Dissertations / Theses on the topic 'Second level school'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 31 dissertations / theses for your research on the topic 'Second level school.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Kreamalmeyer, Corbin. "A Mixed-Method Study Evaluating English Second Language Student Classroom Placement at the Secondary Level in a Midwest Public School." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13863416.
Full textEnglish 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.
Lynas, John Robert. "From conception to fruition : a study of the creation of a second level grant maintained integrated school in Northern Ireland." Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273657.
Full textParry, Juliet M. "Academic content instruction and the high school English language learner : a series of lessons that model an approach to content instruction in science in a multi-level English as a second language high school classroom /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,302.
Full textHishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.
Full textSandage, Donna Lou. "Recall of visual and verbal information from authentic video by second, fourth, and sixth semester learners of German at the high school level /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu148784937729641.
Full textShak, Juliana. "Nudging young ESL writers : engaging linguistic assistance and peer interaction in L2 narrative writing at the upper primary school level in Brunei Darussalam." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:7723ad72-5ccb-4933-b239-a21b33b053aa.
Full textByrne, Delma V. "The influence of early work experiences undertaken before leaving second level education on the socio-economic outcomes of school leavers in the Republic of Ireland." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/24010.
Full textGreenfield, Roseanne. "A collaborative e-mail exchange for teaching English as a second language to intermediate-level ESL students : a case study in a Hong Kong secondary school." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30972.
Full textHaapala, Brundin Daniel. "Likvärdighet, i vilket syfte för vem och när? : En idéanalys av likvärdigheten i utbildningssystemet från grundskola till gymnasiet utifrån frihetsbegreppet." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44015.
Full textO'Higgins-Norman, James. "Exploring homophobia and homophobic bullying in Irish second-level schools." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020511/.
Full textShare, Michelle. "Risk, responsibility and choice: food and eating in Irish second-level schools." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494408.
Full textDesmond, John A. "Perceptions of leadership among head teachers of Catholic second level schools in Cork city and East Cork." Thesis, University of Hull, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431024.
Full textMorrissey, Mairead M. "Development and evaluation of an interactive CD-ROM for the promotion of nutrition education in second level schools." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399061.
Full textChipasula, Esther Kamana. "Establishing criteria to evaluate reading programmes intended for intermediate to advanced level ESL learners in South African schools." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003403.
Full textGriffin, Catherine Rosarii. "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." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:36b5b5cc-8e09-4c31-9a54-083e1c824d67.
Full textHealy, Kathleen Goretti. "A study into the factors that encourage candidates to apply, or discourage them from applying, for Principal positions in Catholic second level schools in the Republic of Ireland and Northern Ireland." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:13972.
Full textchin, Wu chi, and 吳季瑾. "An Action Research on Second Grade Level Writing Instruction at a Primary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/87jwqf.
Full text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.
Lin, Mei-Mei, and 林美美. "An Action Research on Second Grade Level Reading Instruction at a Primary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/68574229598039220595.
Full text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.
王貞治. "The Relationship between Coach’s Leadership Behavior and Team Cohesion of Taoyuan Country Second Level Junior High School Basketball Team." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/91122863338932410693.
Full text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.
chi, you ts'ung, and 游聰吉. "Research of the Relationship between Coach’s Leadership Behavior and Player’s Satisfaction Degree for Taiwan Second Level High School Basketball League." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/41413698741378297403.
Full text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。
Leblond, Anne. "L’évolution de la motivation pour les mathématiques au second cycle du secondaire selon la séquence scolaire et le sexe." Thèse, 2012. http://hdl.handle.net/1866/6910.
Full textResearchers 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.
Abdool, Ryman Sheik Salim. "Assessing the impact of motivational strategies on slow learners in Arabic at a Mauritian school, form 1 level." Diss., 2016. http://hdl.handle.net/10500/22257.
Full textClassics and World Languages
M.A. (Arabic Language)
Naidoo, Jeevarathanum. "The hegemonic position of English as a medium of instruction at primary school level in KwaZulu-Natal, and its impact on parents' preferences of schooling for their children." Thesis, 2012. http://hdl.handle.net/10321/751.
Full textThis 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.
Müllerová, Petra. "Komparace realizace primární prevence na druhém stupni základních škol v Mostě a Praze." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-348303.
Full textMei-Hsiu, Chen, and 陳玫秀. "Elementary School first and second grade teachers'''' Stages of Concern, Levels of Use and the Effecting Causes of Life Curriculum." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/77496799960578741445.
Full text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)
Bronowski, Carl Walter. "An investigation of grammar teaching practices in the first-year and second-year levels of French instruction in public schools." 1985. http://catalog.hathitrust.org/api/volumes/oclc/12679214.html.
Full textTypescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 214-228).
Nováková, Lucie. "Projektové vyučování ve výuce lidských práv ve výchově k občanství." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-372513.
Full textMoyo, Flora. "An overview of productive vocabulary levels amongst ESL learners and teachers in Gauteng township schools." Diss., 2018. http://hdl.handle.net/10500/24502.
Full textLinguistics and Modern Languages
M.A. (Applied Linguistics)
Creighton, Graham Robert. "An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school." Diss., 2016. http://hdl.handle.net/10500/22590.
Full textLinguistics and Modern Languages
M.A. (Applied Linguistics)
Mchazime, Hartford Skaliot. "Effects of English as medium of instruction on pupils' academic achievement in social studies in primary schools in Malawi." Thesis, 2001. http://hdl.handle.net/10500/882.
Full textEnglish Studies
D.Litt. et Phil. (English)
Rosa, Raquel Martins. "O ensino de português no Estado de New Jersey, E.U.A." Master's thesis, 2016. http://hdl.handle.net/10400.2/5294.
Full textThe 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.