Дисертації з теми "Educational city"
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Cheung, Priscilla 1980. "Charles River City : an educational augmented reality simulation pocket PC game." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/27096.
Повний текст джерелаIncludes bibliographical references (p. 79).
This thesis has designed and implemented Charles River City, an educational, location-based augmented reality simulation game that uses Pocket PC devices and GPS technology. As mobile devices and processing power become more common and affordable, high school teachers can take advantage of these technological advances to explore new channels for teaching and motivating students. The Charles River City game seeks to engage middle to high school students in learning science in a fun and innovative way. The story and background in the game is loosely based on a previous work called River City, a desktop multi-player virtual simulation game. In Charles River City, students work in teams to investigate the cause of several illnesses in a virtual town. Through interviewing virtual characters, gathering water samples, and analyzing collected data, students learn to think and solve problems as a scientist would. A test run of the game shows that the simulation game is an effective teaching tool that gives students a hands on experience in solving a real world problem that is fun and challenging.
by Priscilla Cheung.
M.Eng.
Hobbs, Madison. "Automating an Engine to Extract Educational Priorities for Workforce City Innovation." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1388.
Повний текст джерелаAbdul, Kahlid. "Nature and scope of outdoor education in the city-state of Singapore." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31369.
Повний текст джерелаBenton, Robin L. "The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.
Повний текст джерелаThe purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a mixed method design phenomenological approach. The quantitative phase entails the use data from the Multifactor Leadership Questionnaire (MLQ)-5X from Mind Garden Institute and the Principal Instrumental Management Rating Scale (PIMRS) authored by Hallinger (1982). Information was collected from interviews with principals, assistant principals, and approximately 30% of classroom teachers at two underperforming schools. Grounded within the Coherence Framework by Fullan and Quinn (2015) and the Public Education Leadership Project (PELP) Coherence Framework by Childress, Elmore, Grossman, and King (2011), the study provides an insight into the effectiveness of the principal position and its impact on school reform efforts. The findings of this study revealed the transformative style of leadership is most preferred as it allows stakeholder voice in decision-making. Data also verified that urban innercity principals devote the least amount of time in their day to instructional leadership activities. These activities are focused on framing the school’s goals and coordinating the school curriculum and require emphasis on engaging in the behaviors that develop the school’s learning climate. Moreover, several themes emerged from the study. These included (a) teacher “voice” in school-wide decisions impacts reform efforts; (b) the school community severely impacts the principal’s decision-making towards school improvement; (c) the principal’s style of leadership influences teacher commitment; (d) the political/district influences can limit reform efforts.
Reid, Jennifer. "Educational and policy approaches to water conservation for the city of Lethbridge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ48245.pdf.
Повний текст джерелаJiles, Tywanda. "The perceptions of developmental therapists about the influence of inner-city home environments on service delivery." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/777.
Повний текст джерелаMaritz, Colette. "Alice in a township : accessible learning through an interactive communal educational environment." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/31583.
Повний текст джерелаDissertation MArch(Prof)--University of Pretoria, 2012.
Architecture
MArch(Prof)
Unrestricted
Nieves, Ramon Luis. "Community development, an educational and practical approach." Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.
Повний текст джерелаOLIVEIRA, RAFAELA BISACCHI COELHO CORRÊA DE. "STUDY ABOUT AN INNOVATIVE EDUCATIONAL PROPOSAL IN THE CONTEXT OF AN EDUCATIONAL REFORM OF THE MUNICIPAL EDUCATION NETWORK IN THE CITY OF RIO DE JANEIRO, BRAZIL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26874@1.
Повний текст джерелаA dissertação objetivou verificar até que ponto a proposta educacional inovadora, denominada Ginásio Experimental de Novas Tecnologias Educacionais, elaborada no contexto de reforma da Rede pública municipal de educação do Rio de Janeiro, contribuiu para modificar a organização, forma e instituição escolar, atribuindo sentido para os sujeitos que vivenciam a escola. Buscou-se ainda identificar o sentido atribuído à inovação na proposta educacional, e se esta contribuiu, com o auxilio das tecnologias, para que alunos e professores fossem produtores de conhecimentos. O estudo foi norteado pelos conceitos de Rui Canário (2005; 2006), e contou com contribuições de Nóvoa (2007; 2014), Santomé (1998), Sibilia (2012), Lévy (1999), entre outros autores. A pesquisa é de natureza qualitativa e foram realizadas onze entrevistas com participantes da proposta educacional além de observações em campo entre o período de julho e novembro de 2014, e análise de documentos. O estudo concluiu que a proposta educacional seguiu a lógica de reforma ao invés da lógica de inovação, pois os participantes da escola não foram envolvidos na elaboração desta, tampouco houve espaço para a formação endógena destes. As mudanças na organização escolar foram aparentes, não ocorreram mudanças na forma e instituição escolar, atribuindo pouco sentido para os sujeitos que vivenciam a escola. O currículo da Secretaria Municipal de Educação do Rio de Janeiro (SMERJ), com base nos cadernos de apoio pedagógico e avaliações bimestrais predominou, de maneira que o uso das tecnologias representou apenas uma mudança de suporte, portanto alunos e docentes não se tornaram produtores de conhecimentos.
This dissertation sought to verify to what extent the innovative educational proposal called Experimental Gymnasium of New Educational Technologies - elaborated in the context of educational reform of the municipal education network in the city of Rio de Janeiro, Brazil – contributed to modify the school organization, form and institution, giving meaning to the subjects that experience the school. It also sought to identify the meaning given to innovation in the educational proposal, and if this contributed, with the aid of technologies, so that students and teachers became producers of knowledge. This study was guided by the concepts of Rui Canário (2005;2006), and the contributions of Nóvoa (2007; 2014), Santomé (1998), Sibilia (2012), Lévy (1999), among other authors. This is a qualitative research; eleven interviews were made with participants of the educational proposal, as well as field observations between July and November of 2014 and documental analysis. This study came to the conclusion that the educational proposal followed the logic of reform instead of the logic of innovation, since the school participants were not involved in its elaboration, neither was there any space for the endogenous formation of the participants. The changes in the school organization were apparent, and there were no changes in the school form and institution, with little meaning being given to the subjects that experience the school. The school curriculum of the Rio de Janeiro s Municipal Secretary of Education (SME-RJ), based on the notebooks of pedagogical support and the bimestrial evaluations, was predominant. The use of new technologies represented only a change of technological base, therefore students and teachers did not become producers of knowledge.
Klaf, Suzanna. "THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245182970.
Повний текст джерелаGarduno, Ana Eugenia. "Preschool and Educational Technology: Evaluating a Tablet-Based Math Curriculum in Mexico City." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112711.
Повний текст джерелаFISCH, GICELE. "OBJECTIVE GEOGRAPHY OF EDUCATIONAL OPPORTUNITIES FOR REGULAR HIGH SCHOOL OF THE EDUCATIONAL STATE SYSTEM OF RIO DE JANEIRO S CITY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24681@1.
Повний текст джерелаCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
Esta pesquisa objetivou estudar a geografia objetiva de oportunidades educacionais para o ensino médio regular da rede estadual da cidade do Rio de Janeiro, o que implica duas dimensões: a primeira seria a Geografia Objetiva de Oportunidades baseada no conceito de Galster e Killen (1995) para os quais o conceito convencional de igualdade de oportunidades deve ser expandido para além da igualdade de tratamento entre iguais e incluir a dimensão geográfica no processo de oportunidades, pois a geografia pode levar à desigualdades com graves consequências sociais. Neste sentido, é importante refletir sobre o espaço e seu papel no desenvolvimento das relações sociais. A cidade do Rio de Janeiro é caracterizada pela presença de grandes favelas, muitas das quais situadas próximas aos espaços mais nobres da cidade - modelo carioca de segregação: proximidade física e distância social. Portanto, é importante considerar como suas oportunidades educacionais estão distribuídas espacialmente. Especificando estas oportunidades educacionais temos a segunda dimensão: o ensino médio. Este nível de ensino passou por uma trajetória de muitas reformas, ora avançando no seu processo de democratização, ora criando obstáculos, além de pouco acesso à grandes parcelas da sociedade e de falta de consenso sobre seu papel – propedêutico ou profissional. Para mapear a geografia objetiva de oportunidades do ensino médio regular da rede estadual da cidade do Rio de Janeiro este trabalho envolveu a análise de dados referentes à educação disponíveis em levantamentos oficiais - Censo Demográfico de 2010 e Censo Escolar de 2012, a fim de caracterizar sua situação atual. Este mapeamento foi realizado utilizando-se ferramentas computacionais denominadas Sistemas de Informação Geográfica (SIG ou GIS). Os resultados indicam que sobre a geografia objetiva das oportunidades incidem forças políticas e sociais capazes de criar novas dinâmicas.
This research aimed to study the objective geography of educational opportunities for regular high school of the educational state system of Rio de Janeiro s city, which implies two dimensions: the first one the Objective Geography of Opportunities based on the concept of Galster and Killen (1995) for which the conventional concept of equal opportunities should be expanded beyond the equal treatment of equals to include the geographical dimension in the process of opportunities which means that the geography can influence inequalities with serious social consequences. In this sense, it is important to think about space and its role in the development of social relationships. The city of Rio de Janeiro is characterized by large slums, many of them located next to the noblest city spaces - Rio s segregation model: physical proximity and social distance. Hence, is important to consider how its educational opportunities are distributed spatially. By specifying these educational opportunities we have the second dimension: high school. This level of education had a trend of many reforms which sometimes advanced in its democratization process and sometimes created obstacles. Besides, being a level of education is little access to large parts of society there was a lack of consensus about its role - introductory or professional. Aimings to map the objective geography of opportunities in the regular high school of the educational state system of Rio de Janeiro s city this job involved analyzing data related to education that are available in official surveys - Population Census 2010 and School Census 2012 - in order to characterize its current situation. This mapping was performed using computational tools called Geographic Information Systems (GIS). The results indicate that the objective geography of opportunities is affected by political and social forces, creating new dynamics.
Littles, Victor Hugh. "An autoethnographic study| Can students in a large inner-city high school find benefits in a small learning environment?" Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646936.
Повний текст джерелаThis research was designed as an autoethnographic study using the researcher's own reflections, observations, and experiences to determine if smaller high schools are better for inner-city students than a large high school learning environment. Autoethnography is increasingly used as a research method, pushing the boundaries of qualitative inquiry by focusing on a phenomenon in the life of the researcher as the central aspect of study (Fetterman, 2010). Based on interviews, student and teacher surveys, and personal journals and diaries, the study focused on my work as a teacher in a large inner-city high school in a California school district. The large high school was converted to three smaller schools in 2003. Told in vignettes that describe my perceptions and the perceptions of the other participants in my study regarding the conversion from large to small schools, selected stories document the factors that led to my conclusions. The key issue in this study, then, involved the perception of the stakeholders as to whether small schools were more advantageous for student success.
My study revealed some interesting facts about small schools. Small schools foster closer relationships between the adults and students and among the students themselves. As a result, students feel more engaged with the school community, and these close relationships are accompanied by greater mutual respect. It seems that it is difficult to be abusive to others who you know and value which the students themselves recognized.
For years, before the implementation of the small school concept, Clark High School's campus was riddled with crime. The student body lived in California, in an area plagued with violence and poverty and all the social ills that accompany this environment. Safety has always been an issue for parents, teachers, and students. I have clearly demonstrated that, when it comes to small schools, students in urban areas benefit from a safer environment. For example, I did not witness the number of fights or shootings that I did when Clark was a large school. Also, after Clark High School converted into three small schools, there was a decrease in student suspensions.
Davis, Christen R. "The Effect of a Computerized, Cognitive Intervention on the Working Memory and Mathematical Skill Performance of Inner-City Children." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1332879127.
Повний текст джерелаLuke, MacKenzie Mocini. "City Sons: How First-Generation College-Going African American Males Attending College in and around Their City of Origin Transition to and Persist within Post-Secondary Education." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/463753.
Повний текст джерелаPh.D.
College retention, persistence, and success levels continue to be lower for students of color, first-generation students, and low-income students compared to the White majority. This study, focusing on African American males from Philadelphia, set out to investigate the challenges that young, urban, low-income, and first-generation students face in their transition to and enrollment in institutions of post-secondary education. To accomplish this goal, the study at hand focused on two primary questions: RQ 1: What tools do young Black first-generation college students who go to school in and around their city of origin utilize in order to gain entry to institutions of post-secondary education and successfully transition to these institutions? RQ 2: How are young Black first-generation college students who go to school in and around their city of origin able to successfully navigate academic obligations and social responsibilities in their first year of college? To answer these questions, a qualitative research study was designed, and six young men fitting the criteria above were interviewed over the course of their first year of college. In total, each student participated in four interviews. Additionally, participants submitted their college entrance essays and personal statements, which were reviewed to confirm their narratives and coded for themes. Finally, college counselors for the non-profit that assisted each young man in his college planning were interviewed. These interviews focused on the counselor’s perception of success at the post-secondary level, and the ways that their non-profit could assist students. Student engagement theory, paired with a Critical Race paradigm, served as the primary theoretical lens through which data were analyzed. Additionally, literature on student resilience and self-efficacy was used to inform the interpretation of the data. Key findings include: the significance of family support during a student’s transition to college, the myriad ways that a student’s intersecting identities play a role in the collegiate experience, and the importance of engaging in campus life to form strong support networks and succeed academically. The young men of this study faced myriad challenges in the journey towards a college degree. From complex family relationships, to navigating stigma surrounding their identities, the obstacles facing these men are great. However, through forming a network of campus connections and using their past challenges to inform future decisions, the young men of this study are resisting stereotypes and pursuing their goals. Developing resilience and self-efficacy through self-reflection, vicarious experiences of trusted mentors and family members and supportive peer networks has and will continue to allow the young men of this study to achieve their goals.
Temple University--Theses
Ortega, Hesles Maria Elena. "School Choice and Educational Opportunities: The Upper-Secondary Student-Assignment Process in Mexico City." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461054.
Повний текст джерелаQuantitative Policy Analysis in Education
Reese, Teresa. "Retaining Talent: Retention Factors of P-12 Teachers in a Southern Metropolitan City." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/173.
Повний текст джерелаSu, Linya. "Song of your voices| Violin performance major students' perceptions of their lives in violin learning from childhood to the music schools in New York City." Thesis, Teachers College, Columbia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588616.
Повний текст джерелаThe purpose of this heuristic study was to explore and describe conservatory-trained violin performance major students' perceptions of their lived experience in violin learning from childhood to the music schools in New York City. The seven participants were undergraduate, graduate-level violin major students selected from the three major music schools in New York City. The primary data was collected via face-to-face audiotaped interviews, which became the narrative data.
The first question addressed students' perceptions of one-to-one violin instruction regarding expectations and values. The findings suggested that (1) autonomous thinking, boosted confidence, and transcultural learning were invaluable gains from instruction; (2) a reciprocal relationship existed between the amount of new ideas gained and one's performance outcome in lessons, which connoted students' recognition of self-responsibility in determining the quality of lessons; and (3) an ideal teacher encourages independent thinking, provides honest feedback, and respects students' individuality.
The second question asked students' perceptions toward power relationship and degree of autonomy in decision-making. The findings suggested that (1) interpretive demands seemed to cause a stronger impact to student-autonomy when compared to repertoire and technique-related demands; and (2) students adopted different reactive patterns and conflict management strategies to deal with conflicts and power struggle in the violin studio.
The third question explored students' perceptions toward the helpfulness of other courses to violin performance. The findings suggested that while all students were adept at independent learning, some students reported music theory/history courses were helpful in empowering interpretive/performance autonomy.
The last question investigated students' perceptions toward the interrelationships among self, music, violin performance, and culture. The findings suggested that (1) students' self-concept of ability in violin playing might be correlated with degree of autonomy and self-perceived technical competency; (2) the meaning of violin performance was to attain self-fulfillment in two domains: personal and social; and (3) performance autonomy might be circumscribed by socio-cultural expectation and economic condition.
This study implies that students' continued participation in violin learning might be influenced by economic concern, competitive environment, and self-concept of ability in violin playing. Violin teachers may need to help students maintain a sound professional development.
Amar, Silvana. "Attachment, Parentally Bereaved Adolescents, and High School Outcomes in a Large Inner-City High School." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558553.
Повний текст джерелаU.S. and world communities face the challenges of understanding how children grieve and of giving them sufficient social and educational support. Inner-city minority adolescents have not been represented well in the bereavement and attachment literature. The purpose of the quantitative study was to use the attachment theory to understand the impact of parental bereavement on these adolescents. Data were collected using the Adult Attachment Interview (AAI), the Piers-Harris Children's Self- Concept Scale (2nd ed.), and school records. MANOVAs were used to analyze the influence of attachment organization, bereavement status, and gender on self-concept and academic and behavioral functioning in school. Results indicated that securely attached adolescents functioned better across all 3 variables than did insecure and unresolved/disorganized adolescents. There were no differences in functioning in the bereaved group according to attachment organization. Results according to gender indicated that although the female participants experienced more academic success and had fewer behavioral difficulties in school, their self-concept was more negative than was that of their male counterparts. There were no differences in functioning in the bereaved group according to gender, but compared to the entire sample, the bereaved females no longer functioned better than males, academically or behaviorally, and there were no longer differences in self-concept. Possible positive social changes from these findings include improvements in school-related student support such as promoting the use of the AAI, linking educational and clinical environments, and assisting schools in developing safe-base classroom environments that could better meet students' needs according to their attachment organization and bereavement status.
Reznikova-Eisenberg, Yuliya. "Crossing the tracks| A qualitative phenomenological study of an urban inner city charter high-school." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141723.
Повний текст джерелаThe purpose of this phenomenological study was to explore the college-related self-efficacy of 12th Grade English learners enrolled in a public charter school in Southern California. College-related self-efficacy is defined as a student's belief that they can attend college. This qualitative exploratory study was designed to explore the beliefs and attitudes that current English language learners (ELL) have regarding the possibility of attending college. A cross sectional data collection approach was utilized to explore college-related self-efficacy during English Learner's senior year. The senior class studied was the first to experience a high-school pathway designed to culminate in English language learners having both the academic skills and having completed the coursework to make them college-ready and competitive during the admissions process.
The findings of this study support the following conclusions. Explicit adult investment in ELL success impacts how students describe their college-related self-efficacy. Language acquisition impacts the ability to communicate both academic and social-emotional growth. According to ELL students, personal efficacy and college-related self-efficacy share descriptive traits. Students perceive their college-related self-efficacy as a choice impacted by both external and internal input. As default experts for ELLs, teachers are in a position to impact college-related self-efficacy. College-related self-efficacy is impacted by factors outside the school campus and outside the school-day. English learners need additional time outside of their senior year to understand college applications and the college experience. Students view additional opportunities to practice language as a key component of social immersion and acculturation. Explicit attention to belief in ELL student potential is an avenue of improving college-related self-efficacy.
Suggs, Tiffany G. "A Study about the Exclusionary Discipline of African American Males in City and County K-12 Public School Divisions in Region II of Virginia." Thesis, Regent University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607768.
Повний текст джерелаThe purpose of this study was to determine if there was a statistically significant difference in the percentage of suspensions and expulsions between African American males and the combination of males of other ethnicities based upon school district settings of city and county in K-12 public school divisions in Region II of Virginia. The researcher analyzed archival data from approximately 65,000 males in Grades 2–10 enrolled in Virginia’s public schools in Region II. To analyze quantitative data, descriptive statistics, such as the mean and standard deviation scores, were used as well as frequency distributions and measures of central tendency. Two two-way analyses of variance were conducted to understand if there was an interaction between the two independent variables (student ethnicity and school district setting) and the dependent variables (number of suspensions and number of expulsions). The study results indicated that there were no recorded expulsions in the data file, as the values were all 0. There were suspensions, however, and the results indicated that there was a statistically significantly greater proportion of suspensions among African American males than the combination of males of other ethnicities. Additionally, there was insufficient evidence to determine if a difference exists between city and county schools in the percentage of suspensions, nor was there a significant ethnicity–division-type interaction. The findings from this study may have important implications for educators and local and state policymakers who may be considering ways to improve discipline practices in public schools.
Harrison, Timothy Wade. "Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2057.
Повний текст джерелаDemma, Rachel. "Understanding How Parent Choice and Program Leadership Foster Socioeconomic Diversity within High-Quality Early Learning Programs| A Case Study of Two Baltimore City Sites." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786324.
Повний текст джерелаIn the last two decades, research has increasingly demonstrated that public investment in high-quality early care and education, particularly when focused on low-income children, pays off in terms of improved outcomes for young learners in academic achievement and overall well-being (Heckman, 2011). Now, a growing evidence base within the early childhood field also demonstrates that socioeconomic status (SES) diversity in early learning settings improves kindergarten readiness and social-emotional development for all children (Reid, 2012).
To contribute to the early childhood field’s efforts to better understand how parent choice and program leadership foster SES diversity within community early learning programs, this in-depth case study examined two high-quality SES-diverse community early education program sites operating in Baltimore City. Interviews were conducted with program executive-level and site-level leaders, staff, and a purposeful sample of parents of varying income levels. A parent focus group was also conducted. In addition, program-level leadership of early learning community programs in Baltimore City with a Maryland quality rating of two or more stars were surveyed.
Key findings of this study include, 1) Despite their shared belief in its implicit value, parents across the income continuum aren’t explicitly seeking out enrollment in socioeconomically diverse early care and learning programs; 2) Within the two selected socioeconomically diverse program sites, program recruitment and engagement approaches are neither explicit or refined enough to appeal universally to parents across varying economic backgrounds; and 3) Both parents and leaders also may struggle against their own class-based social identities and deeply internalized value systems, including perceived superiority and privilege, in in enacting either the program choice or transformational leadership that drives the development socioeconomically diverse settings. Finally, this study informs leadership actions policymakers may take to promote the development and sustainability of socioeconomically diverse high-quality early learning programs.
Brown-Garcia, Roxanne. "The Brotherhood of Blackness: A Phenomenological Investigation Into the Lived Experiences of African American Male High School Graduates in a Northern California City." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/47.
Повний текст джерелаRuano, Carlos R. "An examination of centralized educational policy processes and their impact in Guatemala City, 1976-1995." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41054.pdf.
Повний текст джерелаPetrušauskaitė, Vita. "Early withdrawal of Roma children from school in Vilnius city: analysis of an educational field." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140117_113043-80021.
Повний текст джерелаDisertacija skirta socialinės reprodukcijos raiškos Lietuvos švietimo sistemoje analizei, kuri atlikta tiriant ankstyvo romų vaikų pasitraukimo iš ugdymo priežastis ir procesą Vilniaus mieste. Darbe pristatytas originalus ankstyvo pasitraukimo iš švietimo sistemos empirinio tyrimo modelis, kuriame į ankstyvą pasitraukimą žiūrima kaip į procesą, vykstantį galios santykiais apibrėžiamame švietimo lauke. Atliktame tyrime tiriamas reiškinys buvo analizuojamas keliais lygmenimis. Makro/ visuomenės lygiu, buvo analizuojami skirtingų romų etninės grupės kartų išsilavinimo rodikliai ir jų kaita 2001–2011 m. Mikro/ individualiame lygyje buvo stebimas ankstyvo pasitraukimo iš ugdymo procesinis pobūdis, analizuojant Kirtimuose gyvenančių romų vaikų pirmųjų dvejų metų dalyvavimo ugdyme patirtis. Mezo/ švietimo lauko lygiu vaikų ankstyvas pasitraukimas iš ugdymo analizuotas kaip procesas socialinėje erdvėje, t.y. kaip vaikų veiksenos strategija, formuojama per tarpasmeninį santykį su kitais ugdymo procese dalyvaujančiais veikėjais (tėvais, mokytojais, vaiko teisių priežiūros institucijų darbuotojais ir kt.). Disertacijoje pabrėžiama visuomenės socialinės nelygybės svarba romų vaikų ankstyvo pasitraukimo iš ugdymo procese – romų vaikų galimybės dalyvauti ugdyme nebuvo lygios kitų vaikų galimybėms, tačiau į šias esmines nelygybes tiriamame švietimo lauke nebuvo atsižvelgiama, aktualizuojant etninę skirtį tarp daugumos ir mažumos grupių.
Schmidt, Whitney Ann. "iReach Blended Learning Model and Reading Lexile Growth of Freshmen in Maryville City Schools." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3102.
Повний текст джерелаPeck, Susan J. Bradshaw Lynn. "Curricular joint venture : a model for meeting community and educational demands." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/1889.
Повний текст джерелаPresented to the faculty of the Department of Educational Leadership. Advisor: Lynn Bradshaw. Title from PDF t.p. (viewed May 20, 2010). Includes bibliographical references.
Jean, Rosarie P. "A Comparison of Middle School Principals' Leadership Style in High-Performing and Low-Performing Schools in New York City." Thesis, Concordia University Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139321.
Повний текст джерелаThis quantitative research study investigated if there is a relationship between middle school principals’ leadership style in high-performing and low-performing schools in New York City. To address the problem and to answer the research question, a survey instrument adapted by Tomal (2007) was used to determine the principal’s leadership style. The New York City Department of Accountability RPSG Research Data Department provided the student achievement data. Ten middle school principals, three from high-performing schools and seven from low-performing schools participated in the study. High-performing schools achieved Adequate Yearly Progress (AYP) for two consecutive years and low-performing schools did not make AYP for two consecutive years. Principals completed a 30-question leadership survey to determine their preferred style: abdicator, collaborator, compromiser, enforcer, and supporter. The principals’ leadership style was then matched to the school’s Performance Index (PI) from the 2015 New York State English Language Arts and Mathematics assessment. An independent t-test was used to analyze the principal’s response to the leadership survey. The data indicated that principals from high-performing and low-performing schools differ on 5 out of 30 statements on the leadership survey. However, due to the small sample size, the results are not statistically significant.
Nieves, Sonia E. "The evolving roles of superintendents in the New York City public school system over the last decade (2002-2016)." Thesis, Sage Graduate School, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241436.
Повний текст джерелаThe New York City Public School System has experienced many education reforms over the decades. In 2002, Mayor Michael Bloomberg was granted mayoral control of the New York City Public School System. The continuous reform efforts affected superintendents’ roles. This change focused on systemic reform rather than local reform, which was one of the community district superintendents’ responsibilities. The purpose of this qualitative study was to investigate the evolving role of superintendents during frequent change efforts introduced in the New York City Public School System between 2002-2016. This study investigated the changing role of superintendents and how the various organizational changes and practices affected school leaders. It also investigated if any transition supports existed for superintendents during the frequent change efforts.
Research participants included thirteen New York City superintendents who first had experienced the various change efforts for at least five years or more in the role of superintendent. This study was guided by two research questions in which six themes emerged. The findings of the study suggest that all of the 13 participants agreed that frequent transitions affected how they approached their responsibilities. The results also revealed that superintendents that had developed trust in their districts, were able to maintain those relationships during all the change efforts. In addition, all of the participants concurred that their role was to build leaders. This study also found that all participants agreed that before policies are instituted, all educational stakeholders, including parents, must have input. Additionally, the participants acknowledged that the constant change of policy throughout the last decade resulted in lack of consistency and continuity and was not conducive to success. Eight out of the 13 participants agreed that the transition support over the last two years (2014-2016) was substantive. The participants agree that the current administration, seems to have a better approach in introducing and managing change efforts. One of such approaches is the ability for superintendents to provide ongoing support to their principals and monitor instructional changes enables superintendents to fairly evaluate outcomes.
Chmielewski, Kristen. "“In any way physically or mentally unfit to teach”: city teachers and disability, 1930-1970." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6925.
Повний текст джерелаRobinson, Willie. "The Importance of School Climate: How School Leaders in Inner City Middle Schools Shape Climate." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3757.
Повний текст джерелаSmith, Kevin W. Jr. "African-American Male Perceptions on Public Schooling after Discipline| A Contextual Portrait from the Inner City." Thesis, Loyola Marymount University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13866144.
Повний текст джерелаLiterature shows that one of the major issues affecting the achievement of inner-city African- American male students in public-schools is the ineffectiveness of disciplinary procedures. These studies have shown a direct positive relationship between student behavioral problems and academic failure. This study was an attempt at answering Noguera’s (2008) call for understanding more fully how African-American males come to perceive schooling, in particular their discipline experiences, and how environmental and cultural forces impact this perception of their behavior and performance in school. This was a qualitative study that heard the stories of inner-city African-American male students who were pushed out of public-schools through disciplinary measures. This study was based on racial components that fit directly into the structure of Critical Race Theory (CRT). The qualitative research method of portraiture was used to answer this study’s research question because it was relative to the problems that African- American male students face in their inner-city schooling experiences. The participants in this study were at least eighteen years old, African American, and pushed out of an inner-city public high school based on disciplinary consequences. Each participant shared environmental, cultural, and schooling experiences through a series of three interviews. The study found that environmental and cultural forces had a negative affect on the ways that these African-American males perceived their experiences in public-schools. The study concluded that these young men found success in private-continuation-schools, and that educators and policy makers should consider implementing the practices of these alternative schools in U.S. public-schools.
Robinette, Jesse A. "The factors associated with the use of computers in the K-4 classrooms of the Maryville City School System." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1104101-234216/unrestricted/robinettej112901.pdf.
Повний текст джерелаGillborn, David. "The negotiation of educational opportunity : the final years of compulsory schooling in a multi-ethnic inner-city comprehensive." Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/13674/.
Повний текст джерелаKang, Chia-Hsin, and 康家心. "Preschool Educational Choice --- in Taichung City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/38143495892127564973.
Повний текст джерела朝陽科技大學
幼兒保育系
102
The purpose of this study is to study the right of selection for parents with children in preschool. It discusses the present circumstances surrounding the right of selection for these parents and the different background variables on the level of cognition variation in the right of selection for these parents to provide a reference for the planning of development strategy for administrative affairs in preschools and as a tool for parents to choose preschool with superior quality. This study mainly adopts the survey investigatory method, using the educators in public and private preschools and parents with children in preschool as the population. There are 611 actual effective samples, and the study tool was divided into seven categories, which are “the scale of preschools”, “environment and facilities”, “curriculum and instruction”, “quality of teachers”, “receptivity and learning of children”, “administration operation”, and “reputation and word of mouth”. Each category has numerous items and analyzed through categorizing and organizing the results of qualitative information by way of open-ended questions. The conclusion of this study is: 1. The cognition on the right of selection for parents with children in preschool for subjects in different age groups and different education levels do not show significant differences in statistics. 2. The importance level under the current circumstances surrounding the right of selection for parents with children in preschool in Taichung City is as follows: “environment and facilities”, “receptivity and learning of children”, “quality of teachers”, “reputation and word of mouth”, “curriculum and insturction”, “scale of preschools” and “administration operation”. 3. There are significant differences in the six categories of “scale of preschools”, “equipment and facilities”, “curriculum and instruction”, “quality of teachers”, “administration operation”and “reputation and word of mouth” in educators of preschools and right of selection of parents in Taichung City. 4. There are significant differences in the four categories of “equipment and facilities”, “quality of teachers”, “receptivity and learning of children”, and “administration operation” in educators of public and private schools in Taichung City. 5. There are significant differences in categories of selection right of paretns such as “administration operation” and “reputation and word of mouth” in parents with children in public and private preschool. Key Word: Educational Choice, Preschool Educational Choice
Wells, Jennifer. "Educational accountability in inner city schools : living through contradictions /." 2005.
Знайти повний текст джерелаTypescript. Includes bibliographical references (leaves 109-110). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11921
Van, Rensburg Candice Janse. "Smarter cities: appropriating educational facilities in dense city spaces." Thesis, 2018. https://hdl.handle.net/10539/24956.
Повний текст джерелаI aim to explore the solutions to designing spaces that not only function as quality learning environments but also as a programmatic model for achieving a low impact on the environment, affordable in construction and accessible to both low, middle and high income earning communities. It is with great interest and passion for education, spatial planning and architecture that I begin my research into understanding the spatial implications of growing populations, dense city landscapes and limited opportunities for sufficient school architecture amongst the sprawl of construction and housing in and around Johannesburg. This is an effort to redress the frameworks of school building typologies that have been previously set by the legacy of apartheid city planning. Our city, originally planned into segregated zones, still experiences vast numbers of poor socioeconomic and living conditions for the urban user. The absence of affordable housing amidst our growing economy and population has resulted in our new government being faced with great resource and capacity constraints. The biggest implication facing our youth as a result thereof, is access to quality education. Johannesburg is a city in transition and finds itself in a phase of rapid change. Take areas such as Yeoville, Berea and Hillbrow into account. These are considered Johannesburg's fastest growing and densely populated neighbourhoods. They have increasingly less land available, and more built form (commercial spaces, libraries, clinics, community centres) in efforts to facilitate and enrich the daily activities of human life. However, not all efforts are being sufficiently met or appropriated to a growing communities needs. School environments have suffered with the growth of cities. Original apartheid city planning schemes have not been improved with the growing numbers of residents. Learners are, in turn, having to deal with crowded and poor learning environments.
XL2018
Yen-Shu, Wang, and 王嬿淑. "The Study on Educational Policy Marketing—An Analytical Case Study in Betterness Educational Policy of Department of Education, Taipei City Government." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/93890035254345469679.
Повний текст джерела國立臺灣師範大學
教育學系
94
The management, strategy, and communication in Educational Policy Marketing were analyzed in this research to understand the most efficient management model. The communication between marketing team and stakeholders was aimed also. Based on in-depth interviews and field observation, a case study of Department of Education, Taipei City Government was adopted to analyze the management and strategies of Betterness Educational Policy Marketing. Significant conclusions of this study are as follows: a. Current practice of Betterness Educational Policy Marketing: I. Marketing of the policy is carried out as previously planned. II. The marketing team have had the fundamental understanding of the policy but needed to be furthered. III. The marketing team emphasized on integration but the degree could be advanced. b. Management, strategy, and communication of Betterness Educational Policy Marketing: I. The focus is on the entire population. II. Internal marketing was combined with Idealism Marketing, Mission Marketing and Service Marketing III. External marketing put emphasis on the application of IMC IV. Strategy was abundant, but few wasn’t practiced well. V. The communication between marketing team and stakeholders was smooth, but those between marketing team, tutors and parents needed to be further improved. c. Effectiveness of concurrent Betterness Educational Policy Marketing: I. Idealism Marketing was very successful. II. Public support is reached with international recognition. III. The policy is well received and beyond regional limitation. IV. Resistance from the Environment as a whole still needed to be overcome. According to the conclusions, the suggestions for Department of Education as below : I. Proceed the Idealism Marketing and Mission Marketing based on Betterness Educational Policy continuously. II. Establish the marketing policy process which keeps on customer-need-oriented. III. Emphasize the operation of marketing public relation and establish the management network for the customer relationship. IV. Establish the long-term cooperation relationship with the educational Non-Profit Organizations. V. Set up the database of Educational Policy Marketing and strengthen the operation of knowledge management. VI. Establish the regular accesses for the policy stakeholders to participate in the educational affairs. VII. Make use of digital network well to proceed the electronic policy marketing. VIII. Put the check for the whole educational effectiveness into practice thoroughly. According to the conclusions, the suggestions for the related educational administration as below : I. Emphasize the integral marketing communication of policy, and improve the lack of policy propagation. II. Strengthen the capacity and disposition of the educational policy for every member in the educational administration.
HUANG, FONG-JEN, and 黃鳳珍. "A Study on Parents’ Educational Expectations and Educational Choice of Elementary School in Taichung City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/j96m8j.
Повний текст джерела東海大學
教育研究所在職專班
105
The main puropse of this study was aimed at explore the correlations between parents’ educational expectations and educational choice of elementary school in Taichung county. The questionnaire survey method was adopted. There were 501vaild data. The statistical procedure selected to analyze the data in this study were descriptive statistics, t-test, one-way ANOVA, Pearson’s Product-moment Correlation, and Stepwise Multiple Regression. The major results of this research are summarized as follows: 1.The parents’ educational expectations was above average with the highest score falling on the “Expectations of Moral and Interpersonal Relationship”. 2. The parents’ educational choice was above average with the highest score falling on the “Teacher Quality”and the lowest score on the “Public Relation”. 3. Educational expectations differ in the variables of gender, education ,monthly family income, children gender. 4. Educational choice differ in the variables of education, occupations. 5. Parents’ educational expectations and educational choice correlated positively and significantly. 6. Parents’ educational expectations can predict educational choice.
Yu, Su-Juen, and 俞素君. "A Study on the Allocation of Educational Expenditures in Taipei City." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/tz6j4b.
Повний текст джерела銘傳大學
公共事務學系碩士在職專班
96
This study aims at conducting a systemic investigation over criteria, current situation and future suggestion of allocation of Taipei government’s educational expenditures. The research adopts Delphi Method and Analytic Hierarchy Process (AHP) for undertaking analysis. First of all, the research has went through collection of relative documentary information, stretched a wide range of exploration on economy, finance, society and enactment for figuring out workable theoretic foundations to support allocation of educational expenditures and therefore compiled integral indexes related to principle of the said subject that further resulted in 4 major indexes as “economic development”, “educational policy”, “educational quality”, and “social needs”. Secondly, made an inquiry over specialized scholars based on Delphi Method for understanding their opinions, and then selected a total of 10 sub-index hierarchically descended from the foresaid 4 major indexes in purpose of composing as assessment index for allocation of the fund; moreover, constructed the frameworks for each of hierarchical indexes, and devised appropriate questionnaire in accordance with these frameworks for professionals and scholars specialized in the field of education to fill up; at the end, statistically calculated the outcome of the questionnaire by expert choice 11. After a comprehensive analysis, the research acquired a precise contrast between each level of schools for Taipei government’s allocation of educational expenditures. The result indicates that allocation of educational expenditure appears fairly equal in university/college and elementary/junior high school showing that the both levels of school are in the same importance; the next priorities are vocational high school and senior high school in order. Finally, based on the result of our study, adequate research comments and future orientation are advised.
Huang-Hong-Hsiang and 黃泓翔. "The Study of Parents’ Educational Choices for Preschool Special Needs Children in Taipei City and New Taipei City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/78441954945648998860.
Повний текст джерелаChang, Pei-Ling, and 張佩玲. "Taoyuan City, the former public school special education and early intervention and private educational institutions Service Mode." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/98326102488283005789.
Повний текст джерела元智大學
管理碩士在職專班
104
This purpose of this study is to analyze and compare the servicesfor children with disabilities between the age of 0 to 6 provided by the public preschool special education programs and the private early intervention organizations within Taoyuan City. The comparison and analsis will focus on regionaldistribution, services provided and servicing methods of the public programs and private organization.The results show most of the institutions, public either or private,are located in metropolitan area of the Taoyuan City such as Taoyuan region, Chong Li region and Bader region. The number of accepted students are far less than the number of children with disabilities that are actually in need of the service. Public preschool special educational programs provide education as main service and supplement by physiotherapy, whereas privateearly-interventionalorganizations provide the opposite. Since pre-schools are not compulsory, their main purpose is to serve parents' needs. These results suggest that the public pre-school special educational program and private early-interventional organization should consolidate with the local government on policy and practice, ensuring that the studentswith special needs have the proper education and service. The goal of providing a geographically close, convenient and burden free environment will mitigate the burden on family withspecial needs children when traveling to and from the organizations, while their can receive good education and physiotherapy. This is a goal that all special needs children and their families are hoping for. Key words:Early intervention ,Public pre-school special educational program , Private early intervention organization ,Servicing method
Yun, Kang Shwu, and 康淑雲. "The Investigation Of The Kindergarten Educational Choice Of Parents In Taipei City." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/74994130039897077767.
Повний текст джерела國立台北師範學院
幼兒教育學系碩士班
93
The purpose of this research was to investigate the relationship between early childhood education and the educational choice of parents: How does the content of education offered by kindergarten affect parents in Taipei in their educational choice? Which personal factors are the most important ones to influence their decision-making? According to the literature discussion result and material analysis, this research found 58 specialties and summed up 17 conclusions in the parents’ educational choice related to the content of the early childhood education offered by kindergarten, the personal factors that effect parents’ educational choice, and the differentiations in educational choice between the parents with different background variables (Kindergarten nature, relationship with the child, occupation, family income, education degree, administrative division.) For reaching the goal of this investigation, literature discussion and questionnaire survey were been employed by this research. Based on the administrative difference and preschools'' establishment nature, this investigator randomly surveyed 1,440 parents from different kindergartens by “Questionnaire of Kindergarten Educational Choice of Parents in Taipei.” With 81.5% withdrawing rate and 79.9% reliable rate, the data including 1,151 valid subjects was statistically analyzed by descriptive statistics, KR20 reliability analysis, one-way ANOVA, and Scheffe'' method. The major findings were as followings: 1. According to the result of this research, the content of early childhood education offered by kindergartens, the environment, equipment, educational foresight, and teaching- learning process were the most important factors, which influence the consideration of parents in Taipei in their educational choice for their children. 2. Children affection, qualified teachers and teaching process, and classroom and instruction are the most effective patterns in the decision-making of parents. 3. The content factors of early childhood education offered by kindergartens and the personal variable factors to educational choice of parents are statistically relative. 4. The education content factor and the different background variables like kindergarten nature, relationship to children, family income, occupation, education level and administrative area are significantly statistically relative. 5. Factors which influence kindergarten educational choice of parents and the different personal background variables like kindergarten nature, relationship to children, family income, occupation, education level and administrative area are significantly statically relative. 6. Parents of different kindergarten are significant different in their choice of education by the nature, the management, and the curriculum of kindergartens. 7. In curriculum, children’s learning, and environment & equipment choice of education, the result of this survey that come out from Children’s father and mother showed significant difference. 8. For the nature of kindergarten, there is a significantly difference between the people who are house-keepings and managers or executive staff in their company. 9. Comparing groups with different income, this research found that some of them show significantly difference in the nature and the scale of kindergarten. 10. Some groups with different education level show significantly difference comparing with the curriculum, the teachers, the nature, the scale and the instruction of the kindergartens 11. Parents in different districts have not been showing the significant difference in the choice of education. 12. For the parents of different kindergarten natures, the factors like convenience, curriculum content and pattern, learning environment program, shows remarkable difference. 13. The result of the questionnaire between Fathers and Mothers has significant difference in children’s experience and teacher factors. 14. Some professional groups present significant difference in the factors of convenience, curriculum content and pattern. 15. Some groups of different salary are significantly different in learning environment program, curriculum content and pattern, private reasons, children’s experience and teacher factors. 16. Learning environment program, curriculum content and pattern, private reasons, children’s experience and convenience factors exist significant difference in some groups of different education levels. 17. For some factors, '' Da-an District '' reveals significant difference with other districts. Based on these results mentioned above, this researcher forwarded 21 proposals separately to parents, kindergarten staff, and educational supervisors. Keywords:early childhood education, kindergarten, educational choice of parents
Stevens, Katharine. "Opening the Black Box: Government Teacher Workforce Policy in New York City." Thesis, 2013. https://doi.org/10.7916/D8GH9R59.
Повний текст джерелаHUI, LIN NAI, and 林乃慧. "The Study of Career Women''''s Development and Educational Needs in Kaohsiung City." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/74772008369947900601.
Повний текст джерелаTai, Pei-yun, and 戴珮筠. "Research on Adults’ Basic Educational Teaching Materials for Foreign Mates of Tainan City." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50016346995245227656.
Повний текст джерела國立臺南大學
國語文學系國語文教學碩士班
96
In the recent years, Taiwanese modern women are different from traditional ones. They would not limit themselves to stay at home and look after their husbands and children. Instead, modern Taiwanese women are becoming economically independent individuals. With the increase in selecting a mate’s additional conditions and the pressure to start a family with the continuation of the next generation, Taiwanese men begin to choose their mates for Southeast Asia or mainland China. However, large amount of foreign mates entering Taiwan have encountered many difficulties. One of the ways to help these foreign friends to integrate into the local life of Taiwan is by education and to learn the Chinese language. Therefore, one of the teaching materials for foreign mates published by the government of Tainan City called “Love of Tainan” was selected as the main material for this study. Furthermore, by using document analysis and interview, this study found out the following results: (1) Value the uses in daily life. (2) Teach as a whole chapter. (3) Include local customs and features. (4) Cooperate and coordinate with public facilities. (5) Use of practices. (6) Focus on the teaching of phonetics. (7) Communicate and share ideas to facilitate the exchange of cultures. (8) Provide abounding and different topics. Suggestions for further researches in this area: (1) In policy: (a) Encourage foreign mates to join study and research classes provided by different regions. (b) Provide unobstructed channels. (c) Encourage lifelong learning. (d) Plan and form complete sets measures. (e) Increase in the quality of teachers. (f) Set up more communication exchange activities. (g) Provide regular study and trainings for teachers. (h) Provide related teaching television programs. (2) In materials: (a) Create teaching manuals for teachers. (b) Provide materials and practices for supplemental teaching materials. (c) Develop teaching materials to support learning. (d) Include staffs from Southeast Asia for the development of materials. (e) Develop formative assessments for various levels of difficulties. (f) Unify and revise the materials as a whole. (g) Increase and revise the teaching contents. (h) Continuation in the development of supplemental teaching materials for learning. (i) Use of teaching materials with English phonetic markers. (j) Increase and develop the contents of common used languages. (k)Increase and develop teaching materials for checking dictionaries.
Shen, Shu-Ling, and 申淑玲. "The Investigation of the Kindergarten Educational Choice of Parents in New Taipei City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/00964259604524210862.
Повний текст джерела國立臺北教育大學
課程與教學研究所
103
Abstract The purpose of this study is to investigate the school choice preference of kindergarten parents in New Taipei City, and to examine the differences of school choice preference among parents with diverse backgrounds. A survey was conducted in the study with the questionnaire “The School Choice Survey of Kindergarten Parents in New Taipei City”. The population of the study was the parents or guardians of preschoolers in New Taipei City. Data were collected with the stratified cluster sampling. The sample size was 577. Statistical analyses were conducted including frequencies, percentages, means, standard deviations, independent sample t tests, and one-way ANOVAs. The results are as follows: 1. For kindergarten school choice, parents concern most in the followings: the teacher-student ratio; the instructional programs such as Montessori method, thematic instruction, or project instruction; the intimate and caring attitudes of teachers; the environmental sanitation; the reputation of the kindergarten; the preference of the child; the school hours; and the curriculum and instruction of the kindergarten. 2. Significant differences in school choice preference were found in kindergarten parents with difference backgrounds. a. Parents in public kindergartens affiliated with a public school would place more importance on the teacher quality than .parents in private kindergardens. b. Parents in individual public kindergardens would focus more on the preference of their children then parents in private kindergarten. c. Compared to parents, grandparents focus more on all factors of school choice, except curriculum and instruction. d. Unemployed parents would focus more on the marketing plan of the kindergarten, the preference of the child, and the conveniency of parents. e. Parents with a non-technical job would focus more on the marketing of the kindergarten. f. Parents with an educational level of elementary school would focus more on teacher quality, environmental factors, marketing, the preference of the child, and conveniency. g. Parents with the 4th level of socio-economic status would care more about the kindergarten marketing. h. Parents with an annual income more than 510 thousands New Taiwan dollars would focus more on curriculum and teacher quality. Key Words: School Choice, Kindergarten, Preschool Education
Tsou, Yi-Fang, and 鄒儀芳. "A Study of Taichung City Preschool Educators’ Behavioral Intention toward Choosing Educational Toys." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/a4235a.
Повний текст джерела國立嘉義大學
幼兒教育學系研究所
106
The choice and giving of educational toys is one of the important factors that can affect the cultivation of young children's learning ability. Preschool educators would choose appropriate educational toys to accompany young children’s learning and development, also to enhance children's ability. Hence, the purpose of this study is to explore the factors that may have influence on preschool educators’ behavioral intention and actual behavior of choosing educational toys. Through the basis of “Unified Theory of Acceptance and Use of Technology 2” Venkatesh et al. (2012) researcher develops theoretical framework that conforms to the purpose of the study. In this study, questionnaire survey was adopted, with private preschool educators of Taichung City as the research object, and total 194 valid questionnaires were collected. This study use SmartPLS3.0 to analyze the model constructed by the researcher. Results show that: (1) Performance expectancy has a positive impact on behavioral intention toward choosing toys, (2) Effort expectancy has a positive impact on behavioral intention toward choosing toys, (3) Social influence has a negative impact on behavior intention toward choosing toys, (4) Habits has a positive impact on behavior intention toward choosing toys, (5) Behavioral intention toward choosing toys has a positive impact on actual behavior of choosing toys.
Lo, Hsiao-Chun, and 羅曉君. "A study of Hualien City public middle school teachers,safety education in professional competence, attitudes and inservice educational needs." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/75150428234096827614.
Повний текст джерела國立東華大學
教育與潛能開發學系
104
The purpose of this research is to investigate the safety education in professional competence, attitudes and inservice educational needs of Hualien City public middle school teachers by questionnaires made by the researcher as research tool﹐called “Questionnaires of Hualien City public middle school teachers, safety education in professional competence, attitudes and inservice educational needs”. There are 395 questionnaires had been sent. Received 313 and 5 un-effective. Total are 308 effective questionnaires. There are 77.97% recovery rate. We surveyed 308 Hualien City public middle school teachers on their safety education in professional competence, attitudes and inservice educational needs. The statistical methods include descriptive statistics, One-way ANOVA, Pearson product-moment correlation and Multiple Linear Regression, we verified and analyzed the data obtained by the questionnaires. Finally, we have the results showed that 1.On safety education in professional competence, Hualien City public middle school teachers does not have a considerable degree of understanding. 2.The attitudes and inservice educational needs of Hualien City public middle school teachers are positive. 3.There’s obvious difference of Hualien City public middle school teachers’ safety education of professional competence in the variables as participating in at least one hour study of safety education. 4.There’s obvious difference of Hualien City public middle school teachers’ safety education of attitudes in the variables as gender, teaching seniority, current position and participating in at least one hour study of safety education. 5.There’s positive relation between safety education in professional competence and attitudes . There’s also positive relation between safety education in professional competence and inservice educational needs. There’s positive relation between safety education in attitudes and inservice educational needs. 6.Multiple regression analysis indicated that 4.5% of teachers’ safety education in professional competence can be predicted, based on the variables as participating in at least one hour study of safety education. 7.Multiple regression analysis indicated that 8.9% of teachers’ safety education in attitudes can be predicted, based on the variables as teaching seniority and participating in at least one hour study of safety education. 8.The safety education training that public middle school teachers want is learning or training activities for their own schools. 9.Most teachers consider the safety education into the formal curriculum by the Ministry of Education. According to the above results, respectively give recommendations to education administration authorities, school administration as well as further researcher to do future research in the future. 1.Increase safety education courses on the school, in order to strengthen the professional competence of safety education. 2.Teachers participate to study of safety education related studies, and provide teaching materials and teaching use. 3.Follow researchers study design, different approaches can be used to make more accurate inferences.