Dissertations / Theses on the topic 'Second level school'

English second language (ESL) learners have been present in the United States public schools for decades. While the identification and procedures for entering students into an ESL program have improved throughout the years, there still seems to be a lack of understanding of academic backgrounds and program support for these students with unique educational backgrounds and languages. Instructional techniques for ESL students have varied widely, but there has not been a common consensus on which technique to utilize with secondary ESL students. Placement of ESL students has proved to be a difficult task in districts with limited options and often times the best placement for the ESL student is not an option. This mixed-methods study was designed to evaluate the English Second Language classroom placement at the secondary level in a Midwest public school. The evaluation was done using ACCESS English fluency testing scores and teacher, counselor, and administrator perspectives gathered through interviews, surveys, and a focus group.

This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.

Motivated primarily by a cognitive approach, with consideration of interactional processes from a sociocultural perspective, the present study examined the use of linguistic assistance and peer interaction to facilitate second language (L2) writing of young ESL learners. A total of 257 Year 5 children (age 10) from twelve intact classes (from six different schools) took part in this eight-week intervention-based study. Using a quasi-experimental design, the classes were randomly assigned to one of three treatment groups or the control group. Pretests, interim tests, immediate posttests and delayed posttests were administered. As the study concerned both the processes and products of L2 development, peer interaction and children's written production were taken as the two primary sources of data for this study. For the written production, four criteria were used to rate learners’ writings: Quality of ideas, Story shape and structure, Vocabulary and spelling and Implicit grammar. Partial correlation was employed to examine if there were any statistical relationships between treatment and learners’ written performance while controlling for prior attainment. Results show that the provision of enhanced and basic linguistic assistance may have a positive influence on only certain aspects of L2 writing, while opportunities for peer interaction does not appear to have an impact on learners’ L2 performance. For peer interaction, a subset of 60 learners were selected from the two treatment groups which received basic and enhanced linguistic assistance, to compare their dialogic performance. Based on quantitative analyses of their recorded interactions, the findings suggest that the provision of varying degrees of linguistic assistance may affect, not the content of peer discussions, but how peer assistance is given during task. The results also show that through the provision of linguistic assistance, peer interaction mediates the participants’ performance on Quality of ideas, Story shape and structure and Implicit grammar in their subsequent individual writing.

Young people increasingly engage in work opportunities while still in second level education, and these ‘early work experiences’ can be acquired through part time job holdings or as school organised work experiences as part of a wider programme of studies. This dissertation examines the characteristics of a representative sample of second level education school leavers who participate (or not) in early work experiences in terms of gender, and an array of socio-economic family and parental background factors as well as a measure of socio-economic disadvantage in the area in which they live. The influence of early work experiences on socio-economic outcomes relating to participation in further/higher education and participation in the labour market are then examined. Two main approaches are considered: human capital and social capital. The first approach emphasises the role of early work experiences as a source of human capital that adds to the productivity of young people and which would be recognised in the labour market. The second approach emphasises the role of factors such as family background, school type attended and regional both in determining participation in and outcomes of early work experiences. Based on this theoretical framework, a number of hypotheses are tested. The dominant statistical methodologies used to analyse the data from the 2003 School Leaver Survey were formations of generalised linear models. The results indicate that both human and social capital approaches are useful for examining the influence of early work experience on later outcomes, but that selection into these types of early work experience have the greatest influence on socio-economic outcomes.

In which purpose, for who and when does equality get fullfilled in the education system? This studie takes aim on the upper level and second upper level school system to study what the curriculum says on the one hand and what the system brings out on the other. With critical theory as method, with Herbert Tingsten as founder, this studie analyzes the logic of the education system to set out if the pupils choice of education, after the upper level lower secondary school, in second upper level is legit with democratic principles such as freedom (of choice). The theory, used to analyze the individuals progress to be autonomous, uses Adam Swifts definition of freedom as an individual being autonomous. The findings of the study shows that what politicians chases as equality really i´snt equality. What sets out be a guarantee in the upper level lower secondary schools official documents, that every student are concerned by the goals of the school, really don’t apply to all students. Equality is withheld, politicians have put forward, when every student gets at least the grade E. This stands against that the grade E as it is graded by the Swedish school department “Skolverket” and so by the teachers in local schools doesn’t reach to the goals outlined in the official documents. Equality as it is defined in earlier studies is partly confirmed by this study, partly redefined as it shows that equality in the education system don’t seem have anything to do with the opportunities or possibilities of the pupils in the school system.

This study set out to formulate criteria for evaluating reading comprehension materials intended for ESL readers in~high schools in South Africa. Such criteria may help teachers in selecting textbooks which have theoretically-informed reading programmes. It was first necessary, therefore, to isolate those points from reading comprehension theory that could be included in the criteria. Secondly, other checklists/criteria in ESL evaluation were examined to identify a framework within which to work. In the first draft, questions to be included in the criteria/checklist were formulated using justification from reading comprehension theory. A focus group technique was then used to obtain preliminary feedback on the usability of the checklist. Suggestions from the focus group were used to revise the cri teria . A final checklist was prepared which teachers could use as an instrument to evaluate reading comprehension programmes in language textbooks.

This thesis is entitled The Mediation of Market-Related Policies for the Provision of Public Second Level Education: An International Comparative Study of Selected Locations in England, Ireland and the USA. The two key words in this thesis title are 'mediation' and 'comparative'. The focus of this thesis is on the phenomenon of mediation. The market-related policies that are being examined in the light of mediation are choice policies or open enrolment policies for the provision of second level public schooling. However, this is not a thesis about school choice but rather on the factors and stakeholders that affect the mediation of a policy. As the focus is on mediation, and not on policy analysis, this study is therefore, of necessity, a qualitative one. The researcher used semi-structured interviews, combined with documentary evidence, to understand both the contexts and the interactions in which mediation of various kinds takes place. The second notable feature is that this study is a comparative one. The researcher chose three countries where market related policies were being implemented, albeit to different effect. The countries chosen were England, Ireland and the USA (Massachusetts). The comparative dimension enabled the researcher to challenge ethnocentric assumptions about the modus operandi of policy at the grass- roots level. In order to understand the operation of the market, the researcher selected comparable locations in all three countries. As 'markets' are intrinsically local, the researcher examined how policy is mediated at the local level. The three conurbations were selected on the basis of their comparability, none of which are capital cities. Research was conducted in all three locations in three separate phases: pre-pilot to ascertain their suitability; pilot work to prepare the groundwork and then the main study. In all, over sixty interviews were held at local, regional and national levels, although the focus was primarily on the local. Documentary sources were collected simultaneously. The analysis of the data was ongoing during the entire research process and progress was presented at conferences in the host research countries where useful feedback was obtained. The researcher used Bereday's comparative methodology and, by taking a factor approach, insights were gained into the cultures and contexts affecting the mediation of policy. The researcher hopes to add to comparative methodological theory through the use of multiple cross-national studies. The insights gained from the research questions: how, if at all, do the factors and stakeholders identified affect the mediation of policy, confirmed that this was indeed an area worthy of study. The outcomes, displayed in matrices in chapters 8 and 9, show that different combinations of factors affect how policies are mediated by the stakeholders and indirect factors involved in the immediate implementation of open enrolment policy. The cases also yielded idiosyncratic variants based on their particular educational histories and current circumstances. However, similar features were noted in all three countries in relation to enrolment issues. In brief, these were: increased political interaction at the local level; demographic changes on the rolls of high schools; de facto social segregation; differential funding mechanisms relating to enrolment; and different attitudes to public education on the part of interest groups in each location; and the significance of regulated space. This area is ripe for research, and there is a call in the literature for more in-depth analyses on such social interactions at the local level that affect different policy outcomes. It is hoped that this study will contribute to understanding the factors at work, both direct and indirect, which mediate policy in such a way that explain the potentially different outcomes of similar policies.

This ex post facto piece of research, conducted in Catholic voluntary secondary schools in the Republic of Ireland, and Catholic grant maintained and voluntary grammar schools in Northern Ireland, is an exploration of contemporary leadership succession challenges. There would seem to be an impending shortage of applicants for school principalship- this research establishes empirical evidence as to the situation in the Irish context, North and South. Research questions include: what personal and work related characteristics of senior teachers predispose them to see certain features of the principalship as attractive or unattractive? What conditions associated with the principalship do senior teachers see as objectionable/attractive, i.e. what are the disincentives/incentives associated with the position? What are the specific career intentions of the respondents with regard to principalship in particular? 326 teacher questionnaires were used for analysis. The self-administered questionnaire consisted of 94 fixed-response items. These are used to identify the perceived disincentives and incentives to applying for principalship. Two open-ended statements invite teachers' personal comments on the factors that would influence their decision to apply or not to apply for school leadership. The qualitative data from these two items was used to nuance the quantitative findings. The fixed response items are preceded by 12 items relating to the personal and work-related characteristics of the respondents, with one item relating to their career aspirations. This study, after providing validation data, provides a necessary overview/profile of the study population. This is prior to the employment of inferential statistical analysis using the logistic regression technique. This method of analysis leads to an exploration of the impact of predictor variables on the outcome variable- career intention, which is dichotomous in nature. Results from the univariate and multivariate logistic regression analysis are presented. The study's research objective is the identification of those common or indeed, divergent factors that impact on senior teachers' decision to apply or not to apply for principalship. Six independent variables remain in the final regression model as having statistical significance in the determination of career intention. These include the age group of the respondents, their highest level of education achieved and the school type in which they work. It also includes their perceived lack of expertise, loss of close relationships and the perceived internal rewards connected with the position. It is concluded that there is association between these variables and career intention which is not accounted for by the covariates.

碩士
國立中正大學
教學專業發展數位學習碩士在職專班
103
An Action Research on Second Grade Level Writing Instruction at a Primary School Advisor Professor：Dr. Ching–Tien Tsai Student：Chi–Chin Wu Abstract This study focuses on writing instruction to second graders at an elementary school. Using the results of scenario analysis investigates writing courses of combining reading and writing. By implementing this course, this study evaluates the effects. The purpose of this study is to develop second graders’ writing ability through combining reading and writing in Mandarin subject, and also to promote the researcher’s teaching ability. Based on the conclusion of this study, the researcher provides some suggestions on teaching in the hope to make prospects of combining reading and writing in Mandarin subject in the future, and to make students are willing to write. Research Questions: 1. How to investigate the problems and prospects of writing instruction in Mandarin subject by using scenario analysis? 2. How to formulate the problems and prospects of writing instruction in Mandarin subject? 3. How to implement the problems and prospects of writing instruction in Mandarin subject? 4. How to evaluate the problems and prospects of writing instruction in Mandarin subject? Research Conclusions: 1.The findings from investigating the problems and prospects of writing instruction in Mandarin subject by using scenario analysis reveal that the nine-year curriculum of Mandarin subject pay attention on students’ interests and perceptions. Mandarin textbooks seem to be the best materials for teaching writing. Using scenario analysis to an action research helps the course go smoothly. 2. The findings from formulating the problems and prospects of writing instruction in Mandarin subject reveal that designing teaching activities based on competence indicators for the nine-year curriculum. Designing this kind of activity can provide students diverse ways of writing. Using these materials can increase the effects. Make the course more perfect by revising it. 3. The findings from implementing the problems and prospects of writing instruction in Mandarin subject reveal that it is helpful to combine reading and writing. More reading can improve students’ writing ability. Teachers’ encouragement can arouse students’ interests in writing. Teachers also need to respect students’ individual differences and let the class become student-centered. 4. The findings from evaluating the problems and prospects of writing instruction in Mandarin subject reveal that there are good effects on improving students’ writing ability and iv promoting teachers’ teaching professional growth. This course also can go smoothly with parents’ support. Based on the results found in this study, some suggestions are made as follows. 1. Some recommendations for writing courses of combining reading and writing: (1) Provide students extensive reading to extend their views and increase their writing material. (2) The variety of teaching activities can arouse students' motivation and interest. (3) Preparing before the courses and asking questions during the reading courses are important for teachers in combining reading and writing. (4) Writing courses should be taught every day. For instance, writing a dairy can help a lot. (5) Teachers and parents should encourage students more than scold them so that they will be more confident and happier. (6) Build some systematic writing materials. (7) The institute which offers educational programs for prospective teachers should enhance the training of reading comprehension and writing courses. 2. Some recommendations for future study: (1) Focus on the "units" in Mandarin textbooks. (2) Participants could be the elementary school junior and senior graders. (3) Lengthen the time to the whole year or longer.

碩士
國立中正大學
教學專業發展數位學習碩士在職專班
100
This research utilizes the action research methodology to improve the results of a reading curriculum that is focused on using illustrated books as primary teaching materials. The research aims to review and improve curriculum planning and execution through observing primary school second grade students tell a story via pictures, retell the story, and observing their reading attitude.The research purpose is to investigate problems found in reading curriculum and instruction via implementing action research in a primary school second grade classroom setting. The research also aims to improve the effectiveness of the action research methodology, procedure, and analysis, in order to achieve the goal of effective curriculum development. Research conclusions: 1. Through research observation, we noticed the students’ family has direct impact upon students’ actions and performance, and also has direct influence upon students’ lack of motivation and awareness for “reading motivation” and “reading attitude”. After using SWOTA to analyze the research, the necessity of the research reading curriculum is apparent. 2. The procedure for designing and planning a reading curriculum program is as follows: focusing on one reading goal since reading is multi-faceted; plan curriculum goal according to students’ needs; design instruction activities and develop instruction goals; plan for related resources used during instruction; analyze, review, and improve the reading program, in order to ensure the completeness of the program to achieve instructional goals. 3. Procedures for initiating the reading curriculum program include: utilizing illustrated books as main textbooks for an enriched curriculum; a multi-facet instructional method, in order to improve learning interest and effective outcome; and integrating students’ self life experiences into the program are three active strategies that can be used to complete an effective and successful program. 4. Evaluating the effectiveness of the course program: evaluation is two-fold; one is the students’ learning result, by looking at the amount of positive developments; second is the instructor’s teaching result, by analyzing instruction as an individual instructor and as part of the whole class to investigate instructive merits and necessary improvements. Lastly, the researcher will provide concrete recommendations on primary school level reading instruction and future research, according to the research thesis.

碩士
國立臺灣師範大學
體育學系在職進修碩士班
100
The purpose of this study was to understand the current situations, difference and relevant situations between coach’s leadership behavior and team cohesion of Taoyuan County Second Level Junior High School basketball team. The objects of study are 225 male and female basketball players from the 100th junior high school second level in Taoynan Country. The study adopted the survey method to collect the research data by using the questionnaires of “A Scale of Leadership Behavior and Team Cohesion Inventory.” The collected data were analyzed by statistical methods. The Result was concluded follows: 1.That the players feel the coach’s leadership behaviors to the “training and instructional behavior” scored highest. Followed by “social behavior” and “positive behavior” and “democratic behavior” and “autocratic behavior”. 2. There were different feelings for the different gender, different grade and different optimal athletic performance of players in coach's leadership behavior. 3. That the players feel the team cohesion to the “teamwork” scored highest, Followed by “squad adaptability” and “interpersonal attraction” and “interpersonal affinity”. 4. There were different feelings for the different gender, different grade and different optimal athletic performance of players in team cohesion. 5. The relationship coach’s leadership behavior and team cohesion presented positive relevance.

碩士
亞洲大學
經營管理學系碩士班
95
本研究旨在探討台灣地區乙組高中籃球教練領導行為與選手滿意度之間的關係。以台灣地區406 名乙組高中籃球選手為研究對象，以「台灣地區高中籃球教練領導行為與選手滿意度關係之研究問卷調查表」為研究工具，進行問卷調查。再以描述統計、獨立樣本t 檢定單因子變異數分析、Scheffè 事後檢定及逐步迴歸分析等方法進行統計分析。本研究之主要發現如下： 乙組高中籃球選手在訓練過程中，對教練實際表現的領導行為感受程度高低依序為「民主行為」、「訓練與指導行為」、「回饋或獎勵行為」、「社會支持行為」、「專制行為」。五個向度之中以「民主行為」得分最高；三年級的選手較一年級與二年級的選手知覺教練表現較高的「民主行為」；參加團隊年資四個學期（含）以上的選手較二個學期與一個學期（含）以下的選手知覺教練表現較高的「民主行為」；球齡三年級的選手較一年級與二年級的選手知覺教練表現較高的「民主行為」；女選手較男選手知覺到教練表現有較高的「訓練與指導行為」及「回饋或獎勵行為」。在滿意度方面，「教練領導行為」、「成績表現」等二個向度，得分高低依序為「成績表現」、「教練領導行為」；各向度之二個向度之中以「成績表現」得分較高，「教練領導行為」得分較低，顯示乙組高中籃球選手對目前球隊整體表現感到滿意；選手知覺的教練領導行為中，教練領導行為與成績表現之相關關係已達顯著水準且呈正向相關；成績表現與回饋或獎勵行為之相關關係已達顯著水準且呈正向相關；民主行為與訓練與指導行為之相關關係已達顯著水準且呈正向相關。

De nombreuses études sur l’évolution de la motivation pour les mathématiques sont disponibles et il existe également plusieurs recherches qui se sont penchées sur la question de la différence motivationnelle entre les filles et les garçons. Cependant, aucune étude n’a tenu compte de la séquence scolaire des élèves en mathématiques pour comprendre le changement motivationnel vécu pendant le second cycle du secondaire, alors que le classement en différentes séquences est subi par tous au secondaire au Québec. Le but principal de cette étude est de documenter l’évolution de la motivation pour les mathématiques des élèves du second cycle du secondaire en considérant leur séquence de formation scolaire et leur sexe. Les élèves ont été classés dans deux séquences, soit celle des mathématiques de niveau de base (416-514) et une autre de niveau de mathématiques avancé (436-536). Trois mille quatre cent quarante élèves (1864 filles et 1576 garçons) provenant de 30 écoles secondaires publiques francophones de la grande région de Montréal ont répondu à cinq reprises à un questionnaire à items auto-révélés portant sur les variables motivationnelles suivantes : le sentiment de compétence, l’anxiété de performance, la perception de l’utilité des mathématiques, l’intérêt pour les mathématiques et les buts d’accomplissement. Ces élèves étaient inscrits en 3e année du secondaire à la première année de l’étude. Ils ont ensuite été suivis en 4e et 5e année du secondaire. Les résultats des analyses à niveaux multiples indiquent que la motivation scolaire des élèves est généralement en baisse au second cycle du secondaire. Cependant, cette diminution est particulièrement criante pour les élèves inscrits dans les séquences de mathématiques avancées. En somme, les résultats indiquent que les élèves inscrits dans les séquences avancées montrent des diminutions importantes de leur sentiment de compétence au second cycle du secondaire. Leur anxiété de performance est en hausse à la fin du secondaire et l’intérêt et la perception de l’utilité des mathématiques chutent pour l’ensemble des élèves. Les buts de maîtrise-approche sont également en baisse pour tous et les élèves des séquences de base maintiennent généralement des niveaux plus faibles. Une diminution des buts de performance-approche est aussi retrouvée, mais cette dernière n’atteint que les élèves dans les séquences de formation avancées. Des hausses importantes des buts d’évitement du travail sont retrouvées pour les élèves des séquences de mathématiques avancées à la fin du secondaire. Ainsi, les élèves des séquences de mathématiques avancées enregistrent la plus forte baisse motivationnelle pendant le second cycle du secondaire bien qu’ils obtiennent généralement des scores supérieurs aux élèves des séquences de base. Ces derniers maintiennent généralement leur niveau motivationnel. La différence motivationnelle entre les filles et les garçons ne sont pas souvent significatives, malgré le fait que les filles maintiennent généralement un niveau motivationnel inférieur à celui des garçons, et ce, par rapport à leur séquence de formation respective. En somme, les résultats de la présente étude indiquent que la diminution de la motivation au second cycle du secondaire pour les mathématiques touche principalement les élèves des séquences avancées. Il paraît ainsi pertinent de considérer la séquence scolaire dans les études sur l’évolution de la motivation, du moins en mathématiques. Il semble particulièrement important d’ajuster les interventions pédagogiques proposées aux élèves des séquences avancées afin de faciliter leur transition en mathématiques de quatrième secondaire.
Researchers have recently been interested in the evolution of student motivation in mathematics during the high school years. Many findings have underscored gender differences in student motivation. Research has yet to consider motivational differences according to skill level in mathematics during the final years of high school. Because performance-based streaming in mathematics is a conventional educational practice in its system, the Canadian province of Quebec offers an excellent opportunity to study such student differences over time, according to gender. Thus, the main objective of this study is to document the evolution of student motivation in high school mathematics while attending to mathematics skill level and gender. Based on existing performance-based educational policy, participants (1864 girls and 1576 boys) were already grouped in two skill levels of mathematics courses: advanced and basic. They were enrolled in one of 30 French-language public high schools in the Montreal area. Between ninth and eleventh grade (mean ages 14.60 and 17.84, respectively), students completed a self-report questionnaire at five different time points. The questionnaire addressed the following five motivational variables at all five time points: competence beliefs, performance anxiety, perception of mathematics utility, interest for mathematics, and accomplishment goals (mastery-based, performance-based, and avoidance-based approach goals). Grade 11 represents the final year of high school in Quebec. Hierarchical linear modeling analyses were employed to achieve the objective of this study. The results indicate that student motivation generally decreased by the end of high school. However, this decrement was particularly remarkable for students at the advanced mathematics skill level. More specifically, students in the advanced level showed a steeper decline in self-perceived competence, expressed interest, and perceptions of usefulness of mathematics at the end of high school. Their performance anxiety also increased during the same developmental period. Although the results revealed decrements in mastery-based approach goals for all students, those at the basic skill classification maintained generally lower levels of such goal-directed behaviors at the end of high school. Conversely, only students at the advanced skill level reported decreased performance-based approach goals. They also showed important increases in avoidance-based goals. Though students registered in the basic mathematics skill stream consistently reported lower motivation scores, their counterparts at advanced skill levels reported comparatively more important motivational decrements by the end of high school. Therefore, the results of this study suggest that decreases in mathematics motivation by the end of high school particularly affect students at more advanced mathematics levels. As for gender, motivational differences between girls and boys were not often found significant. This finding is above and beyond the fact that girls consistently maintained lower motivation scores than boys registered at the same mathematics skill level. This finding highlights the importance of considering possible gender differences when facing the challenges of the high school math curriculum, regardless of skill level. The most important findings suggest that pedagogical interventions be prospectively adjusted in tenth grade in order to circumvent decreases in student motivation at advanced levels by the end of high school.

Motivation and motivational strategies are believed to enhance student participation in the learning of a second language. As an educator, I wanted to conduct my own research to investigate whether a teacher can motivate slow learners by using different motivational strategies. Fifteen pupils of Form I participated in completing a questionnaire to show how much they were intrinsically and extrinsically motivated in the learning of the Arabic language before applying the motivation strategies. At the end, the same questionnaire was given after these strategies were applied. As a result, my goal was achieved. Pupils seemed to be motivated after applying the motivational strategies. However, based on the findings, extrinsic motivation showed no sign of improvement and obviously, this matter merits further research. Some recommendations are provided. At last, it is hoped that results of this study could be used to adapt the curriculum to the needs of slow learners.
Classics and World Languages
M.A. (Arabic Language)

Thesis in compliance with the requirements for the Doctor’s Degree in Technology: Language Practice, Durban University of Technology, 2012.
This study is concerned with the choices parents of second language learners make with regard to the schooling of their children in respect of medium of instruction, and explores the reasons why parents choose to disregard education in their mother tongue in favour of English as a medium of instruction. This is contrary to the Language in Education Policy, as the Department of Education instils in principals, educators and parents the need for children at primary school level to be taught in their mother tongue. The theoretical framework used to address the problem was the Critical Language Approach, this being an appropriate position from which to investigate language and power. A combination of questionnaires, interviews and observation was used to acquire data from parents and management in a large primary school in KwaZulu-Natal. After analysis of the data, which confirmed the hegemonic position of English as influencing choice of medium of instruction by parents of English second language learners, a model was developed to assist them to see the possible consequences of various choices. The model comprised a tenpoint questionnaire to identify needs, a flow chart diagram resulting from the needs analysis, a pictograph to assist stakeholders to understand the relevant choices available, and workshops to support the choice of medium of instruction. The value of the research, it is thought, lies in clarifying the various influences at play, in particular, the hegemonic position of English, and offering stakeholders a rational, rather than political or emotional basis for the choice of medium of instruction for second language learners, as well as pointing out the possible consequences of such choices.

The diploma thesis Comparison of primary prevention at the second level of elementary schools in Most and Prague discusses the implementation of primary prevention at the second level of elemetary school in these two selected locations. The diploma thesis is thematically divided into six chapters. The first part defines the basic terminology related to the topic of primary prevention. This section also contains information about particular topics of risky behavior and counsulting services of elementary schools. The second part follows a survey among school prevention methodologists in Most and Prague. The objective of the following practical part is to identify and compare what form and under what conditions is implemented primary prevention of risky behavior among pupils of the second level of elementary schools. For the survey was used quantitative method, in the form of a questionnaire divided between school prevention methodologists in both cities. In the final part there are interpreted the data obtained in the survey, which confirmed that in both areas there are different approaches to the implementation of primary prevention at the second levels of elementary schools. KEYWORDS: Primary prevention, risky behavior, the second level of elementary school, school advisory department, minimal...

碩士
國立屏東師範學院
國民教育研究所
91
Abstract The main purposes of this study , based on the Concerns-Based Adoption Model(CBAM), were to understand elementary school first and second grade teachers'''' Stages of Concern（SoC） and Levels of Use（LoU）of Life Curriculum. Furthermore, the differences among various background of elementary school first and second grade teachers were examined. Lastly, the relationship between the Effecting Causes and SoC, between the Effecting Causes and LoU were identified. According literature review, “A Questionnaire of Elementary School first and second grade teachers´ Stages of Concern, Levels of Use and the Effecting Causes of Life Curriculum” was developed by the researcher, and 455 elementary school first and second grade teachers randomly selected from Kaohsiung area were surveyed. Chi-square, one-way ANOVA, productive-moment correlation analysis and canonical correlation analysis were adopted to analyze the outcome of the study. The results of this study were as follows: 1.Teachers'''' Stage of Concern of Life Curriculum was “Consequence”. There were significant differences in intensity of the consequence stage among years of service. 2.Teachers'''' Level of Use of Life Curriculum was “Renewal”. There were significant differences in intensity of various levels among years of service. 3. There were significant differences in “ hardware sources of teaching” and “software sources of teaching” among various background variables. 4. There were significant simple correlations between “various effecting causes of curriculum implementation” and “the intensity of various stages of concern”. 5. There were significant simple correlations between “ various effecting causes of curriculum implementation” and “the intensity of various levels of use”. 6. There were significant canonical correlations between “various effecting causes of curriculum implementation” and “the intensity of various stages of concern”. 7. There were significant canonical correlations between “various effecting causes of curriculum implementation” and “the intensity of various levels of use”. According the findings mentioned above, this study proposed some suggestions to school administrators, teachers and further research. Keyword： life curriculum, Concerns-Based Adoption Model(CBAM)

Thesis (Ph. D.)--University of Wisconsin--Madison, 1985.
Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 214-228).

This diploma thesis deals in the theoretical part with comparing the Charter of Fundamental Rights and Freedoms of the Czech Republic and the Slovak Constitution with the Declaration of Human Rights in the sense of historical acceptance in the two countries under consideration. It includes a proposal for a educational project in this area (e.g. the creation of supporting worksheets). It deals with the topic of Human Rights in FEP for Elementary Education and specific SEPs of selected schools. The diploma thesis focuses on the preparation of a new Human Rights education project using selected effective methods. The proposal of this project will be based on the comparison of already existing educational projects.

The study measures the productive vocabulary size of Grade 6 English Second Language learners and teachers in 16 township schools in Gauteng Province. Data from learners (n-881) and teachers (n-19) were collected by testing the participants with versions C and A respectively of the Productive Vocabulary levels Test of Controlled ability. In addition, samples of learners’ written work were examined. Interviews and lesson observations with a sample of teachers were conducted to triangulate the data. Using SPSS version 23, means for each word level were calculated. The ANOVA, t-tests and post hoc tests were performed. Bonferroni corrections were applied. Results indicate that both learners and teachers have not mastered the vocabulary at the levels tested. The results also indicate that poor vocabulary teaching methods and poverty contribute to poor vocabulary development among learners.
Linguistics and Modern Languages
M.A. (Applied Linguistics)

In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects. This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English.
Linguistics and Modern Languages
M.A. (Applied Linguistics)

The current language policy in education in Malawi allows pupils to be taught through local languages form Standard 1 to 4 and through English from Standard 5 upwards. However, classroom observation suggets that teachers use Chichewa as the language of learning even in areas where Chichewa is not the home language of the majority of pupils. Surveys indicate that generally parents feel that their children would be learning better if they started learning through English earlier than in Standard 5. This study was conducted with a view to finding out whether English is the most appropriate language of learning for senior primary school children in Malawi. The study specifically addressed the question of whether or not the use of English as the language of learning in Social Studies resulted in better academic performance among Standard 7 pupils in Malawi. The study also addressed the question of whether the use of English as the language of learning increased pupil participation in the learning process and whether the use of Chichewa as the language of learning favoured Chichewa home language pupils more than Chiyao home language pupils. The findings suggest that primary school children in Malawi are not linguistically prepared for instruction through the medium of English. Standard 7 pupils, the target of the study, found it difficult to learn Social Studies through English although they had had three years of English as the language of learing. Their participation in academic work was hampered by their limited mastery of the language. Pre-test and post-test results show that Standard 7 pupils receiving instruction through Chichewa obtained higher scores than those who were taught in English. When Yao and Chewa children were taught together through the Chichewa medium, the Yao children scored as well as their counterparts whose home language was Chichewa. Thus the study suggests that the use of Chichewa benefited both groups while the use of English seemed to retard their performance. These results imply that the language policy in Malawi and the way teachers are currently trained to teach English in primary schools need to be re-examined and reviewed.
English Studies
D.Litt. et Phil. (English)

A falta de dados sobre o ensino de português nos Estados Unidos é sem dúvida o maior entrave a um plano eficaz e estruturado que permita aos países de língua portuguesa estabelecerem metas e objetivos para o crescimento da língua no universo americano. O estudo apresentado nesta dissertação foi feito durante mais de um ano e tem como objetivo principal mostrar a situação do ensino da língua portuguesa nos Estados Unidos da América, mais especificamente em New Jersey. Foram contatadas escolas comunitárias ou de herança, ensino integrado e instituições de ensino superior para darem a saber o que se ensina, como se ensina e quem ensina o Português no estado de New Jersey, quer seja Português Língua Não Materna, Português Língua Materna ou Português Língua Estrangeira.
The existence of little data regarding the teaching of Portuguese in the United States is without question the biggest problem to a structured and effective plan that allows the Portuguese speaking countries to establish goals and objectives for the growth of the Portuguese Language in the American context. The research presented in this thesis was done during the period of over a year and its main purpose is to address the status of the Portuguese language in the state of New Jersey, United States of America. Community Heritage Schools, High Schools, Colleges and Universities were contacted to let know what they teach, how they teach it and who teaches Portuguese in the state of New Jersey, regardless if it is Portuguese as a Second Language, Portuguese as a primary language Portuguese or Heritage Language.