Dissertations / Theses on the topic 'Year 12 students'
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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.
Full textOrrick, Anne M. "Factors associated with affective distress in year 11 and 12 students /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18449.pdf.
Full textBrocklebank, R. J., and n/a. "The ACT year 12 certificate : a student based review." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060613.133106.
Full textSoustal, F. G., and n/a. "College course selections years 11 and 12 : students' aspirations and ultimate career choice." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061108.172700.
Full textPaynter, Christine, and n/a. "A profile of the away from home Year 12 college student in the A.C.T." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.
Full textStockwell, Melinda Elisabeth. "Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59726.
Full textLavery, Shane, and res cand@acu edu au. "Why Bother to be a Student Leader? An Exploration of the school experiences and self-perceptions of Year 12 students in three Catholic schools." Australian Catholic University. School of Educational Leadership, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp35.29082005.
Full textHolly, Christina R. "An investigation of the factors that influence the career aspirations of Year 12 science students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1549.
Full textGorman, Mary Ann. "Experiences of 10- to 12-Year-Old Elementary Students of Instruction to Participate in IEP Meetings." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716190.
Full textThis research utilized an interpretive, multiple-case design to explore how fourth- and fifth-grade charter school students with high-incidence disabilities experienced instruction to participate in their annual IEP meetings and how they described their experiences of their meetings. Using student interviews, observations of the instruction and IEP meetings, review of instructional materials, and researcher-developed tools for students to self-record data, the study focused on students' perceptions of their experiences. Specifically, this research examined factors that motivated students to participate in their IEP meetings and factors that supported and impeded their participation.
A review of the literature revealed a wide gap around research on preparation of elementary students to participate in their IEP meetings. Much of the research on how best to involve students with disabilities in their educational programming has focused on student development and training in the context of transition planning, specifically with regards to self-determination skills (e.g., problem-solving, goal-setting, self-regulation). However, researchers have suggested that students in elementary grades may require adult support and monitoring, as well as contextual practice opportunities, in order to build self-efficacy in using these skills.
Results from the research are presented separately for each student and finally compared and contrasted across students. Findings were (a) students were primarily motivated to participate in their meetings out of a need to develop competence and mastery in their academic pursuits and (b) they perceived their teachers and mothers as critical supports in their efforts. Factors found to support and impede students' participation related to: accessibility of language and content, teachers' expectations for the students' participation, level of autonomy support students received, the extent to which students perceived their voices were validated, and the extent to which students' participation focused on strengths versus deficits.
The discussion provides an analysis of motivational, support, and impediment factors through a theoretical lens that integrates self-determination theory and self-efficacy theory. The discourse highlights the importance of autonomy support to enhanced student competence and ultimately to students' more active participation in their IEP meetings. Recommendations for future research, policy, and practice are provided.
Anyika, Janet Kelechi. "An exploratory study of a mindfulness-based, targeted intervention with 12 and 13 year-old students." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6302/.
Full textPericleous, Maria. "How the activity of proving is constituted in a Cypriot classroom for 12 year old students." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10022787/.
Full textLiao, Daosheng. "Children's EFL Motivation: An investigation of 7-12 year old students in training schools in China." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/112.
Full textLiao, Daosheng. "Children's EFL motivation an investigation of 7-12 year old students in training schools in China /." Connect to thesis, 2004. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0044.html.
Full textMuller, Karl, and n/a. "Career choice : drift, desire or decision. Factors influencing career choice of year 12 students in A.C.T. catholic schools." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061024.091105.
Full textDe, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.
Full textde, Souza Marian. "Students' and teachers' perceptions of year 12 religious education programs in Catholic schools in Victoria: Implications for curriculum." Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/0eb9fe072316241111f36ff6158fa5df92b4546634fdc9479e5d304317b593a7/26341216/64843_De_Souza_1999_Students_and_teachers_perceptions2_1_.pdf.
Full textHammes, Shelley. "Differences in developmental assets and alcohol and drug use of Siren students in grades 7-12 after one year." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hammess.pdf.
Full textLavery, Shane. "Why bother to be a student leader? An exploration of the school experiences and self-perceptions of year 12 students in three Catholic schools." Thesis, Australian Catholic University, 2003. https://acuresearchbank.acu.edu.au/download/866518d1a40fc25f668da17a37f8714dd47ca63b954f25f428c2936b9b1f3736/1281843/64959_downloaded_stream_184.pdf.
Full textMartens, Marloes Karina. "Krachtvoer the development, implementation, and evaluation of an educational programme for 12-14-year-old students to promote healthy eating /." [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 2005. http://arno.unimaas.nl/show.cgi?fid=6539.
Full textBaturo, Annette R. "Getting to know probability: A descriptive study of the cognitive processes employed by Year 12 students engaged on probability tasks." Thesis, Queensland University of Technology, 1992.
Find full textBaturo, Annette. "Getting to know probability : a descriptive study of the cognitive processes employed by the year 12 students engaged on probability tasks." Thesis, Queensland University of Technology, 1992. https://eprints.qut.edu.au/36705/1/36705_Baturo_1992.pdf.
Full textCaliskanel, Gamze. "The Relationship Between Working Memory, English (l2) And Academic Achievement In 12-14 Year-old Turkish Students: The Effect Of Age And Gender." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615726/index.pdf.
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.01). The results also indicated that verbal working memory capacity had a far more predictive role on school success for females than males.
Griffith, Kevin Robert. "Metalanguage about writing and the transition from K-12 to college : the written responding processes of six first-year students entering the university." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287424017.
Full textGriffith, Kevin. "Metalanguage about writing and the transition from K-12 to college : the written responding processes of six first-year students entering the university /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776210792182.
Full textJansson, Anna. "The impact of age and gender with respect to general joint laxity, shoulder joint laxity and rotation : a study of 9, 12, and 15 year old students /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-323-x/.
Full textLim, Roslyn Beth. "Career Counselling Services: Client Expectations and Provider Perceptions." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16048/1/Roslyn_Beth_Lim_Thesis.pdf.
Full textLim, Roslyn Beth. "Career Counselling Services: Client Expectations and Provider Perceptions." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16048/.
Full textRashed, Adnan Ghaib. "Standardization of the WISC-R for students aged 12-15 years in Iraq." Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:8318.
Full textOgletree, Susan L. "Student Achievement in Science and Mathematics in Urban Professional Develpment Schools during First Year of Implementation." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/eps_diss/10.
Full textZubak, Goran. "12 Years a Slave in upper secondary school : Using a slave’s narrative to raise students’ awareness of racism." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53299.
Full textWang, Connie Hou-Ning. "Agent-Based Overlapping Generations Modeling for Educational Policy Analysis." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4112.
Full textKazen, Hayley D. "Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students." 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131.
Full textTAI, JUI-HUNG, and 戴瑞宏. "Voices from the First Generation of Students Facing 12-year Compulsory Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/10116218912819276206.
Full text東海大學
教育研究所
101
12-year compulsory education is a very important new educational policy in Taiwan. The government made great efforts in educational propaganda through schools, teachers, parents and mass media. These researchers concern about the voices of those students who face the first year implementation of this new policy. The purpose of this study is to explore students’ perceptions about the 12 year compulsory education: What is the students’ understanding of the 12 year compulsory education? What changes do they experience in their education? And what are their feelings toward the new policy? Semi-structured interview method and snowball sampling are adopted in this study. 15 students of 8th grader are interviewed individually. Among the 15 participants, 5students were ranked top 10% academically at 7th grade in the 100th academic year in their school; 5 were among the medium and 5 were among the bottom. The main findings are: 1. Students’ information about the 12-year compulsory education mostly comes from the teacher’s proposition in class. 2. Most participants hope they can enter high school through Test-Free Admission; yet, they are worried about the mediocrity education in the future. 3. The participants obviously experience less learning stress about the Comprehensive Assessment, but also accompany high anxiety because this Assessment is a new one and do not know what it will be like. 4. Due to the unwillingly excess competition. 5. The implement and fulfillment of policy concepts should reinforce. 6. Tests in school do not decreased under the new policy. Some consider those tests as positive stress while others think so many paper-pencil tests are annoying. 7. No matter of their academic achievement, all interviewees wish to go to the public high school. 8. Facing the 12-year Compulsory Education, we have no idea what to do on the teaching spot. 9. Parents generally don’t know much about the 12-year compulsory education policy. What they care about the most is which school my child can get in. Some suggestions are proposed according to the findings.
Chen, Tseng, and 曾珍. "A Case Study on 12-year Compulsory Education of Teacher Leadership and Students’ Well-being." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55981501912668993480.
Full text康寧大學
企業管理研究所
103
Research on teacher leadership is not a few, but there is lack of 12-year compulsory education of teacher leadership and students’ well-being. Therefore, this study will focus on this aspect of an elementary school. The research will discuss between teacher’s awareness of leadership, practical situation, students’ reflections, plight, influences with students well-being results. It aims to analyze this case and then provides advice for teachers. How to enhance students’ well-being is the purpose. To achieve the purpose, this study uses qualitative research. The main participants are principal, directors, with their supervisors. The main numbers of survey’s people are six persons. The research adopts In-Depth Interview Methods to collect the data. According to the analysis, this study had the following conclusions. First, positive teacher leadership can promote teacher’s specialty and the efficacy of school. Second, the organization needs to have the authority to support teacher leadership system. Third, the organization should sustain the needs of the teacher leaders. Fourth, teachers can promote students’ well-being from the aspects of reality and psychology. Fifth, teacher leadership affects students’ well-being. Sixth,12-year compulsory education has little effect on teachers’ leadership. However, it affects the students’ choices of cram school and their well-being. Finally, this study makes concrete recommendations for educational authorities, case school, teachers and future research.
WANG, BANG-WUN, and 王邦文. "The Practice of Integrating IKW into the 12-year Basic Education for Indigenous Students Science Learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/mw38fv.
Full text國立東華大學
教育與潛能開發學系
105
In order to cope with the progress of times and social change, the Ministry of Education adds another 3 years to 9-year education to promote the 12-year Basic Education. This project involves discovering how science education of the 12-year education is implemented in remote Indigenous schools so that we choose the class (all Amis students) as the research object. In conducting the study, we select the fifth grade's fourth unit lesson "air and burning" to investigate how the place-based curriculum of IKW (tribal wisdom) incorporates with the 12-year Basic Education for the fifth graders to utilize tribal culture and pay more attention to home interactions in the education process. This study is aimed to help students to be more interested in science and teaching staff are instructed to emphasize this practice and inquiry. This study uses observation, interview and documentation and other methods to collect research data. From the aforementioned procedures we can determine the effectiveness of the 12-year Basic Education. Our goal is to understand improvements in student learning using IKW in place-based courses and teaching concepts as stated above in meeting the 12-year Basic Education. Three findings emerge from the research (1) The key element to connect IKW and the 12-year education is the “practice”; (2) IKW integrates in with physical science is the practice itself; (3) The curriculum of “inquiry and practice” featuring with IKW has three positive effects on Indigenous students learning science: (a) It meets both the 12-year education and the complete concept of tribal wisdom; (b) It fulfills both IKW and the core concept of the 12-year education; (c) It helps Indigenous students increase family interactions and have a better understanding of tribal culture and wisdom.
Shen, Ya-Hui, and 沈雅惠. "The Motivation of Eighth Grade Students in 12-Year Compulsory Education: A Case Study of Shanhai Class." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/p47763.
Full text經國管理暨健康學院
健康產業管理研究所
101
The 12-year compulsory education reform is a current educational issue in Taiwan. Facing the impact of education reform, what is the learning motivation of junior high school students? It is the focus of attention. This study aims to investigate the learning motivation situation of the junior sophomore under the twelve-year compulsory education reform . Field studies classes, Shanhai class as the example , are taught by researchers. The research methods is qualitative research approach, hoping to delve into students learning motivation whether changes could be produced because of years of state religion. Perform this study purport, purpose of this study can be summarized as the following conclusions : A. Twelve-year compulsory education policy 1. The school plan will affect some students' motivation. 2. The policy is unknown, studies diversified way affect their motivation to learn. 3. Students tend to serve the learning achievements and efforts, their motivation is not spontaneous. 4. The examinations will affect their motivation to learn. B. Teacher teaching 1. Teacher-moderate students, higher learning motivation of students. 2. Be funny in class of teachers affect students ' learning motivation. 3. The teachers think that the motivation of students under twelve-year compulsory education, individual differences is in a large, low-achieving students lose motivation earlier. 4. Teachers delight in twelve-year compulsory education, but also concernthat students reduce their motivation. 5. Teachers think the effectiveness of remedial teaching is certainly, but the effect is also limited. 6. Teachers would love to use a variety of teaching methods to stimulate students' motivation to learn. 7. Teachers think that to develop students' positive attitude to life is more important. C. Parent attitude in participation education 1. Parents concern child's learning achievements under twelve-year compulsory education. 2. Parents expectations appropriately helps enhance children's learning motivation. 3. When child's learning motivation reduce, parents will choose to communicate with their children more. 4. Attitude of the parents about child's future career planning affects student motivation. 5. Parents feel that their children' motivation has been under the impact of policies. 6. Parents think that their children are affected by the policy, but the real impact of the learning motivation is the nature of the child. D. Students Learning 1. Not many students take the initiative to review the assignments , only read for the sections exam. 2. The better learning attitude, the higher motivation. 3. The students' achievement of high self-expectations, learning motivation will be stronger. 4. Students take the initiative to overcome the problem, motivation is higher. 5. The subjects that students like have higher motivation. 6. Students effort the target for parents 'occupation and expectations. Finally, the combination of these four aspects of the findings for policy, teachers, parents, educational attitude, student learning and future research suggestions for reference.
Ho-ming, Yang, and 楊和明. "Taoyuan Junior High School Students’ Attitudes toward the Examinations-Free Entrance Project of 12-year Compulsory Education." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05506691045808485573.
Full text開南大學
人文社會學院公共管理碩士在職專班
102
The policy “the 12-year compulsory education” started in 2011, when the 7th-graders entered junior high school graduate in June, 2014. Besides achieving the goal of teaching in multiple ways, the policy also sets up different ways to evaluate junior high school students. Also, the Ministry of Education hopes to remove the stress from entering a senior high school, to promote the quality of education in junior high schools and elementary schools, to make all students more successful, and to raise the competitiveness of the whole country. However, this policy still becomes a big controversial issue. This research is to understand the attitudes of junior high school students (mainly 9th-graders and some 8th-graders) in Taoyuan County on this policy, and to propose a better idea for the debated parts. The researcher gets and analyzes the statistics of the poll made up with his experiences of working in a junior high school. The results reflect two aspects to discuss: a. most students of the schools in the countryside feel much more stressful getting points from different kinds of contests; b. Comprehensive Assessment Program for Junior High School Students (CAP) can’t reduce the stress from the students who hope to enter public senior high schools or vocational schools. This research will try to give better ideas to make this policy more applicable for each junior high school student.
Venzke, Shirley. "The relationship between proficiency in English, Grade 12 English results and the academic success of first year students." Diss., 2002. http://hdl.handle.net/10500/1019.
Full textPsychology of Education
M. Ed. (Psychology of Education)
Chou, Ya-Fen, and 周雅芬. "Study on Students Choice in School Application under 12-year Compulsory Education―In the third grade students in Kaohsiung City as an example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/84325255173674030454.
Full text義守大學
公共政策與管理學系
102
The Republic of China government in Taiwan plans to formally enforcement "twelve year national educations" in August, 2014. The policies with six major objectives, including training in modern civic qualities; guidance of multi-adaptive development; ensure students'' educational quality; relieve excessive academic pressure; balanced development of urban and rural education and the pursuit of social justice. Among the policies, relieve the pressure of student’s schoolwork, is the driving force and purpose of "twelve year national educations" for government. By means of tuition-free; quality schools; remedial teaching; multiple entrance exemption, etc., as supporting’s to promote "twelve year national educations". Hopefully, this can really ease students’ academic pressure, and also upgrade the quality of learning. This study according to the cultural reproduction and the concept of information disclosure in transaction theory, via PZB approach to induct four dimensions for questionnaire survey for middle high school students. Then, for provide recommendation of improve items, with Performance Evaluation Matrix to explore the gap and improve items between demands and actual feelings under policies of “twelve year national educations". In addition, the study found that for the implementation of the new policy reflects the need for improve items: including whether school students can fully understand the contents and typologies or not, the degree of further education opportunities for students of inadequate information disclosure and of reflection of student anxieties on facing the choice in general.
Wang, Ping-Jen, and 王秉仁. "The Impact of 12-year Compulsory Education on Students’ Learning Motivation- a Small Remote Junior High School as Example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65fry8.
Full text台南應用科技大學
國際企業經營系碩士班
103
Under the concept of education reform that government implementation of 12-year compulsory education, but students and their parents are not clear about the new policy. There are many different opinions around the media reports. It will increase a sense of confuse. The most of effectiveness of learning is self-motivation. This study is trying to find that the different between 12-year compulsory education and previous education policy. It also discusses the student motivation changes due to policy change. This study explores the small high school students from remote areas. It is because the majority medias are survey in Taipei area. However, the student which located in remote areas still affected by education policy. In order to explore the impact of 12-year compulsory education, this study use an semi-open expert Interview after interview data aggregated its proposed study of the proposition then using proposition to develop a questionnaire. It may find the maximum clues impact student learning motivation, in order to find the way to enhance the academic achievement. In this study the researcher using the southern junior high school teacher for the study sample. This thesis discusses the association between 12-year compulsory education and learning motivation. It is looking forward to provide the suggestions for junior high school teachers and future researchers.
Peng, Chia-Chien, and 彭家芊. "The discussion about the understanding of 12-year Compulsory Education to the junior high school students in Hsinchu Country." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/01127774520697757198.
Full text慈濟大學
教育研究所
103
The purpose of the research was mainly to know the cognition of the related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County, then to analyze the differences of various backgrounds of these students to the former issue, and finally to provide suggestions based on the results of the research from the researchers. The research tool was based on the questionnaire survey of “ The related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County”. The research sample were from the junior high school students in Hsin Chu County. The number of the questionnaires were 1305, and the returned ones were 1271. The rate of the returned ones was 93.21%. The number of the valid ones were 1194; the rate of the valid ones was 93.04%. The statistics software of the SPSS 18.0 was used to analyze thequantification of the research. The conclusion of the research were as follows: 1. The cognition of the related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County is acceptable. 2. In terms of different sex and father’s career, the cognition of the related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County has no significant difference. 3. In terms of different school year, grades, ranking in the family, educational backgrounds on parents, mother’s career, and the school scale, the cognition of the related problems of promoting the12-year compulsory education toward the junior high school students in Hsin Chu County has significant difference. According to the analysis of the research, through the suggestions of the experts and the scholars in Taiwan, and the historical documents, the following are some suggestions of the research. 1. Suggestions to the future research: (1) The target: Teachers, parents, private schools and other cities should be added to. (2) The topic of the research: Take the teachers, the courses, teaching and the school administration into consideration. (3) The research methods: The opening questions can be added to the questionnaire. 2. Suggestions to the researchers: Guide the students’ learning motivation, promote the teaching profession of the teachers, and retrieve the love for teaching and learning. Key phrases: the Junior High School students in Hsin Chu County, High School Integrating with the Local Community, the 12-year Compulsory Education
Sung, Wei-Che, and 宋維哲. "Comparison of students’ school choice reasons before and after implementation of 12-year Basic Education : Public vocational high school students in Kaohsiung City as example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/d29k9z.
Full text國立高雄師範大學
教育學系
103
The purpose of this study is to understand the public vocational high school students’ school choice reasons after the implementation of 12-year Basic Education in Kaohsiung City, to analyze the differences in students’ school choice reasons based on the different backgrounds, and to discuss the differences in students’ school choice reasons before and after the implementation of 12-year Basic Education. This study adopted the method of questionnaire survey. The objects of this study were the 1st grade students in the academic year of 2014 that were chosen from public vocational high schools in Kaohsiung City. There were 784 samples conducted by using the stratified sampling method, and a total of 637 valid samples were used for this study. The collected data were analyzed by IBM SPSS Statistics 20. The conclusions of this study are as follows: The current situations of students’ school choice reasons after the implementation of 12-year Basic Education are: 1. The most important attention of students’ school choice reasons is "Learning fits the individual interests". 2. Three areas of students’ school choice reasons could be sorted from the most important to the least important: “quality of school”, “individual aptitude”, and “convenience of transportation”. 3. There is no significant difference in students’ school choice reasons according to the gender of students. 4. There are significant differences in students’ school choice reasons according to the grade of comprehensive assessment program for junior high school students. Before and after the implementation of 12-year Basic Education, the differences in comparison of students’ school choice reasons are: 1. After the implementation of 12-year Basic Education, students pay more attention to "Learning fits the individual interests" which shows a significant difference. 2. Before and after the implementation of 12-year Basic Education, there is a significant difference in "quality of school" and in "individual aptitude", but there is no significant difference in "convenience of transportation".
Yen-ching, Chen, and 陳筵靜. "An Investigation Study on Recognition, Attitude and Academic Stress of The 12-Year Compulsory Education for Junior High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/71081816804374846580.
Full text國立新竹教育大學
教育心理與諮商碩士學位在職進修專班
102
This study implemented by the researcher as a teacher with a driven question, “Could the academic stress be released by 12-year compulsory education”, was to explore the release of the academic stress on the recognition and the attitude to 12-year compulsory education adaptive school entrance such as comprehensive assessment program for junior high school students, adaptive counseling, open admission and admission into specialized programs for junior high school students. The researcher sampling the junior high school students in Hsinchu and Miaoli designed “12-year compulsory education adaptive school entrance questionnaire” as the research tool which was composed to three parts including the recognition rating scale, the attitude rating scale and the academic stress rating scale. 930 copies were distributed with 891 copies return while effective return rate at 95.8%. Repeated measures one-way ANOVA, one-way multivariate analysis of variance, Pearson's product-moment correlation and Canonical correlation were used for statistical analysis. The results showed that: 1.The junior high school students in Hsinchu city, Hsinchu county and Miaoli county had well recognitions of 12-year compulsory education adaptive school entrance. But depending on their gender, school location, grade and educational level of parents, students had significantly different recognition of 12-year compulsory education adaptive school entrance. 2.The attitude of junior high school students in Hsinchu city, Hsinchu county and Miaoli county towards 12-year compulsory education adaptive school entrance was assent. But depending on their school location and grade, students had significantly different feeling attitude of 12-year compulsory education adaptive school entrance. 3.The academic stresses to the junior high school students in Hsinchu City, Hsinchu County and Miaoli County were from career development, social expectations and psychosocial burden in order. 4.The academic stress to junior high school students in Miaoli was higher than in Hsinchu City and Hsinchu County. 5.The recognition to 12-year compulsory education adaptive school entrance of junior high school students in Hsinchu City, Hsinchu County and Miaoli County are no relative to academic stress. 6.The attitude to 12-year compulsory education adaptive school entrance of junior high school students in Hsinchu City, Hsinchu County and Miaoli County are partially relative to academic stress mainly shown that the more they agree with admission into specialized programs, the more academic stresses come from social expectations.
Chiu, Tzu-Lang, and 邱次郎. "The impact of Physical Fitness Included in Compare the Ranking while Over Quotas in the 12-year Basic Education for Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/51459737090310230360.
Full text國立東華大學
體育與運動科學系
104
The aim of this study was to investigate the effect of physical fitness included the over quotas of 12-year Basic Education for public senior and vocational high school students. Research methods of the study were physical fitness performance and questionnaire survey. The physical fitness performance of subjects had 3574 included 1836 from 2013 and 1738 from 2014, they were the first graders of public senior and vocational high schools in Hualien city. The fitness original data uses the physical fitness norm-referenced form Ministry of Education and then perform data processing and analysis with SPSS 20.0. The questionnaire survey of subjects were the first graders of public senior and vocational high schools in Hualien city from 2014 and then proceeded sampling in the research population. Total 410 copies of questionnaires are distributed and 403 copies are retrieved, in which 390 valid copies make the availability ratio of 95.1%. The retrieved questionnaires are proceeded by descriptive statistics and t-test with SPSS 20.0. The results of this study showed as follows: 1. 12-year Basic Education policy intervene the course of physical fitness, it really have significant promotion for senior and vocational high school students in Hualien city. 2. The fitness performance of the public senior high school students are better than the public vocational high school students in Hualien city. 3. The fitness performance of the public senior and vocational high school male students are better than female students in Hualien city. 4. There were significant differences among participated i physical fitness included associated knowledge about the 12-year Basic Education n sports club of “” and ” personal fitness expectations”, participated in sports club is better than doesn’t participated in sports club. 5. There were significant differences among personal exercise habits of “physical fitness included associated knowledge about the 12-year Basic Education” and ” personal fitness expectations”, personal exercise habits more than five times a week have the best performance. Key words: 12-year Basic Education, physical fitness, over quotas
Mohns, Judith. "Bracing for Uncertainty: Perceptions of 12 College Art Instructors on the Art Skills, Dispositions, and Teaching of First-Year Art Students." Thesis, 2019. https://doi.org/10.7916/d8-g0nc-4z71.
Full textHsu, Ruei-jing, and 許瑞靜. "Learning Disturbances and Learning Attitudes for Junior High School Students under 12-year Compulsory Education in Comparing the Ranking in Yunlin County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/fed6y2.
Full text國立雲林科技大學
技術及職業教育研究所
102
ABSTRACT The purpose of the study aims to explore the relationship between learning disturbances and learning attitudes for junior high students under 12-year compulsory education in comparing the ranking in Yunlin County. The purposes of this research are to understand: (1) the current status and differences of junior high students under 12-year compulsory education in comparing the ranking and on learning disturbance and learning attitudes;(2) the relevant situation of learning disturbance and learning attitudes;(3) the predicting of learning disturbances and learning attitudes. The Subjects participated in this study were junior high students in 2013 academic year in Yunlin County. Questionnaire of Learning Disturbances and Learning Attitudes for Junior High Students Under 12-Year Compulsory Education in Comparing the Ranking were used in this study. Nine hundred and fifteen (915) questionnaires were sent out, with 827 returned. The responding rate was 90.0%. Data were analyzed by the following approaches: Descriptive Statistics, Independent Sample t-test, one way ANOVA, Scheffé posterior Comparisons, Pearson product-moment correlation and Logistic Regression. The findings of the study are follows: 1. The junior students express a level of normal about junior high school students under 12-year compulsory education in comparing the ranking; the difference partially falls on the school size and the whole academic performance and the perceptions of the ranking items are normal; the perceptions of the ranking items are normal. 2. The junior students express a level of normal about junior high students under 12-year compulsory education in comparing the ranking on learning disturbances and learning attitudes and the difference partially falls on the school size and the whole academic performance. 3. The students who percept 12-year compulsory educations in comparing the ranking are normal and the difference partially falls on the school size and the whole academic performance. 4. The relationship between junior high school students under 12-year compulsory education in comparing the ranking and learning disturbances is lowly positive, but the learning attitudes is moderate positive. 5. The 12-year compulsory educations in comparing the ranking on learning disturbances which students percept is a partial reliable indicator ,especially on the items of ensuring students’ quality; the learning attitudes is a reliable indicator ,especially on the items of the whole opinion of the comparing the ranking. Keywords: The junior high school students under 12-year compulsory education in comparing the ranking, learning disturbances, learning attitudes, junior high students
莊雅雯. "A Study on Junior High School Teachers’ Teaching Effectiveness and Students’ Learning Achievement under the 12-year Compulsory Education Policy in Taichung City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/33924529146893581939.
Full textChen, I.-Chun, and 陳怡均. "A Study of Teacher’s Expectations of Earth Science Literacy among Junior High School Students for The 12-year Compulsory Education System in Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/75473942084421871749.
Full text國立臺灣師範大學
地球科學系
102
This study uses survey research to investigate teacher’s expectations of earth science literacy among junior high school students, when the 12-year compulsory education system is implementing in Taiwan. This report utilizes teachers’ perspectives and took practical views to examine the status quo of earth science education at the junior high school level in Taiwan. It is expected that the study will provide useful information for school education improvement and curriculum refinement in Taiwan. The main study involved 160 junior high school teachers and an online survey was conducted in March of 2014, with a response rate of 42.5%. Finally the study had a total of 110 valid survey for paper and online survey. The survey study found that almost half schools only have one class per week, 85% teachers were considered very inadequate. But the schools have two classes per week, 95% teachers were considered enough to teach curriculum completely. About 95% of schools teach earth science curriculum at third grade. Although multimedia and teaching equipment are available, there are shortages of earth science classroom in the small and medium-sized schools. There are three finding about teacher’s view for the 12-year compulsory education system. (1) Most teachers understand the 12-year compulsory education system, and 16% of teachers did not understand the system. (2)32% of teachers agree with the idea of the 12-year compulsory education system. (3)68% of the earth science teachers had to teacher more than one subject. The result of teacher’s expectations of earth science literacy among junior high school students involve three difference phase of knowledge, skill and attitude. Most Earth science literacy knowledge was based on the issues of nature hazard and earth’s environment. The most important Earth science literacy of skill was the problem-solving skills. The most important Earth science literacy of attitudes were that student would treasure and make good use of resources and experience earth science applications in daily life. The teachers with different gender, age, seniority, regional and graduate department had highly correlated views of the earth science literacy. There are no significant differences in the view of the earth science literacy of the junior high school teachers.
Chen, Shan-Yi, and 陳珊怡. "Students'' Self-exploration for Career Development in the 12-year Compulsory Education: A Study on a Career Guidance Curriculum Module in Middle School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/46733977203775579324.
Full text淡江大學
課程與教學研究所碩士在職專班
104
This study aims to explore middle school students’ self-exploration process and experience for career development in a career guidance course. In responding to the 12-year compulsory education system, a curriculum module, My Life Steering Wheel, which combines the mandatary “Career Counseling Manual for Middle School Students” was designed for the career guidance course. There are two purposes for this study: (1) to develop the self-exploration for career development curriculum module, which combines “Career Counseling Manual for Middle School Students;” (2) proposing how to apply “Career Counseling Manual for Middle School Students” on the course for the reference of practical work in the field of career development guidance. 90 students of 9th-grade, including 53 boys and 37 girls, in a municipal junior high school in Taipei participated in this study. A qualitative research method is utilized. With the analysis of documents from the gathered data, students’ experiences and process of self-exploration of career development are understood and suggestions are made for practical work in the field of career development guidance. The research findings are as follows: 1. The “My Life Steering Wheel” career guidance curriculum module performed the catalytic effect of students’ self-exploration and helped to implement the goal of filling-in the “Career Counseling Manual for Middle School Students”. 2. A learning sheet of open-ended questions helped students to explore their career development diversely and let the exploration be part of their personal lives which deepened the promotion of the work of career guidance effectively. 3. Apply the concepts of career profiles, combine the design of textbooks, expand the perspectives of career guidance, and execute the spirit of adaptive guidance. 4. This study responds to the theory of career guidance and gives suggestions for following researches of sustainable development of making career-choice process of junior high school students in our country for the reference of practical work in the field of career development guidance.
Wu, Yi-Ting, and 吳伊婷. "Research on the Influence of Physical Education Fitness Learning Include Fitness Policy into the 12-year Compulsory Education in Kaohsiung Junior High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9jj62q.
Full text國立高雄師範大學
體育學系
102
Research on the Influence of Physical Education Fitness Learning Include Fitness Policy into the 12-year Compulsory Education in Kaohsiung Junior High School Students. Graduate:Wu, Yi-Ting Advisor: Dr. Tsai, Jin-Hsien Abstract The purpose of this study was to investigate the statuses of Kaohsiung junior high school students’ learning effectiveness and satisfaction and expectation after including the fitness policy into the 12-year compulsory education. In this study surveyed eighth and ninth grade students at 8 public junior high schools in Kaohsiung city after stratified sampling Of 480 questionnaires distributed, 462 were valid and valid response rate of 96.25%. The collected data was processed by using descriptive statistics, independent-samples t –test, one-way ANOVA, Scheffe’s method , Pearson’s product moment correlation, and Chi-Square test. The standard deviation for significant differences in this study (α=.05). The results of this study showed as follows: 1.Learning effectiveness of physical education fitness learning for junior high school students in Kaohsiung city were moderately good, in an order of cognitive affective, and skill domains. 2.Learning satisfaction of physical education fitness learning for junior high school students in Kaohsiung city physical education fitness learning were “satisfied”, in an order of peer relationships and teachers’ instructions and testing procedures and equipment and school administration domains. 3.Kaohsiung junior high school students’ expectation the highest average score of questions was “I hope that PE can choose my favorite sports to enhance my physical fitness”, and most people agree that physical education should add the curriculum that can enhance cardiovascular endurance and flexibility. 4.There were significant differences among gender of students’ learning effectiveness, but with no significant difference of learning satisfaction; there was no significant difference among grade of learning effectiveness learning satisfaction and expectation; whether participated in sports club for the skill factor of students’ learning effectiveness; there were significant differences among students’ personal exercise habits for students’ learning effectiveness and students’ learning satisfaction and expectation, represent that regular exercise affect physical fitness. 5.Kaohsiung junior high school students’ learning effectives and of physical education fitness learning, learning effectives and expectation were significantly positively correlated.