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1
Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.
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This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identifiedDoctor of Philosophy (PhD)
2
Eckermann, Simon Douglas. "The market for overseas students in Australia /." Title page, table of contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09EC/09ece1917.pdf.
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Harris, Barry, of Western Sydney Nepean University, and Faculty of Education. "A study of a process to assist teachers determine their professional development needs." THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.
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The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Education. Throughout the study a number of key issues are considered. These include teachers' responses to professional and personal change, an examination of a holistic range of potential needs, and techniques that teachers are able to use to appraise and validate their needs. The study sought to gain new understanding of the processes used by teachers in their professional development needs analysis, and to develop a model that can be used by teachers and schools for these purposes.Doctor of Philosophy (PhD)
4
Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.
Full textAbstract:
In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
5
Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.
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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.
6
Li, Pun Wai-yin Helen. "Self-concept and its relationship with intelligence, school achievement, teachers' rating and peers' rating of primary schoolpupils in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782661.
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Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.
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Higgs, Helen. "Price and volatility relationships in the Australian electricity market." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16404/1/Helen_Higgs_Thesis.pdf.
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This thesis presents a collection of papers that has been published, accepted or submitted for publication. They assess price, volatility and market relationships in the five regional electricity markets in the Australian National Electricity Market (NEM): namely, New South Wales (NSW), Queensland (QLD), South Australia (SA), the Snowy Mountains Hydroelectric Scheme (SNO) and Victoria (VIC). The transmission networks that link regional systems via interconnectors across the eastern states have played an important role in the connection of the regional markets into an efficient national electricity market. During peak periods, the interconnectors become congested and the NEM separates into its regions, promoting price differences across the market and exacerbating reliability problems in regional utilities. This thesis is motivated in part by the fact that assessment of these prices and volatility within and between regional markets allows for better forecasts by electricity producers, transmitters and retailers and the efficient distribution of energy on a national level.
The first two papers explore whether the lagged price and volatility information flows of the connected spot electricity markets can be used to forecast the pricing behaviour of individual markets. A multivariate generalised autoregressive conditional heteroskedasticity (MGARCH) model is used to identify the source and magnitude of price and volatility spillovers within (intra-relationship) and across (inter-relationship) the various spot markets. The results show evidence of the fact that prices in one market can be explained by their own price lagged one-period and are independent of lagged spot prices of any other markets when daily data is employed. This implies that the regional spot electricity markets are not fully integrated. However, there is also evidence of a large number of significant ownvolatility and cross-volatility spillovers in all five markets indicating that shocks in some markets will affect price volatility in others. Similar conclusions are obtained when the daily data are disaggregated into peak and off-peak periods, suggesting that the spot electricity markets are still rather isolated.
These results inspired the research underlying the third paper of the thesis on modelling the dynamics of spot electricity prices in each regional market. A family of generalised autoregressive conditional heteroskedasticity (GARCH), RiskMetrics, normal Asymmetric Power ARCH (APARCH), Student APARCH and skewed Student APARCH is used to model the time-varying variance in prices with the inclusion of news arrival as proxied by the contemporaneous volume of demand, time-of-day, day-of-week and month-of-year effects as exogenous explanatory variables. The important contribution in this paper lies in the use of two latter methodologies, namely, the Student APARCH and skewed Student APARCH which take account of the skewness and fat tailed characteristics of the electricity spot price series. The results indicate significant innovation spillovers (ARCH effects) and volatility spillovers (GARCH effects) in the conditional standard deviation equation, even with market and calendar effects included. Intraday prices also exhibit significant asymmetric responses of volatility to the flow of information (that is, positive shocks or good news are associated with higher volatility than negative shocks or bad news).
The fourth research paper attempts to capture salient feature of price hikes or spikes in wholesale electricity markets. The results show that electricity prices exhibit stronger mean-reversion after a price spike than the mean-reversion in the normal period, suggesting the electricity price quickly returns from some extreme position (such as a price spike) to equilibrium; this is, extreme price spikes are shortlived. Mean-reversion can be measured in a separate regime from the normal regime using Markov probability transition to identify the different regimes.
The fifth and final paper investigates whether interstate/regional trade has enhanced the efficiency of each spot electricity market. Multiple variance ratio tests are used to determine if Australian spot electricity markets follow a random walk; that is, if they are informationally efficient. The results indicate that despite the presence of a national market only the Victorian market during the off-peak period is informationally (or market) efficient and follows a random walk.
This thesis makes a significant contribution in estimating the volatility and the efficiency of the wholesale electricity prices by employing four advanced time series techniques that have not been previously explored in the Australian context. An understanding of the modelling and forecastability of electricity spot price volatility across and within the Australian spot markets is vital for generators, distributors and market regulators. Such an understanding influences the pricing of derivative contracts traded on the electricity markets and enables market participants to better manage their financial risks.
9
Higgs, Helen. "Price and volatility relationships in the Australian electricity market." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16404/.
Full textAbstract:
This thesis presents a collection of papers that has been published, accepted or submitted for publication. They assess price, volatility and market relationships in the five regional electricity markets in the Australian National Electricity Market (NEM): namely, New South Wales (NSW), Queensland (QLD), South Australia (SA), the Snowy Mountains Hydroelectric Scheme (SNO) and Victoria (VIC). The transmission networks that link regional systems via interconnectors across the eastern states have played an important role in the connection of the regional markets into an efficient national electricity market. During peak periods, the interconnectors become congested and the NEM separates into its regions, promoting price differences across the market and exacerbating reliability problems in regional utilities. This thesis is motivated in part by the fact that assessment of these prices and volatility within and between regional markets allows for better forecasts by electricity producers, transmitters and retailers and the efficient distribution of energy on a national level. The first two papers explore whether the lagged price and volatility information flows of the connected spot electricity markets can be used to forecast the pricing behaviour of individual markets. A multivariate generalised autoregressive conditional heteroskedasticity (MGARCH) model is used to identify the source and magnitude of price and volatility spillovers within (intra-relationship) and across (inter-relationship) the various spot markets. The results show evidence of the fact that prices in one market can be explained by their own price lagged one-period and are independent of lagged spot prices of any other markets when daily data is employed. This implies that the regional spot electricity markets are not fully integrated. However, there is also evidence of a large number of significant ownvolatility and cross-volatility spillovers in all five markets indicating that shocks in some markets will affect price volatility in others. Similar conclusions are obtained when the daily data are disaggregated into peak and off-peak periods, suggesting that the spot electricity markets are still rather isolated. These results inspired the research underlying the third paper of the thesis on modelling the dynamics of spot electricity prices in each regional market. A family of generalised autoregressive conditional heteroskedasticity (GARCH), RiskMetrics, normal Asymmetric Power ARCH (APARCH), Student APARCH and skewed Student APARCH is used to model the time-varying variance in prices with the inclusion of news arrival as proxied by the contemporaneous volume of demand, time-of-day, day-of-week and month-of-year effects as exogenous explanatory variables. The important contribution in this paper lies in the use of two latter methodologies, namely, the Student APARCH and skewed Student APARCH which take account of the skewness and fat tailed characteristics of the electricity spot price series. The results indicate significant innovation spillovers (ARCH effects) and volatility spillovers (GARCH effects) in the conditional standard deviation equation, even with market and calendar effects included. Intraday prices also exhibit significant asymmetric responses of volatility to the flow of information (that is, positive shocks or good news are associated with higher volatility than negative shocks or bad news). The fourth research paper attempts to capture salient feature of price hikes or spikes in wholesale electricity markets. The results show that electricity prices exhibit stronger mean-reversion after a price spike than the mean-reversion in the normal period, suggesting the electricity price quickly returns from some extreme position (such as a price spike) to equilibrium; this is, extreme price spikes are shortlived. Mean-reversion can be measured in a separate regime from the normal regime using Markov probability transition to identify the different regimes. The fifth and final paper investigates whether interstate/regional trade has enhanced the efficiency of each spot electricity market. Multiple variance ratio tests are used to determine if Australian spot electricity markets follow a random walk; that is, if they are informationally efficient. The results indicate that despite the presence of a national market only the Victorian market during the off-peak period is informationally (or market) efficient and follows a random walk. This thesis makes a significant contribution in estimating the volatility and the efficiency of the wholesale electricity prices by employing four advanced time series techniques that have not been previously explored in the Australian context. An understanding of the modelling and forecastability of electricity spot price volatility across and within the Australian spot markets is vital for generators, distributors and market regulators. Such an understanding influences the pricing of derivative contracts traded on the electricity markets and enables market participants to better manage their financial risks.
10
Sidhu, Ravinder Kaur. "A study in self-directed learning in Indonesian postgraduate students." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36553/1/36553_Sidhu_1997.pdf.
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In recent times, Australian universities have become increasingly reliant on revenue raised by
exporting education to overseas students, particularly students from the Asia Pacific region.
The need to increase understanding among academic and administrative staff about the
learning needs of students from culturally diverse backgrounds remains an urgent priority.
Although sponsored students have been attending Australian universities since the inception
of the Colombo Plan in the 1950s, there has been a paucity of studies of the experiences of
sponsored postgraduate research students in Australian higher education. This study .
focused on the experiences of Indonesian postgraduate research students in a bid to explore
the relationship between their collectivistic cultural background and their self-directedness in
learning. In particular, the study sought to explore if a clash of values was taking place
between students' collectivistic culture and the values of self-directed learning which
emphasises independence and creativity.
Semi-structured interviews were conducted with ten postgraduate research students who
were first asked to describe their experiences of supervision. This was followed by a number
of structured questions that explored their experiences as collectivistic culture students living
and studying in a society where individualism was the dominant social force.
The investigations found that while there were self-directed learning values that were
strongly individualistic, there were others that were congruent with the values of
collectivism. The students who perceived themselves to be self-directed learners all reported
having highly positive relationships with their supervisors. These students also appeared to
be more open to Western ideas such as egalitarianism and democracy than those who had
poor relationships with their supervisors. The students who identified themselves to be
self-directed learners, described experiencing supervision that was strongly andragogical
within a collectivistic context. On the whole, the students in this study did not confirm to the
widely held stereotype of the student from Asia who is considered to be excessively passive
and lacking in critical thinking ability.
It was noted that existing paradigms of supervision which tend to extend freedom and
promote autonomy, do so without sufficient regard to whether or not students have the
requisite knowledge, confidence and experience to effectively use this autonomy. An
alternative framework of supervision was suggested which sought to exploit the common
ground between the values of collectivism and self-directed learning. It is anticipated that
such a framework will have increased potential to facilitate learner self direction among
students from a collectivistic culture background.
The study concluded by providing recommendations for further research in the area of
self-directed learning by overseas students.
11
Wood, Beverley. "Attitudes toward the elderly : a case study of nursing students' attitudes." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.
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Dashlooty, Ashraf. "Sexual coercion among year 11 and year 12 high school students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0079.
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Adolescence is a time of accelerated physical and sexual growth, and many students become sexually active before they finish secondary schooling. Unfortunately, many adolescents and young adults experience sexual coercion in their intimate relationships. Sexual coercion is defined broadly as verbal or physical pressure to engage in sexual activity. This study sought to examine sexual coercion experiences of Year 11-12 high school, male and female students in their peer dating and relationships. Before retrieving such information, a modified Sexual Experiences Survey (SES) questionnaire was designed. This was named the Adolescent Dating and Relationship Survey (ADRS) which, subsequently, was examined by experts in the area, and validated via a pilot study using 30 university students. Thirdly, the study administered the ADRS to 341, Year 11 and Year 12 students to examine how they responded to their sexually coercive experiences. The participants were actively engaging in relationship behaviours, with nearly 50% of the females and 70% of the males reporting a relationship with a partner of the same age. However, significantly more females dated older partners and, conversely, more male students were involved with younger partners. The female students tended to have longer relationships than the males, especially for relationships of 9 to 12 months or longer. Participants did not report sexual coercion experiences via threat or blackmail, nor were the males threatened with a weapon. The most frequently cited forms of coercion by both female and male students were: made to feel guilty, being plied with alcohol and/or other drugs, being pressured by begging and/or arguing, and being lied to. However, the female students reported being physically restrained significantly more than the males. As a group they responded to these sexually coercive acts via all forms 2 measured except the males, who did not resort to either fighting off or yelling. Talking about the experience later was the response commonly reported by the students. Further, female students responded to sexual coercion by saying either,
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Saric, Ivanka. "Academic gains of students with special needs in an independent religious school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/761.
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The number of children who are performing poorly in school-wide tests seems to be increasing in an independent religious school in the metropolitan area. Several children have been identified "at risk" or having special needs but they seem to show little if any improvement as they get promoted to higher grades. The study investigated the instructional and assessment strategies that upper primary school teachers were using in their classrooms to improve the academic and social skills of children defined as having special needs. Teachers' perceptions were examined to determine whether there had been any observable increases in the academic performance of students from years five to seven. Attitudes that teachers displayed towards the school were also studied in relation to the effect that they had on children with special needs. Teachers' reported that the design and implementation of both instruction and tests were found to inhibit full inclusion of children with special needs. Religious and structural restrictions placed on children with special needs were also found to impede their academic success. The discussion focused on the instructional and assessment strategies that teachers perceived would benefit the academic achievement of children with special needs. Ways of overcoming the restrictions placed on teachers' use of instruction and assessment strategies were also examined.
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Kwan, Kam-Por. "How university students rate their teachers : a study of the attitudes and rating behaviours of university students in teaching evaluations." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1606/.
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Rivers, Gary James. "University selection in Singapore : a case study of students' past and intended decision-making." University of Western Australia. Graduate School of Management, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0072.
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This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.
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Peters, Richard G. "Judgments of academic achievement by teachers and standardized, norm-referenced tests revisited : an issue of educational and political policy." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832995.
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The purpose of this study was to investigate the degree of concurrence between teachers' judgments of the academic achievement of students and the results of standardized,norm-referenced achievement tests. Although this issue had been addressed before, results reported in the literature lacked a sensitivity to the informational needs of educational policy makers and were obfuscated by significant differences in research design and analytical techniques. This study attempted to address the potential moderating effect of teachers' pre-established notions of students' knowledge, academic subject area, grade level, and student gender on the agreement level between teachers' judgment of student achievement and test results, while focusing on the ever increasing use of test scores to make decisions regarding student readiness for promotion/graduation and overall school accountability.Approximately 670 teachers were asked to rate their students as "not ready to succeed at the next grade level without remedial assistance" (non-masters) or "ready to succeed without additional instruction or intervention" (masters). Ratings were obtained in both English/language arts and mathematics for 15,935 students in grades 1, 2, 3, 6, and 8. The sample utilized was representative of the demographics of the state of Indiana. While appropriate statistical tests of significance were performed when appropriate, this study focused on effect size as the final determinant of "educational significance."Analyses revealed no practical reason to believe that teachers' judgments were influenced by their initial ratings of students as masters or non-masters, student gender, grade level, or subject matter. On the average, teachers' mastery/non-mastery ratings were found to agree with "cutscores" established through discriminant analysis in about 78% of the cases. These results were seen as encouraging, in that test results could be used to support teacher judgment, which seemed unaffected by moderating variables, while not offering information completely redundant with pre-existing teacher knowledge of student achievement.Department of Educational Psychology
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Suwanarak, Kasma. "Effectiveness of student rating forms of teacher evaluation : perceptions of Thai university students and teachers." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438362.
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Krummel, Michael James. "Perception of stressors by 9th and 12th grade students utilizing the Youth adaptation rating scale." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4368.
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Stress is a fact of life. There has been much research done since the early 1970's dealing with the various aspects and relationships of stress and life events for all stages of human development. The purpose of this study was to investigate perceived life-event stressors of 9th grade and 12th grade students in three Pacific Northwest rural schools. The study also sought to a) ascertain whether male students in the 9th grade and 12th grade perceive stressful life events differently than female students in the same grade, and b) explore if there was a difference in perceptions of students of "different" rural community populations and different age populations (9th & 12th graders).
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Alexander, Julie. "Long-term effects of an early intervention program for gifted and talented students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955087.
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A combined longitudinal and retrospective multiple-case study followed all students from their initial identification for a gifted and talented (g/t) program at the end of 3rd grade to the present. The purpose of the study was to determine the long-term effects of a three-year, self-contained program for students who were identified by the local school district as gifted and talented based on an identification procedure approved by the State Department of Education. The population consisted of 109 students from eleven elementary schools who were formally identified for a full-time, self-contained gifted class for the 4th, 5th, and 6th grades. The gifted classes were offered at two sites in the midwestern school district. Archival data and a questionnaire were used to collect data.A variety of statistical treatments were used to analyze the quantitative data available. Scores from the Iowa Test of Basic Skills, California Achievement Test, ISTEP Test and SAT, along with GPA and class ranking, provided achievement data from the school records. Qualitative data were generated from a follow-up questionnaire.The findings indicate that students who participated in the program perceive it as having long-term positive effects. Students in the experimental group showed significant differences from the control group on all measures of achievement. Students in the experimental group chose majors and career goals in the math and science areas almost twice as often as students in the control group. Students in the control group were significantly different from the experimental group in initial verbal ability indicating possible socio-economic differences between the groups. This was reinforced in student responses for reasons why they chose not to participate in the g/t program. A significant number of experimental group responses reported feelings of isolation during program years. A statistically significant difference in lower math scores for girls was substantiated in quantitative measures on the Iowa Test of Basic Skills at the 3rd grade level and on the SAT.Department of Educational Administration and Supervision
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Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.
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Glew, Paul J. "Learning and teaching in ESL perspectives on educating international students in Australia /." View Vol. 1 (Vol. 2 restricted access), 2008. http://handle.uws.edu.au:8081/1959.7/41785.
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Thesis (Ed.D.)--University of Western Sydney, 2008.A thesis presented to the University of Western Sydney, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
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Delahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.
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This research explores the experiences and insights of ten Middle Eastern Gulf women as they cross international borders to study in Australian universities. The literature indicates that international students in Australia establish their identity within the context of their overseas existence. This is particularly important as Muslims may feel they are being placed in a precarious situation due to, more often than not, terrorism being linked to Islam. Also, when Muslim women wear Islamic or traditional attire, the general public tends to look upon them with curiosity. With this in mind, the complex and changed contexts faced by ten Middle Eastern Gulf female post-graduate students are investigated using qualitative research methods. Utilising a grounded theory approach to interpret data and identify themes from two online questionnaires and personal interviews, individual portraits are created to illuminate their experiences. The research findings reveal new knowledge indicating that education is a structured mechanism for the participants, resulting in the creation of a new hybrid self as a key instrument for survival. This enables them to better understand cultural contexts and barriers arising from class, tradition, religion and learning. The participants indicate that a two-way agreement between educators and learners is paramount to a smooth transition into the Australian education system and a positive return to their home communities.
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Levinson, Tami S. "The use of the Social Skills Rating System as applied to students who are visually impaired." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290117.
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This study investigated whether the Social Skills Rating System (SSRS) is a valid standardized assessment for students who are visually impaired, and to identify specific items that might not be appropriate to include in a version for students who are visually impaired. SSRS teacher, student and parent form data from the Arizona State School for the Deaf and Blind (ASDB) was examined from the 2002 and 2003 school years. Participant data was obtained from 71 elementary level and 106 secondary level students. Students were in grades 3-12, were visually impaired, and being served by ASDB on campus or in the five regional cooperatives across the state of Arizona. SSRS student data was collected using teacher and student forms in the spring semester of 2002 and again in 2003. SSRS student data using parent forms was collected in the summer of 2003. Statistical analysis of the reliability of the SSRS instrument was measured by construct stability (Pearson correlations), interrater reliability (interclass correlations) and internal consistency (coefficient alpha). Statistical analysis of the validity of the SSRS instrument was measured using construct validity using Pearson correlations and t-tests. The results revealed good evidence for the reliability and validity of the SSRS teacher, parent, and student forms. An item analysis did not identify any inappropriate items for use with students who are visually impaired. The item analysis revealed some noteworthy patterns and recommendations, and special recommendations are made regarding the use of the SSRS teacher, student and parent forms for screening and identification purposes of students who are visually impaired.
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Rogerson, Linda. "Adapting to change: An exploration of students' transition experiences in a senior college in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/1729.
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This research sought to explore the experiences of students during their transition to a senior college. The senior college was established in response to the amendments to education policy in Western Australia that made it compulsory for students to remain in full-time education, training or employment until the age of 17 years (Department of Education and Training, 2008). Senior colleges were established to teach Years 11 and 12 exclusively, to promote a school environment that suited the maturity of senior students. Students attending senior colleges experience an additional transition during their senior school years and, as previous research has shown, this has the potential to influence their educational attainment and physical and mental health (Eccles, Midgeley, & Adler, 1984). By investigating the experiences of senior college students as they undertook the additional transition, the impact of the amendments to educational policy was examined. In phase one of the research, 16 Year 11 students were asked to share their transition experiences in personal interviews. The interviews were transcribed and analysed using grounded theory analysis processes. The findings that emerged indicated that the participants had transitioned successfully. The participants identified aspects of the school structure and environment that had contributed to their experiences. The participants credited the four-day week timetable, the open school policy allowing students to leave campus during lesson-free time, the mentor program, the accessibility and support of staff and the respectful relationships between staff and students with positively influencing their transition experiences. In phase two of the research, these findings were incorporated into a transition survey, which was administered to 91 Year 11 senior college students. Survey respondents were asked to rate their level of agreement with statements describing the beneficial aspects of the college using a five-point Likert scale. The results of the survey indicated that phase two participants had transitioned successfully and confirmed the beneficial influence of the college aspects as identified by phase one participants. The survey results were subjected to a multiple regression analysis with successful transition being the dependent variable and mentor program, lesson-free day, open school policy, teacher support and relationships the independent variables. The analysis indicated that the most significant contributors to successful transition were teacher support (t (85) = 3.40, p < .001) and relationships (t (85) = 3.46, p
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Townsend, Peter 1952. "The development of intercultural capability : a comparative analysis of the student international education experience." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5442.
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Chow, Shirley. "Nursing students' and clinical teachers' perceptions of effective teacher characteristics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/420.
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Instructional and organisational strategies can improve students' transfer of knowledge and skill to the workplace. Constraints on transfer include: 1. a shortage of teachers who can build transfer inlo programmes; and 2. time span (interval) between teaching of the task and transfer of learning. Fifteen nursing students and five clinical teachers from a university in Western Australia participated in the initial qualitative component of the study. These students and teachers were asked to list effective clinical teachers' behaviours which were then compared with beaviours listed in the Rauen's Clinical Instructor Characteristics Rating Scale (1974). Using a modified Rauen's Scale, 200 students from second and third year of their training participated in the quantitative component. whereby questionnaires were completed to evaluate perceived effective clinical behaviours. as well as the teachers' demonstration of the established effective teacher behaviours from Rauen's Scale, The influences of student and teacher variables (such as age. gender. level oftraining. previous work experience, perception. teacher qualification. employment s!atus and involvement in teaching theory). as well as students' perception of effectiveness of clinical facililation. was obtained by data analysis of the completed questionnaires, Correlational data obtained yielded insignificant relationships between student and teacher variables and the perception of effective clinical facilitation of learning. Overall, nursing students' perceptions of effective clinical facilitation was significanty positive.
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Zan, Melanie. "The construction of alienated students and students at educational risk : a study of the justice and education discourses in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/781.
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This thesis locates, examines and interprets the written sources of information guiding how delinquent school-aged young people are viewed in relation to their education in Western Australia. The study involved an examination of texts discussing post industrial socio-historical events and currently policy, practice and research in relation to students who are alienated from school, including those who have criminal histories. An exploration of the discourses assembled around the costruction of Western Australian school-aged offenders as alienated students revealed an ongoing assumption that children and youth from low socio-economic backgrounds are often governed as low school achievers who are less likely to complete compulsory schooling. In the documents examined leaving school early was regularly discussed and linked to unemployment, poverty and criminal activity. This thesis presents an interpretation of the role these discourses have played in the construction of Western Australian school aged offenders as alienated students (Gubrium & Holstein 2000, p.503).
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Glasson-Walls, Simone. "Learning to belong: A study of the lived experience of homeless students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/809.
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This is a phenomenological study of the lived experiences of homeless young people in Western Australia. Its focus is the reasons why homeless young people leave education, although many of them make a serious effort to complete post-compulsory schooling. The study was qualitative, and was designed as an in-depth analysis of the experiences of five young people aged between 15 and 17, all attending the same school. Data collection consisted of two in-depth interviews with each participant, and a focus group discussion with all five. Although the study’s focus as the issue of homelessness and schooling, it quickly expanded when it became quite clear that the issues confronting these students went far beyond the school grounds. Homelessness to these young people was not about shelter or accommodation, it was about searching for a place to belong, and a place to be at ‘home’. The study challenges the idea that schooling and housing are merely practical issues. Instead, it illustrates how the social and psychological implications of homelessness have a strong negative impact on schooling, and how the young homeless person’s physical ability to attend classes is not as important as being able to pay attention, contribute, and learn, in the face of overwhelming social pressures. The study’s results are similar to others in that it found that homelessness poses many obstacles to young people wishing to succeed in education, and that current initiatives to retain such students fall short of requirements. This study provides insight into the unique experiences of the young homeless people themselves. It demonstrates that young people need a holistic approach to support, an approach that goes beyond the instrumental needs of education to include all aspects of everyday life.
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Oerlemans-Buma, Ingeborg Karin. "Secondary school students engagement in educational change : critical perspectives on policy enactment." University of Western Australia. Graduate School of Education, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0076.
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Michael Fullan (1991) commented that little was known about how students viewed educational change, as no one had thought to ask them. By 2004 there was a small but growing literature seeking the views of students on a range of issues associated with schooling. This thesis presents the findings and analysis of a study of students’ perceptions of educational change. Much educational change involves shifts in power and responsibilities between the different actors, such as governments, school administrators, teachers, parents, the community and students. Despite widespread interest in educational change it is usually the macro-level policy elite who exert the most influence, using their power, privilege and status in order to propagate particular versions of schooling; students continue to be the ‘objects’ of policy initiatives, submerged in what Freire referred to as a ‘culture of silence’. Students are frequently excluded as participants in both the process and decision making phases of change. This research was based on exploring the exclusion of students from the processes of change in schools, resulting from a top-down policy initiative by the State department of education in WA, the Local Area Education Planning (LAEP) Framework. How policy is defined and acted on is explored, and the roles students could have, but often do not, are highlighted. An eclectic hybrid conceptual framework drawing on both critical theory and a postmodern policy cycle approach was used to analyse the LAEP Framework policy processes and students’ perceptions of the changes that ensued. The research comprised in-depth case studies of three schools undergoing substantial educational restructuring as the result of the macro-level LAEP Framework policy in the State of WA. Key elements of the policy were school amalgamations, closures and the creation of Middle Schools. Data collection methods included focus group and semi-structured interviews with students from the three schools, as well as document analysis, staff interviews and field notes. The research found that students were very perceptive about educational change, that they were deeply impacted by educational change and that they wanted to participate in restructuring agendas. Several meta-level themes emerged from the students’ ‘voices’, including issues associated with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory tensions evident in policy processes. The thesis concluded by developing theory on ways in which students could be included meaningfully as participants in educational change
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Chiro, Giancarlo. "The activation and evaluation of Italian language and culture in a group of tertiary students of Italian ancestry in Australia /." Title page, abstract and table of contents only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phc541.pdf.
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Ryan, Susan Jennifer. "Instructor competencies required for effective fieldwork supervision of occupational therapy and physical therapy students." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26911.
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The absence of clearly defined competencies to guide the development of educational programs for occupational therapy and physical therapy fieldwork instructors provided the impetus for this research. A primary objective of the study was to identify the competency categories and the competencies which occupational therapy and physical therapy fieldwork instructors, and occupational therapy and physical therapy students perceived to be important in determining the effectiveness of a student's fieldwork experience.
A review of the literature in occupational therapy, physical therapy, and related health professions identified a pool of fieldwork instructor competencies from which 105 competencies were selected for the study questionnaire. The questionnaire was administered to 34 occupational therapy and 37 physical therapy students from the University of British Columbia, and to 59 occupational therapy and 76 physical therapy fieldwork instructors in British Columbia. A response rate of 87% was obtained.
Respondents' ratings of importance of the competency categories and of the most important competencies were similar to previous research findings. Communication and supervisory behaviours were rated as most important in contributing to the effectiveness of a student's fieldwork experience. The majority of the competencies which were ranked as most important belonged to these two categories. Consistent with previous research, the professional competence category and the competencies which were assigned to it were deemed least important in contributing to the effectiveness of a student's fieldwork experience.
Group differences in ratings of importance were tested using a factorial design. The two-way and three-way analyses of variance, a multivariate analysis of variance and subsequent multiple comparison tests revealed only one significant main effect. Physical therapy students' ratings of importance differed significantly from the occupational therapy and physical therapy fieldwork instructors (p< .05). While this significant difference was identified from the analysis, examination of the mean ratings of the competencies showed a consistent pattern of low, moderate or high ratings among all of the groups.
Participants in the study confirmed that the competencies included in the questionnaire were important in contributing to the effectiveness of a student's fieldwork experience. However, the literature suggests that the most important outcome will be the use of the competencies to guide the development of standardized educational programs for occupational therapy and physical therapy fieldwork instructors.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Murugaian, M. "A study of cultural assimilation and cultural maintenance among tertiary students of Indian origin in South Australia /." Title page, summary and table of contents only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edmm984.pdf.
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McWhirter, Nathan Daniel. "Teaching Engineering Students About Cognitive Barriers During Design for Sustainable Infrastructure." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/81310.
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Sustainability is a complex socio-technical challenge that requires new ways of thinking. To help meet this challenge, I have created three case-based modules that teach engineering students how to apply sustainability principles and help them recognize potential cognitive traps, or barriers, that may prevent more consideration for sustainability during design. Each of my three case studies is built into a PowerPoint-guided module for undergraduate engineering classes, which may be taught in 1-3 class days. I have implemented each of the three modules in senior-level classes at Virginia Tech, assessed survey data, and scored student assignments. This work and the underlying literature background is reflected in three journal papers, one for each module. My case study modules, along with all associated teaching materials, are shared in the Center for Sustainable Engineering repository for other instructors to adapt and use.
Each module includes a case study about an infrastructure project recognized and awarded by the Envision rating system, demonstrating a case of sustainability done well. Adaptable PowerPoint slides are used to teach about the Envision rating system and credits particularly relevant to the project. Active learning assignments allow students to apply the Envision framework and design criteria to complex and ill-structured problems related to the case study. Slides also cover the relation of three selected behavioral decision science concepts to each case study; these include cognitive biases and barriers which tend to inhibit sustainability outcomes, as well as some potential solutions to mitigate or overcome such barriers. Paired with the decision-making framework of Envision, awareness of these transdisciplinary concepts will allow students to more effectively manage the complex decisions found in real-world projects.
Results were assessed through a variety of methods to determine the modules' level of effectiveness in accomplishing defined student learning outcomes. Pre-module and post-module student surveys were employed to measure several indicators: changes in self-assessed confidence levels, perceptions of sustainable design (characteristics and barriers), and accuracy of module concept definitions. Each of several active learning assignments was scored on a simple rubric. Concept maps were also tested as further type of assessment, and scored with both traditional and holistic methods. However, fully integrating the concept mapping approach is left to the future work of others.
These modules are a significant contribution to engineering education, as they integrate diverse topics and disciplines into a unified and relevant teaching package. Over 350 students have already been reached through the three modules, and sharing the materials in a peer-reviewed repository allows for expansion, adaptation, and capacity building. Each module's content and pedagogy align with ABET accreditation requirements and ASCE's Body of Knowledge, making them relevant tools for equipping the future generation of engineers. Future development of similar case studies can build partnerships between academia and industry, as well as increase cross-disciplinary collaboration. These efforts will both improve undergraduate education and advance the profession.Master of Science
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Hedges, Pamela Mary. "Antecedents and outcomes of international student adjustment." University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.
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This study considered the adjustment of international students to their life in a new country and their work in the business faculty of a large Australian university. Prior research into expatriate adjustment was used as the study’s basis and a model for analysis was developed from that research literature. Although some aspects of the relationships found with expatriate employees were not demonstrated, generally the similarities were strong and the features of an expatriate employee’s experience and that of an international student were seen to be very alike. Over 500 international students completed a survey based on well-validated measures from the research literature. The results were analysed using structural equation modelling. The hypothesised model did not fit very well in its original form and alternative models were suggested and tested in order to identify a better-fitting model. Cultural novelty, personal abilities in interpersonal interactions and communication skills, self-esteem, self-efficacy and general adjustment were found to be the most significant variables in explaining the outcomes of academic achievement, workrelated and general wellbeing and work-related and general satisfaction, with selfesteem, self-efficacy and general adjustment having the greatest influence on successful outcomes. Adjustment was found not to be a mediating construct, as suggested in the expatriate literature, but an antecedent influence upon the outcomes. Relationships between the constructs were complex, as had been suggested by previous research, making generalisations about causes and consequences of adjustment very difficult. This complexity emphasised that, for international students, the experience of living and working in an international location needs to be regarded in a holistic fashion and that there are many and varied contributors to its success. Several potentially fruitful avenues for future research, concerning both international students and expatriate employees, were identified and discussed. The implications of the present study were considered, both from an academic perspective and in terms of usefulness within a university. A number of possible practical strategies were suggested, relevant to students, lecturers and university administrators that might assist in improving the experience of ‘expatriation’ for international students.
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簡潔枝 and Kit-chi Alice Kan. "The internal structure of the self description questionnaire: a Malaysian investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956427.
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Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.
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Macdonald, Mary-anne. "Examining the perceived benefit of education for Aboriginal secondary students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2087.
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Indigenous and remote Australians have lower education and employment levels than non- Indigenous and urban Australians and face continued socio-economic disadvantage. Many contemporary voices have called for quantitative evidence for Indigenous education policy. The current thesis responds to this gap in the literature by developing a factor model of Indigenous education engagement, and supports this with regression equations and qualitative interviews exploring the impact of various experiences on Indigenous engagement with secondary school. The current study found that, despite gap in attendance rates, Year 12 completion rates, and tertiary education enrolment and completion, Indigenous and non-Indigenous participants alike ascribed a high value to the benefit of completing secondary education. For both groups, students were more likely to attribute benefit to schooling when they encountered a Positive School Culture, Promotion of Indigenous Culture, Pathway Development, and opportunities to develop Self-Efficacy. Yet, Indigenous secondary students in this study who ascribed benefit to secondary education appeared to make that decision at an earlier age, and did not often ascribe equal benefit to higher education. Compared with non-Indigenous participants of the current research, Indigenous students make education decisions with the belief that it will be harder for them to attain success in post-secondary education due to lower academic achievement, social discourse and discrimination surrounding Indigenous identity, geographic remoteness, and economic concerns. Furthermore, qualitative analysis revealed that non-Indigenous secondary teachers are likely to look to more superficial aspects of culture, rather than the epistemological and ontological aspects desired by Indigenous students, when developing a culturally inclusive environment. Finally, the Revised Factor Model developed in this thesis explained 46% of the total variance amongst variables measuring student experiences of and attitudes toward the utility of education.
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Bunker, Alison M. "Conceptions of learning identified by indigenous students entering a University preparation course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1370.
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The increase in Indigenous participation in university courses in recent years has not been matched by an increase in graduation. In the mainstream university population, student success has been linked to approaches to learning, which are linked to conceptions of learning. This study investigates what conceptions of learning Indigenous students identify at the beginning of their university career. Thirty six students completed a 'Reflections on Learning Inventory' developed by Meyer (1995). Nine of these students were interviewed in depth about what they thought learning was and how they would go about it. The interview analysis for each of the nine students was compared with their individual inventory profile. It was anticipated that the use of such complementary methods would increase the validity of the findings, but this was not the case. The participants identified a range of conceptions comparable with those identified by mainstream students, but with a greater emphasis on understanding. However, the descriptions of how learning happens were undeveloped and not likely to result in the kind of learning described. The findings will be useful in making curricula decisions in an Indigenous university preparation course that encourage students to adopt successful strategies for learning. In addition, it will also be useful information for the participants themselves as they become reflective learners.
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Mansfield, Caroline. "The influence of students' contextual perceptions on motivational goal pursuit in the first year of middle school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/710.
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The nature of student motivation in schools, particularly during early adolescence, has been of interest and concern to educators and researchers alike. Particularly over the last 20 years, considerable technological advances, societal changes, changes in traditional family structures, and changes in educational structures and practice have seen the issue of student motivation emerge as a prime focus for educators and researchers. Simultaneously, developments in educational research and consequent understandings developed about student motivation in classroom contexts have revealed the complexity of students' motivational processes and served to inspire further research in this field.
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Burke, Rachel Jean. "Casualties, contributors, competitors or commodities? : images of the Asian international student population in Australia : reflecting notions of 'national identity' /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18916.pdf.
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Hoffman, Karen. "Students' perceptions of clinical teacher behaviors." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958793.
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The purpose of the study was to examine students' perceptions of frequency of clinical teacher behaviors and whether those perceptions change by class level. The theoretical framework for the study was Bevis' paradigm of curriculum revolution.In 1993, Marilyn Simons, DNS gathered data from nursing students enrolled in clinical nursing courses at a Midwestern university. The convenience sample totaled 88 (100%). The data was not analyzed or reported. The current study was a retrospective analysis of that data.Findings of the study showed that students perceived faculty as demonstrating professional competence and interpersonal relationship behaviors in the clinical setting. No significant differences were found in these perceptions by class level on either then total scale or on the subscales.The conclusion from the study was that faculty at this particular university are perceived as practicing emancipatory education as proposed by Bevis. It was also concluded that faculty perform at the same level of competency and use similar approaches without regard to class level, and that students perceived that faculty related to them in similar ways across classes.The study was significant because it helps nurse educators understand the student perspective of clinical teacher behavior. The Clinical Teacher Behavior Tool used in the study could be used to help design a cooperative clinical learning model different from the traditional education approach and in accordance with Bevis' paradigm.School of Nursing
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Chan, Sum-yee Cynthia, and 陳心意. "The impact of teacher appraisal by students on schooling: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957717.
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Hor, Su-yin Education Faculty of Arts & Social Sciences UNSW. "Exploring gifted primary students' perceptions of the characteristics of their effective teachers." Awarded by:University of New South Wales. Education, 2006. http://handle.unsw.edu.au/1959.4/24307.
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This study sought to explore the question of what personal and professional characteristics may be particularly relevant to effective teachers of the gifted, by investigating the characteristics of effective teachers identified in both the general teacher effectiveness literature and the gifted education literature, through the perceptions of gifted primary students about teachers they regarded as effective. A questionnaire was created for this study, comprised of items which represented characteristics identified from the literature review and determined to be relevant to students' experiences. This questionnaire was distributed to the sample of intellectually gifted primary students (n = 168), and their responses were examined for differences between moderately gifted (n = 74) and highly gifted primary students (n = 94), as well as female (n = 84) and male (n = 81) gifted primary students. This study also recorded gifted primary students' opinions regarding what they believe were the characteristics that made their nominated teachers so effective, through the use of an open-ended question in the questionnaire. This study found that the characteristics of effective teachers identified in both the general teacher effectiveness and the gifted education literatures were supported by gifted primary students' perceptions of their nominated teachers. This study also found differences between moderately gifted and highly gifted primary students, as well as gender differences on a number of characteristics. These differences support the need to examine, more carefully, teacher behaviour and strategies in the classroom for differences in how they may influence the learning of students of different levels of ability and gender. A qualitative analysis of gifted primary students' answers to the open-ended question also revealed in-depth information about how teachers' characteristics are related to each other, and how students perceive them to be effective, as well as suggesting characteristics that were not identified in the previous review of the literature.
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Ho, Wai-leung, and 何偉良. "Investigating the impact of student-initiated criteria for English language school-based assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040203.
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Smith, Randal J. "The relationship between TOEFL scores and cumulative graduate grade point averages of foreign students with Arabic as their native language." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834148.
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English, verbal vs. non-verbal content of courses taken and The present study was conducted to find the relationship between TOEFL scores and the graduate CPA's of the foreign students with Arabic as their native language. The results of the study indicated non-significant correlations for all 116 students, for males and females and for students having departmental majors in areas of education and sciences. A significant negative correlation was found for business majors. The factors responsible for non-significant or negative correlation between TOEFL scores and the CPA's seem to be restriction of range for graduate CPA's, difference between beginning and acquired language proficiency in the small number of individuals involved. In view of the above results, the TOEFL does not seem to be a good predictor of academic success for foreign students with Arabic as native language. It should be replaced or, supplemented with some other criteria of academic success at American colleges and universities.Department of Educational Psychology
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Mansfield, Caroline. "The influence of student perceptions about school experience on non-university bound students' motivation to succeed." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/911.
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In Australiari high schools today there. are increasingly greater numbers of students completing a final two years of post-compulsory secondary schooling Without the intention of progressing to a university tertiary education. Educators acknowledge that the comparative lack of motivation displayed by these students poses problems within the classroom and the educational system and most are concerned about how best to cater for the distinct and unique needs of this group of students. This thesis investigates the influence of student perceptions about school experience on Year 12 non-university bound students' motivation to succeed. The study focuses on the perceptions students hold about the classroom processes and curriculum they experience in their final year of school and. then explores how these perceptions influence the motivational goal orientations students adopt.
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Wong, Siu-ping, and 黃笑冰. "Listen to what students say: students' perceptions of the characteristics of a good teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962646.
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Woodward, Helen Lynette, University of Western Sydney, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27518.
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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio.Doctor of Education
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Woodward, Helen 1939, of Western Sydney Nepean University, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27609.
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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio.Doctor of Education
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Kordjamshidi, Maria Built Environment Faculty of Built Environment UNSW. "Development of a new framework for a House Rating Scheme (HRS)." 2007. http://handle.unsw.edu.au/1959.4/40519.
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There has long been concern that rating the thermal performance of buildings on the basis of predicted normalized energy requirement (MJ/m2) is inappropriate for achieving overall energy efficient design of houses, mainly due to the inability of such schemes to deal with the evaluation of passive architectural design in the form of free running buildings. This study, investigating the shortcomings in the current rating schemes, hypothesizes that the main reason for that inability is due to significant differences between efficient design for free running and conditioned houses. It also suggests that a multiple occupancy scenario, involving variable occupation times and zones, is an important parameter for improving the accuracy of any building evaluation system. The study aims to propose a new method for House Rating Schemes in which the efficiency of a house design will be evaluated with reference to its thermal performance in both free running and conditioned operation modes. By attributing more value to the performance of houses in the free running than the conditioned operation, it is assumed that policy objectives for reducing energy demand for space heating and cooling in the residential building sector are more likely to be achieved. Simulation was used to compare the predicted thermal performances of houses in free running and conditioned operation modes for the moderate climates of Sydney and Canberra. Parametric sensitivity analysis and multivariate regression analysis have been employed and point to the following results. The reliability of a free running rating scheme, in terms of addressing energy efficient aspects, as compared to the current energy based rating schemes, is demonstrated. The research illustrates significant differences between efficient design for conditioned houses and for free running houses. The findings strongly suggest the necessity of developing a new regulatory framework for reducing energy demand in the housing sector. Utilizing these findings, an aggregation of two rating systems for the purpose of creating a new house rating framework has been developed. It is assumed that this research approach is likely to deliver significant benefits in terms of reduction in energy demand and increased sustainability, if it is employed as a basis for House Ratings Schemes.