Siga este link para ver outros tipos de publicações sobre o tema: High Schools That Work (Program).

Teses / dissertações sobre o tema "High Schools That Work (Program)"

Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos

Selecione um tipo de fonte:

Veja os 50 melhores trabalhos (teses / dissertações) para estudos sobre o assunto "High Schools That Work (Program)".

Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.

Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.

Veja as teses / dissertações das mais diversas áreas científicas e compile uma bibliografia correta.

1

Paine, Steven L. "The relationship of superintendent instructional leadership behavior and student achievement in high performing High Schools That Work network public high schools in West Virginia". Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2343.

Texto completo da fonte
Resumo:
Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains x, 163 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 119-127).
Estilos ABNT, Harvard, Vancouver, APA, etc.
2

Montes, Larry Ramon Jr. "Alcohol harm reduction program for high school students| A grant proposal". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522588.

Texto completo da fonte
Resumo:

The purpose of this project was to design a school-based program, identify potential funding sources, and write a grant that would fund an alcohol harm reduction program for high school students. An extensive literature review indicated the need for a new innovative school based alcohol program, and provided information about evidence-based alcohol harm reduction programs that the grant writer then used to design a best-practices program. A search for potential funding sources via the Internet and a grant database resulted in the selection of the Robert Wood Johnson Foundation as the best funding source for this project. A grant was then written to support a school-based alcohol harm reduction program at Long Beach Polytechnic High School. The actual submission and/or funding of this grant was not a requirement for the successful completion of this project.

Estilos ABNT, Harvard, Vancouver, APA, etc.
3

Hester, Sr Reginald J. "Experiences of High School Dropouts in a Work Force Development Program". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7545.

Texto completo da fonte
Resumo:
The issue of high school dropouts has been an ongoing concern for educators, community stakeholders, and politicians on local, national, and global levels. Little was known about students' experiences before they enrolled in a workforce development program and how their earlier experiences may have caused them to drop out of high school. The purpose of this qualitative descriptive case study was to understand the school-related experiences of high school dropouts enrolled in a workforce development program, and how the innovation and integration of social media technologies during academic instruction helped reengage these learners. The research questions focused on how the participants described their personal and academic experiences before they dropped out of high school, their collaborative learning and social-relational experiences while enrolled in the New Hope workforce development program, and how the infusion of social media technologies during academic instruction impacted their development. Yin's descriptive qualitative case study model was used to capture the academic and social experiences of 20 program participants from one-on-one interviews and focus groups. Cross-unit evaluation was used to identify emerging codes and themes. Results revealed the importance of sustainable relationships between the students and instructors. Findings may be used to promote functional learning communities with conscientious and compassionate instructors.
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

Doucette, Dean. "Effects of School-to-Work Programs on Cognitive Engagement: Examining the Students’ Perspective". Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20376.

Texto completo da fonte
Resumo:
The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

Hlavnicka, Kara. "Domestic Minor Sex Trafficking Awareness Prevention Program for Middle and High School Students| A Grant Proposal". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262641.

Texto completo da fonte
Resumo:

The purpose of this project was to write a grant proposal to raise awareness for one of the most lucrative and fastest growing social problems in the United States, Domestic Minor Sex Trafficking (DMST). The goal of this grant proposal is to promote awareness of DMST through a school-based prevention program where junior and high school students can be informed about the signs and risks of trafficking and ways in which help can be provided. The host organization is Western Youth Services (WYS) in Orange County, CA which is committed to advancing awareness, cultivating success and strengthening communities through integrated mental health services for children, youth and families. A potential funding source is provided along with staffing, implementation guidelines, and a budget. Implications for policy, practice, and advocacy are offered. Actual submission and/or funding was not a requirement for the completion of this project.

Estilos ABNT, Harvard, Vancouver, APA, etc.
6

Olea, David Michael. "Life after high school| Experiences of adults with learning disabilities who participated in a work skills program in high school". Thesis, Azusa Pacific University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133483.

Texto completo da fonte
Resumo:

This case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super’s Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.

Estilos ABNT, Harvard, Vancouver, APA, etc.
7

Garcia, Mayra. "College preparedness program for high school students in South Los Angeles, California| A grant proposal". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584933.

Texto completo da fonte
Resumo:

The purpose of this project was to write a grant proposal to develop and fund a College Preparedness Program to educate students in South Los Angeles about college requirements, process and resources. An extensive literature review was conducted in order to examine the risk factors implementing college attendance for students in South Los Angeles and strategies utilized in the past to increase college enrollment. The Annenberg Foundation was selected as the funder for this program.

The proposed program would be offered to high school students enrolled at Youth Opportunities High School, located in the community of Watts in south Los Angeles. If funded, the program will aid students with college planning, preparedness and workshops. The overall goal of this program will be to increase high school students' knowledge about college, provide guidance and support to increase college enrollment. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.

Estilos ABNT, Harvard, Vancouver, APA, etc.
8

Nadeau, Roger. "Study of the Influences of a High School Career Exploration Program on the Adult Professional Lives of Former Program Participants". ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/270.

Texto completo da fonte
Resumo:
This phenomenological study documented the influences of a high school career exploration program, Experience-Based Career Education (E.B.C.E.), on the professional lives of nine adults who are former program participants. E.B.C.E. was an experiencebased, student-centered program that helped students develop long-term career goals and then reassessed those goals based on community-based, externship experiences. The findings in this study indicate that the utilization of John Dewey’s experiencebased, student-centered philosophy, the basis for E.B.C.E., effectively enhanced the learning process. The study's data, which was gathered exclusively through an Internet focus group session and follow-up email questions, documented the long-term influence of E.B.C.E. on program participants at Ellen Martin High School, a school that admitted only honors students in a large city in the South. E.B.C.E. participants from Ellen Martin High School participated in the Program for the last two years of high school. Program participants discovered their career interests and researched their career options while learning job skills and life skills during their junior year of E.B.C.E. Their non-paid externships, during their senior year of E.B.C.E., helped students learn how they might fit into the adult work world. Study participants developed life guides/philosophies, such as the importance of responsibility, commitment, dedication, and hard work. Adult mentors played an important role in the lives of the E.B.C.E. students, both personally and professionally and several study participants have maintained contact with their former E.B.C.E. mentors. These mentoring experiences helped E.B.C.E. participants develop a sense of confidence about their abilities in the adult world. They have maintained this sense of confidence in their present profession. Most of the study's participants experienced flow, a condition linking high challenges to feelings of enjoyment, self-worth, and ongoing development, based on their successfully meeting challenges. Some of these challenges were purposely placed in the paths of students to test them while they participated in E.B.C.E. The positive feelings about overcoming challenges, in the adult work world led E.B.C.E. students to seek higher level challenges and this recursively upward pattern of seeking higher challenges has led them to continue seeking higher challenges in their professional lives.
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

Hartman, Patricia. "A counseling-based dropout prevention program /". Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396738.

Texto completo da fonte
Resumo:
Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Ann Lieberman. Includes bibliographical references (leaves 213-221).
Estilos ABNT, Harvard, Vancouver, APA, etc.
10

Licea, Oliva. "A college readiness program for low-income, racial and ethnic minority high school students| A grant proposal". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584938.

Texto completo da fonte
Resumo:

Low-income racial and ethnic minority high school students encounter barriers which prevent them from attaining post-secondary education. The barriers include insufficient parental and school support, lack of motivation and self-confidence, socioeconomic status, lack of social capital in high schools and colleges, and inadequate or insufficient resources. Previous research identified college readiness programs as a way to promote academic success and college attainment for low-income racial and ethnic minority high school students. The purpose of this thesis project was to write a grant proposal to secure funding for a college readiness program for low-income racial and ethnic minority students enrolled in Hawthorne high schools in Hawthorne, California. The purpose of the proposed program is to strengthen students' academic and personal skills and provided resources that enabled students to complete high school and move onto post-secondary education. Research on existing college readiness programs was used for the development of this proposed program. The submission and funding of this grant project was not required for the successful completion of this project.

Estilos ABNT, Harvard, Vancouver, APA, etc.
11

Jackson, Sabrina Boone McCarty Toni. "The relationship between perceptions held by students with mild disabilities of transition services provided in high schools and their vocational program satisfaction, academic achievement, and school attendance". Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720808.

Texto completo da fonte
Resumo:
Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 30, 2006. Dissertation Committee: Lanny Morreau, Toni McCarty (co-chairs), Kenneth Strand, James Thompson. Includes bibliographical references (leaves 110-139) and abstract. Also available in print.
Estilos ABNT, Harvard, Vancouver, APA, etc.
12

Lyons, Kieran Mahoney. "Junior high ministry program development and its effect on adolescents and parish life /". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
13

Quintero, Nayeli. "A life skills program to prepare Latino high school students for college and professional careers| A grant proposal". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523288.

Texto completo da fonte
Resumo:

The purpose of this project was to write a grant proposal to develop and fund a Life Skills Program to educate Latino students regarding the college application process and professional careers to pursue a higher education. An extensive literature review was conducted to understand the needs of Latino students and interventions that can effectively assist them to improve their higher education enrollment. The S. Mark Taper Foundation was selected as the funder for this program.

The proposed program would be offered through Santa Fe High School, located in the city of Santa Fe Springs, California. If funded, the program will provide Latino students with the skills and information necessary to pursue a higher education, to be competitive in the workforce and have a prosperous life. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.

Estilos ABNT, Harvard, Vancouver, APA, etc.
14

Siler, Eric. "Faculty perceptions of career and technical education and the school-to-work program at Lincoln High School in Wisconsin Rapids". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003silere.pdf.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
15

Gonzalez, Adolfo. "A mentoring program for Latino high school students to increase their awareness of opportunities through higher education| A grant proposal title". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10032306.

Texto completo da fonte
Resumo:

Many Latino immigrant families are often marginalized, making them vulnerable to facing academic, cultural, and economic barriers. Therefore, the purpose of this project was to develop a mentoring program for Latino youth at risk for not completing high school to increase their interest in pursuing higher education. The proposed program would provide one-to-one mentorship for Latino youth who are currently involved with activities at Youth Collective Speaks in San Fernando, California. The goal of this mentoring program is to improve students’ and their parent’s awareness of higher education availability and to help these youth and their families become more aware of financial resources for college. The potential funding source for this grant is the Charles Stewart Mott Foundation as this program coincides with the goals of this foundation. The actual submission and/or funding of this grant was not required for the successful completion of the project.

Estilos ABNT, Harvard, Vancouver, APA, etc.
16

Roberts, Kelly Eileen Cahill. "An Evaluation of the Expect Respect: Preventing Teen Dating Violence High School Program". Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242323117.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
17

Waldron, William Blain. "An evaluation of the Summer Bridge Program's delivery of mathematics instruction to Career Academy students an urban school district's approach /". Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085488036.

Texto completo da fonte
Resumo:
Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xi, 143 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: N.L. McCaslin, Comprehensive Vocational Education Program. Includes bibliographical references (p. 112-116).
Estilos ABNT, Harvard, Vancouver, APA, etc.
18

Stovall, Juliett Viola. "A study of the perception of elementary, middle, and high school principals on school social work consultation, collaboration and program development". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/AAIDP14675.

Texto completo da fonte
Resumo:
This study examines the perception of K-12 principals about school social work consultation, collaboration and program development in a large urban school district in Georgia. The primary survey participants consist of one hundred eight K-12 school principals selected using non-probability sampling. Twenty seven school social workers in the same school district also selected by convenience sampling responded to the survey questionnaire which is designed using a four point Likert scale. The fmdings of the study indicate that responding principals and school social workers perceive consultation, collaboration and program development as expected activities. Responding principals also perceive that it is the responsibility of the principal to ensure that these activities occur. A greater percentage of principals in schools with special education and/or homeless enrollments expect consultation with the school social worker. Principals in schools with special education and homeless enrollments are more likely to 1 include the school social worker as an integral partner in school leadership and decision making than principals in schools with Title I or English to Speakers of Other Languages (ESOL) student enrollments.
Estilos ABNT, Harvard, Vancouver, APA, etc.
19

Ross, George. "A personal discipleship program for high school students of the Second Church of Christ, Danville, Il". Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
20

Kelly, P. Scott. "Designing a vocational guidance program to assist high school students of the Wildwood Baptist Church, Kennesaw, Georgia". Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
21

Long, Stephanie E. Ashby Dianne E. "The Secondary Transition Experience Program and its effect on the employment status of students with disabilities". Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128281.

Texto completo da fonte
Resumo:
Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed Jan. 14, 2005. Dissertation Committee: Dianne E. Ashby (chair), George Padavil, Paul Baker, Margaret P. Hutchins. Includes bibliographical references (leaves 201-220) and abstract. Also available in print.
Estilos ABNT, Harvard, Vancouver, APA, etc.
22

Tenneson, Katherine B. "San Antonio High School Food Justice Program: A Handbook and Evaluation of Edible Education". Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/pitzer_theses/22.

Texto completo da fonte
Resumo:
This senior environmental studies thesis explains and analyzes edible education through a food and gardening program at a continuation high school in Claremont, California. The first chapter situates the program-specific analysis by providing background information of the edible education movement, a history of the Edible Schoolyard in Berkeley, California, and an explanation of why food is a powerful teaching tool. The second chapter delineates the program by describing all of its components and compiling essential resources and teaching documents. The third chapter is based on interviews with 9 of 12 involved students and 7 teachers, and thoroughly explains the outcomes of the program for students, the high school at large, and the overall Claremont community. Overall, this work demonstrates the successes of edible education, the power of school gardening programs, and provides a useful resource for the continuation of the program.
Estilos ABNT, Harvard, Vancouver, APA, etc.
23

Kridler, Jamie Branam. "Impact of In-School Programs on High Risk Children". Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/5860.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
24

Hinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action". Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.

Texto completo da fonte
Resumo:

Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.

This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.

The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.

Estilos ABNT, Harvard, Vancouver, APA, etc.
25

Sykes, Randolph Jr. "An Evaluation of the Chesapeake Public Schools Employment Program". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26552.

Texto completo da fonte
Resumo:
The purpose of this study was to evaluate the Employment Plus Program in the Chesapeake(VA)Public Schools by determining the extent to which the program was effective in achieving its goals. Six questions were addressed: (1) What proportion of the students completed in each year between 1991 and 1997 all five parts of the GED test at a passing level? (2) To what extent did the program change the behavior of the students? (3) What pre-employment skills of the students were developed as a result of participation in the program? (4) What employment skills of the students were developed as a result of participation in the program? (5) What basic living skills of the students improved as a result of participation in the program? (6) To what extent did the program provide hope for the students to graduate in the Employment Plus Program? Except for the data on the first question-- the propor- tion of students passing the GED between 1991-97, forty randomly selected students (50 percent) from the 1993-94 school year were the focus of this study. This was the first year that the program was in all five high schools in the school division. Data were obtained through teacher, student, and employer interviews and through a review of written program materials. Data were analyzed thematically and findings were shared through tables and narrative summaries. The researcher reported the Employment Plus Program findings to be (in order of importance): 71.6 percent of the students passed the GED in the years 1991-97, only two students were dismissed for discipline infractions in 1993- 94, four of the Employment Plus students that started working in 1993-94 are still working in the same job today. In the years 1991 through 1996, progress has been made in the number of students obtaining their GED. One year, 1996-97, showed a regression of students obtaining their GED. The researcher concluded as a result of the findings that the Employment Plus Program is meeting the majority of the stated goals. The 1993-94 baseline data should be used for future comparisons. Variables which affect the Employment Plus Program that could be manipulated to increase the number of students in obtaining their GED would be to improve upon the student truancy and drop-out rates. Educators should use this information to continue to help the students obtain their GED in the future.
Ed. D.
Estilos ABNT, Harvard, Vancouver, APA, etc.
26

Fowers-Coils, Ashley. "Reading fluency interventions that work in high-poverty schools". Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123803.

Texto completo da fonte
Resumo:

This study measured the impact of targeted reading interventions on improving reading fluency for second-grade students as indicated by their performance on a statewide standardized assessment of reading fluency proficiency. Reading fluency scores for students who received intervention in second grade were measured again in their third-grade year to see if the intervention had a lasting impact on their overall reading fluency ability. Statistical analysis using a paired samples t-test revealed that reading fluency ability increases with the use of targeted intervention among second-grade students. A statistically significant relationship was discovered through the use of a paired samples t-test for students who receive targeted intervention in second grade and their third-grade IRI scores. This verifies that targeted reading fluency interventions are successful among students from high-poverty backgrounds. Individual and focus-group interviews were completed with teachers, para-professionals, and instructional coaches who provided reading fluency interventions to students. Themes emerged indicating a need for targeted intervention, meaningful practice, and instructional strategies in order for students to become fluent readers. Further analysis determined that schools that utilize classroom teachers rather than para-professionals to provide reading fluency intervention to struggling, high-poverty students achieved the most overall growth on the IRI. Another contributing factor to overall growth on the IRI was the amount of time students received intervention. Students that received at least forty-five minutes a day of additional intervention exhibited higher levels of growth. Lastly, several different reading curricula were used in the present study, revealing that instructional strategies and targeted intervention leads to greater acquisition of reading fluency skills regardless of the prescribed curriculum.

Estilos ABNT, Harvard, Vancouver, APA, etc.
27

Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.

Texto completo da fonte
Resumo:
This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.
Estilos ABNT, Harvard, Vancouver, APA, etc.
28

Thornton, Katrina B. "An exploratory study examining the relationship between child care programs and teen mothers' ability to complete their high school education". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1999. http://digitalcommons.auctr.edu/dissertations/1416.

Texto completo da fonte
Resumo:
The purpose of this study is to examine the relationship between child care programs and teen mothers' ability to complete their high school education. The independent variable in this study is the child care program and the dependent variable is the high school completion rate. Data were collected using a yes and no multiple choice questionnaire. A sample population of 30 African American teenage mothers answered questions regarding their age when they got pregnant, why some teen mothers don't return to school after giving birth, their pregnancy, and the difficulties they experienced as they tried to continue their education. All participants had attended an alternative education program in Metropolitan Birmingham between September, 1990 and May, 1991, and are currently 25 years of age. The findings indicate that a high percentage of the participants did stop school due to the lack of child care. Many participants later continued their education by getting their GED or were able to enroll back into school to obtain their diploma.
Estilos ABNT, Harvard, Vancouver, APA, etc.
29

Sito, Mmapula Mary. "A preventative group work programme on HIV/AIDS for high school learners in a rural area / Mmapula Mary Sito". Thesis, North-West University, 2004. http://hdl.handle.net/10394/624.

Texto completo da fonte
Resumo:
There is a well-documented evidence to confirm that the largest number of people living with the HI-virus is in Africa and especially in South Africa. The prospect of a significant breakthrough in treatment looks uncertain at present and for this reason the impact of HIV and AIDS in South Africa must be taken very seriously. In 1999 surveys estimated about 3,5 million people infected by HIV and 150 000 with AIDS. The figure was expected to rise to 5-7 million HIV-infected people over the next 5 years. Experts calculated that on average 1500 people get infected each day in South Africa! South Africa has one of the most rapidly spreading pandemics in the world. High school learners are a high-risk group. Prevention programmes are important to minimize the infection rate amongst adolescents and young adults. The researcher has therefore concentrated on the prevention of HIV/AIDS among learners at high school level in a rural area between the ages 16-18 years. A survey was undertaken with the purpose of preventing HIV/AIDS among learners from the Thejane Secondary school in a rural area in Thaba Nchu. The aim of this research was: 8 To evaluate the effectiveness of a group work programme for high school learners in the prevention of HIV/AIDS in a rural area. To reach this aim, a prevention programme was designed for these high school learners through which knowledge about the nature of HIV/AIDS as well as knowledge about values and attitudes were given to them. A small group of ten learners were chosen as the research group and ten learners as the control group. Group work as a method of social work was chosen to achieve the aim of the study. The group work programme was successfully presented in 9 sessions of one to one and a half hour each during school time. The programme was in particular suited, not only to improve the knowledge of the learners about the nature of HIV/AIDS, but also to broaden their insight with regard to the important role of a healthy lifestyle as well as the importance of being assertive. The programme was evaluated by measuring at two occasions. The results obtained by this evaluation showed that the group work programme brought about a significant difference in the knowledge, insight, attitudes and beliefs about HIV/AIDS as well as the important role of values. The single system design was used to measure the effect of the programme. The results of the measuring indicated that group work intervention was successful in implementing the desired change.
Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2005.
Estilos ABNT, Harvard, Vancouver, APA, etc.
30

Fitzgerald, Robert P. "An urban high school's mentoring program for Latino students". Thesis, Boston College, 2009. http://hdl.handle.net/2345/bc-ir:107660.

Texto completo da fonte
Resumo:
The primary goals of this qualitative case study were to analyze and evaluate the perceived benefits of a mentoring program on Latino mentees, mentors and school culture. A secondary area of interest was that of the interpersonal and programmatic dynamics that presented themselves during the implementation of a mentoring for urban Latino high school students. Data collection instruments included interviews, observations, questionnaires, journals and program documents. The findings suggest that mentors perceived the programmatic features of training, monitoring and Mentor Mingles as being very supportive of their mentoring role. Mentor qualities that fell into the Trust Theme, Personal Concern Theme, and Approachable Theme were considered to be very effective in building positive relationships with the mentee. The study found that there were four significant challenges that faced this mentoring program: time, financial resources, recruiting mentors and the building and maintenance of effective mentor/mentee relationships. Additionally the study found that Latino students had many perspectives on how to improve their high experience and build school culture. Implications for practice include ensuring that mentoring programs are built around programmatic features that constitute best practice; making mentors aware that certain qualities are more effective in building quality relationships with the mentee; developing strategies for the challenges of time, recruiting mentors, financial resources and building and maintaining effective mentor/mentee relationships; and developing the schools ability to assess school culture among certain student populations. Limitations of this study included the researcher's role as headmaster, researcher bias, small sample size and the relatively brief study time. Recommendations for future study include monitoring the mentored Latino students and reporting on their graduation rates, conducting an additional study with a control group of Latino students who do not have the benefit of participating in a mentoring program, studying the impact of family configurations as they relate to the success of the mentees, an analysis of the mentor's age and success of the mentoring relationship, a similar mentoring program study on a different ethnic group, and a study and analysis of students mentored by teachers as opposed to non-teachers
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
Thesis advisor:
Thesis advisor:
Thesis advisor:
Estilos ABNT, Harvard, Vancouver, APA, etc.
31

Manzini, Christel Khanyisile Slindile. "An appreciative enquiry into the life orientation program offered in high schools". Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1243.

Texto completo da fonte
Resumo:
A dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Arts (Counseling Psychology) in the Department of Psychology University of Zululand, South Africa, 2012.
The overall aim of this study was to enquire the effectiveness of the Life Orientation program offered in high schools; i.e. its benefits to its participants. The benefits could be students being able to understand, and accept themselves as unique and worthwhile beings, using skills learnt from the program and display attitudes and values that improve relationships in the family, group, and community. The research question of the study was how effective is the Life Orientation program offered in high schools, i.e. in terms of learner’s ability to meet the curriculum’s critical development outcomes after completion of the program? Life Orientation is the subject that was implemented as part of the Outcomes Based Education. It is an inter-disciplinary subject that is embedded in disciplines of Social Science, Arts, and the Humanities. The intention behind the program is promotion of the holistic development of, e.g. interpersonal skills, values, health, environment and religious education. The research was conducted at the University of Zululand in the Northern KwaZulu Natal province. The research design was qualitative in nature, and appreciative inquiry was used as an investigative tool. The study was conducted with the group of first year students that were registered for the academic year of 2009. Sampling was purposeful as the researcher’s specific criterion for participants were students who have attended the Life Orientation program in high school.
Estilos ABNT, Harvard, Vancouver, APA, etc.
32

Hogue, Darryl Emery. "Understanding Perceived Benefit for Students, Employers, and Parents Who Participate in Work-Study Programs at Fulton High School". Thesis, Western Illinois University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10934225.

Texto completo da fonte
Resumo:

The purpose of this mixed methods case-study was to understand why students enroll in the Community Involvement work-study program, why employers continue to host students, and what are the parents’ perceptions of their child’s experience. The following research question framed this study: What is the perceived impact of the Community Involvement Program?

Five additional questions further guided this study: 1. Why do students enroll in the Community Involvement Program? 2. What impact does enrolling in a work-study program have for participating students? 3. What motivates employers to become a volunteer host site for Community Involvement students? 4. What impact do parents perceive when their son or daughter participates in the Community Involvement Program? 5. How do students enrolled in the Community Involvement Program compare to those students who are not enrolled in the program based on GPAs, attendance patterns, and postsecondary plans?

This study examined the perceptions of the students, employers, parents, the instructor and the high school principal. Qualitative methods included open-ended surveys, interviews, focus groups, and student artifacts. Quantitative methods included analyzing Likert-type survey questions and archival data (GPAs, attendance patterns, and postsecondary plans). The findings will provide those involved in the education and workforce communities with insight into why students and employers continue to enroll in and support work-study programming.

The research study concluded that students, employers, parents, the instructor and the principal all found benefit in the Community Involvement Program. The study also confirmed the positive impact on GPAs, school attendance and postsecondary enrollment noted in the previous work-study literature. Seniors enrolled in the work-study program at Fulton High School had significantly higher GPAs, fewer absences, and were more likely to enroll in a two- or four-year postsecondary program as compared to seniors not enrolled. The students also shared that they believe the Community Involvement Program provided career exploration opportunities, lessons about work environment, lessons about postsecondary planning, and the development of meaningful relationships which impacted their future. Employers host students because they want to support the school and local community, see a positive impact on their work environment, find future employees, and develop meaningful relationships with the students. Parents noted that Community Involvement Program positively impacted their child’s career and postsecondary decisions, their children learned valuable work lessons, and developed relationships with employers that impacted career and college decisions. Each of the participants including the instructor and principal suggested expanding the program to all juniors and offer the program during the summer. Recommendations based on the findings included: 1) more high schools should offer work-study programs for one or two semesters to juniors and seniors, 2) encourage employers to host and expand opportunities for students, 3) hire students who participate, and 4) promote work-study opportunities in the community and schools.

Estilos ABNT, Harvard, Vancouver, APA, etc.
33

Hunter, Lindqvist Steven. "What and How Students Perceive They Learn When Doing Mini-Companies in Upper Secondary School". Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63575.

Texto completo da fonte
Resumo:
The aim of this study is to gain more in-depth knowledge into what Swedish upper secondary school students perceive they learn, and the factors that students perceive affect learning, when they start and run mini-companies within the Junior Achievement Company Program.  The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection in learning were used to analyze and further understand the data. The results reveal that the students talk about, and appear to convey, equal importance upon learning general skills as learning business skills when doing their mini-companies. Students describe using general skills they improved while running their mini-companies in other school activities and non-school activities leading to better performance in these activities. Doing business activities triggers learning and provides students with an opportunity to further develop, and learn multiple aspects, of skills. Students identify many factors, such as time, autonomy, assessment, and deadlines, which they associate with their mini-companies. On the whole, they say these factors have a positive effect on learning both business and general skills, however some factors can also inhibit learning. An analysis of all the factors students identified reveals that they originate, or are influenced by, multiple contexts such as school, the Swedish Junior Achievement organization, and the business environment. Together these factors can be said to create a special school community of practice for their mini-company project. Students point out significant differences between their mini-company project, and other school projects they have previously done, thus providing valuable insight into the importance of project design in relation to learning skills and possible pedagogical implications regarding learning general skills in other school projects.
This thesis strives to gain further knowledge and understanding into what Swedish upper secondary students perceive they learn, and how they learn, when starting and running Junior Achievement mini-companies. The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection on learning were used to analyze and further understand the data. The results reveal that students talk about, and appear to convey, equal importance upon learning general and business skills. General skills students improved when doing mini-companies can benefit other school and non-school activities. Students perceive that learning is not only triggered by the business tasks they do, but is also influenced by a multitude of factors such as time, autonomy, assessment, and deadlines that affect what, and how they learn. Overall, students perceive factors that they associate with the mini-company project have a positive effect on learning skills, however some can also inhibit learning. Students point out many differences between the mini-company project and other school projects providing valuable insight into the importance of project design in relation to learning skills.
Estilos ABNT, Harvard, Vancouver, APA, etc.
34

Nguyen, Thi Hong, e n/a. "Towards a professional development program for teachers of English in Vietnamese high schools". University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060726.145916.

Texto completo da fonte
Resumo:
This field study proposes a basis for the establishment of a professional development program for Vietnamese high school teachers. The social background and the problems of teaching and learning English in Vietnamese high schools are discussed, including the students' goals in learning English in high schools; the teachers' qualifications and the methods of teaching commonly used; the coursebooks and how they are used; learning facilities, and the attitudes and policy decisions of education authorities. To develop effective solutions to these problems, it is necessary also to know the background to teaching and learning English in Hanoi Foreign Languages Teachers' College. In-service training is of vital importance in the education of all nations. A review of what other people have done in this field is included with particular reference to the problems which are relevant to the situation in Vietnam. Given the constraints of funding and work procedures, a short full-time in-service course would be the most practicable for the Vietnamese situation. A survey of the needs of high school teachers in their professional development has been carried out and is discussed in relation to the priorities to be given to various components of an in-service syllabus. The priorities were found to be: to improve the language, teaching techniques and awareness of a communicative approach to teaching and learning language of high school teachers in Vietnam. These priorities having been identified, the study considers: iv 1 - the syllabus model. 2 - the development of specific goals. 3 - the development of content. 4 - possible modifications of the syllabus in the future. The solution to the problem of professional development must take into account not only the work of internationally known authorities, but also the needs of Vietnamese teachers. The proposed course suggests ways of finding out and meeting the needs of participants and points to possible future development.
Estilos ABNT, Harvard, Vancouver, APA, etc.
35

Morrison, Marlene. "Teaching to time : supply teachers' lives and work". Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/109194/.

Texto completo da fonte
Resumo:
The central focus of the thesis is a sociological exploration of the lives and work of supply teachers who fill the temporal gaps whenever regular teachers are absent from school. Time permeates the thesis at three levels of analysis: the substantive, the theoretical, and the methodological. The interpretative, and to a lesser extent, the critical and normative traditions in sociology are applied to time in education. Time is used both as a parameter to explore links between educational structures and action as they relate to supply teachers and teaching, and to locate supply teachers' lives and work in time. The study is based upon qualitative research conducted in schools and domestic settings. Chapter 1 highlights the temporal strands which help to construct the chapters and underpin the thesis. In chapter 2 methodological issues are considered, in particular the embedding of diaries within the research process. Chapter 3 explores understandings about supply teachers and teaching in the wider context of educational change, and at the interface of local, institutional, and individual experience. Chapter 4 examines relationships between supply work, temporal commitment, and identities. In chapter 5, supply work is considered in relation to the substitute curriculum. Temporal connections in lives which move rapidly between private and public spheres are prioritised in chapter 6. The contribution of pupils to understandings about supply work is the theme pursued in chapter 7. The sociological and educational dimensions of the research are assessed in chapter 8. These have overlapping as well distinctive implications for sociologists with interests in time, school organizations, teaching, and in gendered occupations, and for educationalists with interests in the management of school systems, professional development and training, and importantly, for supply teachers themselves. Appendix 1 and 2 comprise interview and diary schedules, and Appendix 3 is a methodological note on the tracing and tracking of supply teachers.
Estilos ABNT, Harvard, Vancouver, APA, etc.
36

Janssen, David. "A curriculum design manual for a high school released time program". Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
37

Worts, Nancy Headrick. "High school students perceptions of the educational program at their school as a result of the A+ schools program /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946314.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
38

Rud, Kory. "Why have four Wisconsin high schools adopted modular classrooms in their technology education program?" Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999rudk.pdf.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
39

Lewis-Briggs, Stephanie Kay. "The effectiveness of small learning communities in program improvement schools". Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1907248581&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

Texto completo da fonte
Resumo:
Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 90-105). Issued in print and online. Available via ProQuest Digital Dissertations.
Estilos ABNT, Harvard, Vancouver, APA, etc.
40

Manuel, Ann Marie. "The influence of principals in art program promotion in Newfoundland secondary schools". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28172.

Texto completo da fonte
Resumo:
The purpose of this study was to determine, from principals' viewpoints, why art courses have or have not been offered in Newfoundland secondary schools. The underlying premise of the study is that if the reasons for non-implementation of secondary art programs are to be assessed, information needs to be collected on the extent to which relevant factors and groups actually influence the administrators in the process of art program adoption. The study employed an ex post facto research design using survey research procedures. The survey was conducted using a questionnaire which was administered to two hundred and fifty one secondary school principals in Newfoundland. The results of the study show that the principal is a key person influencing the decision making process involved in art program adoption. The unavailability of a trained teacher, the availability of funds and the principal's attitude toward the art program are the three factors with greatest influence in this decision making process. The findings also show that the adoption of art programs has been slowed by problems inherent in rural education. These problems are compounded by the structure of Newfoundland's denominational education system. Implications of these results for policy development and evaluation are discussed and suggestions for further research are outlined.
Education, Faculty of
Graduate
Estilos ABNT, Harvard, Vancouver, APA, etc.
41

Foley, Wing Teri L. "Renaissance schools / academic achievement and value implications of a corporate-sponsored academic motivation program /". Full Text accessible through UMI ProQuest Digital Dissertations, 1993.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
42

Ahern, Thomas J. "Secondary school teachers rate CISCO's CCNA program the CISCO Networking Academy in Wisconsin high schools /". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003ahernt.pdf.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
43

Woehrle, Kathleen Louise. "Interprofessional Practice of Social Workers and Educators: Factors That Influence The Coordination of The Safe and Drug Free Schools Program in Ohio /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933245537055.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
44

Stott, Kathryn Ann. "An evaluation of a service-learning approach to assist in achieving the goals of a comprehensive guidance program /". Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd858.pdf.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
45

MacKay, Eileen Moir. "Female high school students' perceptions of the role of practical work in school science education". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30906.

Texto completo da fonte
Resumo:
The intent of this study was to probe female High School students' perceptions of the role of practical work in their school science education. A total of 20 students were interviewed: four Grade 9 students and four Grade 12 students in the pilot study and six Grade 9 students and six Grade 12 students in the actual study. The students involved attended a girls' High School and had experienced at least two years of science education in an all girls environment. Each student was interviewed for between twenty and thirty minutes. The interviews utilised the 'Rapport Interview' technique. The interviews were audio-taped, transcribed and the information obtained collected under eight main category headings. Among the significant findings of this study were: 1. Female High School students view practical work in science as an aid to learning and understanding science concepts, and as a memory aid. 2. Students view demonstrations as an inadequate replacement for hands-on practical work. 3. Students require some theoretical background knowledge before proceeding with practical work if they are to obtain the maximum benefit from the experience. 4. Students prefer to undertake a self-directed enquiry rather than a prescribed one if they have some familiarity with the material. This preference may change if the work is to be graded. 5. Female High School students, particularly in Grade 9, feel insecure when conducting practical work and feel more comfortable when working with a chosen partner. 6. Failure to obtain the 'correct answer' can result in female students ' experiencing negative feelings about their abilities. 7. Dissection makes a powerful impression on female students and seems to stand apart from other types of practical work. 8. Safety is of considerable importance to Grade 9 female students and may be inhibiting their activities in the laboratory. The findings of this study suggest that practical work is of considerable importance to female High School students for a variety of reasons but the most important is to further their understanding of science concepts.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Estilos ABNT, Harvard, Vancouver, APA, etc.
46

Copman, Sandra. "An evaluation of the effects of a career development program for students with disabilities at transition from high school to adult life". Thesis, Boston University, 2001. https://hdl.handle.net/2144/32749.

Texto completo da fonte
Resumo:
Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study provided an evaluation of a career development program called the Health Education and Careers Network (HECN). Designed for inner city high school students with and without disabilities the program has been in existence since 1991, focusing on preparing students for education or careers in the allied health care industry. The program's overall goal was to increase the rate of positive high school outcomes, in particular for students at risk for high school drop out, unemployment and other negative post-high school outcomes. Based on anecdotal reports, the program appeared to facilitate successful student outcomes. However, no systematic analysis of the outcomes had been conducted. The researcher collected outcome data on 111 students with disabilities who had participated in the program since 1993 and who had left high school since 1995. She disaggregated the data and performed statistical analyses to evaluate whether there were any differences in outcomes based on race or type of disability. Additionally, she used case profiles of six randomly selected students to offer more insights about the complexity of providing transition services to inner city students with disabilities and the kinds of strategies that might be most effective. The analysis revealed that students with serious cognitive impairments had the highest rate of employment as compared to students with other disabilities, and that white students had the highest rate of achieving a certification and employment in an allied health care field as compared to students from other racial groups. Overall, data from the study revealed that students who participated in the program surpassed the local and national rates on the graduation of students with disabilities, and that independent of race or disability, the program's strategies effected positive transition outcomes for all students.
2031-01-01
Estilos ABNT, Harvard, Vancouver, APA, etc.
47

Cardenas, Nancy. "Play therapy interventions and their effectiveness in a school-based counseling program". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2839.

Texto completo da fonte
Resumo:
The purpose of this study was to add to the limited amount of information on the effectiveness of play therapy interventions in a school-based counseling program. The study focused on examining the reasons why clients were referred to counseling, the frequency and duration of their behavior, the clients' academic performance at the beginning and end of treatment, the total number of sessions received, and the type of play therapy that was used to determine how effective play therapy interventions were during treatment.
Estilos ABNT, Harvard, Vancouver, APA, etc.
48

Joubert, Nicola. "The classroom transferability of a university-based inset programme of workshops in practical work for senior high school Biology educators". Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/8213.

Texto completo da fonte
Resumo:
Professional criteria for assessing (a) the success and transferability of the programme and (b) the quality of the research evidence gathered from the Biology teachers and their learners in Cape Town, were adopted from a combination of the theoretical frameworks for INSET evaluation recommended by several authors, including the American National Science Standards (1996), Tamir (1997) and Oyasi & Oyasi (2000). The post-workshop data indicated that educators enjoyed the practical activities, and were active in implementing a number of them with their classes in subsequent years. It further revealed that their confidence in engaging in practicalwork improved significantly. To verify or corroborate these findings, ten educators observed at from the 1999 course were interviewed from 2002 to 2005. One educator was observed at two different schools, with different socio-economic backgrounds. The interviews were transcribed and five of the educators were observed while they dealt with the practical activities learnt during this series of workshops. The visual data from the classroom observations, and the interviewswere further processed and compared to the quantitative statistical data. It was It was found that, of the eight schools, four well-resourced schools implemented the programme successfully. This was in terms of the number of practical activities from the course that had been transferred to the classroom. Three of the under-resourced schools, with larger classes, also implemented the course successfully. This was due to the skills and motivation which the educators gained whilst participating in this series of workshops. In two of the schools the high rate of vandalism and the heavy workload of the educators was excessive to the point that they could not implement the programme successfully.
Estilos ABNT, Harvard, Vancouver, APA, etc.
49

Chieh, Lin Chun, e 林俊傑. "The Influnce of the test-free senior high school admission program on junior high students' school work pressure". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/21949774400178269081.

Texto completo da fonte
Resumo:
碩士
國立中正大學
教學專業發展數位學習碩士在職專班
99
ABSTRACT The main purpose of this study was to investigate the relationship between "test- free senior high school admission program" and junior high students' school work pressure and whether this program is able to release their school work pressure. This study used questionnaire survey to census the 2nd and 3rd graders at Pu-zih (朴子) Junior High School in Chia-yi (嘉義) County. The total number of assigned questionnaires was 739, and a total of 712 questionnaires were returned, including 699 valid ones, with a 98.2% valid percentage. Data analysis used descriptive statistics, single sample t-test, one-way ANOVA(analysis of variance), Pearson Correlation, Scheffé's method and stepwise multiple regression in proceeding statistical inferential. The study conclusions are as below: 1. Junior high students supported the spirit of "test-free senior high school admission program." 2. Junior high students had the clear understanding of admission criterion, methods, contents and procedures both in "test-free general and vocational high school admission by application" and in "test-free general and vocational high school admission by recommendation," yet having an insufficient understanding of "test-free five-year junior college admission by application." 3. Study shows significant differences in how junior high students with variables of different backgrounds sensed the degree of lessening school work pressure. I. The degree of lessening school work pressure on 2nd-grade junior high students was higher than that on 3rd-grade ones. II. Junior high students whose mothers' teaching ways were laissez faire type apparently sensed high degree of lessening school work pressure, whereas their fathers` teaching ways had no effect on that at all. III. The degree of lessening school work pressure on junior high students with low social economic status was apparently high due to "test-free senior high school admission program." IV. The degree of lessening school work pressure on junior high students whose teachers' leading ways are despotic-like was apparently high due to"test-free senior high school admission program." V. The degree of lessening school work pressure on junior high students with medium and low academic achievement was apparently high due to"test-free senior high school admission program." 4. For junior high students, "test-free senior high school admission program" was unhelpful to lessening their school work pressure. The higher junior high students' supporting degree of "test-free senior high school admission program" was, the higher their awareness of the lessening school work pressure on various levels was; yet its related intensity was low positive; the higher respondents' understanding degree of "test-free senior high school admission program" was, the higher their awareness of lessening school work pressure on various levels was, and its related intensity was medium positive. Consequently, the practice of "test-free senior high school admission program" had no apparent assistance of lessening school work pressure on students. Key words: test-free senior high school admission program, school work pressure
Estilos ABNT, Harvard, Vancouver, APA, etc.
50

Lin, Mei-hui, e 林美慧. "The Study on the Relationship between Teachers'' Work Stress and Teaching Effectiveness in Junior High Schools: Based on the Extended Open Admission Program". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/3mzy83.

Texto completo da fonte
Resumo:
碩士
逢甲大學
公共政策所
100
The purpose of this study is to investigate the current situation of junior high school teachers’ work stress and teaching effectiveness after the Extended Open Admission Program was carried out, and the relationship between teachers’ work stress and teaching effectiveness. The survey research method was adopted in this study , and the main research tool is the questionnaires of teachers’ work stress and teaching effectiveness. Survey data from 520 teachers of public junior high schools in Taichung City were collected. All data was distributed by means of frequency and percentage. Means and standard error, One-way ANOVA, t-test and Person’s product-moment correlation were used to study teachers’ work stress and teaching effectiveness. The brief results are as followings: 1. The level of work stress of teachers is averagely after the Extended Open Admission Program was carried out. 2. The level of teaching effectiveness of teachers is above average after the Extended Open Admission Program was carried out. 3. There are significant differences in work stress of teachers with teaching field, years of experience of teaching and job position. 4. There are significant differences in teaching effectiveness of teachers with gender, age, degree, teaching field, years of experience of teaching and job position. 5. There is significant positive correlation between teachers’ work stress and teaching effectiveness after the Extended Open Admission Program was carried out. 6. There is significant predictability on working pressure against teaching effectiveness of public junior high school teachers.
Estilos ABNT, Harvard, Vancouver, APA, etc.
Oferecemos descontos em todos os planos premium para autores cujas obras estão incluídas em seleções literárias temáticas. Contate-nos para obter um código promocional único!

Vá para a bibliografia