teachingeffectiveness and the design of activities, and to compare the qualities betweenopen-space schools and traditional schools.
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Lou, Chi-Ting, and 樓琦庭. "The Research of Space Planning and Designing Principles in Open School. - Focus on Schools with Open Education." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/63100990272651147130.
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Lo, Yu wen, and 羅裕雯. "Rural junior high school library space usage :A Case Study of Luming Junior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44764391578799316539.
Full textAbstract:
碩士建國科技大學
設計學院暨創意生活應用設計研究所
102
This study investigated the Rural junior high school library space usage.During the process of learning, teenagers can meet the demand or acquire knowledge through reading. The school library is an important place that provides reading resources. To understand the the Rural junior high school library space usage. The main subject of the study is the library of Luming Junior High School and the participants are the users of it. First, the study points out the users’ real experience, feelings and demand for using school library space. Also, the author provides some suggestions on how to arrange library space from users’ points of view.The research methods used in the study are document analysis and questionnaires. The study finds out over 70% of users don’t have the habit of using libraries; over 60% go to the library during the break time; over 90% use traditional documents as resources. In terms of the exterior environment of the library, users think the library is too far away from the main teaching area and the entrance is not eye-catching enough. Next, as for the interior environment, the users think the area should be extended and the interior space should be used flexibly. Besides, in order to build up a warm, lovely, and friendly space, audio-visual teaching aids, the comfortability of reading place, and the leisure zone should be concerned.
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Sung-jung, Liang, and 梁松榮. "A Study on Open Scientific Discovery for High-School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/66162547504820629009.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所在職進修專班
91
A Study on Open Scientific Discovery for High-School Students Abstract The study subjects are 152 students from the high school where the author is working for. For depth and breadth, the study compiles data from field observation and questionnaire. Field observation covers 6 sophomore students, divided into 4 groups, from developing research subject to completing study report for the duration of two semesters, and 35 freshmen from their search of subject matter until decision for the duration of one semester, and 40 freshmen’s search of study subject for a period of two months. The questionnaire is administered to 47 students who have already completed their scientific discovery project and 30 students who are unwilling to partake in scientific research or yet to complete their research. The study seeks to investigate the characteristics of high school students propose, identify the difficulties in their choosing subject matter, the process of conducting scientific exploration, and their response to open discovery methodology. The author examined thoroughly 77 questionnaires filled out by research subjects for the purpose of understanding their thoughts, and collect, organize, interpret numerical data to obtain the number of each response. Through observation, recording, interviews, discussion and review on study logs copied in three studying fields, information on scientific discovery by high school students was gathered. During the process of data collection, statistical analysis of data was conducted at the same time. The study finds that certain high school students cannot manage to find a research topic, and some even gives up such learning for it. Analysis shows that the main reasons to the difficulty of finding a suitable subject are lack of experience, lack of background information, and inability to analyse the extent of difficulty of subjects. The research subjects proposed by high school students are characterised by deriving from life and learning experience, related to personal interests and having more knowledge. The author has also presented a teaching strategy to help students find suitable research subject. In exploring natural science the first step the students take is careful qualitative observation, analyse possible variables, develop experiment design, figure out tool assembly for getting more accurate numeric data, which appears to be most time consuming and challenging. The students sometimes have innovative ideas in improving method and parts. Analysing numeric data, drawing conclusion and using mathematical equation to express conclusion prove to be challenging. Many learn to use computer software Excel at this stage for data analysis. Throughout the entire course of discovery, students require scientific inference. When having to apply their science knowledge to deal with a new problem, they adopt forward inference, and when drawing data conclusion, reverse inference is employed, while parallel inference is sometimes used at problem solving stage. The students encounter various extents of problems at every phase of the study process; to which some turn to outside help, some to self, and some combination of the two. Most of those completed the project are mostly responding that they have grown in terms of knowledge and technique. Many say that having completed the project makes them feel like junior scientists, terrific sense of accomplishment, and greater confidence for the future. Three students find such learning methodology very inefficient, difficult and tedious. Out of the 77 students, 26 are not interested in scientific research to begin with, mostly because it would affect their regular studies and grades, and that partaking in scientific project contest does not contribute to their university entrance examination. Some because their lack confidence and interest. The study may be of reference value to the study of open-style teaching of scientific discovery.
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HUANG, FANG-LI, and 黃芳利. "Study on The Utilization of Open Space for Student of Primary School in Taipei." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/31805944062998501318.
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碩士淡江大學
建築學系研究所
86
This study is to investigate the second, fourth and sixth grade''s student of c urrent out- door exercise spaces of at nine Taipei primary schools. It is base d on the qualitative methed, to observe record and interview survey of student s playing activities and use of open space. Analysis is made on problems open space and suggestion of future improvement. (1) Current utilization and proble ms of open space in campus After the analysis on the records, the problems are (a) The building design and space allocation are not acceptable by the studen t who felt dangers and isolation. (b) The playing field are not designed from the view point of the student. Problems on the space utilization and further l ower the trust to the playground are then derived. (c) Design of the yard and attached facilities are more or less in the form of filling in without conside ring the different location, space and pupils'' selection. (d) The facilities a re designed from the view point of adults and so it could not really be useful to the student. This further lowered the functions of the facilities. (e) Dev iation between the student, since during the planning and design stage of the playing field, didn''t put into consideration the different ages level of the s tudent. Negective effect is then derived during the utilization of the facilit ies. (2)Conclusion of the study (A)The utilization and problems of the campus environment (a)Affection of the school building against the activities of the studentWorse feeling against environmental quality, especially the cro wded feeling due to the closed type planning disregards to the land areas of t he school. The student are then limited to carry out their activities within s uch bonded building. On the contrary, open type planning of school building w ill let student to have wider range of activities. The design of school buildi ng is the decisive factor to the activity range and types. (b)Floors affectio n against the desire of out-door activities Since higher grade student are mos tly allocated at the 4th or 5th floor of the building and this will of course lower their desires of out-door activities as compared to the pupils of 3rd an d lower floors. The worse is, the design of the current school buildings are n ot made according to the ratio of the area of open space and the ratio of scho ol land areas. (c)Participation affection to the activities allocation Those facilities which are nearby the school building are most welcome while the one farther is not. The facilities in the closed type school building are frequen tly utilized. (d)Feeling and willingness affection to yard design The school open space really affected the utilization feeling of the student. The age of the school building and the brightness of the yard also affect the student fe eling is related to the brightness of the designed. (B)The characteristics an d contents of the activities of pupils (a)Group activities : For lower grade s tudent, the activities are chasing around and games whereas ball games for hig her grade. Furthermore, the activities of the lower are self-constructed games , higher grade student are idling, looking around respectively. (b)Following t he growing up, the activities of feminine student changes from like to play fa cilities to chat, the masculine student like to have more active games.(c)Rich er contents and wider range of activities for longer recess time while the stu dent like to stay around the class when recess time is short. (d)Following the growth of the student, the activities changes from limited activities to wide r range activities. (C)Establishment of the facilities (a)It is better to divide the areas into educational and amusement Educational area : Mainly for athletic and body build up Amusement area : Mainly for pupils activities aft er class The areas shall be divided accordingly under the circumstances that t here is no affection to the teaching atmosphere and if the area allows.(b)The amusement facilities shall be set up according to different age levels To meet the physical requirement of each age level, the amusement facilities shall be differentiated.(c)Install the playing facilities according to the interest of studentInstallation of the playing facilities shall not be done from the view point of adults but the interest of student and the land areas of the school.
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CHUN, LEE, and 李淳. "The Study of Teachers’ Teaching Effectiveness at An Open- Space School in Keelung City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/56568985328055231901.
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碩士國立臺北教育大學
課程與教學研究所
105
The purpose of this study was to analyze the teaching effectiveness of teachers at an open space school at Keelung City. The conclusions and suggestions were provided after literature review, questionnaire survey, semi-structured interviews and statistical analysis. The main conclusions of this study were as follows: 1.The open space school teachers' teaching effectiveness tended to be positive. 2. There were significant differences among teachers of various seniorities in teaching at open space school in regard to "teaching effectiveness of self-belief"、 "effective teaching techniques" and "effective using of teaching time". 3. The self-belief of open space school teachers were higher, and the degree of effective teaching behaviors was higher. 4. The open space was helpful for teachers observing each other, classes team teaching and students learning to observe the others. The suggestions were as follows: 1.The educational authorities should continue to provide resources to the open space school. 2.The school administrative should be as the teachers' support, upgrading the greatest benefit of teaching effectiveness. 3. The school administration may supply a complete teacher support system to reduce the stress of teachers teaching in the open space school. 4.The teachers in the clustered classrooms as a cooperative team may support and encourage each other. 5.The open space school teachers should grasp the concept of open education and implement it into the teaching activities. 6. The future studies may focus on the survey in the cities of Taipei area , analyzing the teaching effectiveness and psychological pressure of teachers in open space schools, and making a quantitative comparison in the teachers' teaching effectiveness of teachers in open space schools and general space schools.
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Li, Chin-Yue, and 李慶裕. "A Study Of Space Leadership Indicators Of Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/45032226559000923403.
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碩士國立暨南國際大學
教育政策與行政學系
100
"Indicator" is a tool of statistical measurement to reflect the important aspect of the main phenomenon and to achieve the purposes of analysis for research. The purpose of this study is to construct the indicators of " Space Leadership of Junior High School " .The method of construction is fuzzy Delphi technique. The fuzzy Delphi technique is a combination of fuzzy theory and the Delphi technique, and take advantage of group preference relation to the methodology of a questionnaire and from the best options. " Junior High School " is one important stage of R.O.C.'s formal education. Space Leadership is an integral part of the key players in the School of Educational Leadership, Such course is the leader in space for proper planning and utilization, with the correct spearhead the development of schools. The purpose of which is creating a friendly, harmonious, comfortable and easy approach to facilitate the learning and living space and complete the school's educational goals.
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Yi-XinLi and 李易欣. "The Relationship between Elements of Campus Open Space, Landscape Perception, Emotional Experience and School Identity." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ae972t.
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CHANG, MING-RU, and 張明如. "A Case Study of Teacher’s Teaching Beliefs and Practices at an Open-Space Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/53562208623236662270.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
105
This study focused on exploring the teacher’s teaching belief and practices at an Open-Space school and how the teacher transferred the advantages and the limitations of the open space into teaching practices. Collecting and analyzing the relevant data by interviews and observations of the teaching process, and the results are as follows: 1. Teacher’s teaching beliefs are potentially affected by the open space, initialing with “the students are the main learning subject”, focusing on students’ learning attitude and developing students’ independent learning. Therefore, regardless of the teaching strategies, teacher-student relationship, roles of the teacher and student differences are all closely linked to this core spirit. 2. The case teacher practices the teaching in Life Curriculum, with the design features of the Open-Space school, first of all, promoting the self-professional knowledge, committing to the curriculum design, encouraging students to explore and try on subject learning and providing the multiple performing stages for students to lead the students to the goal of the independent learning. 3. The teacher’s perceptions of teaching beliefs and practices at an Open-Space School considerably help the teacher’s teaching because of the advantages of the space and other hardware equipment; but the more concern caused the more pressure. Sensing the help and the resistance as two sides of a coin depends on how to retreat it, and the positive thinking will be the best policy. By understanding the teacher’s teaching belief and practices, providing the recommendations for reference to the future related research based on the study results.
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Tzeng, Li-Yen, and 曾麗燕. "The consumption behaviors of high school students in purchasing open-shelf cosmetics- A case study of Hsing Wu High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/h989h4.
Full textAbstract:
碩士明新科技大學
化學工程與材料科技系碩士在職專班
105
The cosmetics industry is a fast moving sector glutted with new products, new information, and new business models. Consumers who lack of professional knowledge about cosmetics may feel helpless when making their decisions, and may purchase products that are not suitable for them. This type of tragedy commonly found in young segments like high school students who have limited budget. Such unsatisfied consumption experiences may decrease consumers’ future purchasing intention. Thus, understanding high school students’ purchasing behavior and attitudes is important for firms to better plan for their marketing and product developing strategies. This study aims to investigate the preference, consumption power, loyalty, and purchasing motivations of high school students towards open-shelf cosmetics. Through the convenience sampling method, this study collected a total of 314 valid responses from Hsing Wu High School students. The Chi-square test and descriptive statistics were used to examine and explain the data collected. The results show important findings, and managerial implications are also concluded.
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Liu, Hung-Wen, and 劉宏文. "A Case Study of High School Students'''' Doing Open-ended Inquiry Activity." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/13474512956386858703.
Full textAbstract:
博士國立彰化師範大學
科學教育研究所
89
The purpose of this study was to investigate the following questions associated with open-ended inquiry environment: the features of problems framed by students, the process of problem elaborating and problem solving, the perception of open-ended inquiry student had, and the construction of science knowledge in personal and group level during open-ended inquiry activity. Over a one-year period, the researcher used interviews, survey, concept maps, laboratory reports, paper-pen tests as data collecting tools, and qualitative analysis as methodology to describe a wide range of phenomena which happened in open-ended inquiry in three groups of nine students. It was found that the problems students brought up were closely related to their daily life experiences. Besides, they could be shaped gradually through the interactions among individuals and resources to such an extent that they could be explored by means of quantitative measurements. Problems which emerged in the period of open-ended inquiry, could not be predicted. For these emergent problems, there are no algorithms, which lead to solutions. Through open-ended inquiry, students learn to cope with the contingences and indexicality to solve the problems. Students seem to be able to engage in complex cognitive activity when they work in a group and situational inquiry settings. But individual students could not transform these activities and skills efficiently to context-free environments. Both students'''' interests in science and extent of participating in inquiry, were the major factors to bear on the learning achievements in open-ended inquiry. Through the connection between concepts and the construction of proposition relations, student engaged in science talks and structured their conceptual framework each other. The results of collaborative concept mapping were expressed in the within-group similarities of individual maps. But individuals still hold on to specific ideas when these misconceptions were not discussed overtly. Students'''' understanding about science knowledge becomes deeper and more complex when students have engaged a number of practices to interact with the phenomena they studied. At the initial stage of exploration, students experienced greater difficulties in formulating their research problems because of lacking cognitive capacity and subject content knowledge. It was important to assist students in framing more complex research questions through the metaphor of apprenticeship. Over time, students became increasingly independent and began to design most of the investigations on their own; on the other hand, students became more responsible and reflective on their learning process. There were many similarities between students'''' work and that of scientists. But there were still essential differences between the two. These differences aroused from conceptual background rather than from specific rationality to scientific thinking. Based on the results of this research, it was suggested that high school students should learn science concepts, process, and skills efficiently from authentic science activity. In order to help students to experience the uncertainties, ambiguities, and the social nature of scientific work, we should instruct students to learn science in contexts constituted in part by ill-defined problems.
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CHUNG, WEN-CHENG, and 鐘文誠. "A Study on the Future Development Orientation of Junior High School Open School In Yilan County." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/679s6t.
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碩士佛光大學
未來與樂活產業學系
107
Since Taiwan’s declining birth rate leads to the increasing unused school space, the open School is an innovative way to repurpose it. This study aims to explore the future development of the open School for the junior high schools in Yilan County. A Structured interview method was employed to understand the motivation and the postmodern meaning for the open School, a SWOT analysis of school development, and the creative marketing strategies from the different perspectives of the school managers. As a result, the suggestions for the school future development were offered. The major findings were as follows: (1) The good basis of the open School is the multiple facility and community resources which the schools develop and make good use of. (2) Open School should connect tightly with the community by integrating the resource, humanities and arts, the festival activities, and the comprehensive development of the community into the school curriculum and teaching activities. (3) Convenient communication has crucial impact on the residents to participate the school curriculum and activities. The suggestions for the education authority were as follows: (1) Integrate and coordinate each of the unused school space. (2) Offer the educational training courses to enhance the teaching and administrative competence. The suggestions for schools were as follows: (1) Break down the boundaries between the school and community from the multiple perspective of postmodern society. (2) Build the learning day care center. The suggestions for future research were as follows: (1) In order to seek the most proper marketing mix strategies, the low consensus constructs should be further investigated. (2) Explore more schools from other areas to gain a holistic research.
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Huang, Hsin-I., and 黃馨逸. "The Study of Course of Vector Space in Senior High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xr45e6.
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碩士中原大學
應用數學研究所
107
The purpose of this research is to explore and study the problem-solving skills of high school vector problems. Understand the students'' myths in vectors and space vectors. Organize the focus of the two vector units in high school, collecting the questions in recent years, and the questions selected by high school teachers, let teachers more aware of the trend of recent exam questions, and the link between the questions, to give advice on assistance and teaching. The research vector problem and the test result are obtained as follows. 1. Differences between Vector and Vector Space. 2. The method of solving problems can inspire the spirit of multiple thinking of students, the following is the problem of solving the inductive vector problem in plane and space: I. Find the vector and length II. Find the angle between two vectors, two lines, and two planes III. Find area and volume IV. Finding the maximum and minimum values Through the conclusions of this study, the recommended reference for teachers'' teaching and future research is as follows: 1. Teachers can clearly define the process of transforming geometric meaning into symbols and calculations for students. 2. The use of many graphical representations in vectors suggests that the teaching staff can use digital drawing teaching software during teaching. 3. Suggestions for future research can be based on sphere graphics. 4. It is recommended to incorporate the software of calculation and mapping functions into its research.
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李宜勳. "The research of "open space primary school" student's environmental perception and environmental behavior to their campus." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/23886193707910385401.
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Wang, Hsiao-Hsia, and 王曉霞. "Reconstruction of the central livelihood space in Wu Feng Junior High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/00496388733467331650.
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碩士華梵大學
建築學系碩士班
101
Abstract The students’ desire of relieving from existing restrictions have been discovered by understanding and exploring issues underlying the site map of campus, and the school also needs to make changes. By adjusting and reconstructing of the site layout of campus, the more relaxing and softening atmosphere is expected. In order to serve the purpose of reconstruction, further amendment and guidance of the livelihood space interface have been established to adjust the relationship between public area and private space. To revitalize the transformed space, educational software and activities are implemented. The reconstructed space is expected to improve both mental and physical health of school staff and students, increase efficiency of study and provoke creativity, thus the school will be able to exhibit unique characters and opportunities in the ever-changing generations to come.
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莊景文. "Error analysis of the space vector of the Taoyuan's high school students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/18463881483394170980.
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Fan, Juiling, and 范瑞翎. "The Study of Teachers’ Teaching Beliefs and Teaching Behaviors in Open- Space School ~An Example of An Elementary School in Taipei City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/59897783022411746622.
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碩士國立臺北教育大學
課程與教學研究所
99
The purpose of this study is to analyze the teachers’ belief in teaching and teaching behavior in an open-spaced elementary school in Taipei city. The conclusions and suggestions are provided after literature reviewing, questionnaire surveying, semi-structured interviews and statistical analyzing. The main conclusions are as follows: 1. Teachers in open-spaced school tend to hold teaching belief that clings to the essence of open education. 2. There are significant differences among teachers of various seniorities in teaching at open-spaced school in regard to “teacher’s methods to curriculum planning and designing”, “opinions on teaching activities”, and “teacher’s overall teaching belief”. There are no significant differences, however, under other background variables. 3. Teachers in open-spaced school tend to have teaching behaviors that cling to the essence of open education. 4. There are significant differences among teachers with different job position in terms of “teacher’s methods to curriculum planning and designing”, “teacher’s methods to teaching activities”, “interaction between teacher and students”, and “teacher’s overall teaching behavior”. And there are no significant differences under other background variables. 5. Open-spaced school teachers’ open education teaching belief and open education teaching behavior both reach relatively high level and show positive correlation 6. Most teachers in open-spaced school have positive attitude towards open-space equipments. They also suggest corrective measures with regard to deficiency of open space.
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Wang, Shih-Hsuan, and 王士軒. "The Study of Variable Wall System of the Classroom Space of Primary School－Based on Open Building Theory." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/04568548506947190246.
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碩士朝陽科技大學
建築及都市設計研究所
96
This research based on concept of change and applied “Open Building” theory to simulate operation in order to discuss the norm of media and interface in material of structure. The study object focused on the largest public building, the classroom space of elementary school for a unit. In addition, it drew up the proper space pattern for current education system. Furthermore, it expected the units could suit to users need to change. The flexible changes included the wall site and the setting of space that all could easily be changed and the entire replaced component could be recycled for use. All the designed were saving energy, low consumption and economy for sustainable environment concept. First of all, this study investigated the maxima useful of classroom space unit for changing classroom space standard at current and future. Then, it applied the “Open Building” theory to find the “support” of classroom. Basing on the difference of columns and spans there were three support types: (A) single span (B) dual span (C) triple span. Therefore, it worked on “infill” level and followed the setting of three support types to design by simulated the wall and components. Each support type could develop more than two situations of instruction for use. In addition, they had their own wall and components (doors, windows, partitions…). Finally, this study result indicated the most popular walls and components for the elementary school’s classroom space units in Taiwan. In addition, it also provided the norms and suggestions for construction. Hoping it would be useful for architects and educators.
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Huang, Yi-chiao, and 黃奕喬. "The Spatial Meaning of Men's Restroom on the Campus Space of Junior High School ─A Case Study of Erzhong Junior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/32x8yu.
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碩士國立新竹教育大學
環境與文化資源學系碩士班
102
Abstract In this paper, the author’s work field on weekdays, Erzhong Junior High School in Hsinchu County, has been taken as the study area. First, through the exploration of the hidden power structure on campus operations, this study presents the space imagination, disciplinary power and management strategy of designers and managers towards the men’s room. Moreover, from the perspective of “actions under construction”, this study explores students’ behavioral patterns in such “planned” space and thus contributes to a better understanding of students’ adaptation and resistance demonstrated when faced with such a space of power asymmetry. With regard to the theoretical basis, this study mainly draws on the theory on the production of space in combination with the concepts of social and physical space, such as disciplines, lived bodies and the geography of everyday life, to construct the interaction architecture between the power and individuals on campus, and to shape the both real and imagined appearance of everyday life for the men’s room space on the junior high school campus through the demarcation and cross-boundary interaction between the disciplinary power and students’ subjective initiative. In terms of the study design, a series of qualitative approaches including literature reviews, focus groups, in-depth interviews and participant observation methods have been used as the main research methods in this paper, supplemented by quantitative questionnaires as the description. In this thesis, we began by establishing the disciplinary space of the men’s room, followed by a systemic exploration of the social and physical interactions among students within this space. From our observations, we discovered that the development of students’ resistance tactics could be due to psychological gratification and liberation, acquisition and maintenance of social relationships, and attraction of power.
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YEH, CHIUNG-WEN, and 葉瓊文. "A Study of High School Students’ Awareness of Gender Space--The Practice of Integrating Gender Equality Issues into High School Geography Course." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/zh45uw.
Full textAbstract:
碩士東吳大學
社會學系
105
This study is based on the 12 years of basic education to promote gender equality education into high school geography curriculum. The participants of the research are the 10th graders of a high school in Taipei. The field of the study is the Shih-lin Market/ Night Market. I intend to examine the worksheets of the students on the issue of gender equality while they conduct their field work at the Shih-lin Market/ Night Market. Through textual analysis, I’d like to find out from the students’ observations if there is occupational segregation by gender stereotypes. Do gendered spaces exist in the market? I’ll try to map out the spaces conceived by the students. Also, from the perspective of Feminism, I’ll interpret and criticize the observations of the students in the present era, and reflect on the cultures constructed by the society. I anticipate to provide a deeper illustration of integrating gender quality into the curriculum for the future endeavor.
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CHIU, YIN-HAO, and 邱音皓. "The Study on the Integration of Junior High School Library and Maker Space." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/36746802256585779945.
Full textAbstract:
碩士華梵大學
建築系在職專班
105
From the past industrial 1.0 era to the present industrial 4.0 era, the social changes have affected the way of storage and sharing of the human knowledge, the position and function of the library also change very much by the evolution of the times. However, the existence of junior high school library has its legal basis. The purpose of this study is to review the history of the junior high school library, to study the use situation of the junior high school library, to look forward the trend of the junior high school library in the future. The junior high school library is set up in accordance with the regulation. But it is often setup only for the regulation, the purpose of library is not in good use. The space of library is not well used for the library user education, so that its layout is often redundant, or always stays in the old style, and gradually falls into disuse by the times. For the purpose, this study will discuss the advantages and disadvantages arising from the spatial transformation. We will study the status of the library use of New Taipei Municipal Jiangcui Junior High School and New Taipei Municipal Ji-Sui Junior High School. We will further discuss how the Junior High School libraries should plan and design its space and promote the library user education, under the policy implementation and funding subsidy. After the literature review, field survey, interviews discussion and the researcher's thinking and study, we propose that the junior high school library which caters the trend in the future should be combined with the maker space and become a library creative space. It must proceed in the following two aspects: I. Library space design: The space for the books collection and the electronic mobile devices should be well planned; as well as the reading space the venue for multimedia use should be rational layout. After designing the maker’s space for the users to get knowledge from the library, they can immediately make the product with hands to try to solve the problems around the living. 2. Library User Education: The purpose of the junior high school library in campus is to assist the lack of formal curriculum teaching, so the library user education is not only for activities, but also the formal curriculum. Its orient is to develop the ability of actively solving problem, breaks the circumscription of the disciplines; it lets the students not only integrate the knowledge, but also flexibly face the various issues in the living. This study also finds that there are four major difficulties in the combination of the libraries with the maker spaces: 1. For the mode of departmental teaching, it is difficult for the students to fully integrate all subjects. Even if that the different subject teachers are willing to teach interdisciplinarily, it is still not oriented with the whole issues. However, we cannot see the wood for the trees. 2. The implementation of the maker education policy does not keep the maker’s essence, but often be the short-term activities, not the sustainable formal curriculum. 3. Not like the library in the high school or the college, there is not the full-time director setup for the junior high school library. Even if it can apply the assistant reading teachers from the education bureau to implement the various programs; but the programs of only one-year application may be interrupted and difficult for sustainable implementation. 4. The attitude and support of the school leader for the education of reading and maker affect the future overall planning and direction of the library. We expect the findings and conclusions of this study may be provided as a reference to the educational administration, principals, the relevant administrators, the assistant reading teachers, and the future research. Keywords: Library User Education, Industrial 1.0 to Industrial 4.0, Maker Space
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蔡坤良. "The study of junior high school campus leisure activities space in Taipei City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/21848388254284335189.
Full textAbstract:
碩士國立政治大學
教育行政與政策研究所
98
This study focuses on the current situation of the planning and use of recreational spaces in junior high schools in Taipei city. An analysis was conducted to find out differences in the planning and use of these spaces under different background variables in order to further probe into the reasons students choose the recreational spaces on campus after class, the activity types, improvement of facilities, and use after school. The recreational space planning and improvement suggestions were then summarized. In this paper, a questionnaire survey was conducted to investigate the current situation of recreational spaces on campus. The questionnaires were distributed to find out the use and needs of the students. A total of 1,200 questionnaire copies were distributed and 1,072 valid copies were recovered. Interviews were also conducted to gain an insight into the planning and use of the school recreational spaces. The study findings based on the compiled data are as follows: 1. Most passive recreational spaces on campus are allotted for classrooms, corridors, libraries, cooperatives, and gardens, followed by outdoor theaters. Friendship platforms, recreational rooms, and roof gardens on the other hand have the least passive recreational spaces. 2. Most dynamic recreational spaces are allotted for track and field, outdoor courts, and activity centers. 3. The passive recreational space planning in different schools is generally the same except for corridors, libraries, ancillary facilities in gardens, and outdoor theater layout that slightly differ. For the dynamic recreational spaces, the ancillary facilities such as the track and field, outdoor courts, etc., differed slightly. 4. There is not much variation in dynamic recreational space planning at different schools except corridors, libraries, and cooperatives that showed slight differences. In terms of dynamic recreational space planning, the schools do not differ much except for ancillary facilities of outdoor courts that show slight variations. 5. Students more frequently used passive recreational spaces after class, particularly classrooms, corridors, and cooperatives. The dynamic recreational spaces are primarily outdoor basketball courts, track and field, and activity centers. 6. The reasons for choosing dynamic recreational spaces include: closer in distance, relaxing the body and mind, and influence of peers. The reasons they choose dynamic activities include: physical activity, relaxing the body and mind, closer in distance, and influence of peers. 7. After class, the activities that take place in the passive recreational spaces are primarily chatting, followed by taking a nap, reading, trance, and taking a walk; the activities that take place in the dynamic recreational spaces include chatting and playing ball games. 8. The usage rate of the passive recreational space in complete high schools is higher than that of city junior high schools; the usage rate of the small-scale and medium-scale dynamic recreational spaces is higher than that of the large-scale spaces; the usage rate of the 7th graders is higher than that of the 8th graders, and the usage rate for the boys is higher than that of the girls. 9. In the passive recreational space, the students’ requested additional facilities and improvement of primarily classrooms, cooperatives, and libraries and setup of music areas, computer areas, and recreational chairs. 10. In the dynamic recreation space, the students requested additional facilities and improvement of primarily outdoor basketball courts, indoor basketball courts, and activity centers and setup of ball sport related facilities and recreational chairs. 11. The students’ recreational activities after school in sequence are chatting, playing ball games, and taking a walk. And the recreational spaces chosen in sequence are classrooms, corridors, and outdoor basketball courts. Based on the conclusions above, the following suggestions are proposed: 1. In terms of the passive recreational space on campus of junior high schools,priorities are given to enhancing facilities in classrooms, corridors, libraries, and cooperatives for students’ recreational use. 2. In terms of the dynamic recreational space on campus of junior high schools,priorities are given to enhancing facilities in outdoor basketball courts and activity centers for students’ recreational use. 3. Additional recreational facilities should be set up in the vicinity of high-rise buildings to satisfy students’ recreational space needs. 4. Make flexible adjustment of the class schedule to facilitate students’ versatile recreational activities. 5. Take gender needs into consideration in making appropriate adjustment to the dynamic recreational space. 6. Most junior high school students choose chatting as the recreational activity,showing the need to emphasize social needs. Therefore, additional recreational chairs are recommended for students’ hardware needed for chatting. 7.Continue to grant money to improve the campus space and add more facilities in the recreational space. 8.It is suggested that future researches focus on the planning and usage of recreational ancillary facilities such as recreational chairs, desks/chairs for reading, and ball courts.
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Lau, Chi Kong. "Yuen Tin Court : a study of neighborhood open space planning for high density housing development in Hong Kong." 1986. http://hdl.handle.net/1993/22719.
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