Teses / dissertações sobre o tema "Rindge Technical High School"
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Moran, Michael E. "Basis for managing risk in the high school technology education classroom". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005moranm.pdf.
Texto completo da fonteFu, Chen-Chang. "Technical training needs assessment of Wisconsin high school technology coordinators". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fuc.pdf.
Texto completo da fonteDykzeul, Theodore. "The Effects of Career and Technical Education on High School Students". Thesis, Saint Mary's College of California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284565.
Texto completo da fonteDue to the high unemployment rate and difficulty for students to transition from education to work, this thesis looks at how Career and Technical Education (CTE) programs provide a supplement to the traditional education systems throughout the world, and can be a solution to students graduating with employable skills so they can find meaningful work. The thesis answers the question: “What are the effects of Career and Technical Education?” through a qualitative method of an open-ended survey administered to three educational organizations in Northern California. Participants included four teachers, five administrators, and 96 high school students. The results showed that CTE programs have incredible effects on students, from being life-changing to providing necessary career skills and the space to navigate college and career choice. Students, teachers and administrators recommend that CTE programs be adopted nation wide, so students can decide what career to pursue.
Long, Leanne Freeman. "Instructional leadership perceptions of Mississippi career and technical education administrators and teachers /". Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10212008-204201.
Texto completo da fonteHietpas, Joseph G. "A high school curriculum development for a model airplane unit in technology education". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004hietpasj.pdf.
Texto completo da fonteSayers, Jerry Alan. "Career and Technical Education (CTE) and High School Student Success in Tennessee". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2479.
Texto completo da fonteThornburg, Marlon. "Perceptions of Career and Technical Education Held by High School Career Counselors". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2015.
Texto completo da fonteFaulkner, Jannotta. "Google Docs as Supportive Technology in High School Career and Technical Education". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7642.
Texto completo da fonteWallace, Ronda L. "Grit and Student Performance| A Mixed-Method Analysis of a Non-Traditional Technical High School and a Traditional High School". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036393.
Texto completo da fonteGrit, defined as the tendency to pursue long-term goals with sustained zeal and hard work, was shown to predict achievement in academic, vocational, and avocational domains. In 2009, Duckworth and Quinn found that grit predicted student effectiveness in school and the concept of grit was largely unrelated to talent. Grit provided incremental predictive validity for achievement outcomes, particularly in settings of high challenge. From the combination of persistence, self-control, and more broadly, conscientiousness, emerges the concept of grit.
The purpose of this study was to compare the relative grittiness of students from two different high school settings. The first of these was a non-traditional technical high school. The second was a traditional suburban high school. One hundred students from each high schools took the Grit-S survey to determine their level of grit. It was found that students attending the non-traditional high school and students attending the traditional high school had no statistically different level of grit. However, students from the non-traditional technical high school had an observably higher level of self-reported grit. Teachers and administrators were interviewed to determine their perceptions about grit. Qualitative analysis of their responses rendered three commonalities. The first theme was a definition of grit rooted in persistence and self-motivation. The second theme was the need for adults to model grit for the benefit of their students. The third theme was a lack of difference between the genders in perceived grit or academic prospects.
This dissertation expanded on the research of Grit and Student Performance as it relates to students who attend a non-traditional technical high school and students who attend a traditional high school. There was a lack of previous research comparing these two distinct types of high schools. After the data was gathered and analyzed no significant differences were found. This dissertation provides ideas for future research and its results may possibly change attitudes about students in both high school settings.
Greuel, Jeff. "Impacts of block scheduling on technology education at Little Chute High School". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998greuelj.pdf.
Texto completo da fonteWoolery, Danielle. "Correcting Technical Deficiencies in High School Clarinet Sections: A Resource for Band Directors". Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/528.
Texto completo da fonteHuggins, Desiree. "Rethinking Counseling for College: High School Counselors' Perceptions of Community and Technical Colleges". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1270.
Texto completo da fonteSarbiran. "The relationship between job morale of technical teachers and their perceptions of the senior high technical school in Yogyakarta, Indonesia /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702990187.
Texto completo da fonteKim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change". Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.
Texto completo da fonteTitle from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
Kaczynski, Michelle Lynn. "An interpretive study of career development processes of adolescents attending a technical high school". [Pensacola, Fla.] : University of West Florida, 2002. http://purl.fcla.edu/fcla/etd/WFE0000063.
Texto completo da fonteGiese, Douglas. "The job entry competencies of Stoughton High School graduates as perceived by local metal manufacturing industries and businesses". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003giesed.pdf.
Texto completo da fonteWorkman, Eric R. Sr. "Historical Study of Burke's Garden High School: 1915 to 1960". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28484.
Texto completo da fonteEd. D.
Nadolny, Larysa N. "Laptops for all students year one evaluation of a laptop initiative in career and technical high school education /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 105 p, 2009. http://proquest.umi.com/pqdweb?did=1654493231&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Texto completo da fonteWittmann, John. "A Case Study of the Evolution of High School Academies in a Large Suburban School System". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27374.
Texto completo da fonteEd. D.
Dunton, James C. III. "Selection Criteria Used by High School Principals in Virginia When Hiring First-Year Career and Technical Education Teachers". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27706.
Texto completo da fontePh. D.
Kayhan, Emine Banu. "Investigation Of High School Students'". Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.
Texto completo da fonteto investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.
Kim, Hyosun. "Linkages Between Career Development And Career Technical Education Outcomes Among High Schools In New Jersey". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1204776604.
Texto completo da fonteBragg, Debra DeVore. "Entry and termination of postsecondary vocational-technical education by the high school class of 1972 /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357202.
Texto completo da fonteBaker, Andrew J. "Effectiveness of secondary education programs as perceived by high school graduates /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809682.
Texto completo da fonteScarpello, Gary Vincent Vaidya Sheila R. "The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students /". Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/492.
Texto completo da fonteSiler, 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 fonteMohd, Kamalludeen Rosemaliza. "Curriculum Track And Its Influences On Predicting High School Dropout Likelihood". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28324.
Texto completo da fontePh. D.
Joslin, Eric B. "Perceptions college-bound seniors at Campbellsport high school have of technology education classes and factors influencing participation in those classes". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005josline.pdf.
Texto completo da fonteSan, Miguel Manuel. "The effects of career technical education on student outcomes in a high-minority urban school district". Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576649.
Texto completo da fonteThe study set out to determine the effects of Career Technical Education Career Academy participation on student outcome measures in a high minority urban school district. Three research questions explored student participation in career academies and student outcomes in the area of grade point average, credit completion and/or attendance rates. The three research questions investigated in this study were: 1) What are the effects of CTE on student achievement, grade point average, credit completion, and attendance rates? 2) Does the amount of time in the CTE program affect the dependent variables of grade point average, credit completion, and attendance rate? 3) Does the CTE academy affect the dependent variables of grade point average, credit completion, and attendance rates? The quasi-experimental design, which matched Career Technical Education participants and non-participants according to various demographic variables, allowed the researcher to control for variables that usually impact grade point average, credit completion and attendance rates. The matching and labeling of CTE participants and non-participants occurred prior to students' participation in an academy. The results of this study adds to a relatively small body of research which examines the impact of Career Technical Education programs implemented in thousands of high schools across the country. Multiple regression was run and results concluded that participation in Career Technical Education significantly impacts grade point average and credit completion rates. However the amount of time in an academy only affected grade point average and the academy students participated in did not have an impact any of the student outcomes measured in this study. Further studies of similar design which measure student outcomes should be performed to confirm or deny the results of this study.
Gogan, Bradley E. "Impact of a High School Career and Technical Education Program on Students with Autism Spectrum Disorder". Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287379.
Texto completo da fonteAutism spectrum disorder rates are climbing in the United States. Because this population is growing, research is needed to understand how to assist these individuals in pursuit of postsecondary educational and employment opportunities. The purpose of this qualitative study, as reflected in the central research question, was to investigate how a career and technical education program impacted the preparedness of students diagnosed with autism spectrum disorder for educational and employment opportunities beyond high school. The conceptual framework was based on Bronfenbrenner’s ecological perspective of human development, Zhao and Frank’s ecological perspective of technology, and Song’s research about distributed cognition. This study used a single case study design, and the case was a career and technical education program at a high school located in Southwestern state. Participants included one program administrator, three career and technical education teachers, and two special education teachers. Data were collected from multiple sources, including individual interviews with participants and program documents. Data analysis included line-by-line coding and category construction to determine themes and discrepancies. Key findings indicated that the CTE program prepared ASD students for postsecondary educational and employment opportunities, differentiated instruction to meet the individual needs of ASD students, technologies such as computers helped ASD students prepare for postsecondary educational and employment opportunities, helped ASD students learn technical skills, life skills, and job skills. As a society we need to recognize ASD students are impacting the paradigm associated with special needs students as they attend universities, work study programs, technical schools, and other opportunities which have evaded this population.
Wirz, Jennifer. "THE TECHNICAL ADEQUACY OF THE CORE SKILLS ALGEBRA CURRICULLUM-BASED MEASURE FOR THE HIGH SCHOOL LEVEL". OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/232.
Texto completo da fonteGriffin, Brindlea Wilson Witte James E. "Investigation of the effects of office referrals and absentees on the grade point average of career technical students". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Griffin_Brindlea_8.pdf.
Texto completo da fonteJett, Brittany M. "Comprehensive High School Principal's Perceptions of Career Centers in the Years 2007 and 2012". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1377374692.
Texto completo da fonteHorstman, Jason Joseph Horstman. "COMPARING CAREER DECISION SELF-EFFICACY AMONG HIGH SCHOOL STUDENTS". University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500763334896801.
Texto completo da fonteKocik, Joanne M. "An evaluation of marketing communication strategies to increase high school graduates' enrollment directly into Wisconsin Indianhead Technical College". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kocikj.pdf.
Texto completo da fonteMulvenna, Kevin C. "A comparison study between on-line & traditional courses taught by Milwaukee Area Technical College's adult high school". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mulvennak.pdf.
Texto completo da fonteJobst, Jason T. "Study to determine the feasibility of an articulation agreement between Horicon High School and Moraine Park Technical College". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002jobstj.pdf.
Texto completo da fonteJenks, Mark Denison. "Technical cost modeling for evaluation of developmental manufacturing technologies : a case study of Boeing's high speed civil transport". Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13356.
Texto completo da fonteIncludes bibliographical references (p. 267-273).
by Mark Denison Jenks.
M.S.
Campbell, Nancy S. "Delaware Technical & Community College's response to the critical shortage of Delaware secondary science teachers". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 89 p, 2008. http://proquest.umi.com/pqdweb?did=1601234351&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Texto completo da fonteCampbell, Jonathan Corbet Currie. "Vocational technical high school, Houston, Texas". Thesis, 1992. http://hdl.handle.net/1911/13571.
Texto completo da fonte"Technical high school principals' perceptions of their use of transformational leadership behaviors". UNIVERSITY OF HARTFORD, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3358970.
Texto completo da fonteHamlall, Vijay. "Boys' narratives of violence in a technical high school in Chatsworth, Durban". Thesis, 2004. http://hdl.handle.net/10413/1835.
Texto completo da fonteThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
王欽德. "The Learning State of Senior High School Graduates Enrolled in Technical Colleges". Thesis, 1997. http://ndltd.ncl.edu.tw/handle/93239335999948328992.
Texto completo da fonte國立臺灣師範大學
工業教育研究所
85
The purpose of this study was to address the learning state of high school graduates in the industrial programs of technical colleges. The data were collected by the self-development survey questionnaire and referred to students academic performances in subjects as Chinese, English, Mathematics and professional subjects, he t-test and ANOVA statistic analysis methods were applied to compare data of high school graduates with those of vocational high school graduates, the results concluded as follows: (1) The difference of learning satisfaction was not significant between high school and vocational high school graduates enrolled in technical colleges. (2)The results of the two measured items, both the course arrangement matching your individual expectations and the transferring learning outcome, were ated as unsatisfied, and the rest eighteen items results were rated either fair or satisfied. (3) The academic scores of high school graduates were higher than those of vocational high school graduates. (4)The selected programs of technical college as Industrial Engineering Management, Sanitation Engineering and Chemical Engineering were customized for high school graduates to study. Considering the above mentioned results, some suggestions are submitted for references. They are: (1) Endeavor to smooth and promote the channel from high school to technical college systems. (2) Enhancing the Implementation of technical education to cope with our economic development. (3) Upgrading school equipment to meet learning needs. (4) Enhancing technical college teacher''s expertise and teaching effectiveness.
Braude, Georgi. "Instrumental enrichment in a technical high school for disadvantaged adolescents: a pilot evaluation". Thesis, 1994. http://hdl.handle.net/10539/20910.
Texto completo da fonteIn the light of deficits in the Black Education system, historically entrenched by the ruling political hegemony. Black education has been severely compromised in S.A. ln an attempt to redress the situation CEFSA, a non-governmental organisation, has set up a technical high school for adolescents, founded on the principles of Fcuersteins Instrumental Enrichment Programme. Five Instruments were taught in 1992. This study is an evaluation of the changes in the students over the year on dimensions of Cognitive Processes, Learning Styles, Creativity and Self-esteem. Changes were related to both the FIE programme, as well as to broader Mediated Learning Experience opportunities both within and outside the school. N = 114. Statistical procedures included a range of descriptive statistics, a stepwise regression and a principal components analysis. Results indicated that changes on the above dimensions occurred in both positive and negative directions. T-tests highlighted significant changes. Demographic variables were use to explain these changes in a stepwise regression procedure. Competence on Instruments were found to be significantly positively related to end of year academic results, irrespective of demographic variables. The Influences of the IE intervention were then discussed, both positive and negative in an attempt to gain understanding of future directions to be taken in teaching thinking skills within a rapidly changing socio-political context.
Cypert, Chesley B. "Job satisfaction and empowerment of Georgia high school career and technical education teachers". 2009. http://purl.galileo.usg.edu/uga%5Fetd/cypert%5Fchesley%5Fb%5F200908%5Fedd.
Texto completo da fonteChen, I.-Fang, e 陳怡芳. "Into the World of Career Exploration:the Case of Junior High School Technical Education". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/34957244484086171347.
Texto completo da fonte大葉大學
教育專業發展研究所
101
The purpose of this study was to recall the process of career exploration of technical education students from elementary school to high school by adapting in-depth interviews. It recorded different resources of the six participants within individuals, families and schools, investigating the influences on self-identity and their choices for further studies. The results showed that professional psychological testind tools are effective in helping students understand personal qualities and aptitude in career exploration. Parents can create the environment and aumosphere at home for children to operate by themselves, and thus promoting their early development of self-concept. Schools should provide students a variety of career development education and supporting systems which enable students to specificly explore their career and narrow the distance between the career plans and ideal dreams. In addition, the researcher also propose personal ideas in career exploration courses, technical education programs and the way of choosing further studies. Overall, technical education programs have a profound impact on students’ self-identity and the choices for further studies, and therefoer make contributions to their career exploration.
HSU, YI-YI, e 許怡怡. "Research On The Intention Of Technical High School Teachers To Implement Innovative Teaching". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/dj9pwy.
Texto completo da fonte崑山科技大學
企業管理研究所
107
Following the 108 course outline from the Ministry of Education, the new wave of education reform is inciting the education scene from primary school to university. In the past, that every school was the same, and every student had the same class has to change to that every school is different, and students can choose their courses depending on their level and interest." It is a major innovation that subverts the imagination of parents and frontline educators. Teachers who stand on the front line of the education field have become an important resource for reform. How to increase the willingness and have the capability to enhance teaching innovation to become the power of change is an important issue for education-related units. How teachers can take into account students learning motivation and meet the teaching effect under the guidance of higher education is a big problem for technical high school teachers. Researchers take the science and technology acceptance model and the theory of program behavior as the research framework to explore the willingness of technical high school teachers to implement innovative teaching, and hope to understand the important influential factors and start from it to enhance teachers willingness to implement innovative teaching. The research object aims at Tainan High School Technical Teachers. The following is referred to as the high school. The questionnaire survey method is used to collect 208 valid questionnaires. The SPSS statistical software is used for data analysis and hypothesis verification. The research shows as following. The "behavioral intention" of technical high school teachers to implement innovative teaching will be positively affected by "perceived usefulness", "perceived ease of use", "attitude", "subjective norm" and "perceived behavior control", while The "attitude" has the greatest impact on "behavioral intentions". The main factors affecting "attitude" are "perceived ease of use" and "perceived usefulness". Therefore, it can be found that the higher the "perceived ease of use" and the "perceived usefulness" of teachers in implementing innovative teaching is, the stronger their "attitude" and the higher their "behavioral intention" is. Teachers are more willing to implement innovative teaching. In addition, there is no significant difference in gender, age and seniority in "behavioral intentions". However, the teachers with lower grades are more likely to feel that the ease of use of innovative teaching than that of teachers with higher seniority and the administrative work will reduce the willingness to innovate teaching.
Cheng-, Chung Yeh, e 葉政宗. "An Analysis of Necessary Employment Technical Competency for Comprehensive High School Graduates Majoring in Mechanical Technical Program in Taiwan, R.O.C". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/01635730468497279261.
Texto completo da fonte國立臺北科技大學
技術及職業教育研究所
90
The aim of this study was to develop the PMTCE of mechanical technical program for graduates of comprehensive high school when looking for employment. To fulfill the goals of the study, the researcher had implemented documentary research and analysis, interviews and trade analysis, participated in a modified DACUM meeting for specialized scholars and used questionnaire polls to explore the technical competency. Based on the findings of this study, the major conclusions and suggests were obtained as follows: 1.In the “Profile of Mechanical Technical Competency for Employment”, there were 10 items of duties, under which were divided into 44 items of technological competencies (tasks). 2.The three statistic indicators in the “technical difficulty ”, “importance ”, and “future need ” will provide reference of “learning time”, “curriculum design” and “learning ordinal” to become the professional curriculum of each items of technical competencies in the future. 3.In the “Catalog for Mechanical Technical Competency ” the developing of each item of technical competency was developed and written by “constructional behavioral object ” method through analyzing from “Cognitive ”, “Psychomotor ” and “Affective ” Domains. It can provide a reference for further education content revising consideration of professional curriculum. Apart from providing managing educational authorities and curriculum specialists with a revised reference to comprehensive high school mechanical technical program, this study can also be used in the evaluation of comprehensive high school mechanical technical program contents.
Chang, Hsiu-Ching, e 張秀菁. "The Study of Students’ Learning Satisfaction in Junior High School Technical Education Program-A Case of a Vocational High School Hospitality Program". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/x25gwd.
Texto completo da fonte國立高雄餐旅大學
餐旅管理研究所在職專班
101
Taking students studied “Hotel and Restaurant” of the technical curriculum at vocational schools (junior high school) at Kaohsiung City as an example, this study is to explore the influenced factors in relation to leaning satisfaction of the students studying at Technical Class of the junior high school and analyze various factors that could affect students’ satisfactory degree, together with analyses on the differentiation amid learning satisfaction of the students with different backgrounds. The research findings discovered, students’ satisfied “Influencing Factor” has an obviously positive impact on assessing indexes of students’ satisfied “Integral satisfaction”, especially, the “Curriculum Arrangement” has the highest influence on “Learning Satisfaction”. The diversely individual backgrounds partially vary on students’ learning satisfaction, and the “Integral Satisfaction” has distinct difference on “The main motive to come of my choosing technic-art program in middle school”, “The projection after graduated from middle school”, and “Studying in middle school”。
楊佳諭. "Development of the Hospitality Aptitude Test for Technical Arts Program in Junior High School". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/60362924360473980916.
Texto completo da fonte國立臺灣師範大學
工業教育學系
97
The main purpose of the research was to develop the hospitality aptitude test for Technical Arts Program in junior high school. To achieve the purpose of the study, organized relevant theories of special aptitude test and hospitality curriculum were required and also interviewed the experts with conducted 2 rounds Delphi method to complete the formal test. A total of 549 valid tests were collected, with 86.19% return rate. For the aspect of reliability, test-retest and Kuder-Richards reliability was adopted in the test. As for validity of test, according to three perspectives: the relation between the grades of the sub-tests consisting hospitality aptitude test for Technical Arts Program in junior high school, espert validity and content validity. The Kuder-Richards reliability showed between.73~.77 and the test-retest reliability showed .62~.79.The results showed not only good reliability with the Kuder-Richards reliability between .73~.77 and the test-retest reliability.62~.79 but also statistically satisfactory with the internal consistency was between .40~.56 Descriptive statistics method, t-test, one-way ANOVA were adopted for data analysis and discussions. The results of this study were summarized as follows: 1. The reliability and validity analysis of hospitality aptitude test for Technical Arts Program in junior high school. 2. There was a significant difference in 9th grade students for the hospitality aptitude test for Technical Arts Program in junior high school with different groups. Based upon the conclusions drawn from the study, concrete suggestions were proposed for educational authourity and the future researchers.