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1
Huffman, Karen L. "Dropouts and dropout prevention programs how West Virginia high school principals view their roles /". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=631.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xii, 153 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 124-137).
2
Mauldin, Shereé Diane Cagle. "High-performing principals and state-assigned school grades". [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000077.
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3
Dewhurst, Danny R. "Recruitment strategies used by high school agriculture education teachers in West Virginia". Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3545.
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Thesis (M.S.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains viii, 69 p. Vita. Includes abstract. Includes bibliographical references (p. 56-57).
4
Sias, Betty A. "Marginalized students' perspectives of school consolidation: a case study in rural West Virginia". [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=860.
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Guy, Lyn G. "Student achievement and school condition examining the relationship in West Virginia's high schools /". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1902.
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Thesis (Ph. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains xv, 184 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 137-150).
6
Sigman, Kimberly Ann Bickel. "A study of West Virginia secondary public school library media centers and library media specialists and their use of 21st century technology tools". [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=898.
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Bradford, Shelley Holden. "Burnout a study of high school coaches in Florida /". [Pensacola, Fla.] : University of West Florida, 2006. http://purl.fcla.edu/fcla/etd/WFE0000009.
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8
Maksl, Adam M. "The road to scholastic press freedom : a survey of midwestern high school newspaper advisers to determine the effects adviser backgrounds and school demographics have on student press freedom". Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371473.
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This study examines what characteristics of schools and advisers have the most effect on fostering free student press practices as reported by advisers. Advisers' perceptions were measured based on three scales: one that measured student practices, one that measured administrative practices and one that measured adviser practices. Data suggested that existence of student free expression laws and open forum policies, number of years of teaching and advising, licensure and certification to teach journalism, and membership in professional journalism organizations are among the characteristics that have the greatest effect on fostering freer scholastic press practices. Recommendations were made to scholastic media organizations to use this data to help prioritize the initiatives to best free press practices in school newspapers.Department of Journalism
9
Lockerman, Friend Kristin R. "Attitudes and knowledge of forestry by high school agricultural education teachers in West Virginia". Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5577.
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Thesis (M.S.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains xii, 164 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 108-112).
10
Dawson, Bobbie Ann Brown. "Equity among secondary students in computer usage at a northwest Florida high school". [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000024.
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11
Watt, John. "The introduction and development of the comprehensive school in the West of Scotland 1965-80". Thesis, University of Glasgow, 1989. http://theses.gla.ac.uk/2009/.
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This study investigates the emergence of the comprehensive school following the issue of Scottish Education Department Circular 600 in 1965, and its focus is the area of west Central Scotland covered by Dunbartonshire, the City of Glasgow, Lanarkshire and Renfrewshire. A major concern of the research is to examine how the secondary sector was affected by the transition from a bi-partite to a comprehensive system. The introduction gives a short account of the purpose of the research, its organisation and the methodology chosen. The thesis falls into six chapters. After a short examination of the comprehensive lobby in the post war period, Chapter One presents a literature survey in four sections: definitions of the comprehensive school, and some conceptual models; the cultural context, which highlights the characteristic features of the Scottish educational tradition; the political context, dealing with issues of central control, central-local government relations and the roles of local politicians and education officials; policy implementation and the management of innovation. These four themes form a conceptual framework against which to examine the data presented in the following chapters. Data for the thesis was gathered from two sources: a wide range of documentary material, and the transcripts of one hundred and fifty-two interviews conducted by the author with educationists and politicians. Data presented in Chapter Two leads to the following propositions: the comprehensive school was perceived as an English imposition on the Scottish system; official opinion in the Scottish Education Department was unfavourable to its introduction; optimistic claims for its educational and social potential were made in an ambiance of confusion about its definition; the Scottish Education Department conceived of the changeover principally in structural terms, and adopted a laissez-faire attitude to its philosophical implications; the advent of the comprehensive school caused widespread apprehension among educationists
12
Morifi, Tshebedi Johannes. "Leadership in schools and its Impact in grade twelve (12) results in Sekgosese West Circuit (Botlokwa) in Limpopo". Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/770.
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Thesis (M.Dev.) --University of Limpopo, 2012This study explores leadership in schools and its impact in grade twelve results productive school culture, and focuses on school leadership at selected schools in the Sekgosese West Circuit at Capricorn District in the Limpopo Province. Leadership plays a vital role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. This study finds that leadership challenges pose a serious threat to the attainment of good results in grade twelve (12) in Sekgosese West Circuit. These challenges emanate from a variety of factors such as lack of discipline, dysfunctional School Management Team, Involvement of parents, culture of teaching and learning, curriculum and possible solutions to leadership. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if some schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning.
13
Yurochko, William P. "German high school history textbooks: how well do they deal with the rise and fall of the Third Reich?" Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54475.
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Recent isolated anti-Jewish remarks by some West German politicians have rekindled debate about the possible revival of anti-Semitism in the new generation of West Germans. One can only wonder if German education has, as some critics like to put it, swept the Nazi period discreetly under the carpet? This study has attempted to answer this question by analyzing 22 West German history textbooks currently used in all three of the traditional German high schools.
This study is both quantitative and qualitative. First, a checklist was used to determine what percentage of each book is devoted to the Nazi period and in particular to a set of basic themes considered important to any coverage of this period. Then, each book was analyzed to determine if there are any serious omissions, inaccuracies, biased or ambiguous statements about the Nazi period. When useful, a comparison of the treatment of the various themes under review was made.
Considering the problems involved in writing history textbooks for such diverse audiences and school districts, this study finds that, in general, the West German secondary school history textbooks are presenting an accurate, if somewhat limited, account of the Nazi period.
In conclusion, the findings of this study indicate that while an accurate portrayal of the Nazi period is presented in the textbooks surveyed, bias by omission does exist, especially when dealing with racial policies, the anti-Nazi resistance movement, and any question of responsibility. Certainly, improvements can be made in these specific areas.Ed. D.
14
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 fonteResumo:
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).
15
Boushele, Mark P. "A study of interest survey results and elective technology education courses at Oshkosh West High School". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006boushelem.pdf.
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Calvert, Hildegund M. "Germany's Nazi past : a critical analysis of the period in West German high school history textbooks". Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/517188.
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The question of how to deal with the legacy of the National Socialist dictatorship and how to teach the period in West German schools has been and continues to be a controversial issue in the Federal Republic of Germany. During the 1950s and early 1960s history textbooks were severely criticized for their inadequate coverage of National Socialism, particularly regarding the persecution of the Jews and the Holocaust. Such criticism combined with a number of anti-Semitic incidents in 1959 led authorities to initiate major reforms on how schools should teach the Nazi period and consequently brought about major textbook revisions.The objective of this study was to determine how adequately textbooks used in the 1980s cover this period and whether what they are teaching is accurate and sufficient to deal with the enormity of the events and policies of that time. The study in four chapters analyzes textbooks regarding their coverage of such topics: I, Hitler's early life, his beginnings in politics to his nomination as chancellor; II, the consolidation of power and of social and political control; III, the treatment of the Jews; and IV, National Socialist foreign policy before and during World War II. Each chapter was divided into two parts, with the first part recommending material textbooks should include, and the second part analyzing this coverage based on criteria established in the first part.Findings showed that textbooks satisfactorily covered the majority of the topics examined and found them to be much improved, especially concerning the treatment of the Jews and the Holocaust.Despite marked improvements, areas of concern nevertheless remain, and coverage of some topics needs to be corrected and/or expanded in future textbook editions. Most topics on which coverage was weak or nonexistent concerned issues which are painful and embarrassing for German people to deal with. Among these issues were the German treatment of prisoners of war, German occupation policies in western Europe, forced relocations from areas such as Alsace and Lorraine, Nazi reprisal actions and the killing of hostages, activities of the SS Einsatz units, documentation concerning deportations and ghettos, medical experiments, and the role German industry played in the mass murder of innocent people.One of the more disturbing findings was that no changes had been made between the 1966 and 1978 (1983 printing) editions of one text and between the 1968 and later undated [1983?] editions of another text. It is strongly recommended that those responsible for the publication of German history textbooks take the necessary steps to correct these still existing errors and omissions before a new wave of criticism at home or from abroad forces them once again to do so.
17
Barrow, Clark Eugene. "An examination of factors that influence career decision-making certainty in high school students". [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000171.
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Thesis (Ed.D.)--University of West Florida, 2009.Submitted to the School of Education. Title from title page of source document. Document formatted into pages; contains 148 pages. Includes bibliographical references.
18
Karginoff, Simon P. "A study of attendance and classroom participation among Aboriginal (Nyungar) students in a West Australian metropolitan senior high school". Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/74.
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My thesis combines an analysis of the reasons behind changing attendance and participation of Aboriginal students at a West Australian metropolitan senior high school with an appraisal of the role of Aboriginal students in its school curriculum, 1993-1997. This study also incorporates an examination of teacher attitudes towards Aboriginal students and culture with an ethnographic study as well as a qualitative survey of the attitudes of Aboriginal students towards school and the curriculum process. This thesis begins with an explanation for the choice of Aboriginal students and their experience at school as my research topic. Some autobiographical details of the author and my position on staff at school, 1994-97, then follows. A general background to Aboriginal Education and metropolitan senior high school is provided, with a specific discussion of the role of Aboriginal students and the place of Aboriginal Studies in the life of the school. A concise analysis of the secondary literature is then undertaken which provides, inter alia, a knowledge base for the 'ethnographic' interviews. The various strategies introduced in an attempt to improve the attendance and participation at school of Aboriginal students are then analysed, including an assessment of the success of the Aboriginal Studies programme.The next section focuses on the attitudes and actions of Aboriginal students and their teachers, giving a detailed account and appraisal of a series of interviews. My thesis then concludes by outlining some of the major factors influencing Aboriginal attendance and participation at school, as well as examining some of the key areas where Aboriginal education may be improved. My thesis does not purport to provide definitive answers to these issues, but rather points to an embryonic strategy for improvement, based upon the necessarily limited focus provided by this research. A ++ series of appendices follow my written conclusions. No manuscript collections were consulted in the course of undertaking this research. However, many interviews and questionnaires have been extensively used with a voluminous selection of secondary source material, a selection of which is detailed in the bibliography.
19
Whitacre, Amy D. "The Effectiveness of Problem-Solving-Based Algebra II Instruction at Williamstown High School in Williamstown, West Virginia". Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241125705.
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Nestor, Jared N. "Unethical practices in exhibiting animals as observed by West Virginia extension agents and high school agriculture teachers". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1833.
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Thesis (M.S.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains vi, 46 p. Vita. Includes abstract. Includes bibliographical references (p. 29-30).
21
Link, Sharon Kay. "Making the Transition from East to West: Evangelical Christian High School Students from the Former Soviet Union". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5028.
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Soviet Evangelical high school students have experienced a slow and difficult transition to the American classroom. The students were often negatively characterized by their ESL teachers and other school personnel as "difficult" due to their classroom behaviors. Many times, these behaviors did not meet the ESL teacher's expectations, resulting in a culture clash between the teacher and the Soviet Evangelical students. The study found that Soviet Evangelical high school students came to the United States with high expectations of a new life, but little knowledge of the U.S. or the American classroom. Feelings of loneliness, homesickness and frustration quickly set in upon encountering the new language, new school routines and rules and regulations, some of which made no sense to the students. The educational and cultural values that form the Soviet Evangelical students' orientation toward learning and the classroom were found to play a strong role in the transition process and also helped to account for the behaviors ESL educators found so difficult to deal with. These factors. combined with the students' strong in-group identity as Soviet Evangelicals. all contributed to their slow and difficult transition to the American classroom. The study concludes with recommendations for ESL educators and other school personnel focusing on easing the transition for Soviet Evangelical students. Teaching new students the skills and background knowledge necessary for interacting in an American classroom is stressed, along with using the students' church as a resource in order to foster a trusting relationship with both students and their parents.
22
Onyensoh, O. O. C. "Knowledge, attitudes and practices of contraception among high school students in Tswaing sub-district, North-West Province". Thesis, University of Limpopo (Medunsa Campus), 2011. http://hdl.handle.net/10386/697.
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Thesis (M Med (Family Medicine)) -- University of Limpopo, 2011.Aim and objectives Challenged by the high incidence of teenage pregnancy and sexually transmitted infections observed among high school students who were attending antenatal care at the clinics in Tswaing Sub-district. The researcher conducted this study to determine the knowledge, attitudes and practices of contraception among high school learners and establish whether the demographic characteristics of the students influenced their knowledge, attitudes and practices towards contraception. Design This study was a cross-sectional descriptive quantitative study. It was conducted among 231 learners who were aged 16 years and above, male and female, between grades 10 and 12. Systematic sampling was employed to select 33 students from 7 high schools selected by random probability sampling technique in Tswaing Sub-district who completed confidential, anonymous self-administrated questionnaires. The questionnaires were in English, Afrikaans and Setswana, so as to ensure clarity and accurate understanding of the content and hence the questionnaire was self-administered in the language of preference for each learner. Data were entered and analyzed using SPSS for windows version 17. A chi-square test was performed to determine the association between predictor's variables and knowledge. A p-value ofless than 0.05 at 95% CI was taken for statistical significance. Results More males 70 % and 60 % of the females indicated that they had a boyfriend or girlfriend. More males (50.3%) than females (49.7%) indicated that they had engaged in sexual intercourse. The average age of first sexual intercourse was 14.9 years for the males and 15.4 years for the females. The modal age for first intercourse for male was below 13 years and 15.4 years for the females. The most common contraceptive used among the males was a condom (89.8%) and among females, it was the combined injectable contraceptives (49.4%). Males (63.6%) and females (68.8%) thought it easy to access contraception. There was a high rate of unprotected sexual activity among the learners, with 34.1 % of the males and 42.1 % of the females' indicated that they had had sex without contraception. Most of the learners obtained contraceptive information from their parents 98 [33%] male, 70 [53.8%] female). The preferred source of information for the male learners was a doctor 59 [59%], and the preferred source of con1raceptive information for the female learners was their parents 57 [43%]. 54 (57.4%) of the males and 75.4% of the 84 female learners indicated that their parents had discussed contraception with them. 64.2% of the males and 68.5% of the females claimed that they were satisfied with the information they received about contraception from their parents. All the learners had the knowledge that condoms can prevent sexually 1ransmitted infections and that a condom cannot be used more than once, with a p< 0.05 and their response according to gender and age, all schools had more than 60% participants. Forty-three percent of the learners in all schools who lived with both parents had the knowledge that condoms can prevent sexually transmitted infections and condom cannot be used more than once, p< 0.05. Among the female learners, only 79 [60.8%] knew that conception could take place if they missed taking their con1raceptive pill once. 51 [39.2%] said that conception could not take place if they had missed taking the pill once. More than 90% learners wanted information on contraception from their primary health care providers. Conclusion This study showed that senior learners had a good knowledge about basic contraception. The high level of sexual activity, early sexual initiation and low contraceptive use put these adolescents at risk of pregnancy and sexually transmitted infections. They indicated that they needed more information on sexuality and contraception from their primary health care providers especially from their doctors. Adolescents should be encouraged to ask about contraception and sexual health at the clinics, and all health workers; nurses and doctors, who consult must see every encounter as an opportunity for health education and counseling in reproductive health
23
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.
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Munz, Lida Dais Dahnke. "The relationships between motivational factors and the domains of excellence in high school students". [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000052.
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Paloma, Rebeca Ramos. "O ENSINO MÉDIO POLITÉCNICO NOTURNO E OS JOVENS ESTUDANTES DE UMA ESCOLA DA REGIÃO OESTE DE SANTA MARIA/RS: UM ESTUDO DE CASO". Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/7286.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis research is part of the Master s degree in Education at the Federal University of Santa Maria in the Research Field "School Practices and Public Policy" and has presented the following issue: What are the experiences about the Polytechnic High School of young students in a night High School in the western region of Santa Maria/RS? . This research has as a general goal to analyze the experiences on the Polytechnic High School of young students in a night High School of the western region of Santa Maria. The specific goals are: to search the theoretical elements about the theme Polytechnic High School, about the night High Schools and Youth, to identify the youth present in the night High Schools in a Public School of the western region, to verify the experiences of the youth present in the process of the night Polytechnic High School.The elements were analyzed quantitatively and qualitatively through a case study in a public High School in Santa Maria.This appraisal has been made through 53 questionnaires and three focus groups, which has presented information such as gender, marital status, color or race, education, information about the school and the occupational situation of young people, and the multiple experiences of young people in school and in the Polytechnic high school. The discussion was made based on studies of authors such as Melucci (1997), Novaes (2003), Abramo (2005), Abramovay (2015), Azevedo e Reis (2013), Camacho (2014), Carrano (2005), Coorochano (2014), Ramos (2006), Sposito (1999), Dayrell (2014), Tomazetti et al. (2011, 2012), among others. It has been found that the young people have presented multiple experiences in the school environment and in high school. Among these experiences, it is highlighted that the theoretical conceptions of Polytechnic High School have not been experienced as a practice by the young people, the relation between theory and practice ended up occurring in isolated moments of high school.
Esta pesquisa situa-se no Curso de Mestrado em Educação da Universidade Federal de Santa Maria na Linha de Pesquisa Práticas Escolares e Políticas Públicas, apresentou o seguinte problema: Quais as vivências sobre o Ensino Médio Politécnico dos jovens estudantes do Ensino Médio Noturno em uma Escola da região oeste de Santa Maria/RS? . Esta pesquisa científica tem por objetivo geral analisar as vivências sobre o Ensino Médio Politécnico dos jovens estudantes do Ensino Médio Noturno em uma Escola da região oeste de Santa Maria. São objetivos específicos: buscar os elementos teóricos acerca do tema Ensino Médio Politécnico, sobre o Ensino Médio Noturno e Juventude; identificar as juventudes presentes no Ensino Médio Politécnico Noturno na Escola pública da região oeste; verificar as experiências das juventudes presentes no processo do Ensino Médio Politécnico Noturno. Os elementos foram analisados quantitativamente e qualitativamente através de um estudo de caso em uma escola pública de Ensino Médio de Santa Maria/RS, apreciação essa por meio de 53 questionários e três grupos focais, que apresentaram informações como sexo, estado civil, cor ou raça, escolaridade, informações sobre a escola e a situação ocupacional dos jovens, e as vivências múltiplas dos jovens na Escola e no Ensino Médio Politécnico. A discussão foi baseada em estudos de autores como Melucci (1997), Novaes (2003), Abramo (2005), Abramovay (2015), Azevedo e Reis (2013), Camacho (2014), Carrano (2005), Coorochano (2014) Ramos (2006), Sposito (1999), Dayrell (2014), Tomazetti et al. (2011, 2012), entre outros. Verificou-se que os jovens apresentam múltiplas vivências no ambiente escolar e no Ensino Médio. Entre essas vivências destaca-se que as concepções teóricas da proposta do Ensino Médio Politécnico na prática não conseguem ser experiênciadas pelos jovens, a relação teoria e prática acabam ocorrendo em momentos isolados do Ensino Médio.
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Tsebe, Nkhumo Locadian. "Factors contributing to teenage pregnancy as reported by learners at Mpolokang High School in the North West Province". Thesis, University of Limpopo (Medunsa Campus), 2012. http://hdl.handle.net/10386/877.
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Thesis (MPH)-- University of Limpopo, 2012.Background: A number of initiatives have been implemented in South Africa to prevent and reduce the rate of teenage pregnancy. These includes sex education as part of the Life Skills Programme in schools, roll-out of Youth Friendly Services (YFS) in government clinics and funding programmes such as Lovelife which combines a highly visible sustained national multi-media sex education and HIV/AIDS awareness campaigns. However, these campaigns do not reach most teenagers in the rural areas such as in Moshana village. Teenage pregnancy has been recognized as one of the major problems affecting the learners of Mpolokang High School Aim: The aim of the study was to explore factors contributing to teenage pregnancy within the secondary school environment Methods: This was an exploratory and descriptive study. Focus group interviews were conducted with the learners from Grade 10 – 12, aged 15 - 19. Results: It was found that factors contributing to teenage pregnancy at Mpolokang High School were openness and transparency, sexual practices, access to the government grant, peer influence, lack of recreational facilities, substance abuse by the learners and attitudes of Health Care Workers at Moshana clinic. Conclusion: From this study, it can be concluded that although sex education is now part of the Life Skills programme in schools, teenagers still fall pregnant due to lack of openness and transparency when discussing sexual matters.
27
Maslowski, Lindsay B. "The various post-secondary educational and career aspirations of high school females in one public versus one private school setting in the Mid-west". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004maslowskil.pdf.
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Karginoff, Simon P. "A study of attendance and classroom participation among Aboriginal (Nyungar) students in a West Australian metropolitan senior high school". Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9561.
Texto completo da fonteResumo:
My thesis combines an analysis of the reasons behind changing attendance and participation of Aboriginal students at a West Australian metropolitan senior high school with an appraisal of the role of Aboriginal students in its school curriculum, 1993-1997. This study also incorporates an examination of teacher attitudes towards Aboriginal students and culture with an ethnographic study as well as a qualitative survey of the attitudes of Aboriginal students towards school and the curriculum process.This thesis begins with an explanation for the choice of Aboriginal students and their experience at school as my research topic. Some autobiographical details of the author and my position on staff at school, 1994-97, then follows. A general background to Aboriginal Education and metropolitan senior high school is provided, with a specific discussion of the role of Aboriginal students and the place of Aboriginal Studies in the life of the school. A concise analysis of the secondary literature is then undertaken which provides, inter alia, a knowledge base for the 'ethnographic' interviews. The various strategies introduced in an attempt to improve the attendance and participation at school of Aboriginal students are then analysed, including an assessment of the success of the Aboriginal Studies programme.The next section focuses on the attitudes and actions of Aboriginal students and their teachers, giving a detailed account and appraisal of a series of interviews.My thesis then concludes by outlining some of the major factors influencing Aboriginal attendance and participation at school, as well as examining some of the key areas where Aboriginal education may be improved. My thesis does not purport to provide definitive answers to these issues, but rather points to an embryonic strategy for improvement, based upon the necessarily limited focus provided by this research.A ++series of appendices follow my written conclusions. No manuscript collections were consulted in the course of undertaking this research. However, many interviews and questionnaires have been extensively used with a voluminous selection of secondary source material, a selection of which is detailed in the bibliography.
29
Penix, Gus E. "A study of teacher perceptions of the relationship between leadership styles of principals in high and low performing West Virginia elementary schools". Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10670.
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Thesis (Ed. D.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains vii, 137 p. Includes abstract. Includes bibliographical references (p. 116-127).
30
Ketter, Lynn Carol. "High-stakes testing, achievement-goal structures, academic-related perceptions, beliefs, strategies, and school belonging among selected eighth-grade students in a northwest Florida school district". [Pensacola, Fla.] : University of West Florida, 2006. http://purl.fcla.edu/fcla/etd/WFE0000029.
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McClellan, Craig S. "Perspectives of 12th grade students, their families, and school officials related to affordability and accessibility of the West Virginia PROMISE Scholarship program at Logan High School". Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4908.
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Thesis (Ed. D.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains viii, 211 p. Includes abstract. Includes bibliographical references (p. 202-209).
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Heastie, Samuel R. "Relationships and differences on self-regulated learning, parental involvement, homework, and academic achievement, among high school students in rural West Virginia". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1871.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains ix, 98 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 64-69).
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Manning, Sammy J. (Sammy Joe). "A Study of Student Environmental Knowledge and Attitudes in Selected High Schools in the Permian Basin Region of Texas". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332560/.
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This study is a partial replication of research conducted by Perkes (1973). The problem in this study is to assess the magnitude of the relationship between student knowledge of the environment, student gender, grade level, and size of school attended; and the level of attitudinal differences between students based upon student gender, grade level, and the size of school that students attend. Methods of data collection include the use of an environmental knowledge and attitude inventory used by Perkes (1973) and modified by Hardy and Fox (1976). This thesis includes an added dimension, a survey of environmental education curricula in the Permian Basin Region of Texas.
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Kirk, Angela L. "Knowledge and attitudes of West Virginia extension agents and high school agricultural educators with regard to meat goats and the meat goat industry". Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4571.
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Thesis (M.S.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains ix, 78 p. Vita. Includes abstract. Includes bibliographical references (p. 60-61).
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Williams, David Andrew. "What has been the impact of re-sitting AS-Level examinations in Economics and Business Studies on students at a boys’ independent school in the West Midlands?" Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2803/.
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This dissertation examines the impact that AS-level re-sits have had on a selective independent boys’ school in the West Midlands, which in the interest of anonymity is referred to throughout as ‘School X’. Significantly, and as reflected in the title for this dissertation, unlike the vast majority of secondary schools, A2-level examinations at School X are not sat by students until the final summer of the two year course; therefore, re-sits at this level are not possible. The opening chapter provides an outline of how the introduction of unlimited re-sits can be perceived as being a logical progression as one of a number of developments in the A-level qualification, especially over the past two decades or so, which have invariably contributed to higher pass rates and levels of attainment, as measured by its six point (‘A’ to ‘U’) grading system. In the next chapter, secondary research has been divided into two sections. The first considers the robustness of the qualification, which has existed for well over half a century and the extent to which its survival has reflected the interests of the key stakeholders who have benefited from its reputation as the nation’s educational ‘gold standard’. On one hand, the introduction of re-sits itself can be understood as one in a relatively long line of incremental changes in the structure of A-level, which have helped to prolong its shelf-life by making it a more accessible and quantifiably successful qualification. On the other, this can be contrasted against the extent to which the opportunity for students to re-sit might have contributed to, arguably, the implosion of the qualification in its Curriculum 2000 form, as pass rates nudge towards 100 per cent, and the subsequent need for either its fundamental restructuring or abandonment altogether. The second section examines literature which is relevant to supporting a challenge against the popular notion that a modular course such as A-level contains few, if any, characteristics which are embodied in the ‘elements’ of a formative approach to teaching and learning as outlined by the Organisation for Economic Co-operation and Development (OECD, 2005, p.15). A case is subsequently made for how a course which allows unlimited re-sits and where candidates have access to their marked scripts, still provides opportunities for interaction between teachers and students which are not normally associated with summative forms of assessment in the learning process. Chapter three explains how primary data were gathered through various techniques, including an approach that involved a mixture of a structured group interview and self-completion questionnaire, which two broad categories of students at School X participated in over a two year period. One of these consisted of students studying either A-level Business Studies or Economics (and in a few cases, both subjects). The other consisted of ‘pre-Alevel’ students, back in school at the end of the summer term after sitting their GCSEs, for a few ‘taster lessons’ in their chosen subjects for A-level. A combination of questions which elicited both quantitative and qualitative responses was used in this instrument of research which represented something of an unconventional approach to methodology, but it proved to be an appropriate technique for efficiently amassing data from scores of students each year, at various stages in their post-16 studies. Interviews were also conducted with numerous members of the teaching profession, mainly, but not exclusively, at School X and for the purpose of comparison with similar institutions, three discussions took place on an annual basis with staff from other independent schools, guided by me on a ‘focus group’ basis. Supplemented by information from examination performance documents produced by senior management at School X, commercial publications, the examination boards themselves and a variety of governmental and quasi-governmental sources, this allowed me to adhere to a ‘data triangulation’ approach, as classified by Denzin (1988) and summarised by Robson (2002, p.175), which “help[ed] to counter…the threats to validity.” The one-to-one interviews on the other hand became more tightly structured with each round, to reflect the sharper objectives for the dissertation which emerged over time and were thus orientated towards a ‘within-method triangulation’ approach (Denzin, 1988). Turning more specifically, in chapter four, to the main objectives of the study, the analysis of results and findings from my empirical research attempts to establish the main motives for re-sitting A-level Economics and Business Studies, as well as the costs and benefits of so doing. The latter objective primarily concerns students, but other factors, such as the impact on the teaching process, are also examined. Chapter five considers the future role of A-level re-sits in the context of the restructuring of the qualification from September 2008 and the alternatives in the post-16 curriculum that exist. The study concludes with a brief, reflective chapter, on how re-sits can contribute to teaching and learning.
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Uys, Dawid. "The functions of teachers' code switching in multilingual and multicultural high school classrooms in the Siyanda District of the Northern Cape Province". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4361.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Code switching is a widely observed phenomenon in multilingual and multicultural communities. This study focuses on code switching by teachers in multilingual and multicultural high school classrooms in a particular district in the Northern Cape Province of South Africa. The aims of this study were to establish whether teachers in the classrooms concerned do code switch and, if so, what the functions thereof are. With these aims in mind, data were collected from four high schools in the Siyanda District, during 13 lessons in total. These lessons were on the subjects Economic Management Sciences, Business Studies and Accounting. The participants in the study were 296 learners in Grades 8 to 12 and eight teachers. Data were collected by means of researcher observations and audio recordings of lessons. These recordings were orthographically transcribed and then analysed in terms of the functions of code switching in educational settings as identified from the existing literature on this topic as well as in terms of the Markedness Model of Myers-Scotton (1993). The answer to the first research question 1, namely whether teachers made use of code switching during classroom interactions was, perhaps unsurprisingly, “yes”. In terms of the second question, namely to which end teachers code switch, it was found that the teachers used code switching mainly for academic purposes (such as explaining and clarifying subject content) but also frequently for social reasons (maintaining social relationships with learners and also for being humorous) as well as for classroom management purposes (such as reprimanding learners). The teachers in this data set never used code switching solely for the purpose of asserting identity. It appears then that the teachers in this study used code switching for the same reasons as those mentioned in other studies on code switching in the educational setting. The study further indicated that code switching by the teachers was mainly an unmarked choice itself, although at times the sequential switch was triggered by a change in addressee. In very few instances was the code switching a marked choice; when it was, the message was the medium (see Myers-Scotton 1993: 138), code switching functioned as a means of increasing the social distance between the teacher and the learners or, in one instance, of demonstrating affection. Teachers code switched regardless of the language policy of their particular school, i.e. code switching occurred even in classrooms in which English is officially the sole medium of instruction. As code switching was largely used in order to support learning, it can be seen as good educational practice. One of the recommendations of this study is therefore that particular modes of code switching should be encouraged in the classrooms, especially where the medium of instruction is the home language of very few of the learners in that school.
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Ruseffendi, Endang T. "A comparison of participation in mathematics of male and female students in the transition from junior to senior high school in West Java - Indonesia /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362337377.
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Magalhães, Kresley Neri. "Um estudo sobre as significações dos pedidos de dispensa dos alunos das aulas de educação física que cursam o ensino médio noturno". Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16106.
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Previous issue date: 2013-10-18Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aimed at identifying and analyzing the significations which constitute the requisitions of a permit to drop the physical education classes by high school students who attend the night classes at a school in the suburb of São Paulo. To do so, theoretical and methodological references of the Sociohistorical Psychology were used, which allowed us to understand that human beings construct the existence through actions, related to the reality and are constituted through their dialectical relations. This understanding prevented us from taking into account the naturalizing and dichotomic analysis about the subjects who, in this research, were all adolescents. The instrument used to achieve the aim of this research was a questionnaire applied in a school day during the subjects regular class time. This questionnaire contains 13 questions divided into 8 multiple choice questions, out of which 4 (questions 3, 4, 6 and 7) allowed the students to write open answers (depending on the alternative that they checked), and 5 open questions. A total of 235 questionnaires were answered by the students and the multiple choice questions were first analyzed considering the relation among the checked alternatives, the frequency that they were checked and the relation to the theory. For the analysis of the open questions, the word with significance was used since it allowed better understanding about the significations which constitute the requisitions of a permit to drop the P. E. classes. The answers that contained similar words or significances were grouped in different tables forming contents. By grouping the contents, categories were formed. The same content could be inserted in different categories. The categories were inserted in tables together with the frequency so that the researcher could articulate them to the theory and, consequently, achieve the aim of the research. After the analysis of all the questions, we ve come to the conclusion that the time when the P.E. classes are offered in the researched school is a determining factor for the high number of requisitions of permit to drop the classes. Whether the P.E. classes were offered during the regular class time, the students could attend the classes regularly and the character of facultative subject granted by the Federal Education Law (LDB 9394/96) would make no sense. While these changes in the public policies concerning when the P.E. classes are offered in night high school do not happen, it will be necessary to improve the quality of the classes so that the students may wish to return to the P. E. classes. It was observed the need and importance of improving the quality of Physical Education Licenses, which should provide subsidies to prevent those future teachers to take to their classes a naturalized concept of their students, and which can provide the knowledge for the future teachers to interrupt the association between physical education/sport, evidenced by the students answers. The conclusion was that the class model, the content to be taught, the teachers motivation and significant practical activities, as well as the time when the classes are offered reinforce the students decision to require the permit to drop the classes
O objetivo desta pesquisa foi identificar e analisar as significações que constituem o pedido de dispensa das aulas de Educação Física, pelos alunos que cursam o Ensino Médio no período noturno em uma escola localizada na periferia da grande São Paulo. Para atingi-lo, utilizamos o referencial teórico e metodológico da psicologia Sócio-Histórica que permitiu entendermos que o homem é um ser que constrói sua existência por meio de ações sobre a realidade sendo constituído através de suas relações dialéticas. Este entendimento proporcionou nos livrarmos de análises naturalizantes e dicotômicas sobre os sujeitos que, nesta pesquisa, eram todos adolescentes. O instrumento utilizado para atingirmos o objetivo da pesquisa foi um questionário aplicado durante um dia letivo no horário regular de aula dos sujeitos. Esse questionário contém 13 perguntas divididas entre 8 questões de múltipla escolha sendo que as questões 3, 4, 6 e 7 permitiram aos alunos respostas dissertativas (dependendo da alternativa que assinalaram), e 5 questões dissertativas. Obtivemos um total de 235 questionários respondidos pelos alunos e a análise das questões de múltipla escolha foi realizada a partir da relação entre as alternativas assinaladas, frequência com que apareceram e relacionadas com a teoria. Para a análise das questões dissertativas utilizamos a palavra com significado por permitir melhor entendimento sobre as significações que constituem os pedidos de dispensa. As respostas que continham palavras ou significados semelhantes foram agrupadas em quadros diferentes formando os conteúdos. Com o agrupamento dos conteúdos, foram formadas as categorias podendo o mesmo conteúdo ser inserido em categorias diferentes. As categorias formadas foram colocadas em tabelas junto com a frequência permitindo ao pesquisador articulá-las com a teoria e consequentemente alcançar o objetivo da pesquisa. Após a análise de todas as questões do questionário, concluímos que o horário em que a aula de educação física é disponibilizada na escola pesquisada, é um fator determinante para o elevado pedido de dispensas. Caso as aulas de educação física fossem realizadas dentro do horário regular de aula, estes alunos poderiam frequentar normalmente a disciplina e a facultatividade garantida pela LDB 9394/96 perderia totalmente o sentido. Enquanto não ocorrem mudanças nas políticas públicas com relação aos horários das aulas de educação física para o ensino médio noturno, entendemos que, para o aluno retornar a escola fora do seu período regular de aula, é necessário melhorias na qualidade das aulas. Percebemos a necessidade e importância da qualificação dos cursos de formação de professores de educação física escolar que devem fornecer subsídios para que os futuros professores não levem para suas aulas uma concepção naturalizada dos seus alunos e que forneçam conhecimentos para que os futuros professores possam romper com o vínculo educação física/esporte evidenciado pela resposta dos alunos. Concluímos que o modelo de aula, conteúdo a ser trabalhada, motivação do professor, atividades práticas significativas, bem como os horários em que a disciplina é ofertada atuam diretamente na decisão do aluno em requerer a dispensa das aulas
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Arnemann, Aline Rubiane. "Informatividade na escrita argumentativa de terceiranistas do ensino médio noturno – um trabalho de autogerenciamento pautado pela pesquisa-ação". Universidade Federal de Santa Maria, 2017. http://repositorio.ufsm.br/handle/1/12988.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqThis research, developed in classroom, with night shift high school third graders from a school that belongs to the educational public system run by the state and is located at the city of Santa Maria, RS, from August to December 2015, the objectives were: to contribute to the advance of night shift high school third graders’ argumentative writing using the informativeness criterion; to promote night shift high school third graders’ self-managing in relation to their textual production using a Textual Production Diary that functions as a game that places students as evaluators at their writing process and to contribute to teaching-learning process of argumentative writing through research-action. To achieve such objectives, the theoretical framework of this study is based on the socio interactionist teaching perspective, represented by Vygotsky (1991), from Text Linguistics, mainly, with Beaugrande and Dressler (1981), Val (1994), Bentes (2008), Marcuschi (2008), Fávero and Koch (2012), Koch (2014) and Koch and Elias (2014), from Information Science, represented by Capurro and Hjorland (2007) and from the perspective of textual genres from Dolz and Schneuwly (2004). The methodological framework is based on the research-action methodology, represented by Thiollent (2011), Carr and Kemis (1988) and Burns (1999). As teachers resources, the Freirean problematizing dialogism, Freire (2001, 2002, 2007), Freire and Faundez (1985) and Gadotti, Freire and Guimarães (2006) and the didactic sequence proposal from Dolz, Noverraz and Schneuwly (2004) were used. From the triangulation of the theoretical and methodological frameworks and the difficulties presented by learners concerning argumentative writing, we elaborated the categories of analysis of the present study. Such categories are guided by the informativeness degrees (low, medium and high), according to the articulation made from Beaugrande and Dressler (1981) and Val (1994) concerning the informativeness degrees, from Cunha (2001) concerning information sources and from Perelman and Olbrechts-Tyteca (2014) in relation to argumentation placement. Through such categories, streamlined and instrumented in the Textual Production Diary, students self-manage their learning process of textual production at both stages of writing and rewriting. The analysis of this research subject’s textual productions (S7) revealed that he promoted the advance of informativeness degree in his texts. In the first textual production, S7 presented low informativeness degree, in the last one he advanced to high informativeness degree. The analysis of the Textual Production Diary revealed that it serves as mediator instrument that helps the student self-manage his teaching-learning process. Therefore, we affirm that the categories of the analysis we propose contribute to the informativeness degree classification of texts and that self-managing, favored by the Textual Production Diary use, promoted the advance of informativeness degree of textual productions and of S7’s argumentative ability.
Esta pesquisa, desenvolvida em sala de aula, com uma turma de terceiro ano de Ensino Médio noturno pertencente a uma escola da rede pública estadual de ensino da cidade de Santa Maria, RS, entre os meses de agosto a dezembro de 2015, teve como objetivos: contribuir com o avanço da escrita argumentativa de alunos concluintes do Ensino Médio noturno utilizando o critério de informatividade; promover o autogerenciamento do estudante terceiranista do Ensino Médio noturno, no que consta à produção textual, a partir do emprego do Diário de Produção Textual que se constitui de um jogo que situa o aluno como avaliador no seu processo de escrita; e contribuir com o processo de ensino e aprendizagem de produção textual de caráter argumentativo por meio da pesquisa-ação. Para atingir tais objetivos, o aporte teórico deste estudo se consolida por meio da perspectiva sociointeracionista de ensino, representada por Vygotsky (1991), da Linguística do Texto, principalmente, com Beaugrande e Dressler (1981), Val (1994), Bentes (2008), Marcuschi (2008), Fávero e Koch (2012), Koch (2014) e Koch e Elias (2014), da Ciência da Informação, com os representantes Capurro e Hjorland (2007) e da perspectiva de gêneros textuais de Dolz e Schneuwly (2004). O aporte metodológico se constitui por meio da pesquisa-ação, representada por Thiollent (2011), Carr e Kemis (1988) e Burns (1999). Como recursos docentes, utilizamos o dialogismo problematizador freireano, Freire (2001, 2002, 2007), Freire e Faundez (1985) e Gadotti, Freire e Guimarães (2006) e a proposta de sequência didática de Dolz, Noverraz e Schneuwly (2004). A partir da triangulação do aporte teórico, metodológico e das dificuldades apresentadas pelos discentes em questão no que diz respeito à escrita argumentativa, construímos as categorias de análise do presente estudo. Tais categorias são pautadas pelos graus de informatividade (baixo, médio, alto), conforme articulação realizada a partir de Beaugrande e Dressler (1981) e Val (1994) quanto aos graus de informatitvidade, de Cunha (2001) no que consta às fontes de informação e de Perelman e Olbrechts-Tyteca (2014) no que atine aos lugares da argumentação. Por meio de tais categorias, dinamizadas e instrumentalizadas no Diário de Produção Textual, os estudantes em questão autogerenciaram seu processo de aprendizagem de produção textual, tanto na etapa de escrita como de reescrita. A análise das produções textuais do sujeito desta pesquisa (S7) revelou que ele promoveu o avanço do grau de informatividade de seus textos. Na primeira produção textual, S7 apresentou grau baixo de informatividade, na última avançou para o grau alto de informatividade. A análise do Diário de Produção Textual revelou que ele se constitui enquanto um instrumento mediador que auxilia o estudante a autogerenciar seu processo de ensino aprendizagem. Portanto, afirmamos que as categorias de análise que propomos contribuem na classificação do grau de informatividade de textos e que o autogerenciamento, favorecido pelo emprego do Diário de Produção Textual, promoveu o avanço do grau de informatividade das produções textuais de e da habilidade argumentativa de S7.
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Avila, Alex. "THE BRONX COCKED BACK AND SMOKING MULTIFARIOUS PROSE PERFORMANCE". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/394.
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The Bronx Cocked Back And Smoking is a collection of multifarious prose performances recounting the historical, personal, social, political and cultural constructs of a city birthed by violence. This body of work is accompanied by video, audio, photography, and theatre performance texts. St. Mary’s Housing project, in the Bronx, is the foundation where most of this literary work takes place. The modern day Griot (storyteller) is a Poet, guiding his audience through the social inequalities and disparities that plague St. Mary’s community. The Poet shares personal traumatic insights while simultaneously utilizing writing as a form of survival to the conditions of the Bronx. This multi-platform performance highlights the metaphorical and physical concerns with the cycle of violence. This question is answered through the Poet’s choice by selecting the pen over the gun.
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Wang, Gao-Shyan, e 王藁賢. "A Visual Arts Education Study of Night School：On the Night School of Neihu Junior High School". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/a2u5tc.
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碩士國立臺北藝術大學
藝術與人文教育研究所
100
Abstract Diversified development of contemporary visual art that direct or indirect impact to the visual arts educational development, it presents a multi-value judgments, visual art education from the past emphasis on discipline-based art education and fine art, into aesthetic experience of great importance in daily life, these experiences through language, text, video , image, and social criteria by passing messages generated ideology, visual arts teachers to be more rigorous look at the visual art education who need to have more mind to accept the visual art produced by a variety of new knowledge and its integration into their own teaching situation. The establishment of night schools in junior high school that is the Supplementary and Continuing Education Act, the implementation of the remedial education regulations, and public and private schools enrollment management points, Students mostly for adults which should be to design the scope of "adult education" in the arts and humanities courses not the general junior high school textbooks and curriculum planning, the composition of the night school students is very complicated and different ages and different ethnic groups which also many new residents immigrated to Taiwan under this premise, under this premise the adult visual art education should focus on the multicultural society and life experience which close to the student''s own life of faith and interpretation of the appearance of the contemporary visual art in diverse ways. This study is the use of action research as a research method for a night school in junior high school students, curriculum design is the three dimensions of the analysis of visual forms and visual culture and artistic creation, teaching in this study is to understand the feasibility of the curriculum and students'' learning process and to view the teachers from the teaching process of reflection, in natural contexts to expose and solve the plight of practical work by participating in the operation, reflection, observation to review and clarify the substantive work of the blind spot to take in order to improve teaching, and rebuild self-intrinsic value and belief systems.
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張國強. "The Learning Needs and The Future Developments of Night School Students─A Case Study of Night School Students in Junior High School in Yilan County". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/63933805768955857908.
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碩士佛光大學
未來學系
101
Based on the study of students' intention of learning and what they need from classes, the study is to provide guidelines for night schools in Yilan County for future development. By applying researcher's own experience and the challenge he faced in the class, the researcher has designed and conducted a survey to study what students need and expect from night school programs. The researcher picked four night schools in Yilan County to do the survey. After giving out 180, researcher is able to collect 142 back with 132 effective and 10 ineffective questionnaires. The results from the survey: 1. Self-fulfillment is the intension for attending night schools. 2. The most wanted classes for night school students are Chinese, English, and computer skills. 3. Revision of learning materials is needed to better suit students with different ages. 4. The most favored events are the welcome party, field trip, and annual party. 5. Schools should design the courses based on the age of night school students in order to bring in more students. 6. Night school students are satisfied with the opportunity to make new friends in classes but are not satisfied with the learning environment. 7. Gaining knowledge, improving language skills, and making new friends are beneficial for students attending night schools. This study would give a better guideline for future course design and development for night schools. Also, students will be able to apply what they learn from school to their daily life.
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Guo, Yung-shuen, e 郭永順. "The Study of Learning Satisfaction in Public Senior Vocational High School Night Classes". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/93280618497460908007.
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碩士國立東華大學
教育研究所
92
The main purpose of this thesis was to research the learning satisfaction of the students in public senior vocational high school night classes. To achieve the purpose of the study, the literature was firstly reviewed and analyzed to build the framework of this school. Secondly, the questionnaire was entitled “Questionnaire to survey the learning satisfaction of the students in public senior vocational high school night classes” according to the results of the literature study. It possessed very high reliability and validity. The research approach applied to this study was the survey method with a questionnaire. The survey covers public senior vocational high schools night classes in Taiwan in 2002. Samples were randomly stratified based on “department” There were 2073 valid response from the survey of the target students, and the data was analyzed by using the method of descriptive and inferential statistics, including mean and standard deviation, t-test, One-way ANOVA Scheffe’s posterior comparisons, Chi-square test, etc. After the data was analyzed, the main findings can be concluded as follows: 1. “The overall learning satisfaction” of the students in public senior vocational high school night classes is various due to the different studying area, class, academic grade, age, major, junior high school background, and reason of studying in public senior vocational high school night classes. 2. “The overall learning satisfaction” of the students in public senior vocational high school night classes knows no difference in degree although their backgrounds (including work situation, future planning, the state of students living with their family, and the source of tuition support) are different. 3. Currently, the self-supporting students in public senior vocational high school night classes tend to satisfaction degree in the setting-up of self-supporting classes. 4. The percentage of continuing a further study after graduation for the students in public senior vocational high school night classes in the north area, middle area, south area, and east area are respectively 59.0%, 43.3%, 46.6%, and 46.1%. 5. The percentage of the students majoring in industry department, business department, home economics department, agriculture department, and marine department are all beyond 50.0%. They are respectively 71.9%, 66.8%, 72.4%, 83.2%, and 60.0%. According to the findings and conclusions of the research, some suggestions were made for educational, administrative organs, public senior vocational high school night classes, teachers, and the further studies, respectively.
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Zibi, Ntombikayise Happiness. "The perceptions of high school learners on drug use at a high school in the West Rand District, Gauteng". Thesis, 2018. https://hdl.handle.net/10539/26531.
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In partial fulfilment of the requirements for the degree Master of Arts in the Field of Social Development, 2018Substance use remains one of the major challenges facing the South African community and it has severe effects not only on the individual, but also on those closest to the individual and society as a whole. The purpose of the study was to discover the perceptions of learners on drug use in a high school in the West Rand district, Gauteng. Two theories namely the systems theory and the ecological perspective guided this study. The research approach was qualitative in nature. A sample of eight learners between the ages of 16-19 years was purposively sampled representing both genders equally. A focus group guide with propositions guided the process of data collection. The data collected was analysed using thematic analysis. The main findings of the study indicate that there is a link between substance use and the stages of development of learners. High school learners have advanced experiences of substance use, contrary to the norm of high school learners engaging in entry drugs, high school learners have progressed into illicit drugs such as Crystal meth, cat, Ndada, rock and Flakka. In addition, high school learners are challenged with numerous contributing factors to substance use. The research study concludes that even though learners have lost trust in current prevention strategies, more educational substance use awareness and prevention programmes are highly recommended to reduce the challenge of substance use in schools. Based on the findings and conclusions of the study, critical gaps in the current research were identified and future research is recommended to improve the existing strategies and establish age appropriate prevention programmes to assist learners challenged with substance use
XL2019
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MEI, YANG SU, e 楊素美. "Research on Night Markets Participant Behavior and Subjective Well-being for the Junior High Students of Kaohsiung Municipal Linyuan Senior High School". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/24282042129544511575.
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碩士大仁科技大學
休閒事業管理研究所
103
Night markets which sell all sorts of merchandise at a low price and bring convenience life to the community resident also have recreational and leisure social functions recently. Happiness is one of the life goals that people endeavor to pursue; therefore, leisure activities help to enhance subjective well-being. Linyuan Senior High School, a remote and cultural disadvantaged district of Kaohsiung, night markets are one of the leisure ways for junior high students. The objects of study are the junior high students of Kaohsiung Municipal Linyuan Senior High School, and attempted to inquire into the correlations between the participation behavior of night markets and subjective well-being. Using questionnaires survey to investigate different demographics of the junior students here, the participation behavior of night markets, subjective well-being and the correlations between the participation behavior of night markets and subjective well-being. Releasing 493 questionnaires, and 489 copies received are effective (effective rate:99.19%). The data was handled by SPSS for Windows 12.0, tested and analyzed by descriptive statistics, T-tests, one-way analysis of variance, and Pearson product-moment correlation analysis, and the research findings were as follows: 1. Most of the samples were female, ninth grader, nuclear family, parents of high school degree, the frequency of going to the night market was once a month ( and none the most) and participating with family. 2. In the aspect of night market participating behavior, social leisure was the most important factor; interpersonal relationship was the top factors in subjective well-being. 3. Students of different grades had significant differences in the participation behavior of night markets toward consumption; different frequency of night market participating had significant differences in all factors the participation behavior of night markets. 4. Different gender of students had significant differences in “ mind and body health, interpersonal relationship; different grader had significant differences only in self-affirmation of subjective well-being; different frequency of night market participating had significant differences in all the subjective well-being factors. 5. There were positive correlation between night market participating behavior and subjective well-being. On the basis of the research finding, there were some offers below: using the specialities of the market to hold public welfare activities and club performances, and students with their parents should join in the same activities to develop self-affirmation.
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Liu, Chang-Chia, e 劉長佳. "The Relationship of Life Styles and Health Physical Fitness: Evidence from the Students’ of Night Vocational High School". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/82548637416257125067.
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碩士臺北市立體育學院
運動教育研究所
100
The purpose of this research is to explore the life styles and health physical fitness of night vocational high school students from variant backgrounds by means of analyzing differences and relevance of night school students’ life styles and health physical fitness. This research uses questionnaires and the method of census to proceed the investigation. The subject of this research is the 870 students of the Night Shilin High School of Commerce of the 100th academic year. The amount of the valid questionnaires is 821, and the overall response rate is 94.36%. One research tool is the questionnaire of life style scale adapted from Hsu, Chin-Jung’s version (2007) , and the other tool is the physical fitness measurement announced by Ministry of Education of Taiwan. The statistics are analyzed by means of the methods of descriptive statistics, Independent samples T test, the analysis of one-way ANOVA and Pearson product-moment correlation. The result of this research is as the following: 1. The six tendencies of night vocational school students’ life styles can be listed in the sequence of modern fashion, computer network, making friends, enthusiasm for sports, the academic study, and entertainment. 2.The test of night vocational high school students’ health physical fitness shows that the male students’ muscular power and female students’ muscular endurance are listed as “weak” in the evaluation norm. 3. From the perspective of the life styles of night vocational high school students from variant backgrounds, it shows that the variables of gender, cram school study, and alternative transportation to school are of marked differences. From the perspective of health physical fitness, it shows that the variables of gender, cram school study, alternative transportation to school and different part-time working hours are of marked differences. 4. It shows a negative correlation between diligent academic study and muscular power as well as muscular endurance. The higher diligent academic achievement, the lower muscular power and muscular endurance. 5. It shows a positive correlation between entertainment and body composition as well as cardiopulmonary fitness. The higher entertainment tendency, the better body composition and cardiopulmonary fitness. 6. It shows a marked positive correlation between cardiopulmonary fitness and health physical fitness. The better cardiopulmonary fitness, the better health physical fitness inclusive of variant items.
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Yen, Chun-Feng, e 顏俊峰. "A Research on the Tendency and Solutions of the Discontinuing chooling of Night Vocational High School Students in Tainan". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/48752189705517081434.
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碩士致遠管理學院
教育研究所
98
In this study, Tainan City Night Vocational High School students drop out of the current situation and hope the study to detect from the tendency of students drop out of school and made coping strategies, by researchers using " Night Vocational High School Students living conditions of the research questionnaire" to research tool attached to senior engineer, National Cheng Kung University, Night Vocational High School and other 10 students in this study, a questionnaire survey. The data for descriptive statistics, t-test, ANOVA post hoc tests, multiple regression and other statistical methods. Inductive empirical research, the following conclusions: 1.Vocational College of Technology in Tainan City are mostly families of students of low socioeconomic status：parental education level and more in high school or below, professions such as primary staff; inference that most high school students dropped out more than the general tendency (low) socioeconomic status families. 2.The curriculum should be appropriate planning to fit the broad distribution of age: Tainan City Vocational College of Technology students from 15 -71 years old are very widespread, so the design of curriculum, school administration and other supporting measures should be adjusted. 3.Nearly a quarter of the students wanted to drop out of school: 23.7% of students drop out of school idea, worthy of the school administration to address the seriousness of this problem; students displayed during the school year ending this message, although no concrete actions; however, class teachers should be full guidance. 4.The participants agree that education is a guarantee of work: Students agree to teach in school and learning, most students feel that education remains a useful life of future work. 5.Based on the conclusions of this study, the researcher respectively offered suggestions to to the "social", "education authority" , "School", "Teacher" and "Future researchers" to make recommendations for reference.
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Chen, Mu-Xiao, e 陳牧曉. "The Study of the effect of‘Family Structure’on ’Personality’-- of the examples for Night Vocation High School in Kaohsiung County". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/10276388714968747672.
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碩士義守大學
管理學院碩士班
97
The purpose of this research is to study the personality characteristics of the students of the "Continuing Senior High Schools" in Kaohsiung County, influenced by "Family Structures" and "Family Relationships". The study uses own-created "Family Relationship Scales" and "Personality Characteristics Scales" to collect data from students sampling from seven of the Continuing Senior High Schools in Kaohsiung County. There are 657 valid data samples. The data are analyzed by statistics methods of t-test, chi-square test, and one-way ANOVA. The study results are: 1. There are significant differences between students of public and private schools for family structure. The ratio of single-parented family is higher in students of private schools. 2. There are significant differences between genders for perceptual family structure. Female students have higher perceptive level. 3.There are significant differences between genders for personality characteristics.Male students are more negative than female students. 4.There are significant differences between students of public and private schools for personality characteristics. Students of private schools are more negative than those of public schools. 5.There are significant differences among different family structures for family relationships. The family relationships of students from "two-parent family" are better than those from "single-parent family" and "grandparents-breeding family". 6.There are significant relationships between perceptual family relationships and personality characteristics of students, which means the better in family relationships, the more positive in personality characteristics.
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LIU, Su-hua, e 劉淑華. "A Study of Health Lifestyles and Related Factors for Vocational High School Students at the Night Department in Taipei". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/19373093935755841063.
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碩士國立臺灣師範大學
健康促進與衛生教育學系在職進修碩士班
99
The purposes of this study were to explore the health lifestyle status, and to analyze the relationship between the health lifestyle status and related factors for vocational school’s night students at taipei city. By using a stratified random sampling method, a sample of 548 students were chosen for collecting data by the questionnaire. Among the sample, 482 students provided valid data, response rate being 89 42%. The results of the study were summarized as follows： 一、The object of study ,those with part-time jobs accounted for 30%, those from single-parent families accounted for 32%, those with a lower social and economic status accounted for 74%. 二、Female students were more incliued to had unhealthful eating habits. With the factor of family type, we can best predict eating habits. 三、Who were from private school, from higher ages, of poorer academic performance, from parents’ nutrition with laissez-faire, were more incliued to had unhealthful physical activity behavior. With the factor of parents’ nutrition, we can best predict physical activity behavior. 四、Who were from private school, with part-time jobs, of poorer academic performance, from parents’ nutrition with laissez-faire, were more incliued to had unhealthful rest and sleeping behavior. With the factor of academic performance, we can best predict rest and sleeping behavior. 五、Who were from private school, male, of poorer academic performance, from parents’ nutrition with laissez-faire, were more incliued to had unhealthful safe living behavior . With the factor of gender, we can best predict safe living behavior. 六、Who were from private school, from lower ages, of poorer academic performance, from parents’ nutrition with laissez-faire, were more incliued to had unhealthful psychological stress coping behavior. With the factor of parents’ nutrition, we can best predict psychological stress coping behavior. 七、cigarette smokers, alcohol drinkers and substance abuse (一)The prevalence rate of smoking was 53%, Who were from private school, mail, from higher ages, with part-time jobs, of poorer academic performance, from parents’ nutrition with laissez-faire, were more incliued to had smoking behavior. The factor which can best predict the subjects’ smoking behavior were "public or private school ". (二)The prevalence rate of drinking was 70%, private school students are more incliued to had unhealthful drinking behavior. The factor which can best predict drinking behavior were " parents’ nutrition ". (三)The prevalence rate of substance abuse was 0.9%, Who were from private school, mail, of poorer academic performance, from parents’ nutrition with laissez-faire, were more incliued to had substance abuse behavior. The factor which can best predict smoking behavior were "socioeconomic status ". 八、Who were from private school, from higher ages, with part-time jobs, of poorer academic performance, from single-parent families, were more incliued to have unhealthful sexual behavior. The factor which can best predict the subjects’ sexual behavior were "age ".
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Joubert, Charine Petronella. "The relationship between procrastination and academic achievement of high school learners in North West province, South Africa". Diss., 2015. http://hdl.handle.net/10500/19991.
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The present study explored whether a significant relationship exists between academic procrastination and academic achievement in high school learners within South Africa. It furthermore examined whether certain personality traits of individuals are more prone to procrastination than others. It lastly investigated the relationships between gender and academic procrastination, age and academic procrastination, number of siblings and academic procrastination; and area of residence and academic procrastination. The research sample consisted of 349 high school learners aged between 12 and 19 years old (n=167 male, n=180 female, n=2 gender not disclosed). Data was collected by means of the Personal Information Questionnaire (PIQ), the Tuckman Procrastination Scale (TPS) and the Ten-Item Personality Inventory (TIPI). A significant negative correlation was found between procrastination and academic achievement. The correlations between procrastination and gender, age, area of residence and number of siblings respectively were not significant. Conscientiousness and Emotional Stability were both found to be significantly negatively related to procrastination, however, the relations between procrastination and Extraversion and Agreeableness respectively were not significant. An anomaly found in the present study was the negative relation between procrastination and Openness to Experience, and it is postulated that this finding may be due to the TIPI’s inability to measure the individual facets of each Big Five Factor domain or that it could be ascribed to the need for cognition.Psychology
M.A. (Psychology)