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Chan, Man-hoi, and 陳文海. "Utilizing open source software in schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B2981389X.
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Xhetani, Elton. "Space and the elaboration of occupational identity : an empirical case study of the UK teaching profession." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/81835/.
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Situated understandings of identity have gained prominence in the organisational studies litera-ture. Through the guiding works of Lefebvre and Ibarra this thesis explores the relationship be-tween organisational space and occupational identity through an empirical study of two schools in the UK. Narratives are collected using visual prompts to examine individuals’ lived experiences in the workplace. My rich data allow me to bring to the fore and unpack how physical changes form and transform occupational sense of self. In particular, my findings indicate that space is involved in the formation of occupational identity in different ways, namely, by giving a sense of continuity to employees, assisting in the development of a sense of belonging and upholding in-group identity, providing employees with a sense of expectations and idealised performances, and sustaining hi-erarchy by establishing a daily routine that excludes and isolates groups of workers. This study makes three main contributions. First, through Lefebvre’s lens, it discusses how identity is mediated through space and discusses the politicisation of space and shows that space can be used to emphasise or interrupt power relations in the workplace. Secondly, through application of Lefebvre’s work this study explains tensions created through spatial change and the implications that these have for the formation of occupational identity. Thirdly, this study takes Lefebvre’s con-cern with tensions one step further by unpacking the complications posed by these for the for-mation, reflection and modification of occupational identity. To make sense of this, Ibarra’s work has been introduced to argue that space is instrumental in reflecting and formulating new, some-times provisional, sometimes conflicting, occupational identities and this leads to ambivalence and ambiguity in the profession. This study highlights the importance of not treating space simply in terms of walls and physical ap-pearance. Space has a special meaning for employees and is a tool that allows them to express their sense of professional self by desiring, imagining and planning a physical space that corre-sponds to their professional role. When space is taken away from professionals, they create their own physical boundaries that send messages to outsiders that they have control of their profes-sion. They do this in order to protect their professional autonomy, feel noticed at the workplace and to imprint parts of their personality according to their professional needs.
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Braswell, Sean. "Choice and social segregation in education : the impact of open enrolment on the social compositions of English secondary schools." Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:cae77039-f7e1-42ac-bdc0-305b083a8a84.
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The Education Reform Act of 1988 introduced a policy of open enrolment into English secondary education that was designed to enhance the scope for parental choice of schools. In the resulting 'quasi market' for education, state school admissions authorities can no longer deny most expressed parental preferences, and the majority of state educational funding follows pupils to the secondary schools that they attend. Accompanying these policy reforms has been a longstanding concern that the new school attendance patterns resulting from the enhanced choice present within an open enrolment system would further polarize the social compositions of secondary schools in England. This thesis employs recently developed individual-level databases such as the Pupil Level Annual Schools' Census (PLASC), along with GIS mapping software, to investigate the role that choice of non-local schools played in the degree of social segregation in English secondary schools in 2002. A detailed analysis of the data reveals high rates of non-local school attendance across many areas of England in 2002 as large numbers of pupils from all backgrounds bypassed their local schools in favour of non-local alternatives. Although non-local school choice was exercised by both disadvantaged and more advantaged segments of the schooling population, pupils eligible for free school meals were less likely to attend higher performing non-local schools than their more advantaged counterparts. The disproportionate gains made from non-local school attendance by more advantaged secondary pupils within the marketplace helped to reinforce local school hierarchies already strongly associated with performance and social composition. As the individual level pupil data in PLASC illustrates, the exercise of non-local school choice in 2002 produced school compositions that were more segregated by socio-economic status than they otherwise would be under a system of local school catchments. Thus, rather than helping to diminish the social segregation of secondary pupils resulting from pronounced residential segregation levels, the availability of parental choice instead further stratified most English secondary schools by socio-economic status in 2002.
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Hobbs, Steven J. "Radical learning space : a case of a voluntary A Level English masterclass." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39614/.
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The argument put forward in this thesis is that as a consequence of the pedagogic and professional restrictions created by managerialism, as reflected in the highly regulated field of current state educational provision dominated by the school effectiveness paradigm, it is essential for the furthering of liberal critical democratic education that freer, but no less legitimate, pedagogic and learning spaces are recognized, established and embedded in mainstream practice. According to this premise, a critical theory position explores both empirically and theoretically how critical democratic pedagogic legitimation, can be made possible in the context of English A Level teaching and learning ractice in a sixth form college. This thesis begins by contextualizing the debate for the need for this possibility in the context of New Labour Policy development during 1999-2003. It then identifies and explores the politico-pedagogic nature of an open learning initiative derived from a voluntary, interdisciplinary English Masterclass. This empirical site is then analysed in the context of a ‘critical' case study research design, based on the theoretical model of Jurgen Habermas, especially his ideological, political and pedagogic theorization of the concept and politics of a self-generated emancipated ‘lifeworld' that attempts to re-negotiate alternative practice and identify through self-created and self-legitimized pedagogic method and social relations. This site of research has necessarily involved my research into an exploration and critique of much wider debates. In particular it engages with the nature and role of liberal democratic political theory and ideology and its influence on A Level curriculum modelling, learning experience and constructions of learner identity and teacher professionalism. What has also emerged from this wider study is an exploration of the nature and extent to which learning and teaching within the formal, official A Level curriculum model (Curriculum 2000), based on the learning dichotomy and dual learning sites of ‘modularity' and ‘synopticity', has produced not only a learning imbalance of democratic earning experiences and learning identities but also an uncritical learning and professional conformity and passivity inherent in the social construction of consumer-based studentship, professionalism and liberal democratic citizenship. It also engages with debates regarding the extent to which the social construction of consumer learning and professional identity and learning citizenship has been achieved at the expense of the full development and maturity of pluralistic and more active forms of critical studentship, critical citizenship and critical professionalism. As a consequence, this thesis both theoretically argues and demonstrates empirically how the official A Level curriculum and teacher professionalism is a product of the social and political reproduction systems of New Labour's ‘middle way' political product and practice which I argue became increasingly more authoritarian and statist owing to its integration of neo-conservativism and neo-liberalism as a redemptive ‘theological-educational' project. I attempt a more detailed analysis of this redemptive educational project through an exploration of the concept of learning ‘space wars' as set in the wider context of official learning principles and practices of globalisation. In attempting to theorize this emerging politicization of an empirical aspect of my own professional practice, l have also explored the nature and extent of the influence of the then new initiative of Student Voice and Student Voice work and the ‘Building Bridges' policy that together offered the potential to encourage, facilitate and legitimate lternative principles and practices and outcomes of more radical open learning spaces. Finally, my argument for attempting to diversify the democratization of official A Level learning is ultimately, therefore, derived from a belief that we need to re-base democratic schooling in general on classical notions of discursive democratic morality, identity and practice. This, I argue, in the context of a developing, liberal democratic state under advanced corporate capitalism, would open up genuine and legitimate curricula, pedagogic and professional spaces for wider opportunities for the cultivation of rational, critical debate of important ethical and political questions relating to what makes a good citizen and what makes a good society, rather than asking more mundane utilitarian questions relating to what makes learning more standardized, efficient, productive and more predictable.
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Batchelor, Jacqueline. "Mobile information communication and technology use in secondary schools a feasibility study /." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09102007-161045/.
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Kalinga, Ellen. "Development of an Interactive E-learning Management System (e-LMS) for Tanzanian Secondary Schools." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00477.
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e-Learning, defined as the use of information and communications technology (ICT) for supporting the educational process, has motivated Tanzania to apply ICT in its education systems. Tanzanian secondary schools which are geographically and socially isolated face a number of problems, including a way to get learning materials. The impact of these problems is poor performance in National Examinations. This poor performance however is most noted in science and mathematics. The problem in get- ting learning materials can be reduced by employing ICT. This research developed an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. Tanzania Secondary Schools e-Learning (TanSSe-L) system is the name adopted for an interactive e-LMS developed. The re- search is aimed at supporting teaching and learning functions by allowing for the creation and storage of learning materials, making them available, easily accessed and sharable by students from different secondary schools in Tanzania. It is a context- driven research work of knowledge production in a specific context for application. Initially, the research work focused on two selected pilot schools; Kibaha Secondary School and Wali-ul-Asr Girls’ Seminary in Kibaha town, Pwani region. Features of the TanSSe-L system represent the standard form of any secondary school registered by the Ministry of Education and Vocational Training. The development of the TanSSe-L system made use of software engineering discipline. The research used Unified Modelling Language (UML) and integrated Object-Orient- ed System Analysis and Design (OOSA&D) and Model Driven Architecture (MDA) to address the System Development Life Cycle (SLDC) in a systemic way. UML design class diagram (DCD) is a Platform Independent Model (PIM) that was transformed into a Platform Specific Model (PSM) in MDA for implementation. Implementation made use of open source LMS to help generate a timely solution to TanSSe-L system development. In this specific context, focus group discussion as inspired by action re- search methodology was used. The research evolved into a triple helix process in close cooperation with other stakeholders. Finally, it is considered that replication and mirroring will make learning materials highly available to end-users.
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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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Sheppard, Michael Robert. "An analysis of the factors which determine success in open and flexible delivery systems in secondary schools and FE colleges : a study of Mid Glamorgan." Thesis, Cardiff University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270529.
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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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Barakat, Mohammed, and Rolf Östergren. "”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5597.
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Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information).Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).
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Lin, Ui-Da, and 林育達. "The Research of Architectural Planning on Relationship Between Teaching and Teaching Space of Open- Space Schools－The Case Study of Open- Space Schools of Taipei." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/7fqf63.
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碩士中原大學
建築研究所
91
The Research of Architectural Planning on Relationship Between Teaching and Teaching Space of Open- Space Schools－The Case Study of Open- Space Schools of Taipei. By Ui-Da Lin Thesis Adviser：Assistant Professor Kuang-Tsung, Tseng Submitted to the Graduate School of Architecture， Chung-Yung Christian University， Taiwan 2002 in Partial fulfillment of requirement for the degree of Master of Architecture 【Abstract】 A good’s education has to observe the change and a demand of society. Face to twenty-one century, the more progress country both progress innovation of education. The education’s content and arrange of class product new method and ideal that according to environment of teaching, ideal of teaching and philosophy of teaching. On every way, the basic change is impossible in teaching, especially school teaching facilities. The Architecture scholar Louis Sullivan have been provided the basic principle「form follow function」on Modern Architecture. The principle becomes basic goal of Architect and worker of teaching. All of school’s activity is begriming of school’s architecture planning. In other way, the architecture design of school must be conform teaching, so the most important think in school’s design is how to combine space and teaching, furthermore provide a diversify learning environment to learn from children by himself. Some school’s architecture has obvious change through innovation of teaching’s ideal and develops of teaching’s method. Base on above, first, the research collect information and documents to understand the change of teaching ideal and teaching space, furthermore according to document and choose goal to analysis, obvious and recording. The research purpose can provide some topic and suggestion about teaching’s activity and teaching space how to match for teaching by innovation of open teaching method. 1. To understand contents and diversity of every teaching activity by investigation and analysis of case. Besides, make different Kinds of teaching activity and provide related topic and suggestion. 2. To discuss teaching activity and teaching space relationship from what the teaching space are 「single teaching space」and「multiple teaching space」and the teaching activity 「major teaching space」and「auxiliary teaching space」. 3. To compare different grade class through space plan and teaching facility relationship. 4. To analysis difference between levels of teaching space and plan of teaching space in order to provide reference for space designer educator and research. Keywords：architectural planning、open- space schools、teaching、teaching space
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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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HSIINI, LAI, and 賴幸妮. "A Study on the Opinion of Lower Secondary Educators on the Expansion of Open Admission of Upper Secondary Schools and Junior Colleges." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/72285601506240520334.
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碩士國立暨南國際大學
教育政策與行政學系
98
The purpose of this study is to explore the opinion of lower secondary educators on the Policy of Expansion of Open Admission of Upper Secondary Schools and Junior colleges (henceforce the Policy) in central Taiwan. The researcher uses questionnaire survey as the main method in this study and designed the questionnaire entitled “The Opinion of Lower Secondary Educators on the Expansion of Open Admission of Upper Secondary Schools and Junior Colleges Questionnaire “ (henceforce the Questionnaire) as the survey tool. The research subjects are staffs working in junior high schools in the middle areas of Taiwan. The data are analyzed with the statistics methods as Mean, Standard Deviation, t-test and One-way ANOVA. The results of this study are shown as followings: First, the subjects have got positive point of view to the Policy, i. e. they believe that the emplementation of the Policy is able to achieve a balance-development of the five main educational ieadls (Wu Yu in Chinese) in Taiwan, to promote the function of non-streaming-class, to normalize teaching-and-learning, and to achieve the objesct of site-based admission policy of lower secondary pupils. They also suppose and recommend that the Policy should be continued. Second, the opinion of lower secondary educators is different due to the different variable, such as sex, positions, school size, and school location. Third, the lower secondary educators believe that the suppor system for the Policy has not developed yet but they still hold positive attitude toward achieving the goals of open admission of upper secondary schools and junior colleges. The selection criteria of the pupils under the Policy should include their academic achievemnet (The Seven Learning Area), and extra-curriculum performance. And the grades should be marked by standard-reference approach. Fourth, according to different backgrounds, the lower secondary educators have different points of views on the support system for putting the Policy into practice, the possibility to achieve goals of the Policy and to select the pupils by their academic achievement.. Fifth, the lower secondary educators believe and/or suppose that the ideas, purposes, and the emplementation strategies of the Policy are reasonable and suitable. At last, the research affords useful suggestions for the reference to education administrative authorities, school administrators, primary school teachers and to the researcher interested in this theme. Key words: Open Admission of Upper Secondary Schools and Junior Colleges, academic achievement, pupil selection, site-based admission, 12-year national education
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Pillay, Krubagaran Subramoney. "Readiness of learners to study space, shape and measurement in mathematical literacy : case studies at two Durban schools." Thesis, 2006. http://hdl.handle.net/10413/1309.
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This dissertation reports case studies conducted at two secondary schools in Durban. With the introduction of the Further Education and Training (FET) curriculum in 2006, learners who terminate their study of Mathematics at the end of grade nine will have to study Mathematical Literacy, an applications-based mathematics course. In South Africa the Mathematics results at the grade twelve exit examination are generally poor and learners are known to underachieve in the field of geometry. This study was aimed at determining the readiness of learners in studying geometry under the Learning Outcome, Space, Shape and Measurement in the Mathematical Literacy curriculum. Questionnaires were administered to grade nine learners who had elected not to study, or were excluded from studying, Mathematics from grade ten onwards. Data was sought to determine what factors influence the decision to discontinue mathematics, and to gauge attitudes to the study of mathematics. Learners were given a test to measure geometry skills and knowledge that they ought to have acquired by the end of the senior phase in geometry. Data was also obtained from focus group interviews with both of learners and educators. This study indicates that learners do not continue mathematics because of the difficulties they experience. Furthermore they do not have the requisite skills and knowledge in Space, Shape and Measurement to cope with the Mathematical Literacy curriculum. Nevertheless, the attitudes of learners to the study of this new subject are positive. It is suggested that educators need to conduct baseline assessments to determine learners' abilities so as to plan appropriate revision measures before continuing with the teaching of Mathematical Literacy.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.
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LO, WEN-CHI, and 羅文琪. "The Study for Improve Urban Heat Island effect Campus Outdoor Space Patterns in Primary and Secondary Schools- A Case Study of the Primary and Secondary Schools in Chiayi City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3ctcdm.
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碩士國立高雄大學
創意設計與建築學系碩士班
105
In recent years, the urban heat island (UHI) phenomenon is getting more serious due to the accelerated rate of industrialization and urbanization. Vegetation can regulate the climate through evapotranspiration and shading. Many studies have pointed out that plants play an important role in regional climates and especifically in mitigating UHI. The campus located in urban areas not only usually retain a large area of outdoor space but also have more space for plants besides urban parks and more easier to create ecological or green space. If we can make good use of these campus, there are bound to be improved the microclimate of urban space. Over the past few years, it has become increasingly apparent that the megathermal climate in Chiayi city. This phenomenon shows that Chiayi city has a heat island effect. According to the official information provided by the Chiayi city government in February 2015, the total area of the land set aside for school is 274.60 hectares and the rate of exploitation is 90.89% including developed high schools land and tertiary institutions land. It means in Chiayi city, currently only primary and secondary schools are still room for development. Therefore, the Chiayi city's primary and secondary schools are used as the main research objects. The purposes of this study are: (1) Understanding the configurations of campus outdoor space in Taiwan. (2) Describing the relationship between campus outdoor space and microclimate. (3) Organizing the typical patterns of campus outdoor space in Chiayi city. (4) Using computational fluid dynamics (CFD) to simulation thermal environment of campus outdoor space. (5) Proposing suggestions for improvement the specification of campus outdoor space in Taiwan’s primary and secondary schools. The methods of this study are: (1) Document analysis: to understand outdoor space configuration and their main factors and mechanisms for thermal environment. (2) Image processing and (3) field survey: analysis of the current situation of primary and secondary schools in Chiayi City. (4) Numerical simulation analysis: using ENVI-met software to simulate and analyze the influence of spatial configurations of the schemes on outdoor thermal environment. The results of campus spatial configurations: (1) The significant impacts of thermal environment are surface material, green coverage, wind and building form. (2) The characteristics of outdoor space patterns in Chiayi’s primary and secondary schools including: (a) The most school building configuration is multi-courtyard. (b) Sports grounds are usually located in the south of the school buildings. (c) Most schools have buffer zones, middle and front gardens for green area. (d) Hard surfaced pavements are often set in between buildings for square and located between the main entrance and buildings for parking lots. According to the results of spatial configurations study, summarize the following variables to establish research schemes for software simulation: (1) School building configurations are (a) multi-courtyard type, (b) single courtyard type and (c) distributed type. (2) The surface materials for square are (a) concrete pavement and (b) permeable pavement. (3) The surface materials for parking lot are (a) permeable pavement and (b) grass bricks. (4) The greening status are (a) no plants, (b) having grass and (c) having grass, trees and shrubs. (5) The configurations in the windward side and the leeward side are (a) configuring sports ground in the windward side and configuring buildings in the leeward side and (b) configuring buildings in the windward side and configuring sports ground in the leeward side. The simulation results found: (1) The schemes have greening can reduce surface temperature, air temperature, MRT and PMV in compus. (2) The scheme has trees and shrubs can reduced the overall wind speed of the campus and increase humidity due to the impact of plants. (3) The schemes using grass bricks have lower surface temperature and MRT than the schmes using permeable pavement and the schmes using permeable pavement have better effet than the schmes using concrete pavement. (4) Tere are not significant differences of different schools configuration, only having a little change between 1-2 pm show a different degree of impact thermal environment factors . (5) It has better effect that configuring sports ground in the windward side and configuring buildings in the leeward side for improvement thermal environment.
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Yen, chia-Ju, and 嚴佳茹. "A Study on the ecology and energy conservation conditions in post-921-earthquake reconstructed elementary and open-space elementary schools." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/93853680510918686165.
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碩士國立成功大學
建築學系碩博士班
92
The Green Building Policy has become one of the key development plans in Taiwan. The “Sustainable Green Educational Institute Plan” established by the Ministry of Education has also bring the idea of ecological education and environment into all levels of schools. In addition, the “New Campus Movement” and “Open Education” have also taken sustainable green campus as the uppermost principle. Undoubtedly, the numerous newly established elementary schools adopted the idea of sustainable green campus should also meet the requirements of ecological environment and energy-conservation. In order to find out the ecological environment and energy conservation conditions of post-921-earthquake reconstructed elementary schools (RES) and open education elementary schools (OPES), we investigate into the 15 reconstructed schools conducted by Construction and Planning Agency and 6 open education schools. The Greenery Indicator, On-site Water Retention Indicator, Water Resource Indicator of the Green Building Evaluation System are used to evaluate the water and electricity utilization. Construction costs of these schools are also evaluated in order to understand the applicability of the indicators. For the “Campus Planning Pattern” of RES and OPES, the building occupies 20~30% of the campus site, the sports ground 12~15%, and vacant land 55~68% we found out that the sports ground of RES and OPES is only one half of the area suggested by “Facility Standard of Elementary and Junior High Schools.” For the “Greenery Indicator,” 83.3% of OPES meets the criteria, and only 46.6% of RES meets the criteria. We suggested that “Multi-layer Planting” should be extensively adopted to enhance biodiversity. Sports ground, which is incapable of planting, should be lower down to less than 30% of the campus area. For the “On-Site Water Retention Indicator,” 73.3% of the RES meets the criteria, and only 33.3% of OPES meets the criteria. We suggested that for sites with sand soil to meet the criteria, more than 50% of the campus area should be water permeable. For sites with clay soil, the weighting of water permeable pavement should be lowered to encourage special water retention design. For “Water Resource Indicator,” 66.7% of the OPES meets the criteria, and only 26.7% of RES meets the criteria. We suggested that water saving equipments should be adopted. Rainwater and grey water reclamation systems, which are left used, should be modified to enhance tap-water substitution. The water utilization density of RES is 34(degree/student•year) and that of OPES is 11(degree/student•year). The electricity utilization density of RES is 583(degree/student•year) and that of OPES is 493(degree/student•year), which is three times more than the reference data. This indicated that the two kinds of schools consume energy severely. For the construction cost, the average unit floor area construction fee of RES is 15,527(NTD/㎡) and that of OPES is 18,701(NTD/㎡), which is higher than conventional elementary schools. Although having such high construction budget, construction quality problems and inappropriate design still exists.
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Oyetunji, Christianah Oluwatoyin. "The relationship between leadership style and school climate in Botswana secondary schools." Thesis, 2006. http://hdl.handle.net/10500/2354.
Full textAbstract:
In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is
the task of stakeholders particularly the headteacher's to create and sustain a conducive
learning environment to improve pupils' academic and behaviour standards. To a large
extent, the headteacher, as an individual occupying the highest official position in the
school, determines how the school is run. His/her expectations, values, beliefs,
relationships with teachers and the examples he/she sets for the whole school shape the
climate in the school. The headteacher can promote or inhibit a positive climate through
his/her leadership behaviour pattern. Thus, the headteacher's leadership style is
significant in creating and sustaining a positive school climate. This study has been
undertaken to examine the connectedness between headteacher leadership style and
school climate. This research focuses on the improvement of climate in Botswana
secondary schools through the headteacher's appropriate use of leadership styles in
different situations with a view to answer the following questions: What different
leadership styles are employed by school headteachers? What are the different types of
climates in schools? Are the leadership styles of school headteachers responsible for the
climate that exists in their schools? What are the implications of the headteachers'
leadership styles for school climate? How can school climate be improved? What roles
can the headteachers, teachers and other stakeholders play to improve school climate?
The research report comprises six chapters: Chapter one contains the background
information of the research, statement of the research problem, aim and objectives of the
research, demarcation of the study, definition of concepts, research methods and the
research structure. Chapter two presents a review of literature on leadership styles, factors
affecting it and discussion of models from different perspectives form part of this chapter.
However, the emphasis is on Hersey and Blanchard's situational model which proposes
the appropriate use of leadership styles to suit situations. Chapter three covers a review of
relevant literature on school climate and factors affecting it. Chapter four presents
detailed report on the empirical study. Questionnaires each of which contains items on
leadership styles and school climate were responded to by secondary school teachers and
interviews were conducted with headteachers. Chapter five contains data analysis and
interpretation. Various leadership styles used by headteachers and the corresponding
climates were identified. The findings indicated that the type of climate that exists in schools is
related to the headteachers leadership style. It emerged that organisational climates vary in
schools and that the participating leadership style promotes an open organisational climate.
Implications for school performance and for the nation's vision (Vision 2016) was given.
Chapter six presents findings from the literature study as well as the empirical study,
conclusions based on the findings and recommendations for improvement for practice
and further research.Educational Studies
DED (EDUC MANAGEMENT)
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Jing-AiLi and 李靜璦. "A Study on the Opinion of Lower Secondary Educators on the Expansion of Open Admission of Upper Secondary Schools and Junior Colleges: A Case Study of the Educators at the Four High Schools in Yongkang, Tainan City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/51819207619403824074.
Full textAbstract:
碩士國立成功大學
政治經濟學研究所專班
100
The purpose of this study was to investigate the opinion of lower secondary educators on the Policy of Expansion of Open Admission of Upper Secondary Schools and Junior colleges in Yongkang, Tainan City. In this present study, census survey was carried out and a questionnaire entitled “The Opinion of Lower Secondary Educators in Yongkang, Tainan City on the Expansion of Open Admission of Upper Secondary Schools and Junior Colleges Questionnaire” was conducted to explore participants’ opinions. The collected data were analyzed with stratified sampling strategy and SPSS computer program. T-test and one-way ANOVA in SPSS program were particularly employed to test out the variation in the opinion of the policy affected by different background variables. Coupled with qualitative method, the researcher interviewed some participants to compensate for the shortcomings of the questionnaire protocol. Based on the data analyses, the major findings of the study were summarized as follows. 1.The opinion of lower secondary educators on the Policy of Expansion of Open Admission of Upper Secondary Schools and Junior colleges was positive .The opinion of lower secondary educators was different due to the different variables, such as gender, age, type of school. 2.The lower secondary educators believed that the support of the administration of school for the Policy was enough. But they didn’t believe that the administration of school provided enough courses for the students to find out their aptitude. The opinion about the support of the administration of school for the Policy was different due to the different variable, such as years of teaching, type of school. 3.The lower secondary educators believed that the Policy made effect on their theaching, but they were under pressure when evaluating students’ performance.They also thought it was hard to enhance students’ motivation in learning. In addition, they had no desire to take the program of appraising their professional ability. And the opinion about theaching is different due to the different variables, such as gender, teaching subjects, positions, school type. 4.The lower secondary educators didn’t believe that the Policy had good influence on students’ learning attitude and their parents’ educational concept. The opinion about the influence was different due to the different variables, such as age, years of teaching, teaching subjects, positions, education levels. In the end, according to research results, some suggestions for education adminisstrative authorities, school administration and future related studies were provided.
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Fang, Hsiao-Ching, and 方曉青. "The Evaluation of Implementation Program of Enlarging Open Admission of Upper Secondary Schools and Junior Colleges ── The Case Study of Hsinchu Area." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38951123813225436837.
Full textAbstract:
碩士中華大學
行政管理學系碩士班
99
The purpose of this study is to explore the opinion of lower secondary educators on the Policy of Enlarging Opening Admission of Upper Secondary Schools and Junior Colleges in Hsinchu Area. The researcher uses questionnaire survey as the main method in this study and used the questionnaire entitled “The Opinion of Lower Secondary Educators on the Enlarging Opening Admission of Upper Secondary Schools and Junior colleges” as the survey tool. The research subjects are staffs working in junior high schools in Hsinchu Area. The data are analyzed with the statistics methods as Mean, Standard Deviation, t-test, One-way ANOVA and Scheffé method. The other approach which the researcher used is in-depth interview. The interview subjects include students who joined the Policy in 2010 or 2011, parents, and teachers in junior, senior high or cram schools in order to obtain more extensive information. The study is designed to assess three policy dimensions (policy implementation, goal achievement, and satisfaction of stakeholders) of Enlarging Open Admission of Upper Secondary Schools and Junior Colleges which include thirteen indicators based on survey and in-depth interviews in order to provide suggestion for education units, educators, parents, the authorities and future research.
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Lee, Chen-I., and 李貞宜. "Using Stuart Hall’s Theory of Encoding and Decoding to Evaluate the Program of Enlarging Open Admission of Upper Secondary Schools and Junior Colleges." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/60404253654222873310.
Full textAbstract:
碩士國立暨南國際大學
公共行政與政策學系
100
This study is based on Stuart Hall’s three decoding positions of evaluating 「the program of enlarging open addmission of upper secondary schools and junior colleges」. In essence,this article that「the program of enlarging open admission of upper secondary schools and junior colleges」is taken as a TV production ,both system codes are added the spirit of the will of the people,and therefore can be regarded as a code of symbols. The forcus of this study are as follows : First,the introduction of the background and important parts of「the program of enlarging open admission of upper secondary schools and junior colleges」. Second,to explain how the ideological content of the Stuart Hall’s decoding theory works,especially in the three decoding positions:the dominant-hegemonic position,negotiated position,oppositional position.Third,stand on the three decoding positions of 「the program of enlarging open admission of upper secondary schools and junior colleges」 to give meaning-making.The meaning-making given in the main reference of the Joint Knowledge is based on the Republic of 98 in January to 100 in May about 「the program of enlarging open admission of upper secondary schools and junior colleges」 reports as the interpretation of the basis. By researching in the study ,I deeply have two comments : encoding by code makers is totally different from the decoding of the receivers. Three decoding positions correspond to a variety of meaning-making , help people get rid of the “ ego ” to interpret a policy program.
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張晉豪. "A Study on Vocational High School Teachers' Instructional Problems and Coping Strategies under the Influence of Open Admission of Upper Secondary Schools--Cases in Taichung, Changhua, and Nantou Areas." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/97083021023954625936.
Full textAbstract:
碩士國立彰化師範大學
工業教育與技術學系
101
The purpose of this study was to investigate the differences of Vocational High School teachers' teaching problems and coping strategies under different individual and school backgrounds. A questionnaire was designed based on the related literature. The samples were vocational high school teachers in Taichung, Changhua, and Nantou. 650 copies of the questionnaire were distributed and 566 valid ones were returned, with a return rate of 87.08%. The collected data was analyzed by statistical methods of frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, Scheffe posteriori comparison and Pearson’s product-moment correlation. Conclusions and recommendations were made in accordance with the results of the analysis. Results were summarized as follows: 1.As to variables about teaching problems, vocational high school teachers felt most troubled by "student administration". 2.As to coping strategies, vocational high school teachers mostly chose "seeking solutions". 3.Variables about teaching problems, teachers felt most troubled in terms of female teachers, homeroom teachers, full-time teachers, teachers for general subjects and teachers in Taichung. 4.As to coping strategies, teachers were most positively in terms of female teachers, teachers under 30 years old, and teachers under 5 years of experience. 5.The more teaching problems teachers felt, the more positively teachers used coping strategies.
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Lin, Shu-te, and 林書德. "The Study on Activity Behaviors of the Community Residents for the Utilization of the Outdoor Public Open Space in Off-School Hours at Elementary Schools – Taichung Northern District as Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50359396416386278275.
Full textAbstract:
碩士逢甲大學
都市計畫所
96
“Fencing” of schools was erected to demarcate, separate and protect. As times change, schools nowadays are embracing the idea of open design in campus planning and constructions: Increasingly, new campus is open for the public to use as parks. Old schools also follow suit and subsequently seek to integrate with the community and their surroundings by knocking down fencing walls or making changes to them. The question of communitification of schools has, over the past few years, generated a wide range of debates. Issues concerning transformative expansion, regulation and space management, which are currently confronted by schools, also represent the challenges of urban design and urban governance. As the activity facilities and categories of use on campus are as diverse as those of a small town, campus planning can be seen as a model example of urban design. To achieve sustainable development of schools, institutions with specific responsibilities must therefore be established, so as to construct a regulating mechanism for long term operation. The idea of dismantling the fencing walls around schools provide an initial research interest to begin the investigations of this research, which are conducted in the north district of Taichung City with regards to community residents and school administrations. By taking both aspects into consideration, the procedures of campus planning and urban design are compared and analysed. The concepts of urban design are to be employed in the discussions of campus planning prospects and mechanisms, as well as the dialogue between campus planning and environmental management. This research aims to provide a suitable framework for planning and regulation in order to examine the ways in which primary schools and the community neighbourhood they reside in may be brought closer to one another, thus enabling the schools to function as campus community, and ultimately realising the goals of common development and sustainable management for both schools and communities within the North District of Taichung City.
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Kaul, Phool. "An investigation into the relationship of maturation of space concept and mental imagery with achievement of concept of polygon among the middle and secondary grade pupils of english medium schools in Delhi." Thesis, 1990. http://hdl.handle.net/2009/1195.
Full text
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Hanus, Adam. "Hrad vzdělání a národa. Vznik, proměny a význam středního školství v politickém okresu Sušice mezi reformami 1869 a 1953." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-388245.
Full textAbstract:
The Castle of Education and the Nation is a work concerning secondary segment of schooling system in the political district of Sušice. The time scope of the work is framed by two school reforms from years 1869 and 1953. The work is divided into four topic areas. The opening part dedicates its attention to crucial literature regarding secondary schools, based on it the development of the secondary schooling in the inquired period is outlined, also the formation and evolution of secondary schooling in the political district of Sušice. Second part founded on the primary source research. All secondary schools in the political district of Sušice are analysed in detail with the emphasis put on changes in numbers of students in particular class, their gender and language composition and their geographical and socio-professional background. Emphasis is also laid on the percentage of the studying, who completed particular school successfully. The third part of this work builds on the second part. It sums up and generalises the results of the analysis and manipulates with it further using some theories from the field of history, sociology and the theory of nationalism. Especially the idea of social reproduction, social rise through secondary school education and the specific relationship of men and women to...
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Noites, Maria Antónia Soares. "Repensar os espaços escolares. O impacto do espaço-físico na educação: ensino básico e secundário." Doctoral thesis, 2018. http://hdl.handle.net/1822/55980.
Full textAbstract:
Tese de Doutoramento em Estudos da Criança (Especialidade em Comunicação Visual e Expressão Plástica)O Programa de Modernização do Parque Escolar nas Escolas Secundárias Portuguesas (PMEES) foi criado em 2007, com o objetivo de superar o atraso educativo do país face aos padrões europeus. No entanto, foi suspenso em 2011, quando apenas uma parte das escolas previstas tinha sido intervencionada. Assim, atualmente existem escolas renovadas ao lado de escolas que não foram objeto de qualquer intervenção e que estão no limiar da degradação. Para esta investigação, optou-se pelo estudo de caso múltiplo, através da seleção de duas escolas incluídas no PMEES, da área metropolitana do Porto, próximas entre si, em que uma foi intervencionada e outra não. Pretendeu-se verificar de que forma as mudanças introduzidas a nível do espaço-físico (arquitetónico) na escola intervencionada, foram percecionadas pelos alunos e professores. A amostra foi composta por 569 alunos e 62 professores, que eram utentes das escolas selecionadas no ano letivo 2014/2015, utilizando-se questionários (como instrumento preferencial), a observação direta e a pesquisa documental, para aferir o impacto do espaço-físico escolar, enquanto ferramenta pedagógica na promoção de ambientes formativos estimulantes. Os resultados obtidos com este estudo revelaram dados pertinentes no que respeita à interferência e influência do espaço-físico escolar no processo de ensino e aprendizagem, verificando-se que o grau de satisfação dos utentes da escola intervencionada é superior ao dos utentes da escola não intervencionada e que o grau de satisfação após as obras é superior ao que existia antes das obras. Concluímos que existem diferenças significativas entre a escola que foi objeto de intervenção pelo PMEES e a escola que não foi intervencionada. Constatamos, aliás, que a diferença de resultados constitui um forte indicador da existência de segregação social e educativa entre escolas renovadas e escolas não renovadas 1, uma vez que os alunos e professores da escola não intervencionada consideram-se excluídos no acesso a uma educação num ambiente educativo inovador, eficaz e promotor de uma educação para o século XXI.
The Program for the Modernization of the School Park in Portuguese Secondary Schools (PMEES) was created in 2007, aiming to overcome the educational delay of Portugal against european standards. However, the program was suspended in 2011, when only part of the planned schools had been intervened. Thus, nowadays there are renovated schools alongside schools that have not been subject to any intervention and which are on the brink of degradation. For this research, we chose a multiple case study, by selecting two nearby secondary schools included on PMEES, in Porto metropolitan area, one of which was intervened and the other one not. It was intended to assess how the changes introduced at the physical space (architectural) level in the intervened school were perceived by the students and the teachers. The sample consisted of 569 students and 62 teachers, who were users of the two selected schools by the school year of 2014/2015. Questionnaires were used (as a preferential instrument), direct observation and documentary research, to assess the impact of the school physical space, as a pedagogical tool in the promotion of stimulating learning environments. The results obtained with this study revealed relevant data regarding the interference and influence of the school physical space in the teaching and learning process. It was verified that the degree of satisfaction of the users of the intervened school is higher than that of the users of the nonintervened school and that the degree of satisfaction after the works is higher than that which existed before the works. We conclude that there are significant differences between the school that was subject to the PMEES intervention and the non-intervened school. We note, moreover, that these differences are a strong indicator of the existence of a sense of social and educational segregation between renovated schools and non-renovated schools 2, since the students and the teachers of the non-intervened school consider themselves excluded from accessing to an education in an innovative educational environment, that is effective and promoter of a 21st century education.