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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.
Pełny tekst źródłaIrvin, 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.
Pełny tekst źródłaMertzig, 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.
Pełny tekst źródłaPniewski, Luke Eugene. "Administrator and Teacher Perception of School Culture". TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1971.
Pełny tekst źródłaBrinton, 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.
Pełny tekst źródłaThe 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.
La, Salle Tamika. "Cultural and Ecological Considerations within the Context of School Climate". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/cps_diss/92.
Pełny tekst źródłaNumkanisorn, 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.
Pełny tekst źródłaGlenn, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaLindberg, 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.
Pełny tekst źródłaDudley, 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.
Pełny tekst źródłaHarwood, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaDepartment of Special Education
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.
Pełny tekst źródłaImperial, 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.
Pełny tekst źródłaChau, 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.
Pełny tekst źródłaLoe, 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.
Pełny tekst źródłaGalindo, 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.
Pełny tekst źródłaMedar, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaFerrier, 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.
Pełny tekst źródłaSchulze, 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.
Pełny tekst źródła許育榮. "The Survey of the Elementary School Teachers Culture". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/41303637534360075084.
Pełny tekst źródła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 .
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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
Nkosi, Monde Eustice Gideon. "School climate of adult basic education centres". Diss., 2008. http://hdl.handle.net/2263/27906.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2008.
Curriculum Studies
unrestricted
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródłaShen, 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.
Pełny tekst źródła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.
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.
Pełny tekst źródłatext
Pitfield, Doreen Jennie. "Public opinion on sentencing in Pretoria". Thesis, 1997. http://hdl.handle.net/10500/15792.
Pełny tekst źródłaThe 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)