Дисертації з теми "Higher secondary schools"
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Williams, George M. "Machiavellian Attitudes Acknowledged by Principals of Tennessee Secondary Schools." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2827.
Повний текст джерелаRepetylo, Anna H., and n/a. "Factors influencing retention rates in secondary schools within the Wollongong region." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061107.122538.
Повний текст джерелаKinley, Gyeltshen Wee Rawang. "Opinions of teachers and school management board on management of higher secondary schools in Thimphu Bhutan /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838017.pdf.
Повний текст джерелаBeauregard, Joshua M. "The Causal Impact of Attending High Tech High’s High Schools on Postsecondary Enrollment." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519639.
Повний текст джерелаWoods, Christopher. "New dogs old tricks : the influence and impact of learning styles preferences on the learning and development of PGCE English trainees." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/191799/.
Повний текст джерелаKhan, Rubina. "An evaluation of the writing component of the higher secondary English syllabus in Bangladesh." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36399/.
Повний текст джерелаTalbi, Mohammed Tahar. "An information processing approach to the investigation of mathematical problem solving at secondary and university levels." Thesis, University of Glasgow, 1990. http://theses.gla.ac.uk/6569/.
Повний текст джерелаAsghar, Jabreel. "Critical investigation into a textbook for actual and potential uses in Pakistani higher secondary education." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3612/.
Повний текст джерелаLawson, Hilary. "Young people constructing identities in the transition to higher education." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6287/.
Повний текст джерелаOomen, Anna Maria Francisca Adriana. "Parental involvement in career education and guidance in senior general secondary schools in the Netherlands." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/623103.
Повний текст джерелаPerez, Consuela. "Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505152/.
Повний текст джерелаVillaire, Nathaniel Elias. "A comparison of the performance of students prepared for study at Old Dominion University through a developmental program with those accepted directly from secondary schools." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618290.
Повний текст джерелаLanderos, Margarita. "A phenomenological study of counselors helping underrepresented students from Los Angeles charter high schools access and persist in higher education." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701999.
Повний текст джерелаThere were dual purposes of this qualitative phenomenological study. The first purpose was to describe and compare the goals, design, implementation, and outcomes of college counseling programs in college preparatory charter high schools in Los Angeles as experienced and shared by high school college counselors. The second purpose was to explore what college preparatory charter high school college counselors perceive to be the most important components in a charter high school college-going culture to assist underrepresented students with access to college and preparation to persist in higher education. This phenomenological study utilized interviews to collect data. The one-on-one interviews were with college counselors at Los Angeles college-preparatory charter high schools where at least 60% of students are from underrepresented backgrounds. The 9 interview questions were developed to learn about the goals, design, implementation, and outcomes of college counseling programs at the participants? high schools. The questions were also designed to learn about what counselors perceive as important components in a college-going culture to help underrepresented students access and persist in higher education. The study yielded 5 conclusions. First, students and families from underrepresented backgrounds rely on their schools to inform them about the college preparation process. Second, parental involvement helps hold students academically accountable and helps them pursue higher education. Third, individualized academic advising is critical for student success. Fourth, charter high schools provide insight to address student-to-counselor ratios, which influence the quality of high school college counseling programs. Lastly, students? ability to adapt and navigate changes in academic rigor, social environment, and academic community impacts their college access and persistence. The study yielded 4 recommendations. First, states, districts, and schools are encouraged to continue to address student-to-counselor ratios to enable personalized college counseling that students need. Second, it is advised that counselors have conversations about college in collaboration with parents. Third, it is recommended that schools provide opportunities via their college counseling programs to expose students to individuals from different backgrounds and to different environments. Finally, it is suggested that high schools challenge students academically to help them prepare for the academic rigor of higher education.
Hordosy, Rita. "What do we know about what school leavers and graduates are doing? : a European perspective on data production and utilisation." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4505/.
Повний текст джерелаDube, Carolina. "Implementing education for sustainable development : the role of geography in South African secondary schools." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71683.
Повний текст джерелаIncludes bibliography
ENGLISH ABSTRACT: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning of environmental education and education for sustainable development (EE and ESD) in schools is one of the main responses to the worsening state of the global environment. Environmental concerns are integrated into the South African school curricula; in the General Education and Training (Grades R-9) (GET) and Further Education and Training (FET) phases through the principles that underpin the curricula such as social justice, a healthy environment, human rights and inclusivity. While a cross-curricula approach to teaching and learning is followed in the GET phase, environmental concerns are infused in each subject at FET level. Because geography deals with human-environment relationships and is interdisciplinary, it is considered to be one of the main vehicles for teaching EE and ESD. To respond to the need for better teaching and learning of EE and ESD during the DESD, the main aim of this research project was to find out how EE and ESD are being implemented through the geography curriculum in South African secondary schools at FET level. The investigation sought answers to questions related to: opportunities for teaching EE and ESD in the geography National Curriculum Statement; the geography teachers’ perspectives on EE and ESD; the extent to which the teachers incorporate the teaching of EE and ESD in the geography lessons; pedagogical approaches used by the geography teachers; and, the barriers to teaching environmental concerns through the geography curriculum. A qualitative case study research design, underpinned by the interpretive research paradigm, was used. A sample of 10 senior geography teachers comprising 8 males and 2 females participated in the study. They were drawn from five Western Cape secondary schools selected through purposeful sampling in such a way that the sample of schools is representative of the socio-economic and sociocultural context of the Western Cape as far as possible. Data were generated from biographic questionnaires and semi-structured interviews. Data were also generated from lesson observation and the analysis of documents such as the geography NCS, work schedules and lesson plans. The use of different research instruments ensured the triangulation of data sources in order to address issues of validity and reliability. The qualitative data were then analysed through thematic analysis. The study found that the sustainable development theme is central to the curriculum. Additionally, strategies of implementing EE and ESD such as the enquiry approach, the issues-based approach and the need to impart critical thinking skills are suggested in the curriculum. The teacher participants experience conceptual barriers concerning the nature of EE and ESD and that of notion of integrated geography promoted by the curriculum document. As a result, some of the teacher participants have difficulties in identifying EE and ESD themes in the curriculum document and incorporating them in the lessons. Furthermore, the teacher participants have difficulties in distinguishing learner activities from learnercentred approaches underpinned by constructivist learning theories as observed by Janse van Rensburg & Lotz-Sisitka (2000) and in using the enquiry learning approach. Some teacher participants prefer using traditional teacher-centred approaches which enable them to finish syllabuses in time for examinations. The use of learner-centred approaches such as fieldwork is hindered by barriers such as shortage of resources, class time, large classes, deteriorating discipline, heavy workload and policy contradiction. This study revealed a gap between policy rhetoric and practice in the teacher participants’ efforts to implement EE and ESD through the geography NCS.
AFRIKAANSE OPSOMMING: Beter omgewingsopvoeding-onderrig en -leer van volhoubare ontwikkeling (OO/OVO) in skole is een van die hoofresponse op die toenemende agteruitgang in die toestand van die wêreldomgewing in die Dekade van Opvoeding vir Volhoubare Ontwikkeling (DOVO) (2004-2015). OO/OVO is geïntegreer in die Suid-Afrikaanse skoolkurrikulum; in die Algemene Onderwys en Opleidingfase (Grade R tot 9) (AOO) en die Verdere Onderwys en Opleidingsfase (VOO) deur die beginsels wat die leerplan onderlê soos sosiale geregtigheid, ‘n gesonde omgewing, menseregte en inklusiwiteit. Alhoewel ‘n kruiskurrikulêre benadering tot onderrig en leer in die AOO-fase gevolg word, word OO/OVO by elke vak op die VOO-vlak geïntegreer. Omdat geografie oor mens-omgewingverhoudings handel en interdissiplinêr is, word die vak as een van die hoofvoertuie vir die onderwys van OO/OVO beskou. Om op die behoefte vir beter onderrig en leer van OO/OVO tydens die DOVO te reageer, is die hoofdoel van hierdie navorsingsprojek om vas te stel hoe OO/OVO deur die geografiekurrikulum in Suid-Afrikaanse sekondêre skole op VOO-vlak geïmplimenteer word. Die ondersoek het antwoorde gesoek op vrae wat verband hou met: geleenthede vir die onderrig van OO/OVO in die geografie Nasionale Kurrikulumverklaring (NKV); die perspektiewe van geografie-onderwysers oor OO/OVO; die mate waartoe onderwysers die onderrig van OO/OVO in geografie-lesse inkorporeer; die pedagogiese benaderings wat geografie-onderwysers gebruik; en die hindernisse ten opsigte van die onderrig van OO/OVO in die geografie-kurrikulum. ‘n Kwalitatiewe gevallestudie-navorsingsontwerp, ondersteun deur die interpretatiewe navorsingsparadigma, is ingespan. ‘n Steekproef van 10 senior geografie-onderwysers, bestaande uit agt mans en twee vroue is by die studie betrek. Hulle is uit vyf Wes-Kaapse sekondêre skole geselekteer deur middel van doelgerigte steekproefneming op so ‘n wyse dat die monster van skole so ver moontlik die sosiaal-ekonomiese en sosiaal-kulturele kontekste van die Wes-Kaap weerspieël. Inligting is verkry uit biografiese vraelyste en semi-gestruktureerde onderhoude, asook deur waarneming van lesse en deur die ontleding van dokumente soos die NKV vir geografie, werkskedules en lesplanne. Die van verskillende navorsingsinstrumente is gebruik ter ondersteunin van die triangulasie van data ten einde geldigheids- en betroubaarheidskwessies aan te spreek. Die kwalitatiewe data is daarna aan tematiese ontleding onderwerp. Die studie bevind dat volhoubare ontwikkeling ‘n sentrale tema in die kurrikulum is. Daarbenewens word strategieë om OO/OVO te implementeer, soos die ondersoekleerbenadering, die kwessiegebaseerde benadering en die behoefte om kritiese denkvaardighede te ontwikkel, in die kurrikulum voorgestel. Die onderwyserdeelnemers ervaar konseptuele hindernisse met betrekking tot die aard van OO/OVO en die nosie van geïntegreerde geografie wat die kurrikulumdokument bevorder. Gevolglik vind sommige onderwyserdeelnemers dit moeilik om OO/OVO in die leerplandokument te identifiseer en in hul lesse te inkorporeer. Verder ondervind die onderwyserdeelnemers probleme om leerderaktiwiteite te onderskei van die leerdergesentreerde benaderings wat onderlê word deur konstruktiwistiese leerteorieë soos deur Janse van Rensburg & Lotz-Sisitka (2000) waargeneem en om die ondersoekleerbenadering te gebruik. Sommige onderwyserdeelnemers verkies om tradisionele onderwysergesentreerde benaderings wat hulle in staat stel om kurrikula betyds vir eksamens af te handel. Die gebruik van leerdergesentreerde benaderings soos veldwerk word gestrem deur belemmeringe soos hulpbrontekorte, beperkte klastyd, groot klassse, verswakkende dissipline, hoë werklading en teenstrydighede in die beleid. Die studie het ‘n gaping tussen beleidsretoriek en die praktyk in die onderwyserdeelnemers se pogings om OO/OVO te implementeer wat in die geografie NKV ingewerk is, uitgewys.
Totakhail, Jannat Gul. "Students' Absenteeism in Afghan Schools : Parents' and teachers' views about the causes of students' absenteeism and strategies used to tackle absenteeism in higher secondary classes of Kabul city schools." Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37179.
Повний текст джерелаTEMP
Mohammed, A. M. M. "Error-based interlinguistic comparisons as a learner-centred technique of teaching English grammar to Arab students." Thesis, University of Salford, 1991. http://usir.salford.ac.uk/2143/.
Повний текст джерелаSorby, Janet, and n/a. "ASCIS subject headings and student terminology : the relationship between the subject headings used in manual school library catalogues in New South Wales and the subject access terms generated by NSW Higher School Certificate syllabus documents, textbooks and examination questions." University of Canberra. Communication, 1989. http://erl.canberra.edu.au./public/adt-AUC20050516.152713.
Повний текст джерелаHinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.
Повний текст джерелаAlternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.
This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.
The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.
Al-Ahmadi, Fatheya Mahmood. "The development of scientific thinking with senior school physics students." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/241/.
Повний текст джерелаPh.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
Drummond, Urvi. "Music education in South African Schools after apartheid : teacher perceptions of Western and African music." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6298/.
Повний текст джерелаClarke, Linda Colleen. "A critical analysis of the examining of poetry in the English First Language Higher Grade course at senior secondary level in Cape Education Department schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003354.
Повний текст джерелаJones, Colin Howard. "What factors contribute to success and failure in the First Year at Medical School?" Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30996/.
Повний текст джерелаLameu, Paula Cristina. "Education ICT assemblage : encounters of discourses, emotions, affects, subjects, and their productive forces." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7629/.
Повний текст джерелаO'Hara, J. Martin (John Martin) 1922. "Student attitude towards school in Quebec English secondary schools." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55623.
Повний текст джерелаAchoka, Judith Serah K. "The role of the secondary school principal in Quebec English schools /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59817.
Повний текст джерелаRole ambiguity appeared to be non-existent in the principalship. Expectations and conflicts were identified with regard to students, teachers, parents, community members, and principal's superiors. The principalship was clearly more a managerial than leadership role. Principals were responders to a series of problems and issues. They orchestrated responses. Instructional leadership was not a part of their role.
Chun, Wai-tak Theresa. "The role of leadership from the learning organization perspective : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596105.
Повний текст джерелаDeece, Alan T., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Secondary school organisation : a view through the lens of a principal." THESIS_CAESS_EDU_Deece_A.xml, 2004. http://handle.uws.edu.au:8081/1959.7/583.
Повний текст джерелаDoctor of Education (D. Ed.)
Nung, Tai-fai Paul. "Subject department effectiveness a case study of three secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2345717X.
Повний текст джерелаConbeer, Derek John. "An evaluation of the selection of English schools foundation secondary school teachers." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803617X.
Повний текст джерелаLeung, Chi-kin Michael. "Principal's leadership style, teachers' morale and school effectiveness : perceptions of teachers in aided secondary schools /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554487.
Повний текст джерелаWong, Shiu-tao Stephen. "Secondary school prototype." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947953.
Повний текст джерелаAl-Farsi, Said Nasser. "Omani school head teachers views of effectiveness of school leadership of secondary schools in Oman." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2611/.
Повний текст джерелаToo, So Kwok-chun. "Staff development needs in a sample of Anglican secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035243.
Повний текст джерелаUnderhill, Jodie. "Musical participation and school diversity : an ethnography of six secondary schools." Thesis, Keele University, 2015. http://eprints.keele.ac.uk/2239/.
Повний текст джерелаFan, Chi-man Cliff. "The impact of school culture on the appraisal system the case study of an aided secondary school /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37308713.
Повний текст джерелаShae, Wan-chaw. "A sociological study of authority in two secondary schools in Hong Kong /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14362910.
Повний текст джерелаLeung, Sau-kuen. "Organizational climate in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17605088.
Повний текст джерелаSmall, Lauren E. "Secondary school administrative teams : issues and processes." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32944.
Повний текст джерелаThe purpose of the study was to contribute to the understanding of school administrative teams and to shed some light on the nature and function of these teams through a study of their administrative team meetings.
As a qualitative descriptive study, this research involved 24 secondary school administrators. Data collection techniques included postal surveys to gather initial descriptive data, followed by telephone interviews that allowed for more in-depth discussion of issues faced by the principals and their administrative team.
The findings provide strong evidence of the complexity of the nature of secondary school principals, work and the importance of working collaboratively with their administrative colleagues.
The study has implications for the preparation of aspiring educational administrators, as well as those who currently hold these roles in today's schools.
Drawii, Judy Tatu. "Cult on the rise? Students' perspectives on cult issues in secondary and national high schools in Papua New Guinea." The University of Waikato, 2008. http://hdl.handle.net/10289/2239.
Повний текст джерелаGoodwin, Rebecca H. "On the edge of chaos a Delphi study of the changing role of the secondary principal /." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2301.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains viii, 263 p. Vita. Includes abstract. Includes bibliographical references (p. 187-211).
Wong, Shiu-tao Stephen, and 黃紹滔. "Secondary school prototype." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985531.
Повний текст джерелаThomas, Michael. "The secondary principalship: administrators' perceptions of pre- and post-service barriers to effectiveness." Youngstown State University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996756860.
Повний текст джерелаBrewer, Sally. "School plays in secondary schools : an exploration of student and teacher perspectives." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/37717/.
Повний текст джерелаVarquez, Paolo. "Career development activities of school counselors at predominantly Latino high schools." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065198.
Повний текст джерелаThis embedded case study explored and described the delivery of career development activities by high school counselors (n=9) at predominantly Latino high schools within a Southern California school district. Using the ASCA National Standards as a guide, participants were queried about their adherence to said standards. The following themes emerged: (a) The Need for Parental Involvement in Students’ Education, (b) Counselors’ Barriers to Delivering Career Development Activities, (3) Perceptions of a Potential Career Development Course, (4) Career Exploration, (5) and Lack of Accountability for ASCA Standards. The results from the questionnaire highlighted inconsistency among the participants’ delivery of career development competencies. Limitations include a small sample size and questionnaire flaws. Implications include the need to track fidelity for ASCA National Standards, improve parental involvement, reduce non-counseling tasks, and reduce the student-to-school counselor ratio. Recommendations for future research for educators in predominantly Latino high schools are provided.
Liu, Shun-ho Winnie. "Teacher recruitment and selection in Hong Kong aided secondary schools : implications for school management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035401.
Повний текст джерелаMcLeod, Charles Ruffin. "Secondary school climate: Using an ecological perspective." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184722.
Повний текст джерелаTsang, Po-chu. "Respectable criminals : an exploratory study of copyright infringement among secondary school teachers in Hong Kong /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22030554.
Повний текст джерелаSteinmetz-Benton, Micheala A. "Differences in the Dual Credit Experience between High School and Institutions of Higher Education." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425857.
Повний текст джерелаDual credit courses are college-level courses offered to high school students which are accepted for both high school and college credit (Hughes, 2016). Dual credit positively impacts students by reducing the time to complete a degree, enhancing the high school curriculum, increasing college accessibility, and lessening educational financial burdens (Hughes, 2016). The intention of this study was to survey adjunct instructors who have taught in both high school and college environments to determine their opinions of differences that exist between secondary and postsecondary dual credit experiences. College administrators were also interviewed to obtain insight into any variability of dual credit courses between offerings at high school and college locations. This study was intended to close gaps in the research regarding differences in resources, instruction, and environments between dual credit experiences on high school or college campuses, according to instructors and administrators. Data were gathered from instructors and administrators employed by a Midwestern community college to examine variations of components related to dual credit. Teachers noted differences in social environments, laboratories or lab-based classrooms, financial support, and student services. Administrators focused on accessibility and the need for growth regarding professional development. Study results can be used to further develop dual credit programs and increase quality for students who enroll.
Chan, Yin-chun. "School deviance and the role of the discipline master in some Hong Kong secondary schools." [Hong Kong : University of Hong Kong], 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12840907.
Повний текст джерела