Tesi: "Secondary level"

1

Pfister, Christina Cara. "Problems of beginning teachers at the secondary level". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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2

Chow, Yuen-chu Marie, e 周婉珠. "A behavioural approach to classroom management at secondary level". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956373.

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3

COELHO, SUZANA LANNA BURNIER. "WORLD VIEWS AND PROJECTS OF SECONDARY LEVEL SKILLED WORKERS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4331@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A pesquisa descreve e analisa os processos de construção e reconstrução das visões de mundo e dos projetos de trabalhadores técnicos de nível médio em seu diálogo com a dinâmica cultural da sociedade na modernidade tardia. Foram entrevistados 20 técnicos de nível médio (16 homens e 4 mulheres), alguns recorrentemente, ao longo de três anos. Foram entrevistados ainda alguns pais e mães e visitadas algumas residências, locais de trabalho e espaços de lazer desses técnicos. Com foco nas concepções dos sujeitos, procurou-se identificar, descrever e interpretar o diálogo desses sujeitos, oriundos de diferentes contextos sócio- culturais, com os padrões culturais e disciplinares modernos encontrados, em diferentes graus e formas, nas famílias, vizinhança, escolas, empresas e nos espaços de sociabilidade e lazer. A pesquisa constatou que, ainda que inseridos no modelo mais geral de homem burguês, os técnicos, tanto os oriundos dos setores populares quanto de setores médios, apresentam universos simbólicos particulares, compostos, de forma híbrida, de práticas e representações selecionados de diferentes grupos sócio- culturais, em função dos eixos articuladores de seus projetos. Inúmeros fatores são descortinados como elementos que orientam tal seleção, desde as configurações familiares e as condições de vida até as características pessoais, passando ainda pelas instituições e práticas vivenciadas. As conclusões do estudo apontam para a clássica tensão entre sujeito, subjetividade e identidade, de um lado e racionalidade, universalidade e vida social de outro, equacionada de diversas maneiras nos vários grupos culturais. No caso dos técnicos investigados foi identificada uma tendência ao favorecimento do pólo da racionalidade, em detrimento do pólo da subjetividade, nas instituições acessadas ao longo de suas trajetórias de vida, como a escola profissional, os sindicatos, as universidades e as empresas. Mas tal tendência não é única e dialoga tensa e intensamente com os valores oriundos da cultura popular através de instituições como a família e a religião, e de espaços como a vizinhança e as redes de sociabilidade. Nesse quadro complexo, os técnicos constroem suas visões de mundo e projetos, plenos de limites mas também de possibilidades.
This research describes and analyses the construction and reconstruction process of secondary level skilled workers world views in their dialogue on the cultural dynamics of the late modern society. The data was collected through interviews with twenty secondary level skilled workers ( sixteen men and four women) some of them for three years following their life histories. Some of the workers´ fathers and mothers were also interviewed in their homes. Interviews also took place at work and in their places of leisure. Focusing on the subjects´ perceptions, the research tried to identify, describe and interpret the dialogue between these workers, which come from different socio-cultural contexts, and the modern cultural and disciplinary patterns encountered in their families, neighborhoods, schools, companies and places of leisure. The research findings show that, belonging to the bourgeois human model, the workers also are influenced by popular groups and also by the middle class. This reveals particular symbolic universes, hybrids, composed with practices and representations chosen from different social groups, institutions and media, and referred in the central elements of their projects. The research also points to various factors which direct these choices, from the familiar configurations to personal peculiarities and the experienced institutions and practices. The conclusions point to the classic tension between the individual, subjectivity and identity, on the one hand and, on the other, rationality, universality and social life - a tension that is differently managed by the various cultural groups. In the case of these workers, a tendency of the institutions accessed by them along their life histories was identified as encouraging the rationality aspects in prejudicing their subjectivity in areas such as educational establishments, trade unions, universities and work place. But this is not the only tendency and the rationality dialogues tensely and intensely with the popular culture values stemming from institutions such as the family and religion and from areas such as the local neighborhood and social networks. In this complex framework the skilled workers compose their world views and projects, full of limits as well as possibilities.

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4

Hansel, Kayla M. "Teacher Perceptions About Literacy Instruction at the Secondary Level". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

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5

Knowlton, Corey Lamoin. "Web page design class curriculum for the secondary level". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2108.

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6

Huhta, A. P. (Ari-Pekka). "Restorative mowing on semi-natural grasslands: community-level changes and species-level responses". Doctoral thesis, University of Oulu, 2001. http://urn.fi/urn:isbn:9514259947.

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Abstract This thesis operates at two levels of ecological research, describing the effects of withdrawal and re-introduction of management on grasslands. The aim of the community-level survey was to explore the effects of abandonment, mowing and grazing on semi-natural meadows in northern Finland. At the species level, the aim was to evaluate the responses of three monocarpic meadow species to various degrees of simulated grazing under natural growth conditions. The community-level studies suggest that strongly competitive grass species with rapid vegetative growth, especially those forming tussocks, are able to retain or increase their cover in abandoned meadows. However, most species are able to persist in a meadow for a long time after abandonment, even when a group of immigrants arrive. This leads to a temporary increase in species diversity, and it may therefore be used as an indicator of ongoing succession. Nevertheless, abandonment is harmful for the rare archaeophytic species in the long run. Late mowing does not have extensive short-term impacts on grass-dominated semi-natural meadows. Therefore, it is neither an efficient nor a substitutional way of management when the goal is to restore a formerly grazed pasture. Mowing executed early in the season may, however, be a more appropriate way of inducing changes in species composition and enhancing species richness. According to the results of the species-level studies, Erysimum strictum and Rhinanthus minor tolerate well minor apical damage, while more severe damage has a detrimental impact on the performance of both species. The observed differences in regrowth responses between the two species are presumably due to their different habitat requirements in relation to competition. The species-level experiment with two late-flowering populations of field gentian Gentianella campestris ssp. campestris revealed that the southern, Swedish population that has been regularly grazed and mown overcompensated for the intermediate (50%) damage level, whereas the northern, Finnish field gentians growing in unmanaged habitats showed at best partial or full compensation. Regular grazing and mowing have presumably favoured grazing-tolerant plant species, i.e. species with a good regrowth capacity. Herbivory reshapes grassland plant communities in two ways: directly by affecting the survival and reproductive success of individual plants and indirectly by changing the competitive environment. Tall and competitive perennial species suffer relatively more from damage than true grassland species, i.e. small herbs and grasses, which are better able to tolerate regular tissue losses and respond to damage within the ongoing growing season. As a result, certain species benefit from grazing and mowing in the sense that they may gain more through competitive relaxation than they lose in defoliation.

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7

Stower, Catherine J. "Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27160.

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The purpose of this study was to investigate post-secondary students' perceptions of the role and functions of their high school counselor. One hundred seventy-three students currently attending a community college in a suburban area of a large metropolitan city participated in this study. The participants were asked to complete a survey developed by the researcher. Five research questions (listed below) guided this study. 1) Do post-secondary students perceive that high school counselors are performing the functions outlined by the American School Counselor Association (see Appendix B and C), and are there gender and ethnic differences? 2) How are perceptions of services rated as "very" important by post-secondary students, and are there gender and ethnic differences? 3) How are perceptions of services rated as "often" performed by post-secondary students, and are there gender and ethnic differences? 4) What are post-secondary student's perceptions of the importance with which specific counseling functions are performed as compared to perceptions of frequency? 5) What is the level of unmet need for counseling services perceived as "very" important by post-secondary students? The results indicated that only two percent of high school counselors performed all functions identified on the questionnaire, however the majority of participants indicated counselors performed nearly one-third of the functions. The functions were noted as academic, career, or personal/social domain. The most important function and the most often performed function rated by participants was discussing graduation requirements and the least important as well as the least performed function was identified as assistance with relationship issues. In general, there was not a significant difference between gender and ethnicity. The percentage of participants who indicated a function was "very" important, however was "seldom" or "never" performed was above 50% for most functions.
Ph. D.

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8

Hong, Chan Tsui-wah. "A critical study of the economics curriculum at certificate level in Hong Kong". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862722X.

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9

Taylor, Nathan. "Teaching leadership development at the secondary level a national study /". Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4559.

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Thesis (M.S.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains viii, 149 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 132-134).

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10

Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level". Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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11

Nair, Susan. "Implementing the English language syllabus (secondary level) : the Singapore experience". Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:5464.

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[From the introduction]: This study attempts to illuminate the processes of planned change. More specifically, it examines the difficulties of implementing a revised English language syllabus in the context of Singapore's educational, cultural, socio-economic and political frameworks. It considers, too, those who plan change, the assumptions and models which inform their work, and the impact of their actions. A broad view, then, is taken of syllabus implementation as part of a larger pattern of systems, individuals and events which needs to be understood before a formal implementation programme begins (Kennedy, 1988). It is recognised that a knowledge of the successes and pitfalls of previous change efforts should inform the work of syllabus writers and implementors. So, this is a historical study, a diachronic comparison of two implementation exercises, separated by a decade.

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12

Arvin, Rosanne. "Application of the Language Experience Approach for Secondary Level Students". UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/297.

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This study was conducted to determine the effectiveness of the language experience approach (LEA) for teaching reading and writing skills to functionally illiterate high school students who were identified as learning disabled. Twenty-one 9th-grade students ages fifteen to sixteen participated. The students were divided into a control group and an experimental group. The control group was instructed through the use of a commercial reading kit, Reader's Workshop I (1974). The experimental group received instruction using the LEA which uses student written material to generate reading skill activities. To verify effectiveness of the LEA, pre- and posttests of the Stanford Diagnostic Reading Test (1976), or SDRT, brown level, forms A and B and the Sentence Writing Strategy Pretest (1985), or SWSP, were administered to both the control and experimental groups. The results on the subtests of the SDRT indicated no significant gains or losses of reading skill ability for either group. The SWSP though, indicated a significant gain in sentence writing ability of 29 percentage points for the experimental group while the control group lost 11 percentage points. It is therefore evident that the language experience approach can be successful for teaching reading and writing skills to functionally illiterate high school students because it integrates reading and writing rather than providing detached skill instruction.

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13

Easey, Michael Andrew. "A study of higher level upper-secondary mathematics course choice". Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/cc96100734b3c2f0e9c79f11e6e4f47dbae4d2f41a1935503a662b5dcce8f448/13023991/Easey_2019_A_study_of_higher_level_upper_secondary.pdf.

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The impetus for this study was an observed decline in Year 10 students choosing higher level upper-secondary mathematics courses at a school in metropolitan Brisbane, Queensland. This problem has been the focus of similar research in Australia and internationally for over three generations, and despite numerous studies and reports leading to many recommendations, the problem continues. Further research regarding this problem is necessary as there are important practical implications for the students themselves, with 75% of careers in the 21st century identified as requiring skills acquired through tertiary courses that are underpinned by science, technology, engineering, and mathematics (STEM), all of which are enabled by higher level upper-secondary mathematics courses. Extending this problem from personal gain and opportunity for students to the wider community, it is evident that more individuals are needed to engage in STEM studies and careers to contribute to the innovation necessary to make Australia internationally competitive and economically prosperous. With this context in mind, the research question for this study was: What are the main factors that influence Year 10 students’ upper-secondary mathematics course choice? Moving away from the retrospective approaches normally adopted to a real-time prospective approach, this study explored the decline in Year 10 students choosing higher level upper-secondary mathematics courses using survey, drawing on the perspectives of 423 Year 10 students at three metropolitan Brisbane schools prior to making their formal subject selection later that year. Quantitative analysis indicated that the main factors influencing upper-secondary mathematics course choice are Out-of-field Mathematics Teachers, Attitudes to Mathematics, Gender, and Career Intentions. The critical finding was that Out-of-field Mathematics Teachers had a statistically significant influence on students’ upper-secondary mathematics course choice. This represents a new contribution to the research literature that has important implications for teacher registration policy in Australia as well as internationally. Also, there are implications for universities to ensure that more mathematics teachers are trained and greater incentives are provided for mathematically capable students to become mathematics teachers.

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14

Dawson, Shanna. "Curriculum-based measurement of written expression at the secondary level". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dawsons.pdf.

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Breitsprecher, Kendra Dodson. "Is love ever enough? teaching Shakespeare at the secondary level /". [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1473186.

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16

Diercks, Barbara Ann. "Curriculum-based measurement in written expression at the secondary level". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003diercksb.pdf.

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17

Borucki, Suzanne Janette. "Parent involvement at the secondary level? It can be done!" CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1665.

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18

Brannen, Josh Caleb. "Implications and recommendations for online physical education at secondary level". CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3324.

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The purpose of this project is to examine how online physical education courses impact student learning and achievement of fitness and health standards now that budget cuts are leading to the curtailing or elimination of traditional physical education classes at the secondary level of K-12 education.

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19

Berger, Nancy Jane. "WHAT IS COLLEGE-LEVEL WRITING? - THE COMMON GROUND FROM WHICH A NEW SECONDARY POST SECONDARY COMPOSITION PARTNERSHIP CAN BE FORMED". Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4033.

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In the Introduction to What is "College-Level" Writing?, editors Patrick Sullivan and Howard Tinberg state that the title asks "one of the most important questions in our profession" (xiii). However, even after 418 pages of essays written from the perspectives of high school teachers, college instructors, students, and administrators, the answer remains elusive because college-level writing does not, in fact, start in college - it starts in high school - where high school teachers believe they are instilling in their college-bound students the writing skills required by post-secondary institutions. The students, meanwhile, show up in first-year composition classes to find not only have they not been prepared for college-level writing, they haven't the faintest idea what college-level writing is. Our students have more writing demands on them now than ever before -- both in and outside of academia -- what past CCCC president, Douglas D. Hesse, terms "obliged" and "self-sponsored" writing (349). The job market has gone global and careerism is a reality for the college graduates of today. Yet, college writing instruction represents the last chance students have to learn the rhetorical traditions behind the writing skills, along with the realization that without an understanding of process and purpose, the products they do produce will never reach full potential. It is this seemingly dichotomic relationship between the "global village" job market and the rhetorical tradition that has created the exigence for this research. This study examines twelfth grade English and first-year college composition instruction from the three perspectives comprising the College Writing Contact Zone rhetorical triangle (practitioners-professional organizations-textbooks). Following the model of analysis used by Patrick Sullivan and Howard Tinberg in What is "College-Level" Writing, essays and articles written by high school teachers and first-year composition instructors involved in the "what is college-level writing?" conversation are discussed, examining each for the common threads running throughout their different viewpoints. The curricula at both the 12th grade high school and first-year college levels is also researched, in light of the mandates instituted by the professional organizations of the discipline (the NCTE and CCCC). Specifically examined are the roles these respective professional organizations played in the evolution of 12th grade high school English classes and the first-year college composition course, as we know them today. Finally, the textbooks, which inform the curricula of 12th grade high school English and first-year college composition, are investigated in regards to scope and sequence, assumptions, and authorship. The learning theories driving the textbooks are then used to construct the definition of college-level writing from the perspective of textbook publishers. The answer to the "What is college-level writing?" question emerging from this research is not what one might expect. College-level writing, as an entity, does not exist because college-level writing is the result of college-level discourse literacy. Since first year college students must step outside their comfort zone into Pratt's contact zone, perhaps, "instead of asking how to make high school writing prepare students for college writing ,. . ." we should be asking what literacy looks like"(Thompson 80). Making students aware of the different discourse communities in existence at the college level (Hesse's self-sponsored and obliged) is the first step in their being able to learn what writing is considered appropriate within each discourse community. What is needed is a new paradigm in the form of a transitional composition class that cultivates students as critically thinking writers who are the experts of their own thoughts and ideas. Whether this class belongs in the twelfth grade curriculum or the first-year college curriculum needs to be determined, but its absence is the missing link responsible for the non-transference of writing skills from the high school to the college level, as well as the non-transference of writing skills beyond the first-year composition class within academia. Our high schools, recognizing the fact that all of their twelfth grade English students are not going on to college, teach the writing skills and reading analyses needed for post-secondary school life - whatever that may be. First-year composition instructors assign their essays and research papers expecting their students to already be well-versed in the self-sponsored and obliged discourses of the academy - but they are not. The contact zone is created and the conflict begins because students need to access those discourses if they are to start creating self-sponsored knowledge of their disciplines. It is this 'knowing,' this created knowledge, that transforms our students into writers; the writers for whom we are the stewards.
M.A.
Department of English
Arts and Humanities
English MA

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20

Graf, Sharyn Sue. "Middle level principal preparation and certification: Practices and recommendations". Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185514.

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This study was primarily concerned with the experience and university preparation that middle level principals brought to their role as leaders of a school for early adolescents and with the types of state administrative certification and/or endorsements, particularly middle level administrative certification. A total of 77 middle, junior high, and intermediate school principals were sent the Middle Level Principal Survey to assess the nature of their school, their personal and professional background, their preparation to become an administrator, and the types of state certification they and their teachers held. The principals selected were building administrators of outstanding middle, junior high, and intermediate schools identified in the 1987-88 Elementary and 1988-89 Secondary School Recognition Programs. The 40 principals who responded to the survey were representative of 22 different states. The principals ranked the psychology of the early adolescent and middle level teaching methods as the top university administrative courses needed as preparation for a middle level principal. Adolescent psychology/development and middle school curriculum/methods were the two middle level university courses most frequently completed by the responding principals. Six principals surveyed had completed their doctoral studies; the remaining principals held a Master's or Educational Specialist degree. Over half of these principals majored in educational administration; one indicated a major in middle level education. Most undergraduate majors were in some specialized area of secondary education. Two principals reported an undergraduate major in middle level education. A majority of the principals had between 10 and 14 years of teaching experience. All but a few of the principals had prior administrative experience, a majority as an assistant principal. While most states had either middle level teacher certification or endorsement, they did not have middle level administrative certification or endorsement. Middle level education is often associated with either elementary or secondary education. This study found middle level education primarily associated with secondary education. The implications of the data collected through the survey indicated a need for those responsible for the education of early adolescents to receive specialized preparation in middle level education. However, the need for an expanded administrative certification division to include middle level principals was in question.

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21

Chan, Sin-yan, e 陳倩欣. "Students' conceptions of stoichiometry at the submicro level". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209683.

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Stoichiometry is an important topic in chemistry. It tells how many reactants are required to produce a certain amount of product in terms of mass, mole and volume. Learning stoichiometric calculation involves the understanding of certain concepts such as the mole, stoichiometric ratios and chemical equations. Some studies attributed the failure in learning stoichiometry to the unfamiliarity with the amount of substance in a mole and students’ weakness in the mathematical ability. Nevertheless how students connect the submicro level and the symbolic level in learning stoichiometry was not discussed widely. In this study, two examples of chemical reactions with different levels of difficulties were used to probe students’ conceptual understanding in stoichiometry at the submicro level. Their strategies used in stoichiometric calculations were examined by an interview study of five Secondary Five students. The connection between the submicro level and the symbolic level in learning stoichiometry would be also probed into. Results indicate that the failure of stoichiometry learning may due to the disconnection in different levels of representation and students’ generated strategy – ‘one portion reasoning’. An implication for teaching and learning is that teachers should use diagrams at the submicro level in the teaching of stoichiometry. Such diagrams should aim to help students building connections across the three levels of representation and enhancing students’ conceptual understanding in stoichiometry.
published_or_final_version
Education
Master
Master of Education

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22

Lindahl, Rebecca. "Research-Based Characteristics of Professional Learning Communities at the High School Level". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/859.

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An educational problem facing high schools in 2 Midwestern school districts is that few local contextual experiences exist for developing professional learning communities that contain research-based characteristics. Identifying such experiences is important to school leaders and teachers. The purpose of this study was to examine 2 local high school professional learning communities to identify research-based characteristics such as practice-based discussions and a focus on learning and results. Constructivism and social change theory provided the theoretical foundation. A single research question sought the presence of research-based characteristics. The characteristics formed the conceptual framework and emerged from many voices in the field. Qualitative case study research methods guided the study; each high school served as a case. Interviews with 10 educators, observations of 4 team meetings, and examination of artifacts from the sites were conducted to collect data. Data analysis included coding information from interviews, meetings, and artifacts; developing individual case narratives; and constructing a cross-case analysis. A key finding was that all research-based characteristics were present in each school. One conclusion reached was that strong administrative leadership contributed positively to the presence of characteristics. Another was that operating from a learning model (e.g., AIW [Authentic Intellectual Work] or DuFour) contributed positively as well. Several recommendations are included and focus on following a model under strong administrative leadership. Given the findings, positive implications for social change include more effective teaching, more authentic collaboration in schools, and a culture of teacher excellence.

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23

郭禮賢 e Lai-yin Percy Kwok. "A multi-level social analysis of demand for private supplementary tutoring at secondary level in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31243228.

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Kwok, Lai-yin Percy. "A multi-level social analysis of demand for private supplementary tutoring at secondary level in Hong Kong /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25211869.

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25

Wen, Qiu-fang, e 文秋芳. "Advanced level English language learning in China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233958.

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26

Zayim, Merve. "Investigating The Relationship Between Primary And Secondary Level Public School Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612345/index.pdf.

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The purpose of this study was to investigate the relationship between teachers&rsquo
intentional, emotional, and cognitive readiness for change and perceived faculty trust in colleagues, in principal, and in clients (students and parents).The study was designed as a correlational study and the participants comprised of 603 teachers working at primary and secondary level public schools selected from the four school districts in Ankara via cluster sampling. For the data collection, newly developed Readiness for Change Scale and Turkish adaptation of Omnibus T-Scale were utilized. Both descriptive and inferential statistics techniques (Canonical Correlation) were used for the data analysis. Confirmatory factor analysis for Readiness for Change Scale and Omnibus T-Scale were also performed within the scope of this study. Descriptive and inferential statistical analyses were performed by the software PASW Statistics 18 while the confirmatory factor analysis was performed by the software AMOS 4. The results of the study revealed that teachers&rsquo
readiness for change and perceived organizational trust were significantly correlated with each other in a way that intentional, emotional, and cognitive readiness for change were all associated with teachers&rsquo
readiness for change and contributed significantly in perceived organizational trust. Conversely, the results indicated that perceived faculty trust in colleagues, in principal, and in clients (students and parents) are all correlated with perceived organizational trust, and contributed significantly in teachers&rsquo
readiness for change. Consequently, the results of this study revealed that organizational trust is an essential internal context variable, which is correlated with teachers&rsquo
readiness for change. In this respect, the decision-making body of educational organizations, MONE, and schools should undertake necessary precautions to empower trust-based relationship within the teacher, principal and client (students and parents) triangulation for effective implementation and desired outcomes of the change interventions.

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27

Oikarinen, J. (Juho). "Technology-enhanced statistics learning experiment:a case study at upper secondary level". Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526213866.

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Abstract The aim of this study was to examine and develop statistics education by implementing computer supported collaborative learning (CSCL). This study has been influenced by design-based research, and it focuses on describing the statistical learning of upper secondary school students (N=138) in a CSCL environment, both quantitative and qualitative methods have been utilised. The present study is filling a gaping void in classroom study and disseminates new knowledge with a novel approach in combining CSCL, mathematics education at secondary level and statistical literacy. First, the students’ starting level in statistical literacy was assessed in the pre-test in which students’ perceptions and knowledge of statistics was evaluated. The results showed that students had a severe lack of understanding of basic statistical concepts. Second, CSCL supports students in collaborating asynchronously in different small-groups by using technology. Results suggest that studying in a group fostered their learning and the electronic and interactive material clarified learned topics which was designed by integrating the principles of cognitive theory of multimedia learning. Third, the shift from traditional didactic instruction towards student-centred CSCL learning was challenging for students. According to the results, students had only a few earlier experiences in learning CSCL environments. The quality of the students’ conversational acts varied considerably. It seems that learning how to collaborate productively needs practice. According to the results, the articulation and quality of mathematical discussion increased as students’ acquaintance with their teammates improved. Students’ collaboration in small groups was examined by using video analyses and content analyses. Contact summary sheet -instrument used in analyses facilitated observation of the magnitude and quality in student’s inter-subjective phenomena in collaborative learning. Fourth, students in the treatment group had better learning outcomes than students in the control group. The results suggest a statistically significant difference between treatment and control groups only in the delayed post-test and the effect size indicates a medium effect. The interactive material and CSCL seemed to foster and facilitate the development of statistical literacy. Nevertheless, students were critical of studying in the CSCL environment
Tiivistelmä Tutkimuksen tarkoituksena oli tutkia ja kehittää tilastojen opetusta hyödyntäen tietokoneavusteista yhteisöllistä oppimista (CSCL). Tutkimus on saanut vaikutteita design-perustaisesta tutkimuksesta ja se keskittyy kuvaamaan lukio-opiskelijoiden (N=138) tilastojen oppimista CSCL-ympäristössä ja tutkimuksessa on hyödynnetty kvantitatiivisia ja kvalitatiivisia menetelmiä. Tämä tutkimus lisää tietämystä luokkahuonetutkimuksesta ja yhdistää CSCL:n ja tilastollisen lukutaidon opetuksen toisella asteella. Ensimmäiseksi oppilaiden tilastollisen lukutaidon lähtötaso mitattiin alkutestissä, missä arvioitiin heidän ennakkokäsityksiä ja tietoa tilastoista. Tutkimustulokset osoittivat, että oppilailla oli suuria vaikeuksia ymmärtää tilastollisia peruskäsitteitä. Toiseksi CSCL-teknologia tukee asynkronisesti pienryhmätyöskentelyä. Tulosten mukaan opiskelu ryhmissä tuki opiskelijoiden oppimista ja sähköinen ja interaktiivinen oppimateriaali selkiytti opeteltavia asioita, joka oli suunniteltu kognitiivisen multimedia oppimisteorian periaatteiden mukaisesti. Kolmanneksi opiskelijat kokivat haasteellisuutta siirryttäessä perinteisestä opettajajohtoisesta opetusmenetelmästä oppijakeskeiseen CSCL-oppimismenetelmään. Tulosten mukaan opiskelijoilla on ollut vain vähän aikaisempia kokemuksia oppimisesta CSCL-ympäristöissä. Opiskelijoiden funktionaalisten roolien laadut vaihtelivat huomattavasti. Näyttää ilmeiseltä, että produktiivisen yhteistoiminnallisuuden oppimiseen tarvitaan harjoittelua. Tutkimustulosten mukaan artikulaatio ja laatu matemaattisissa keskusteluissa lisääntyivät oppimistilanteissa, kun opiskelijoiden ryhmätyöskentelytaidot kehittyivät. Opiskelijoiden pienryhmätyöskentelyä tutkittiin video- ja sisällönanalyysin avulla. Analysoinnissa käytetty contact summary sheet -instrumentti auttoi havainnoimaan opiskelijoiden intersubjektiivista yhteistoiminnallisen oppimisen laatua ja määrää. Neljänneksi opetuskokeiluun osallistuneilla oli parempia oppimistuloksia verrattaessa kontrolliryhmän oppilaisiin. Tutkimustulosten mukaan tilastollisesti merkittävä ero oli havaittavissa opetuskokeilu- ja kontrolliryhmän välillä ainoastaan viivästetyssä lopputestissä ja vaikutuksen suuruus on keskivoimakasta. Interaktiivinen opetusmateriaali ja CSCL näyttäisivät edistävän tilastollisen lukutaidon kehittymistä. Tästä huolimatta, opiskelijat suhtautuivat kriittisesti opiskeluun CSCL-ympäristössä

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28

Lazar, Iustin. "A multi-level nearest-neighbour algorithm for predicting protein secondary structure". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39987.pdf.

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29

Beck, Catherine Tacci. "A discipline-based approach towards teaching architecture on the secondary level". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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30

Phumbwe, Dorothy Godfrey. "School level fundraising : exploring equity and governance in Tanzanian secondary schools". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573475.

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Due to a lack of government sources for funding education, self-help initiatives have been practiced by schools and are being promoted internationally and within the policies of national governments as a viable means for funding schools. They are also regarded as valuable for enabling school-led quality improvements. Currently, there is rapid secondary education expansion in Tanzania, achieved through building community schools. These are constructed through cooperation between the government and local communities. Self-help activities have also been practiced in schools in order to supplement government resources. Although scholarship dealing with community financing exists, there is little research in Tanzania on school self-help activities. This study analyses the process of school level fundraising in Tanzania within the context of the rapid expansion of secondary education and considers the implications for social equity and school governance. The study draws upon critical theory to analyse social-power relations, social inequality and their effects on school governance and communities. Robertson, Bonal and Dale's governance framework and Bourdieu's social-capital theory are employed to explore the relationship between education governance and social and cultural reproduction. This is an exploratory study using mixed-methods with the qualitative component being more dominant. Although schools in Tanzania are supposed to report on the self-help activities they conduct, there is no clear overview and no records available from education offices. This necessitated a mapping exercise to find out what activities are being implemented on the ground through a questionnaire, to which 42 schools responded. This was followed by in-depth case studies conducted at two government- funded schools in Kilimanjaro region, a community school and a long-established school, on the role of different stakeholders and how they actually work. Informants included teachers, educational officials, members of the community and school board, who are key actors in the mobilisation of resources at school level. Although the public expansion of secondary education is aimed at reducing inequality, the findings suggest that there is class-based social reproduction as the flow of private finance increases the resource gap between schools and students. Community schools, which receive lower capitation grants from government, tend to serve a greater number of socio-economically disadvantaged students and hence are less likely to be able to raise funds. The findings also raise concerns about the possible low impact of self-help initiatives on improving quality. Uncertain social-power relations among stakeholders at different levels participating in the activities, lack of accountability and lack of effective support for schools at all levels, all have effects on school governance. The findings have implications for a policy of rapid secondary education expansion that expects significant community support for new schools. Despite the drawbacks, secondary expansion is still a step forward for equity as it has given access to secondary education, albeit of a lower quality, to many young people who otherwise would have had none. This study suggests policy priorities that are necessary to go along with the approach in order to ensure a positive impact. These consist of making sure that schools have certain essential resources; building capacities for education governance in communities and establishing a functioning education governance system which supports schools with more emphasis on improving quality and reducing inequalities.

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31

Nattheeraphong, Anyarat. "Teachers' beliefs about appropriate methodology in Thai Secondary level English education". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58077/.

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Language teacher cognition research has been a growing area of research interest in recent times. However, the majority of studies of teacher cognition in relation to teacher change have focused on pre-service and novice, rather than experienced teachers. Additionally, most research has been carried out in contexts other than the public secondary school EFL settings where most English education goes on in the world. The present study aims to redress this tendency by deeply investigating the beliefs and practices of three experienced Thai EFL teachers working in a public secondary school in Thailand. Also investigated are the sources of their beliefs and how these have developed over time throughout the teachers’ lives. Using a range of methods including semi-structured interviews, stimulated recall, classroom observation, Snake interviews, repertory grid interviews and research diary, the present study focuses on Thai EFL teachers’ beliefs concerning appropriate methodology, a notion of importance both at the macro level of educational change and at the micro level of individual classrooms, where teachers can be viewed as key change agents. Adopting a personal construct theoretical perspective, the study reveals that the teachers’ beliefs and practices have been particularly informed by their core constructs, which have deep roots in their personal biographies and are tightly tied to their sense of self. Furthermore, the findings cast light on the extent to which individual teachers may or may not change according to their core constructs. These results carry important implications for those involved in change management, teacher education, and teacher cognition research.

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32

Piet, Fezeka Caroline. "A framework for teaching : reading in Xhosa at secondary school level". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51570.

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Thesis (MA)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: This study explores and potrays various ways in which reading in Xhosa can be analyzed. Learners are encouraged to see the importance of reading so that they can produce an effective communication. A range of approaches will be employed to describe and analyze what the author or writer wants to deliver through his/her message. Various types of descriptions and analyses of texts are explored in order to demonstrate the importance of reading. Important proposals advanced by Davies (1995) in her framework of hierarchical levels of text analysis are employed in showing that Xhosa reading can be analyzed in terms of this framework. This study aims at demonstrating the success of adopting the Davies framework for the learning and teaching of reading in Xhosa. Different examples of articles are examined from the Xhosa Bona Magazines. Six articles about Tourism promotion are demonstrated in an analysis using Davies' (1995) hierarchical levels of describing and analyzing texts. The seven specific outcomes for the language, literacy and communication learning area as specified in the Outcomes-based education (OBE) curriculum are discussed in relation to the teaching and learning of reading. The tourism promotion articles used in demonstrating the learner - centered approach underlying outcomes-based teaching. One of the aims of the Outcomes-based curriculum is to enhance learner participation in learning language including reading. The teaching of this kind of reading skills necessitate an understanding of how learners respond and understand texts when reading. The analyses undertaken for the Xhosa texts are important, because they demonstrate the foundation for successful teaching and learning of reading in Xhosa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek en gee In voorstelling van verskillende wyses waarop leestekste in Xhosa ontleed kan word. In Verskeidenheid benaderings saloorweeg word in die beskrywing en analise van die inhoud wat die skrywer wil oordra in sy/haar skryfwerk. Verskillende tipes beskrywings en analises van tekste word ondersoek ten einde die belangrikheid van leesvaardigheid te demonstreer. Belangrike voorstelle soos aangetoon deur Davies (1995) in haar raamwerk van hiërargiese vlakke vir teksanalise word aangewend ten einde aan te toon dat Xhosa leestekste ontleed kan word in terme van dieselfde raamwerk. Hierdie studie het dus as doelstelling om die sukses te demonstreer van die aanvaarding van Davies se raamwerk in die onderrig en leer van leesvaardigheid in Xhosa. Verskillende voorbeelde van artikels word ontleed van die BONA tydskrif. Ses artikels oor toerisme promosie word gedemonstreer en ontleed in terme van davies se hiërargiese vlakke vir die beskrywing en analise van tekste. Die sewe spesifieke uitkomste van die taal, geletterdheid en kommunikasie leerarea soos gespesifiseer in die Uitkoms-gebaseerde onderwys kurrikulum word bespreek met betrekking tot onderrig en leer van leesvaardigheid. Een van die doelstellings van die uitkoms-gebaseerde kurrikulum is om leerders se deelname in die leerproses te vergroot, insluitende die leesproses. Die onderrig van hierdie tipe leesvaardighede noodsaak In begrip van hoe leerders tekste verstaan wanneer hulle lees. Die analises wat gedoen is en die studie is belangrik aangesien dit die basis demonstreer van suksesvolle onderrig en leer van leesvaardighede en Xhosa.

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Moolman, Tiani. "Environmental reasoning of secondary-level schoolchildren : case study of Okahandja, Namibia". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98100.

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Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Okahandja has been identified as one of the ‘dirtiest towns’ in Namibia. The town’s location makes it an important node serving as a gateway to the leisure and tourism periphery in Namibia. However, environmental problems such as littering and the burning of household waste are threatening the local cultural and nature-based tourism industry and the aesthetic beauty of the town. These forms of pollution pose various health risks to people living in the area, to those who interact with the spaces as well as for grazing animals and the natural environment. The aim of the study was to explore the environmental reasoning of secondary-level schoolchildren of Okahandja and to establish the main determinants of their environmental knowledge, attitudes and behaviour. The research objectives of the study were (1) to study the literature on and understand the concepts and models related to pro-environmental behaviour (PEB), environmental worldview, environmental concern and place attachment; (2) conduct transect walks through the communities to gain a contextual understanding; (3) question secondary-level schoolchildren at JG van der Wath Secondary School about their environmental knowledge and concern that influence their environmental reasoning; (4) investigate the influences (im)mobility (low access to transport) and place attachment to Okahandja have on the schoolchildren’s views and perceptions of the environment; (5) explore how the children view their local environment and how they want their living environment to change; and (6) examine whether children from different ethnic groups reason differently about the environment and whether these distinctions influence their interactions with their surroundings. The study followed a mixed-methods approach. A questionnaire survey among schoolchildren elicited information supplemented by observations made during transect walks, focus group discussions and participatory drawing exercises. Data was captured and analysed using STATISTICA, Excel and ArcGIS. The findings indicate that the children are aware of and relatively well-informed about the significance of a clean and protected environment. They were also well able to identify the importance of Okahandja within the Namibian landscape. Participants, especially female participants are concerned about protecting the natural environment. Greater emphasis was placed on environmental problems that are apparent and aesthetically unpleasing such as littering, than on other environmental issues such as the chopping down of trees and the burning of household waste. Participants only have a moderate sense of attachment to Okahandja so causing them to have a weak sense of responsibility and desire to behave pro-environmentally. Although community cohesion and social ties are strong within the communities, mistrust and miscommunication between residents and local authorities were identified as major stumbling blocks to PEB. Dissatisfaction with structural opportunities was displayed through a lack of concern and cooperation, leading to high levels of environmental degradation in and around Okahandja. The children seem to possess a ‘balanced’ environmental worldview as they believe that the natural environment should be protected yet used to sustain human life. The importance of positive role models such as parents and teachers was highlighted. It is recommended that environmental education (EE) and awareness should be implemented on three levels, namely parental, school and community.
AFRIKAANSE OPSOMMING:Okahandja staan bekend as een van die ‘vuilste dorpe’ in Namibië. Die ligging van die dorp maak dit ’n belangrike nodus wat dien as ’n poort na die ontspannings- en toerisme-periferie in Namibië. Maar omgewingskwessies soos rommelstrooiing en die verbranding van huishoudelike afval bedreig die plaaslike toerismebedryf en estetiese skoonheid van die dorp wat gegrondves is op sy kultuur en die natuur. Hierdie vorme van besoedeling hou gesondheidsrisiko’s in vir bewoners in die gebied, vir diegene wat beweeg in die ruimte, vir diere wat wei en die natuurlike omgewing. Die doel van die studie was om sekondêre skoolleerlinge van Okahandja se redenering oor die omgewing te ondersoek en die bepalende faktore van hul kennis van die omgewing en hul houding en gedrag teenoor die omgewing vas te stel. Die navorsingsdoelwitte van die studie was (1) om die literatuur oor pro-omgewingsgedrag (POG), die wêreldbeskouing oor die omgewing, besorgdheid oor die omgewing en verbondenheid aan ’n plek te bestudeer en die konsepte en modelle verwant daaraan te verstaan; (2) om deur die gemeenskappe te stap (of te deurkruis) om ’n kontekstuele begrip te verkry; (3) om sekondêre skoolleerlinge van JG van der Wath Sekondêre Skool te ondervra oor hul kennis en besorgtheid vir die omgewing en vas te stel hoe dit hul redenering oor die omgewing beïnvloed; (4) om die invloed wat (im)mobiliteit (beperkte toegang tot vervoer) en plekgehegtheid aan Okahandja het op die skoolleerlinge se omgewingsienings en –persepsies te ondersoek; (5) te ontdek hoe die kinders hul plaaslike omgewing sien en hoe hulle wil hê die omgewing waarin hul leef, moet verander; en (6) om vas te stel of kinders van verskillende etniese groepe verskillend redeneer oor die omgewing en of hierdie onderskeid hul interaksie met hul omgewing beïnvloed. Die studie maak van verskillende metodes gebruik. ’n Vraelys-opname het sekere inligting aan die lig gebring, dit is aangevul deur waarnemings tydens staptogte wat die studiegebied deurkruis het, fokusgroepbesprekings en deelnemende tekenoefeninge. Inligting is opgeteken en geanaliseer deur middel van STATISTICA, Excel en ArcGIS. Die bevindings toon dat die kinders bewus en relatief goed ingelig is oor die belangrikheid van ’n skoon en beskermde omgewing. Hulle was goed in staat om die belangrikheid van Okahandja binne die Namibiese landskap te identifiseer. Deelnemers, veral vroulike deelnemers, is besorg oor die beskerming van die natuurlike omgewing. Respondente het groter klem geplaas op omgewingsprobleme wat duidelik en esteties onaangenaam is soos rommelstrooiing, eerder as ander omgewingskwessies soos die afkap van bome en die verbranding van huishoudelike afval. Deelnemers het slegs ’n redelike sin van gehegtheid aan Okahandja wat veroorsaak dat hulle ’n swak sin van verantwoordelikheid en begeerte om pro-omgewing op te tree, het. Alhoewel gemeenskapsamehorigheid en sosiale bande sterk is binne die gemeenskappe, is wantroue en gebrekkige kommunikasie tussen inwoners en plaaslike owerhede geïdentifiseer as die hoofstruikelblokke van POG. Ontevredenheid met strukturele geleenthede is geopenbaar deur ’n gebrek aan besorgdheid en samewerking wat lei tot hoë vlakke van omgewingsdegradasie in en rondom Okahandja. Dit lyk of die kinders ’n ‘gebalanseerde’ wêreldbeskouing van die omgewing het, want hulle glo dat die natuurlike omgewing beskerm moet word, maar tog gebruik moet word om menselewens te onderhou. Die belangrikheid van positiewe rolmodelle soos ouers en onderwysers het uitgestaan. Daar word aanbeveel dat omgewingsopvoeding en –bewustheid op drie vlakke, naamlik ouer-, skool- en gemeenskapsvlak geïmplementeer moet word.

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34

Martinez, Barbara Ann. "MEXICAN ORIGIN FAMILY PERSPECTIVES OF PARENTAL INVOLVEMENT AT THE SECONDARY LEVEL". University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1134668161.

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35

Modlin, Cheryl Dix. "Student -teacher relationships and their effect on student achievement at the secondary level". ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/624.

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Previous research has demonstrated that adolescent learning increases with a proactive type of student-teacher relationship. However, due to the lack of common expectations for a positive student-teacher relationship, a disconnection occurs for some students, who then may become disengaged at school and may not reach their full potential academically, socially, or developmentally. This mixed method sequential, exploratory design focused on a Midwestern secondary school of approximately 250 students. The disconnection between students and teachers was addressed by investigating positive student-teacher relationships; student achievement; and the connection between student-teacher relationships and achievement. Qualitative data were collected using focus groups of students and teachers who explored characteristics of positive student-teacher relationships and of student achievement. These data were then analyzed using data reduction that selected, focused, simplified, abstracted, and transformed the data as they appeared in field notes. Quantitative data were then collected using a survey that examined student perceptions of student-teacher relationships and their potential effect on student achievement. Descriptive analysis of survey data revealed themes that were then contrasted against the qualitative data. The overarching theme that emerged from the triangulated data suggested most students perceived that a relationship existed between student achievement and relationships they had with teachers, while most teachers' perceptions were in contrast to the students' perceptions. The research demonstrated that if students and teachers connect in the classroom with a more unified approach to building and sustaining positive student-teacher relationships, a more-prepared individual emerges contributing to the community, the workforce and society at large.

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36

Hong, Chan Tsui-wah, e 康陳翠華. "A critical study of the economics curriculum at certificate level in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3862722X.

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37

Pakkeer-Jaufar, Pakkeer Cadermohideen. "Organizational health and the achievement level of students in science at the secondary level schools in Sri Lanka". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61671.pdf.

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38

Warren, Ashley N. "Disrupting the Connotation of Response to Innovation at the Secondary Level Through Design Thinking". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1561990253714983.

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39

Pong, Wing-yan. "The impact of the change in the advanced level economics syllabus on the teaching and learning of economics". Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034949.

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40

White, Bernadette D. "Implementation of Positive Behavior Intervention and Support at the High School Level". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179994.

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With schools having an ever-increasing interest in reducing acts of violence and reducing the incidence of out-of-school suspension, new interventions are constantly being sought. How the program is implemented can play a significant role in program effectiveness. Durlak (1998) found that many evaluation methods did not consider the implementation process because they were done after the implementation of the program. Whether an evidence-based intervention would have a positive effect depended on closely following the details of the implementation process (Durlak, 1998). This study was motivated by four research questions: (a) Was the process used to implement Positive Behavior Intervention and Support at a suburban high school? (b) Were the seven components for Positive Behavior Intervention and Support program development identified by Colvin addressed? (c) What are the adaptations that need to be made to make Positive Behavior Intervention and Support appropriate for high school students? and (d) Do staff members feel Positive Behavior Intervention and Support is having an impact on discipline at the high school level? The purpose of the study was to (a) Document how Positive Behavior Intervention and Support was implemented in a suburban high school, (b) Explore unique challenges at the high school and how the challenges are met, (c) Document the impact on discipline, school culture, teacher perception and (d) Determine if staff members feel Positive Behavior Intervention and Support is having an impact on discipline. The qualitative method is employed to explore the research questions. Staff members at the suburban high school in the study completed an 18-question survey using an online survey tool. Data were also gathered with six staff members who volunteered to participate in the face-to-face interviews. The online survey tool Survey Monkey was used to gather the data. The findings from the 18 survey questions supported the responses that provided the evidence that implementation processes were followed. The face-to-face interviews allowed the interviewees to share their personal perspectives. The themes that surfaced from the survey questions and the face-to-face interviews were similar. The importance of staff buy-in was a frequent theme that is repeated in the surveys and the interviews. Communication was another common theme. The study highlighted recommendations such as the importance of student involvement at the high school level and student participation of the leadership team for any new initiative that is being implements. Understanding the factors that can influence successful implementation was one of the most important findings of the study.

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41

Tang, Shuk-ching. "A content analysis of the certificate level history textbooks in Hong Kong". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264653.

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42

Huang, Mingya. "Secondary Level Screening of Chlamydomonas Reinhardtii Mutants Defective in Circadian Gene Expression". TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/667.

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To elucidate the signal transduction chain mediating circadian clock control, this work focuses on the isolation of Chlamydomonas reinhardtii mutants which are defective in circadian gene expression. In a previous study, the reporter gene ARS2 encoding the arylsulfatase enzyme was fused to the promoter of the circadian-regulated CABII-1 gene and transformed into the Chlamydomonas nucleus. The ble marker was introduced into the genome of this transformant via insertional mutagenesis to generate mutants defective in circadian CABII-1 expression. Potential mutants were selected based on aberrant single-point accumulative arylsulfatase activity. In this study, the arylsulfatase activity over the entire growth cycle was further investigated in these mutants and the reliability of the single-point screen was assessed. Of the 16 strains whose accumulative arylsulfatase activity did not differ from the nonmutagenized control in the single-point screen, 12 still showed no significant difference in a multiple-point screen. Of the 9 potential mutants with significant difference to the control in the single-point screen, 3 showed no significant difference in the multiple-point screen. Subsequently, 8 of the candidate mutants with aberrant reporter enzyme activity in the multiple-point screen were characterized by the abundance of their mRNA. The peak-to-trough ratio of CABII-1 and ARS2 transcript abundance was significantly reduced in 4 of these mutants.

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43

Tseng, Li-chen Jackie, e 曾麗珍. "Private supplementary tutoring at the senior secondary level in Taiwanand Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960492.

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44

Chan, Kwok-man, e 陳國民. "Internal assessment in science at the junior secondary school level: an investigation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208083.

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45

Watson, Robert John. "Problem analysis : cognitive factors in chemistry problem solving at secondary school level". Thesis, University of Glasgow, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339275.

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46

Root, Scott. "Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments". Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103815.

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Abstract (sommario):

This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research.

Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results.

Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.

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47

Eckler, Jennifer w. "Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810.

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48

Morisoli, Kelly. "Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/145364.

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Abstract (sommario):

This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes.Throughout the baseline phase participants read a passage aloud and during intervention phases, participants read a passage aloud and received error correction feedback. During baseline, reading was followed by fluency assessments. During intervention, reading was followed by three oral repeated readings of the passage. Maintenance sessions occurred 1, 2, and 3 weeks after the intervention ended.The researcher of this study concluded that repeated reading had a positive effect on the reading abilities of ELLs with a SLD in reading. Participants read more wpm and made fewer epm. Additionally, maintenance scores were slightly varied when compared to the last day of intervention; however, maintenance scores were higher than baseline means.The researcher of this study demonstrated that repeated reading improved the reading abilities of ELLs with a SLD in reading. On maintenance probes 1, 2, and 3 weeks following intervention mean reading fluency and errors per minute remained above baseline levels. Future researchers should investigate the use of repeated reading in ELLs with a SLD in reading at various stages of reading acquisition. Further, future researchers may examine how repeated reading can be integrated into classroom instruction and assessments.

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49

Root, Scott. "Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments". Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/34.

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Abstract (sommario):

This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research. Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results. Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.

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50

Tang, Shuk-ching, e 鄧淑貞. "A content analysis of the certificate level history textbooks in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960455.

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Tesi sul tema "Secondary level"

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