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Gruenert, Stephen W. "Development of a school culture survey /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901237.
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Irvin, Janice L. "School TVAAS Rank and Teacher Perceptions of Elementary School Culture in East Tennessee". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2294.
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The focus of this study was a comparison between the perceptions of school culture characteristics as measured by the TELL Tennessee Survey taken by school-based licensed educators in Tennessee and each school’s overall composite TVAAS score. 9 factor variables were discussed in the literature review. This dissertation was a quantitative study of teachers' perceptions of school culture and TVAAS composite scores.
A one-way analysis of variance (ANOVA) was conducted to evaluate the relationships among overall school culture as measured by the TELL Tennessee survey and individual effects on TVAAS composite scores. The dependent variable was the response to the TELL Tennessee survey questions by Tennessee licensed school-based educators.
The exploratory question that originated from this study was: Is there a significant difference in teacher perceptions in the 9 areas (Community Engagement, Teacher Leadership, School Leadership, Managing Student Conduct, Use of Time, Professional Development, Facilities and Resources, Instructional Practices and Support, and New Teacher Support) measured by the TELL Tennessee Survey among schools that received a 1, 2, 3, 4, or 5 on their overall TVAAS score in 2013? In an attempt to answer this question, means were calculated using the TELL Tennessee survey responses for each of the 9 variables. This purposeful sample represents 164 elementary schools in East Tennessee. An ANOVA test was used to determine if a correlation existed between teacher perceptions in the 9 areas measured by the TELL Tennessee Survey and schools that received a 1, 2, 3, 4, or 5 on their overall TVAAS score in 2013.
The results showed no significant difference in the teachers' perceptions of their school’s administrator, culture, and overall composite TVAAS data score. The null hypotheses were retained in all 9 survey areas.
3
Mertzig, Heidi K. "Organizational culture and climate survey development and evaluation model for an elementary school /". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mertzigh.pdf.
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Pniewski, Luke Eugene. "Administrator and Teacher Perception of School Culture". TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1971.
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This study measured the culture of Barren County High School using the School Culture Triage Survey. The survey was administered to the teachers and administrators separately to assess the difference of the perception of the school culture within that school. The research suggests that improving a schools culture will increase teacher moral, teacher and administrator cohesiveness, and increase students’ achievement. The results of this research show that the overall school culture is perceived very similarly between the two subgroups (teachers and leadership) but there are areas of the schools culture that are perceived differently, and if improved, can lead to significant gains for teachers and student learning and achievement.
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Brinton, Chad M. "Comparing perceptions about collaborative culture from certified and non-certified staff members through the adaptation of the School Culture Survey - Teacher Form". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4843.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 30, 2007) Vita. Includes bibliographical references.
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La, Salle Tamika. "Cultural and Ecological Considerations within the Context of School Climate". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/cps_diss/92.
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School climate has been established as an important construct to measure because of its connections to student psychological, social, and academic outcomes. Existing research has examined school climate in relation to individual (i.e., race and gender) and school level (i.e., teacher characteristics or school size) variables. The current paper presents a cultural-ecological model for research on school climate. The cultural-ecological model of school climate supports future research incorporating a broadened view of culture, extending beyond race and ethnicity, and a more comprehensive examination of ecological contexts such as the family and community in understanding student perceptions of school climate. Within this model, individual, family, school, and community variables that may influence student perceptions of school climate are described and a research agenda is presented for utilizing the cultural-ecological model of school climate in future school climate research and for developing, implementing and evaluating strategies designed to enhance school climate and school performance based on prevention and intervention. The current study examined the relationship between cultural and ecological variables at the individual, school, and community levels and student perceptions of school climate. A multi-level (HLM) model examining the relationships between individual, cultural, and ecological variables and school climate was evaluated. Results of the current study indicated that for the relationship between student and school characteristics and school climate remain relatively consistent for both groups. Specifically, both individual and school variables influenced student perceptions of school climate. However, this data also confirms the need to further examine additional cultural and ecological variables in order to increase our understanding of how such variables are related to perceptions of climate.
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Numkanisorn, Nicholas Phiranant, i res cand@acu edu au. "An Exploration of the Impact of Principal Leadership Behaviour on School Culture". Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp53.29082005.
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Thailand is entering into a new phase of educational administration under the new National Education Act of 1999 which requires all educational institutions to have internal and external quality assurance in order to ensure improvement of educational quality and standards at all levels (Section 47). This means that all educational institutions, especially in the private sector, have to undergo many changes, including changes in administration, teaching and learning processes, methods of evaluation and professional development programs. The current study focused specifically on the transformational leadership behaviour of principals on school culture. Culture is considered to be a key factor in determining whether school improvement is possible (Deal & Peterson, 1999). The study was conducted in two phases: quantitative and a qualitative, and carried out in the secondary schools of the Brothers of St. Gabriel, in Thailand. In the quantitative phase, the researcher used two instruments, namely the Multifactor Leadership Questionnaire (MLQ, Short form) developed by Bass (2000) to measure the leadership behaviour of principals, and the School Culture Survey developed by Gruenert (1998) to measure school culture. The results from the quantitative study were used to select a school for the second phase of the study that was carried out using a qualitative approach. The quantitative findings provided descriptive evidence that transformational leadership existed in the schools of the Brothers of St. Gabriel, in Thailand and the dominant culture of the Gabrieltie schools was Professional Development. In addition, the findings also revealed that there was a significant relationship between leadership behaviour and school culture. In the second phase, the leadership behaviour of the selected principal was interpreted based on transformational leadership applied in a school setting. This process was outlined by Leithwood (1996) as frame of reference to identify a pattern of leadership behaviour of the selected principal. The findings revealed that the selected principal exercised the qualities of transformational leadership to some extent. Some qualities were missing and some were practised to a moderate degree. The study helps provide guidance and direction to principals who wish to exercise their leadership in a more appropriate and relevant way particularly in a context of change.
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Glenn, Jan. "Developing and establishing the reliability and validity of the teacher perceptions of school culture survey (TPSC)". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4728.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 13, 2008) Vita. Includes bibliographical references.
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Huffman, Diane Sue Burnside. "Support and mistreatment by public school principals as experienced by teachers: A statewide survey". Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430326406.
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Lindberg, Sabina. "なぜ日本語Naze nihongo? : A Study of the Variables Affecting Senior High School Students’ Choice to Study Japanese". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-242958.
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In recent years Japanese has become an increasingly popular language choice among students in senior high school in Sweden, but very little research has been conducted as to why this trend has emerged. This study aims to investigate the variables affecting senior high school students’ choice to study Japanese and to proceed with it in institutions of higher education, as well as to delineate any gender-specific and socioeconomic discrepancies amongst them based on Bourdieu’s sociology of education. In addition, it strives to shed light on the students’ attitudes toward Japan and the Japanese culture. The empirical data of the study consists of a survey collection of 112 respondents from 4 senior high schools in Stockholm, Uppsala and Västerås. The results indicate that interest in Japanese popular culture, mainly anime and manga, is the main incentive for learning Japanese and that this interest is commenced many years prior to the instruction. The prospect of traveling, studying and working in Japan, as well as to engage further in their interest in the Japanese culture, appears to be what motivates further and higher education in Japanese. The attitudes toward Japan and the Japanese culture are generally positive and the negative opinions expressed mainly derive from cultural difference. The students in the study are predominantly female who carry a strong cultural capital that stems from a middle class family and household of higher education. Hopefully, this study will contribute to the research field of Japanese language learning and inspire others to broaden the discipline.
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Dudley, Allison Foster Messner Phillip Eugene. "Relationship of school culture survey responses from reading first coaches to the Missouri Assessment Program third grade communication arts proficiency". Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6765.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 25, 2010). Thesis advisor: Dr. Phillip E. Messner. Vita. Includes bibliographical references.
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Harwood, Peggy A. "Determining reliability and validity of the "principal perceptions of induction practices" survey assessing newly hired teacher induction to school culture". Thesis, University of Missouri - Columbia, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577950.
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The study is based on two designs. The first design is the development of the Principal Induction Practices (PPIP) survey to gain information from Missouri public high school principals about their perceptions of specific induction practices implemented with newly hired teachers. The second design is a factorial non-experimental quantitative study to assess newly hired teacher induction to school culture. This study was initiated because a lack of information exists of induction practices implemented by principals for newly hired teachers. Many studies have focused on teacher perception of induction practices, but few have focused on the administrative perceptions of these practices. With high costs of teacher turnover in schools, this study is looking at teacher induction through the practices of the supervising administrator. This study is based on Kosek’s (2006) case study of a school’s induction practices and Glenn’s (2007) Teacher Perceptions of School Culture (TPSC) survey. The TPSC survey was examined to develop the online self-reporting PPIP survey which, was sent to 361 Missouri public high school principals. A small sample size was used in data analysis. The PPIP was reduced to 26 items. The PPIP field study showed overall perceptions did not vary because of respondent’s gender, school size, years of experience, or teacher certification type. State education entities, universities, leadership academies and principal organizations can use the PPIP to inform them of areas needing change in the induction practices being implemented to help newly hired teachers transition to school culture.
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Choi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.
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During the past few years, Deaf culture has emerged as an important philosophy that could lead to a radical restructuring of Deaf education methods. The purpose of this study was to determine attitudes concerning Deaf culture from teachers of residential based schools for the Deaf who are Deaf and Hearing.Prior to initiating direct contact with the teachers, the superintendents or principals of the selected residential schools were contacted via mail, and their permission secured. In the United States, 279 teachers (69 teachers who are Deaf, 210 teachers who are Hearing) from seven midwest residential based schools for the Deaf and in South Korea 310 teachers (26 teachers who are Deaf, 284 teachers who are Hearing) from all eleven residential based schools for the Deaf participated.Two-factor ANOVA procedures with repeated measures on one factor were utilized to analyze the teachers' attitudes toward Deaf culture in America and South Korea from a 30-question survey using a five-point Likert scale.This study concluded that: (a) Deaf culture was a subculture in mainstream society whether it was a multi- or singular cultural society--although attitudes toward Deaf culture were accepted more negatively in a singular society than those in a multi-cultural society; (b) Deaf culture was accepted by teachers of schools for the Deaf who are Deaf more readily than those who are Hearing in both multi- or singular cultural societies; and (c) there was no significant correlation between attitudes of teachers who were employed at different levels of instruction, such as elementary and middle or secondary school.Department of Special Education
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Stewart, Courtney D. "A Multidimensional Measure of Professional Learning Communities: The Development and Validation of the Learning Community Culture Indicator (LCCI)". BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1981.
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Because of disunity among prominent professional learning community (PLC) authors, experts, and researchers, the literature was studied to develop a ten-element model that represents a unified and reconceptualized list of characteristics of a PLC. From this model, the Learning Community Culture Indicator (LCCI) was developed to measure professional learning community (PLC) implementation levels based on the ten-element model. Exploratory and confirmatory factor analyses were performed to determine the structural validity of the LCCI. Factor analyses provided successful levels of fit for the models tested in representing the constructs of the LCCI. Reliability measures also indicated high levels of internal consistency among the responses to the survey items. Although some items and elements had moderate levels of fit and need additional revisions and validity testing, the LCCI produced substantial evidence that this survey was a valid and reliable instrument in measuring levels of PLC implementation across the ten elements. Because this research validated the LCCI, school leaders can implement, monitor, and diagnose elements of PLCs in their schools. The LCCI also provides a method in which future research can be conducted to empirically support the influence of PLCs and student achievement. Potential uses and recommendations for further research and consideration are presented. A call for more empirical research is made in connecting the PLC reform model to improved student learning. The theory of PLC is at a point of substantiation and growth. The LCCI is recommended as potential tool for studying and facilitating the implementation of PLCs in schools.
15
Imperial, Dorothy L. "The relationship between organizational climate and multicultural education on student achievement in elementary age children of military parents (COMP) schools /". Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133151767.
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Chau, Chor-shing, i 周楚成. "School principals' performance in Hong Kong: cultures' consequences". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956294.
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Loe, Scott A. "An examination of family oriented practice and cultural diversity in school psychology : a national survey fo school psychology practitioners /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203552779882.
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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population". FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.
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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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Medar, Abdul Samad. "Arabic as educational Muslim content in South African context: A pedagogical survey and evaluation with special reference to Secondary Schools". University of the Western Cape, 1987. http://hdl.handle.net/11394/8201.
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Magister Educationis - MEdThe aim of this study is to investigate ·and outline the importance and significance of Arabic in the South African context. The study investigates inter alia the part played by the early Muslim settlers, political exiles and the pioneers who made possible the preservation of Islamic faith and culture. This study demonstrates that the period from 1652 to date had been a period of considerable development, expansion and _enlightenment of Arabic. The study revealed inter alia that only Indian schools under the Department of Indian Affairs (now Department of Education and Culture) offered Arabic which fully satisfied the Muslim Community's demands. 1975 marks the beginning of Arabic as a language in Indian secondary schools. The Muslim pupil is given the basic grounding in the understanding of both the Quran and the Hadith. Some suggestions regarding aspects of an effective didactic approach concludes this presentation.
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Smith, Erika Marie. "Speech-Language Pathologists' Feelings and Attitudes Towards the Use of Apps in a School-Based Setting". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619097199345473.
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Ferrier, J. D., i edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "AN INVESTIGATION INTO THE DIFFUSION OF INNOVATION IN TECHNICAL AND FURTHER EDUCATION: IMPLEMENTING E-MAIL THROUGH ACTION RESEARCH". Deakin University. School of Education, 1998. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041208.155904.
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This research project examined the diffusion of change within one Victorian TAPE Institute by engaging action research to facilitate implementation of e-mail technology. The theoretical framework involving the concepts of technology innovation and action research was enhanced with the aid of Rogers's (1983) model of the diffusion of the innovation process. Political and cultural factors made up the initiation phase of innovation, enabling the research to concentrate on the implementation phase of e-mail Roger's (1983) model also provided adopter categories that related to the findings of a Computer Attitude Survey that was conducted at The School of Mines and Industries Ballarat (SMB), now the University of BallaratTAPE Division since amalgamation on 1st January 1998.
Despite management rhetoric about the need to utilise e-mail, Institute teaching staff lacked individual computers in their work areas and most were waiting to become connected to the Internet as late as 1997. According to the action research reports, many staff were resistant to the new e-mail facilities despite having access to personal computers whose numbers doubled annually. The action research project became focussed when action researchers realised that e-mail workshop training was ineffective and that staff required improved access. Improvement to processes within education through collaborative action research had earlier been achieved (McTaggart 1994), and this project actively engaged practitioners to facilitate decentralised e-mail training in the workplace through the action research spiral of planning, acting, observing and reflecting, before replanning. The action researchers * task was to find ways to improve the diffusion of e-mail throughout the Institute and to develop theoretical constructs. My research task was to determine whether action research could successfully facilitate e-mail throughout the Institute.
A rich literature existed about technology use in education, technology teaching, gender issues, less about computerphobia, and none about 'e-mailphobia \ It seemed appropriate to pursue the issue of e-mailphobia since it was marginalised, or ignored in the literature. The major political and cultural influences on the technologising of SMB and e-mail introduction were complex, making it impossible to ascertain the relative degrees of influence held by Federal and State Governments, SMB's leadership or the local community, Nonetheless, with the implementation of e-mail, traditional ways were challenged as SMB's culture changed. E-mail training was identified as a staff professional development activity that had been largely unsuccessful.
Action research is critical collaborative inquiry by reflective practitioners who are accountable for making the results of their inquiry public and who are self-evaluating of their practice while engaging participative problem-solving and continuing professional development (Zuber-Skerritt 1992, 1993). Action research was the methodology employed in researching e-mail implementation into SMB because it involved collaborative inquiry with colleagues as reflective practitioners. Thoughtful questions could best be explored using deconstructivist philosophy, in asking about the noise of silence, which issues were not addressed, what were the contradictions and who was being marginalised with e-mail usage within SMB. Reviewing literature on action research was complicated by its broad definition and by the variability of research (King & Lonnquist 1992), and yet action research as a research methodology was well represented in educational research literature, and provided a systematic and recognisable way for practitioners to conduct their research.
On the basis of this study, it could be stated that action research facilitated the diffusion of e-mail technology into one TAPE Institute, despite the process being disappointingly slow. While the process in establishing the action research group was problematic, action researchers showed that a window of opportunity existed for decentralised diffusion of e-mail training,in preference to bureaucratically motivated 'workshops. Eight major findings, grouped under two broad headings were identified: the process of diffusion (planning, nature of the process, culture, politics) and outcomes of diffusion (categorising, e-mailphobia, the survey device and technology in education).
The findings indicated that staff had little experience with e-mail and appeared not to recognise its benefits. While 54.1% did not agree that electronic means could be the preferred way to receive Institute memost some 13.7% admitted to problems with using the voice answering service on telephones. Some 43.3% thought e-mail would not improve their connectedness (how they related) to the Institute. A small percentage of staff had trouble with telephone voice-mail and a number of these were anxious computer users.
Individualised tuition and peer support proved helpful to individual staff whom action researchers believed to be 'at risk', as determined from the results of a Computer Attitude Survey. An instructional strategy that fostered the development of self-regulation and peer support was valuable, but there was no measure of the effects of this action research program, other than in qualitative terms. Nevertheless, action research gave space to reflect on the nature of the underlying processes in adopting e-mail.
Challenges faced by TAPE action researchers are integrally affected by the values within TAPE, which change constantly and have recently been extensive enough to be considered as a 'new paradigm'. The influence of competition policy, the training reform agenda and technologisation of training have challenged traditional TAPE values. Action research reported that many staff had little immediate professional reason to use e-mail Theoretical answers were submerged beneath practical professional concerns, which related back to how much time teachers had and whether they could benefit from e-mail. A need for the development of principles for
the sound educational uses of e-mail increases with the internationalisation of education and an increasing awareness of cultural differences.
The implications for conducting action research in TAPE are addressed under the two broad issues of power and pedagogy. Issues of power included gaining access, management's inability to overcome staff resistance to technology, changing TAPE values and using technology for conducting action research. Pedagogical issues included the recognition of educational above technological issues and training staff in action research. Finally, seventeen steps are suggested to overcome power and pedagogical impediments to the conduct of action research within TAPE. This action research project has provided greater insight into the difficulties of successfully introducing one culture-specific technology into one TAPE Institute. TAPE Institutes need to encourage more action research into their operations, and it is only then that -we can expect to answer the unanswered questions raised in this research project.
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Schulze, Sylvia. "Landesbilder deutscher Schüler von Großbritannien und den USA: Die Bilder deutscher Gymnasiasten verschiedener Jahrgangsstufen und Herkunft (2008)". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-62727.
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Was denken deutsche Jugendliche im Zeitalter der Globalisierung und des gesellschaftlichen Leitziels interkultureller kommunikativer Kompetenz über die wichtigsten Zielkulturen ihres Englischunterrichtes: Großbritannien und die USA?
Die zu dieser Leitfrage durchgeführte Studie gibt einen vergleichenden Einblick in die Wahrnehmungen und Einstellungen von Schülerinnen und Schülern
- verschiedener Altersgruppen (Klassen 5, 8 und 11)
- und Herkunft (Sachsen und Nordrhein-Westfalen)
- sowie vor und nach einem Aufenthalt in Großbritannien.
Im Jahr 2008 wurde dazu eine standardisierte schriftliche Befragung mit einer Stichprobengröße von n = 502 an zwei Gymnasien in Hamm und Zittau durchgeführt. Daneben waren Experteninterviews, Lehrplan- und Lehrwerkanalysen sowie eine Analyse des gesellschaftlichen Umfeldes der Schüler Teil des Forschungsdesigns.
Der vorliegende Forschungsbericht präsentiert ausschließlich das Material, das im Rahmen dieser Untersuchung zusammengetragen und ausgewertet wurde. Während im ersten Teil dieses Forschungsberichtes die Zusatzanalysen von Lehrwerken, Lehrplänen und Statistiken methodisch begründet und detailliert aufgeführt werden, präsentiert der zweite Teil die mit einer Schülerbefragung in Zusammenhang stehenden Materialien, darunter die Fragebögen und die tabellarische Aufschlüsselung der Einzelergebnisse.
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許育榮. "The Survey of the Elementary School Teachers Culture". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/41303637534360075084.
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碩士國立嘉義大學
國民教育研究所
91
The purpose of this study was to understand current status of elementary school teachers culture, compare different teachers’ backgrounds , and discuss the reconstruction strategies of teachers culture. Researcher inquired teachers culture from literature review , including isolation of teaching , collaboration of teaching , empiricism , norms of mediocrity and conformity , anti-intellectualism . “ The Teachers School Life Style Scale ” was the main instrument to use . The subjects included 1200 elementary teachers of Taiwan Province through questionnaire in stratified random sampling . Collected data was analyzed by descriptive statistics , t-test and one way ANOVA . The major findings are as follows : 1. Elementary school teachers had a tendency towards teaching isolation . 2. Elementary school teachers were willing to collaborate with other teachers in teaching . 3. Elementary school teachers tended to make use of their past teaching experience to solve the teaching problems they were encountering . 4. Elementary school teachers followed the norms of mediocrity and conformity . 5. Elementary school teachers did not have a trait of anti-intellectualism . 6. Teachers culture would be affected by different personal background . Finally , based on the finding , researcher made suggestions to teachers colleges , educational administration , elementary schools , and the future researchers .
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Chia-Chi, Yang, i 楊嘉琪. "Chiayi & Tainan Elementary School English Teachers’ Opinion Survey Toward Culture Teaching". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/45540515166717508587.
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碩士南台科技大學
應用英語系
92
This study is to find out elementary school English teachers’ opinions about culture teaching by questionnaire and interview. The researcher devised a questionnaire and obtained responses from 148 English teachers. Subjects included formal, long-term substitute, short-term substitute or practicing English teachers in elementary schools from Chiayi County, Tainan County and Tainan City. Eight interview subjects were chosen from the questionnaire respondents. Elementary school English teachers’ belief about culture teaching has deep connection with their actual cultural instruction. The researcher found most teachers approving the importance of culture teaching in language learning and conducting culture teaching in their classes to some extent. Obstacles to culture teaching include strain of long teaching hours, deficiency of cultural teaching materials and limited cultural knowledge. Some teachers also mentioned that the vague definition of culture teaching and elementary schools’ culture teaching was confined to festival celebrations. Language use in culture is also an important teaching issue. Certain teachers suggested that culture teaching should not be limited in English classes. Human science subjects like social studies, Mandarin Chinese or even activities could integrate more culture language use teaching content. Based on this research, the related authorities and publishers should effectively provide more culture teaching materials to enrich teachers’ teaching and students’ learning.
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HUNG, LAI CHEN, i 賴振宏. "A SURVEY OF TAOYUAN ELEMENTARY SCHOOL ENGLISH TEACHERS' OPINIONS ON TEACHING AMERICAN CULTURE IN THE ENGLISH CLASS". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/38726841320208548462.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
94
Abstract The main purpose of this research is to understand (1) What’s the opinion of primary school English teachers on teaching American Culture? (2) What’s the situation of primary school English teachers’ implementation on teaching American Culture? (3) What’s the suggestion of Primary school English teachers’ implementation on teaching American Culture? In order to offer English teachers, school administrative, English teaching researchers, publishers, teacher-training organization, and educational administration etc., for their important reference. In order to achieve the goal mentioned above, this research adopts the investigation method of the questionnaire, regard English teachers of every primary school in the Tao-Yuan county as the research object, and adopts ' The questionnaire of the primary school English teachers' opinion on teaching American Culture in Tao-Yuan county ' as study tools. Combine with the specific interview of English teachers to assist the materials of quantization collected, hope to complement each other by this, and can deepen the study on American Culture teaching situation. The conclusion of this research is narrated as follows separately: (1) The importance of teaching American Culture is affirmative, and to cultivate students' international view and to be able to communicate with Americans is the common views of most teachers. (2) It is a festival celebration of U.S.A. that is the American Culture theme used most frequently in the English lesson in primary school, and the teaching tactics which English teachers use most frequently are to hold a festival celebration activity. (3) To show relevant American Culture video is the most valid in English lesson. (4) The evaluation teachers most frequently use is the performances in class. (5) The difficulties to implement the American Culture are the shortage of teaching resources and don’t have enough time for students to learn. (6) The authorities should support teachers with enough money for teaching American Culture, and the publishers should provide teachers vigorously with teaching material and teaching aid. The suggestion done according to the result of study is: First of all, want to pay attention to American Culture relevant festival celebration origin and allusion while proposing the English teacher of primary school, knowing that can be with accomplishment of American Culture by increasing oneself. Secondly, make the best of all available teaching aid teaching materials and teaching strategies, to improve the cultural teaching skill. Finally, it is near to propose educational authorities may subsidize the hardware that the school and teacher need and software equipment, enable teacher professor pupil with all strength whole-heartedly, must learn cultural knowledge and language ability that reach.
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Chuang, Chia-Lin, i 莊嘉琳. "The Teaching of Anglo-American Culture in English Classroom:A Survey of Elementary School English Tecahers'' Attitudes and Practices". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/84722812683216571994.
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碩士國立台北師範學院
兒童英語教育研究所
90
English Abstract Many researchers have shown that culture instruction plays an essential part in language learning. Some even suggested that culture instruction significantly facilitates and motivates language learning. The purpose of this study is to find out: (1) primary school English teachers’ attitudes about the importance of Anglo-American culture teaching; (2) the implementation of Anglo-American cultural teaching; (3) the resource supports English teachers’ perceive as needed to teach Anglo-American culture more effectively; (4) variables of English teachers’ background information influence their attitudes about Anglo-American cultural teaching. It is hoped that a general picture of Anglo-American culture teaching in a primary school English classroom can be presented. The major instrument adopted was a Chinese-version questionnaire of surveying all primary school English teachers coming from Taipei City. More detailed information about how primary school English teachers implement Anglo-American culture teaching was collected by taping interviews. The quantitative data were analyzed by descriptive statistics of frequency distribution, percentage, and Chi-square tests. The conclusions of this research are: 1. The majority of English teachers have positive attitudes toward Anglo-American cultural instruction and value of Anglo-American cultural instruction. 2. The reasons why English teachers implement Anglo-American cultural instruction are to expand students’ world view and help them communicate in a more efficient way. 3. The teaching strategies that English teachers adopted include (a) participation in holiday celebrations, (b) teaching English chants and rhymes and (c) do the storytelling. 4. The most effective teaching materials that English teachers used include (a) videotapes, (b) authentic materials and (c) computer programs. 5. The most frequently taught topics are (a) holidays, (b) children’s literature and (c) greeting ways. 6. The cultural assessments that the teachers most often used are (a) performance tasks, (b) classroom participation and (c) oral tests. 7. English teachers in this research thought the difficulties of implementing Anglo-American culture teaching are (a) lack of teaching resources, (b) lack of time and (c) vast range of students’ English abilities. 8. English teachers’ suggestions for helping improve Anglo-American culture teaching include (a) setting up an English classroom, (b) proving videotapes, and (c) gaining the budget from the Education Bureau of city government. The suggestions of this study are: 1. For primary school English teachers (a) They have to become more aware of the importance of Anglo-American culture teaching and concern about Anglo-American culture and customs of festivals. (b) They have to attend professional development workshops to increase their Anglo-American cultural literacy. (c) They have to think highly of the value of Anglo-American culture teaching and hold a positive attitude to intensify the teaching motivation. 2. For school authorities (a) They provide the financial support. (b) They hold more conferences on Anglo-American culture teaching for English teachers and they may encourage to take in-service training. (c) They hold winter or summer studying abroad programs. 3. For teacher education (a) They arrange Anglo-American culture teaching curriculum for pre-service English teachers. (b) They help English teachers adopt the successful culture teaching strategies. (c) They offer English teachers more study programs in the field of Anglo-American culture teaching. 4. For publishers (a) They cover much more cultural knowledge in English textbooks. (b) They provide English teachers with rich supplementary materials or references about Anglo-American culture teaching. (c) They offer teachers Anglo-American culture workshops or training programs.
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Chen, Yi-Jiun, i 陳怡君. "A Survey Study on Taiwanese Senior High School Students’ Perceptions of Culture Learning and Instruction in the English Class". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/17051226756835478282.
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碩士國立臺灣師範大學
英語學系
99
As it has been widely recognized that language and culture are inseparable, culture learning plays an important role in language learning. However, studies exploring students’ perceptions of culture learning in language classrooms are scant, especially on the native soil. Therefore, the present study aims to investigate Taiwanese senior high school students’ perceptions of culture learning. Questions concerning the following themes are pursued in the study: (1) perceptions of culture and its connection to English learning, (2) cultural instruction currently provided in the English class, and (3) preferences for cultural instruction. Besides, this study examines the relationships between students’ background variables and their perceptions of culture learning. A questionnaire was distributed to approximately 1050 first- to third-year high school students in June, 2010. The results show that in general, students were interested in culture learning. They recognized the close relationship between language and culture, and they considered culture learning beneficial to their English learning. While they were generally pleased with their English teachers’ cultural instruction, they were less satisfied with the cultural content presented in current English textbooks, which corresponded to the fact that they were less interested in cultural instruction they currently received than general culture learning. As for the preferences of cultural instruction in the English class, films, songs, and pictures were the most favored materials, while games and interaction with foreigners were the most popular activities. Things related to daily life were the favorite topics, and true/false and multiple choice questions were the favorite assessments of cultural learning. Students also indicated that English-speaking cultures should not be exclusively introduced in the English class. Besides, students’ gender, English proficiency, exposure to English media/foreign culture and future goals were found to have played important roles in shaping their perceptions of culture learning. On the other hand, students’ school year and academic aptitude group had little connection with their perceptions of culture learning. The study, thus, concludes that to achieve effective cultural instruction, teachers should understand the students in terms of their perceptions of cultural learning and their background. Suggestions are also made for high school English material writers and researchers regarding cultural learning in local English class.
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謝芯. "Respectful Leadership of School Principals and Innovative Culture of Schools: A Status Survey on Elementary and Junior High Schools in Indigenous Regions in Taoyuan, Hsinchu and Miaoli County". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/wk2ynn.
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碩士國立新竹教育大學
教育與學習科技學系教育行政碩士在職專班
103
This research explores the relationship between respectful leadership and innovative culture of schools. We studied the cases from indigenous regions in Taoyuan, Hsinchu and Miaoli county, and analyzed the correlation and predictabilty between the factors being studied. We also adopted structural equation modeling to better explain the observations. We first reviewed the literature and then proceeded to questionnaire survey. The subjects are elementary and junior high school faculties in the indigenous regions in Taoyuan, Hsinchu and Miaoli county. We sent out 550 questionnaires and obtained 398 valid samples (86% response rate.) With those samples, we looked at their descriptive statistics, correlations, and analyzed the observations with structural equation modeling. Based on the results, we arrived at the following conclusions about the elementary and junior high school faculties in the indigenous regions in Taoyuan, Hsinchu and Miaoli county: 1. The analysis indicates that they have developed a high level of awareness regarding the respectful leadership of school principal. 2. It also revealed that they have also developed a high awareness of innovative culture of schools. 3. There is a high correlation between principal's respectful leadership and the innovative culture of the school. 4. It indicates that practicing respectful leadership has the potential to lead to the creation of innovative culture of schools. Based on our conclusions, we also provide some suggestions for future practice in the leadership and administration of schools. We hope this thesis could serve as a preliminary study for future research in this direction.
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Ng, Mei-Gee, i 黃美琪. "A Survey Study on the Education of Chinese Culture at the Chinese Independent and the Public High Schools in Malaysia- The Case of the Foon Yew High School and the Sri RahmatSecondary School". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/7638gx.
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碩士中原大學
應用華語文研究所
102
In this study, two schools, namely the publicly funded Sri Rahmat High School and the privately funded Foon Yew Chinese Independent High School, both situated in the Malaysia’s state of Johor, will be examined. The different educational systems employed by these two schools will be discussed and by acknowledging the fundamental differences between them, this study aims to find out and compare how the teaching and learning of Chinese language, the level of importance attributed to the learning of Chinese language and the perceptions of Chinese culture among the students differ between the two schools. From which, this study hopes to identify ways to enhance the teaching and learning of Chinese language and culture in both systems. This study has employed the use of survey research method involving questionnaires and interviews to gather the views and suggestions of teachers and students in both systems regarding the teaching and learning of Chinese language and culture and the students’ perceptions and sentiments toward the language and culture. This study has concluded that different educational systems can have an impact on the students’ perceptions of Chinese language and culture. This is due to the fact that the curriculum offered by Chinese independent high schools is far more wide-ranging and has a special focus on Chinese traditional thoughts whereas curriculum in the public high schools is relatively limited and focuses mainly on preparing the students for national examination. Furthermore, this study also reveals that students from Chinese independent high schools have a deeper appreciation of Chinese culture as compared to students from public high schools as the former receives more exposure to cultural activities. This study shall then consider the preferences of students as expressed in the survey and design a curriculum on Chinese culture, in the hope of raising the students’ interests and changing their perceptions of it. For instance, most schools from both systems offer lessons on Chinese calligraphy, hence, the proposed curriculum will include a chapter on the culture of Chinese calligraphy so that students can better appreciate the worth and beauty of this ancient art
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Nkosi, Monde Eustice Gideon. "School climate of adult basic education centres". Diss., 2008. http://hdl.handle.net/2263/27906.
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This study explored the school climate of adult basic education centres by investigating the extent to which these education centres showed evidence of control, staff cohesiveness, physical resources, and safe and orderly environment. The study was inspired by a lack of school climate studies that focused on adult basic education centres as many school climate studies had concentrated on investigating the school climate of primary and secondary schools. The broad research question which was addressed in the research study was: ‘What is the nature of the school climate of adult basic education centres as perceived by educators?’ The participating educators were randomly selected and a survey – in the form of a questionnaire – was administered. The questionnaire comprised the four scales mentioned above. The items from the four scales were validated through the use of both face and content-related validity procedures. Face validity was ensured through pre-testing. Content validity was achieved through expert review of the items used. The extent to which these items could be included as part of a scale was further explored by means of reliability analysis whose acceptable coefficient alpha was benchmarked at 0.65 and above. Reliability was used to explore the reliability of the questionnaire. The aspect of reliability used for this purpose was analysis of internal consistency. The main purpose was to ascertain whether all the items used in the four scales collectively measured the construct school climate. For example, the reliability analysis for the variable control had 0.79 as its coefficient alpha whilst the reliability analysis for the variable staff cohesiveness, physical resources and safe and orderly environment had 0.76, 0.89, 0.84 as corresponding coefficient alpha respectively. This implied that most items within the four scales measured the construct control, staff cohesiveness, physical resources, safe and orderly environment as part of the construct school climate. Furthermore, the coefficient alphas of these four scales compared well with the overall coefficient alpha of 0.84 for this study, which further implied that each of the scales had an immense contribution in the measurement of the construct school climate. Based on the scale rubric designed for the variable control (high score 28-21: moderate score 20-14; low score 13-0), the results from the analysis indicated that the centres under review had a fair level of control mechanisms in place as in all these centres the mean score varied between 23 and 25. On the basis of the scale rubric devised for staff cohesiveness (high score 32-24; moderate score 23-16; low score 15-0), it was also revealed that the majority of the centres had evidence of staff cohesiveness, as no low score was recorded for in most cases the mean score revolved between 22 and 25. Although, the results further indicated that there was an average degree of physical resources in most centres, it also became clear that not all centres had the same level of physical resources at their disposal as the majority of the centres had a mean score that fluctuated between 18 and 33. The scale rubric for physical resources was: between 40-30 for high score; between 29-20 for moderate score and between 19-0 for low score. Finally, the mean score for the variable safe and orderly environment alternated between the minimum mean score of 17 and the maximum mean score of 21. Based on the latter mean scores, it became clear that the majority of the centres had a safe and orderly environment level that fell within the moderate score category (between 20-14) whilst the remaining two centres had a high score category (between 28-21) and no centre had a low score category (between 13-0).Dissertation (MEd)--University of Pretoria, 2008.
Curriculum Studies
unrestricted
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吳宗成. "A Survey of the Current Organizational Culture of Knowledge Management in Primary Schools". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/85921444231652421721.
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碩士國立中正大學
教育研究所
91
This study aims to investigate the teachers’ perception on organizational culture of knowledge management in the primary schools of Changhua County, Chiayi County, and Chiayi City. It explores the different attitudes among teachers, team leaders, and chiefs of diverse personal backgrounds towards organizational culture of knowledge management , and analyzes and discusses the predictive effect of the variables of different individual backgrounds and school environments on the knowledge management and organization of the school. Finally, based on research findings and conclusions, concrete viable suggestions are proposed for future studies as educational institutions and schools. This study is conducted in ways of questionnaires, sampling chiefs, team leaders, and teachers from the public primary schools in Changhua County and Chiayi County and City. To function appropriately as the measuring tool of school scenes, the questionnaires were adapted from Kermally’s “Knowledge Management and Organization Culture Scale” (2001) and amended in the light of studies and opinions by scholars and experts. The questionnaires sampled were then verified for credibility and efficacy according to pre-tested model analyses. This study was conducted in two phases of sampling. The total number of questionnaires distributed is 765, out of which a total of 644 were successfully assembled. With the final, valid 602 questionnaires analyzed by using descriptive, one-way repeated measures ANOVA, t-test, one-way ANOVA, Mutiple Regression . A number of conclusions are drawn as follows: 1. The organizational culture of knowledge management in Changhua County and Chiayi County and City is of a positive tendency. 2. Primary schools in Changhua County and the whole Chiayi area are not perfective in operation and management of knowledge for conditions on the surface. 3. Teachers and chiefs of longer service years or with degrees from Teachers’ Colleges in general have a higher awareness of organizational culture of knowledge management . 4. Schools in remote areas or with less class numbers (under 12) perform better organizational culture of knowledge management of the school system and operation. 5. There is no obvious difference found among the teachers’ perception on organizational culture of knowledge management of schools in Changhua County, Chiayi County and City. 6. The variables of teachers’ different backgrounds and school environments have no predictive efficacy for the self-awareness of overall knowledge management in a school.
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Hsin-Chang, Chiang, i 姜信彰. "Cultural capital of high school students: The data of first wave of Taiwan Educational Panel Survey". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/76359009209553768651.
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碩士國立臺灣師範大學
教育學系
99
Bourdieu's theory of cultural capital provides another perspective for sociology of education, and whose theory has also been adapted and discussed by succeeding study. But it is challenged for different time and space that most of previous studies focused on the relation between cultural capital and student achievement and which was confirmed. But the internal relation among cultural capitals and the process of capital transformation by family are less concerned. This study takes Bourdieu’s cultural capital concept, trying to understand the differences of cultural capital among high school students. The main concern is over the differences of the embodied state among students in genders, family economic factors, the institutionalized state, the objected state and family processes. However, some controversies are mentioned due to different cultural capital indicators. Statistical methods such as “descriptive statistical” are reported as mean for continuous variables; continuous variables are analyzed using “Factor analysis”. In addition, ”Multiple Regression Analysis” is performed. The major findings are as follows: 1. Girls maintain higher self-enlightenment than boys, while boys get higher learning attitude than girls. 2. Family economic factors have no significance on the embodied state. 3. The institutionalized state has no significance on the embodied state. 4. The objected state has no significance on the embodied state. 5. Concerns from Fathers and Mothers over children’s education have significance on the embodied state.
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Yeh, Ying, i 葉盈. "A Survey of Cross-Cultural Counseling and Perfectionism and Empathy on Primary School Teachers in Keelung". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/tpw84v.
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碩士國立臺灣海洋大學
教育研究所
105
This research aims to explore the level of cross-cultural counseling efficacy, perfectionism, empathy, and their relationships on primary school teachers in Keelung city. The ‘Cross-cultural Counseling Inventory-Revised’ developed by Lafroboise, Coleman and Hernandez (1991) was employed, the ‘Almost Perfect Scale—Revised’ developed Slaney. Rice, Mobley, Trippi and Ashby (2001) was used, and furthermore, the ‘Toronto Empathy Questionnaire’ was selected. Based on stratified random sampling, there were 232 teachers within 7 private and public primary schools in Keelung city involved in this research, and the response rate is around 92.8%. The results are as the following: 1. The ‘level of cross-cultural counseling efficacy’ shows moderate positive correlations with ‘empathy’. 2. The ‘level of cross-cultural counseling efficacy’ shows low positive correlations with ‘high stander’ and ‘order’, and low negative correlations with ‘discrepancy’. 3. Based on the first correlation (η=.50) of canonical correlation analysis, the ‘high standard’, ‘discrepancy’ and ‘empathy’ will influence ‘cross-cultural counseling skills’, ‘socio-political awareness’, and ‘cultural sensitivity’. 4. Based on the second correlation (η=.27) of canonical correlation analysis, the ‘high standard’ and ‘discrepancy’ will influence ‘socio-political awareness’ and ‘cultural sensitivity’. 5. The ‘order’ of perfectionism and ‘empathy’ will influence the ‘cross-cultural counseling efficacy’. Hence, this research shows that it is better to increase more empathy training, attend more cross-culture related workshops and reduce the ‘discrepancy’ of perfectionism for promoting the level of cross-cultural counseling efficacy.
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HUANG, CHUN-CHIH, i 黃純芝. "A Survey of Cultural Patterns of English Cram Schools in East District of Tainan City". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/x27r5x.
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碩士國立臺南大學
台灣文化研究所
104
Learning English in Taiwan has been a trend these days, and the research purpose of this thesis is to know the transformations of English cram schools, the differences between English lessons and materials at schools and cram schools, and the thoughts of parents and students about Taiwanese English teachers and foreign teachers in East District of Tainan City. The exploration of the results is based on th data sources of 30 Taiwanse English teachers , 100 parents with children , and 100 students, all relating to learn English at cram schools. With the in- depth interviews, observations and related official documents, these help the thesis with the concrete ideas of English cram schools, close to the current situations in East District of Tainan City. Therefore, the researcher can understand the thoughts of English teachers, parents, and students, and can further integrate the data souces into the cultural patterns of English learning. Despite the low birth date and competions, English cram schools have been developed of various classfications to keep up with the social trends. The results of the thesis are three points of views as followings, first, the low birth date doesn’t affect the number of English cram schools. Examination and licence systems exist, so do English cram schools. Second, Taiwanese English teachers and foreign teachers have different cultural backgrounds, contributing to different teaching ways and opinions. Taiwanese English teachers still need to help the students to get the high scores on the exams, but foreign teachers help the students with their listening and speaking. Finally, teachers would rather use foreign English materials than the material designed or written by the local. English materials of Taiwan have been improved, but lack the characteristics of the local events or social phenomena.
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Chang, Hsiang-Ting, i 張湘婷. "A Survey of Multi-Cultural Counseling and Hardiness on Junior High School Teachers in New Taipei City". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/bqjgf3.
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碩士國立臺灣海洋大學
教育研究所
105
This research aims to investigate multi-cultural counseling, hardiness and their relationships on junior high school teachers in New Taipei City. The multicultural counseling scale and hardiness scale have been used; there are 600 teachers within 30 junior high schools involved in this research (response rate is 94.16%). The results are as follows: 1. It shows moderate high level of ‘multicultural counseling’. 2. It shows moderate high level of ‘hardiness’. The highest one is ‘challenge’. 3. The male are significantly higher level of ‘multi-cultural counseling’, ‘hardiness’ and ‘challenge’ than the female. 4. The teachers graduated from ‘teacher college’ are significantly higher level of ‘hardiness’, ‘commitment’ and ‘control’ than the ‘general college’. 5. Married teachers are significantly higher level of ‘hardiness’ and ‘commitment’ than the unmarried one. 6. Acquired experiences of dealing with the students from immigrant family teachers show significantly higher level of multicultural counseling skills than the not acquired one. 7. Attending multicultural counseling study teachers are significantly higher level of multi-cultural counseling than not attending one. 8. It shows low positive correlation between ‘multi-cultural counseling’ and ‘hardiness’, but it shows moderate high correlation between ‘multi-cultural counseling’ and ‘challenge’. 9. The ‘challenge’ shows high impact on ‘multi-cultural counseling’. This research can provide suggestions on three aspects: Firstly, for the educational authorities, it is necessary to have more ‘multicultural’ study for promoting the level of multicultural counseling literacy; Secondly, for school authorities, it is necessary to encourage teachers to care about the students from immigrant family for upgrading the level multicultural counseling skills; finally, for the teachers, it is better to cultivate ‘challenge’ of the hardiness for increasing the level of multicultural ideology.
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Harrington, Emily M. "Fruit and Vegetable Intake, Attitudes, and Beliefs of Multicultural Middle School Students in Central Massachusetts". 2016. https://scholarworks.umass.edu/masters_theses_2/348.
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High fruit and vegetable (FV) intake is associated with healthy weights and decreased risk of chronic disease. Yet, adolescent FV intakes fall below national recommendations. Few studies involve racial/ethnic minority adolescents in formative research, despite their increased risk of poor FV intake. Consequently, the purpose of this study was to describe the type and frequency of FV intake of urban multicultural young adolescents, and to examine their attitudes and beliefs towards increased consumption of FV. A convenience sample (n=79) of racially diverse (e.g., 31% Hispanic/Latino, 27.4% Black/African American) grade seven students, participated in our study comprised of a self-administered survey with culturally adapted FV food frequency questionnaire (FVFFQ) and focus group discussions. The FVFFQ revealed that hand fruit was the most highly consumed fruit among our students, while consumption of vegetables was more evenly distributed. Preferred FV among racial/ethnic population groups ranged with Hispanic/Latino identifying citrus, leafy green vegetables preferred by Black/African American, tropical fruit by Asian and Whites reporting cooked vegetables. Availability of preferred vegetables as school significantly influenced vegetable intake (p=0.038). Family attitudes towards vegetables also influenced student FV behaviors (diet diversity (DD) score, p=0.008; FV self-efficacy scores, p=0.019). The median DD score (73%) indicated moderate compliance with national FV intake recommendations among students with red, orange, and ‘other’ vegetables requiring the most improvement in intake. Focus group discussions revealed important barriers to FV intake, including a preference for consuming ‘junk food’ for snacks over FV, a lack of availability of preferred vegetables at school, and parental financial constraints, which limited availability of preferred produce at homes. Students’ suggested strategies to motivate increased FV intake included greater incentives and modeling from parents, improved recipes and taste tests for vegetables served at school and greater availability of culturally diverse produce represented in school menu. Students emphasized social media for FV promotion targeted at adolescents. Overall, our findings suggest young adolescents are open to increased FV intake, but require a supportive home and school environment, with access to cultural and preferred produce; students indicated a keen interest in involvement with FV promotion initiatives undertaken in their school.
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Shen, Wen-Yueh, i 沈文月. "A Study on Survey of the Social, Cultural and Financial Capitals for Students at Physical Talent Class, Junior High Schools in Taoyuan County". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/26721155908796087001.
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碩士國立體育大學
體育研究所
98
A Study on Survey of the Social, Cultural and Financial Capitals for Students at Physical Talent Class, Junior High Schools in Taoyuan County Abstract This study aims to explore the current status of the social capital, cultural capital and financial capital for students at the Physical Talent Class of Junior High Schools in Taoyuan County, Taiwan. In research methods, this study administers a questionnaire survey targeting at the students enrolled in the Physical Talent Class of any junior high school in Taoyuan County during 2009-2010 as subjects and uses the questionnaire form in the title of “A Questionnaire on the Current Status of the Social, Cultural and Financial Capitals for Students at the Physical Talent Class of Junior High Schools in Taoyuan County, Taiwan” as the research tool, in the fashion of general survey; and in total 1065 copies of the form were distributed, 767 copies were judged as effective, hence the valid rate read 72%. Next the valid questionnaires were subject to statistical data analysis with methods including EFA (Exploratory Factor Analysis), Descriptive Statistical Analysis, and ANOVA (Analysis of Variance), and then the study came to the conclusions as the follows: (1) In Social Capital Aspects: The class trait is proved to be atop in Identity Aspect and in Cultural Capital Aspects: Certification Aspect demonstrated the highest score due to the awards they won more frequently, however, in contrast also demonstrated poor attitude toward arts and literature; finally in Financial Capital Aspects: Dominance Aspect demonstrated atop others, this indicated that the aforesaid students being tested were mostly very concerned of and focused on the use and dominance of money or fund. (2) Among the background variances, some indeed demonstrate significant difference in social capital, cultural capital and financial capital and deserve further research by the interested researcher. At last this study presents some proposals and recommendations on the basis of the results obtained through the processes including literature review & discussion, and also empirical research.
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Hoffman, Shannah Kathryn. "Instruction for discovery learning : levels of implementation exhibited by a sample of algebra I teachers". 2013. http://hdl.handle.net/2152/22230.
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One type of instruction that is of particular interest in STEM education is instruction that actively engages students in inquiry and discovery. The author develops an operational definition of instruction for discovery learning (IDL) that adopts some of the fundamental commonalities among many reform-oriented instructional frameworks such as inquiry-based and project-based instruction. Four teachers—who received their bachelor’s degree in mathematics and teacher certification from the same undergraduate teacher-preparation program—and their Algebra I classes were observed with the focus on how particular features of IDL were being implemented in their classrooms. To gain further perspective on classroom practices and interactions, student surveys were administered to a total of 142 students and each teacher was interviewed. The student surveys focused on student orientations toward IDL, attitudes toward mathematics, and their perspective of IDL implementation in their class. Student survey data was analyzed through ANOVA, post hoc tests were used to identify significant pair-wise differences between teachers for which the ANOVA identified significance, and a factor analysis was used to evaluate the component loadings for the survey questions. The surveys revealed significant differences between perceived activities in the classes (p<0.05), but did not show very significant differences between student orientations toward IDL. All four teachers expressed familiarity with and commitment to reform-oriented frameworks such as inquiry-based and project-based instruction, and certainly experienced inquiry-based learning as students themselves in their undergraduate program. However, only one teacher—the one teaching in a New Tech high school that was structured on the framework of project-based instruction (PBI)—showed consistent differences in both student perspectives of IDL and observed implementation of IDL. The author discusses the levels at which these teachers implemented IDL, the differences among student perceptions across the classes, teacher orientations toward mathematics and learning, and the importance of a supportive school culture and administration in order to fully implement IDL and influence both student and teacher orientations toward reform-oriented pedagogy.text
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Pitfield, Doreen Jennie. "Public opinion on sentencing in Pretoria". Thesis, 1997. http://hdl.handle.net/10500/15792.
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Summaries in English and AfrikaansThe study explores the beliefs and wishes of respondents in Pretoria concerning crime seriousness and criminal sentencing in South Africa. It is suggested that in a democracy, the legal system must reflect the values of the individual citizen if it is to achieve a legitimacy based upon the concepts of moral consent and universality, and argues that this can only be achieved when all citizens have a voice. The study undertakes and reports on a survey of 400 units, across race divisions in and around the City of Pretoria by initially emulating, and thereafter extending, the British Crime Survey. The thesis offers seven chapters divided into two primary components. The first component, chapters one to four, systematically debate the historical/theoretical foundations of sentencing practice (both globally and in respect of South Africa), and identifies the inherent problems faced by contemporary criminal justice systems. The study utilises sentencing literature to provide an in-depth appraisal of theoretical paradigms and, thereafter, evaluates the successes and failures of various sentencing options. The second component, chapters five to seven, unpack the Pretorian research in relation to various other foreign research surveys, and culminates by offering a South African sentencing guide (severity index) based upon the research findings. The findings identify the people of Pretoria to be punitive. Respondents are shown to regard rape and driving whilst over the legal alcohol level causing the death of an innocent victim as the most serious crimes, followed by deliberate murder, selling illegal drugs and terrorism. Percentage differential between these "most serious" crimes is negligible. Many respondents indicate long prison sentences or the death penalty for these specific offences. Overall, Blacks prefer imprisonment whilst Whites are shown to be more conservative and more amenable to other sentencing options. Gender differences in relation to seriousness and sentence scores are slight, but females and the older age group are noted to be more fearful of being victimised even though this fear is not supported by actual victimisation rates. The study justifies the motivation fot the inclusion of public opinion into sentencing policy by recording a 72 percent positive response to people involvement in the sentencing of offenders.
Hierdie navorsing verken respondente in Pretoria se menings en verwagtinge aangaande die erns van misdaad en vonnisoplegging in Suid·Afrika. Die uitgangspunt is dat die regsplegingstelsel veronderstel is om die waardes van die gemeenskap te reftekteer, gebaseer op die konsepte van morele eenstemmigheid en universaliteit, en argumenteer dat dit binne 'n demokrattese bestel slegs kan realiseer as alle inwoners inspraak daarin het. Die navorsing en rapportering gaan oor 'n opname van 400 eenhede in en om die stad Pretoria oor rassegrense heen. Die Britse misdaadopname het as vertrekpunt gedien vir die ontwikkeling van die opname. Die tesis bestaan uit sewe hoofstukke wat verdeel is in twee hoofkomponente. Die eerste komponent, hoofstukke een tot vier, debatteer sistematies die histories/teoretiese begrondings van die vonnisopleggingspraktyk (beide globaal en ten opsigte van Suld-Afrika), en identifiseer die inherente probleme waarmee kontemporere strafregsplegingstelsels gekonfronteer word. Die navorsing gebruik vonnisopleggingsliteratuur om 'n in-diepte beoordeling te maak aan teoretiese paradigma om die sukses en mislukking van die verskillende vonnisopleggingaopsies te evalueer. Die tweede komponent, hoofstukke vyf tot sewe, behels die navorsing in Pretoria in vergelyking met verskeie ander buitelandse navorsingsondersoeke en bereik 'n hoogtepunt deur 'n Suid-Afrikaanse vonnisopleggingsgids (ernsindeks) voor te hou, gebaseer op die navorsingsbevindings. Die navorsingsbevindings identlfiseer respondente van Pretoria as strafgeorienteerd. Respondente beskou verkragting en bestuur van 'n motor terwyl die persoon se alkoholbloedinhoud oor die wettige perk is en die dood van 'n onskuldige slagoffer veroorsaak, as die ernstigste misdade. Dit word gevolg deur opsetlike moord, die handel in onwettige dwelmmiddels en terrorisme. Persentasie afwykings tussen die "ernstige" misdade is onbeduidend. Menige respondente is van mening dat lang termyne van gevangenisstraf of die doodsvonnis vir hierdie misdade toepaslik is. Oorhoofs gesien, verkies Swartmense gevangesetting, terwyl blankes meer konserwatief maar ook meer ontvanklik blyk te wees met betrekking tot ander vonnisopsies. Genderverskille in verhouding tot die erns- en die vonnistellings is gering, maar vroue en die ouer ouderdomsgroepe vertoon groter vrees vir viktimisasie, alhoewel hierdie vrees nie ondersteun word deur werklike viktimisasieratio's nie. Hierdie navorsing onderskryf die motivering vir die oorweging van die gemeenskapsmening in formulering van vonnisopleggingsbeleid met die resultaat dat 72 persent respondente gemeenskapsbetrokkenheid in die vonnisoplgeging voorstaan. '
Criminology and Security Science
D. Litt. et Phil. (Criminology)