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Thematische Bibliographien / High need school / Dissertationen

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Dissertationen zum Thema „High need school“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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1

Chau, Suet-fong. „A study on contemporary principal competencies : what principals need to know : as perceived by secondary school teachers /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25751967.

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2

Szetela, Michelle. „The need for first-year composition in the high school classroom“. Thesis, Long Island University, The Brooklyn Center, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10590821.

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This thesis critically evaluates the essence of First Year Composition (FYC) and establishes the benefits a composition course would offer high school students. The intended purpose is to assess the feasibility of teaching FYC in the high school classroom and to consider views from the perspectives of students, teachers, and scholars in order to formulate a comprehensive conclusion. One key dispute in composition studies is whether students who write compositions as critical thinking assignmenfts actually become better critical writers and thinkers. Proponents argue that this method establishes better writing and thinking skills among college and university students, while critics argue that since these skills do not necessarily transfer to other courses and/or disciplines, FYC should either be abolished or largely revised. This thesis suggests that the benefits of FYC clearly outweigh the problems many have cited and that key mitigation measures can be used to improve FYC courses.

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Robles, Stephanie Zamora. „Equity for English Learners: Latin@ Leadership in High-Need Middle Schools“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703351/.

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The purpose of this qualitative, multiple case study was to explore the practices and behaviors of successful Latin@ principals in high-need Texas middle schools focusing on the following three areas: learning, leadership, and context. Varying qualities of leadership essential for leading high-need middle schools coupled with contextual factors such as policy and community were examined. More importantly, this research sought how successful Latin@ leaders promoted a culture of learning in high-need middle schools with a focus on English learners (ELs). High-need schools are defined as those presenting a context that challenges the success of students. The study on leadership in high-need schools focuses on an investigation of strategies principals in these schools may employ and determining ways in which high-need school leaders are prepared and supported. Factors affecting the condition in high-need schools may include: (a) student and community characteristics (e.g., ethnic minorities, mobility, poverty, non-native language speakers), (b) student performance (e.g., math and reading scores, graduation rates, attendance), and (c) other factors (e.g., teacher and leader turnover, staff morale, student engagement). The context of schools matters and effective leaders in high-need schools must be able to lead using contextually appropriate responses. Two Latina principals serving in high-need middle schools, in Texas, enhanced organizational and individual performance that fostered a culture of learning and equity for ELs as they supported teachers and created inclusive learning environments for students and families.

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Chau, Suet-fong, und 周雪芳. „A study on contemporary principal competencies: what principals need to know : as perceived by secondaryschool teachers“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962828.

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5

Tang, Pui-kwan, und 鄧佩君. „Voice problems of secondary school teachers and the need for preventative education“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206591.

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Voice problems are common among teachers due to their job characteristics. Thus, the quality of teaching, daily communication, emotion would be adversely affected. However, the past studies mainly focused on primary school and preschool teachers. There is lack of investigation on voice problems of secondary school teachers. Moreover, the need for voice use training for secondary school teachers was not addressed in the past. This study investigated the prevalence of voice problems in secondary school teachers in Hong Kong and the need for preventive education. A questionnaire was decided with domains in demographics, job natures, impact on voice disorders, risk factors, history of seeking help because of voice problems, view on different treatment options and opinion towards the need of voice protection training. Subjects were recruited from four local secondary schools in Hong Kong. 85 questionnaires were collected and analyzed. The results showed a high prevalence of voice disorders (75%) among secondary school teachers. Also it revealed different levels of impact on work performance, emotion and daily communication. Laryngitis was the only risk factor found to be significantly correlated with the voice disorder. On the other hand, the rate of seeking professional help and their knowledge about voice rehabilitation were low. Most of the respondents realized the need for voice protection training. It suggested that the voice problems of secondary school teachers should be highlighted and more voice protection information and voice training should be provided.
published_or_final_version
Surgery
Master
Master of Medical Sciences

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Duncan, Jacqueline Ng. „What Teachers in a High-Performing High School Need to Effectively Manage Workplace Stress| An Evaluation Study“. Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747400.

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While teacher stress is a topic that has been widely explored, there is a lack of research that focuses on teacher stress at high-performing schools. This study used Clark and Estes' gap analysis framework to examine what knowledge, motivation, and organizational resources teachers at a high-performance high school need to effectively manage workplace stress. Analysis of evidence from one-on-one interviews and researcher constructed documents revealed that while teachers had declarative knowledge of workplace stress and coping, they lacked the procedural and metacognitive knowledge needed to apply what they know. Furthermore, lack of self-efficacy and attainment value impeded teachers’ ability to manage workplace stress, especially in the face of high-performing expectations and work demands within a high-performing culture and setting. Lastly, inadequate resources also served as barriers to effective workplace stress management. To address these knowledge, motivation, and organizational needs, a comprehensive workplace stress management program that includes training, communities of practice, and peer model partnerships was recommended.

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7

Edwards, Chester Roy. „Designing Innovative Alternatives to Traditional High Schools: What Leaders Need to Know“. PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1036.

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The need for new and innovative alternatives to traditional high schools has never been greater. Never designed to graduate all students on time, traditional high schools and their high dropout rates have remained unchanged for the last 30 years. Improving secondary schooling for all young people is a worthwhile social and educational objective. Many school leaders want to create alternative high schools but may lack the knowledge of what to do, nor may they have a comprehensive design process to follow. The research question explored in this dissertation is: What do leaders in education need to know to design innovative alternatives to traditional high schools? This dissertation studied four aspects or assumptions that school leaders should understand when designing alternatives to traditional high schools: (a) consider all of the elements of successful alternative high schools, (b) start over conceptually when designing a new alternative high school, (c) use regional accreditation standards as a framework for design, and (d) begin design with the end in mind for program evaluation. Research literature topics of alternative education, organizational leadership, school accreditation standards, and program evaluation were reviewed. The research conducted was 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 research conducted in the R&D cycle was a process for designing alternative high schools. Qualitative and quantitative data collected from school leaders and designers during field tests was analyzed to improve a prototype of an alternative high school design process. An effective process that is ready for dissemination was the result of this research. A larger implication of the application of this process will be the improvement of high school experiences for all students through the creation of new designs for innovative forms of secondary schooling.

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Ye, Yincheng. „The Effect of Working Conditions on Teacher Effectiveness: Value-added Scores and Student Perception of Teaching“. Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71655.

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This dissertation presents a quantitative study of the effects of multiple aspects of working conditions on teacher effectiveness as measured by value-added scores and student perceptions of teaching. The data were derived from the 2009-2010 Teacher Working Condition Survey and Student Perception Survey in Measures of Effective Teaching (MET) Project. Using the structural equation modeling and other related methods, several models of teacher effectiveness were estimated. The results supported that instruction and classroom related working conditions at school played important role in effective teaching and student achievement gains in English language arts and mathematics. It was found that, after controlling for teachers' education degree and experience, instructional practice support had significant effect on teachers' value-added scores. Moreover, Classroom autonomy and support for student conduct management were found to have indirect effect on teacher value-added score mediated through the students' perceptions of teaching. In addition, student perceptions of teaching was found to be significantly worse in high-need schools than schools serving fewer minority students or students from low-incoming families, but teacher value-added score was not significantly different between the high versus low needs schools. The findings of the study significantly contributed to a better understanding of the effects of working environment and how these are related to teacher performance. The study has both theoretical and practical significance; it provided critical evidence that can be used by policy makers to promote teachers' performance, especially in high-needs schools.
Ph. D.

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Gargiulo, Vincent J. „Assessment of K-12 educators' awareness and need for online self-publishing services in the classroom /“. Online version of thesis, 2009. http://hdl.handle.net/1850/10981.

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10

Bloxom, Joan, und University of Lethbridge Faculty of Education. „What they need : delivery of career development to grade twelve students“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/144.

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Rapidly changing social and economic conditions can impart significant challenges to high school career decisions. Recent career education initiatives have been structured to support this school-to-work and school-to-post-secondary education transition. The student needs assessment focus of study allows a unique insight into the availability, delivery, and effectiveness of high school career programs. This research provides data from a nineteen-item Comprehensive Career Needs Survey, administered to 888, Southern Alberta grade 12 students. The results profile the student responses to questions on career plans after high school the meaning of occupation and career, career choice, reasons for career choice the importance of career planning, factors of encouragement and discouragement in career plans, and what would be most helpful in career plans. Questions on career hlep included the availability, use, and helpfulness of high school services, curriculum and resources, the peple helpful to career, the confidence in career plans after high school and the preferred work location. The results of this study suggest grade 12 students value career plans and the resources both people and informational, to support transitions. These students voice the need to have passion for career, and report a wide range of occupational choices. The large majority who plan post-secondary education or training expressed the need for diverse but specific career development services to support success in career. High school career development resources are available but the efficacy data suggest their under utilization or reports of not being fully helpful to career plans. An important finding is that career resources are used in the school setting but not the community. The results of this study have implications for the delivery of high school career programs and the development of the public policy on career services.
x, 149 leaves ; 29 cm.

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Chisolm, Lorenda Diane. „Social Justice Leadership That Matters| An Evaluation of School Leadership Practices in a High-Need Secondary School in Central America-Belize“. Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276282.

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Looking at education globally and identifying the role school leaders play in providing access to education, this research conceptualizes education utilizing a framework for school leadership that takes into account comparative and cultural understandings to teaching and learning. This stand-alone case study investigates the work of two women from North America who founded the first and only secondary school on Blue Cove Caye in Belize, Central America and their role as school leaders for social justice in providing equitable access to secondary education. Through the development of an innovative informal curriculum, these school leaders provide students with ‘windows of opportunities’ designed to close the opportunity gap and prepare students to contribute to the island’s eco-tourist economy.

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Budd, Sheryl Ann Martin. „“We Need A Design Team For That”: A Qualitative Case Study Of The Baldrige Process In A Small Town High School“. Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240356633.

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13

Mulrooney, Rhoda. „A study into the need for a bullying/harassment program at St. Stephen's High School, Stephenville, Newfoundland, Canada : a school psychology internship report /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62408.pdf.

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Jameson, Dawn. „An evaluation to determine the need to re-teach the keyboard at the high school level in Merrill, Wisconsin“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008jamesond.pdf.

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15

Barber, Ashley Lauren. „An Evaluation of Check-In/Check-Out with Accountability Tracking for At-Risk Students in a High-Need Elementary School“. Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4633.

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A multi-tiered system of supports offers a comprehensive model for the prevention of academic and behavior problems in schools. To date, research has emphasized the impact of universal and intensive interventions. However, the need for research on secondary or targeted group interventions (Tier 2) for those students who do not respond to the universal level of support is growing. This study evaluated CICO, a Tier 2 intervention, in improving student behavior when it is used with three elementary students from a high-need population and in conjunction with student accountability tracking, designed to promote parental involvement. Functional assessments indicated that all three students had attention-maintained problem behavior during instruction sessions. The study employed a concurrent multiple baseline design across students to assess the effects of CICO and CICO with accountability tracking on academic engagement and problem behavior. Results indicated that the team members were able to implement CICO with fidelity and their implementation of the intervention was effective in increasing academic engagement and reducing problem behavior. The CICO with accountability tracking implementation with one student contributed to further improvement of his target behaviors. These effects were shown to be maintained moderately well for two students who underwent fading. Results are discussed in terms of the study limitations and implications for practice and future research.

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Fraina, Michael G. III. „Examination of the Independent and Interactive Effects of Coach and Peer Influence Toward Need Satisfaction of High School Athletes in Urban Communities“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu148345562832916.

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17

Phillips, Gary F. „The perception of high school guidance personel [sic] of technology education and the placement of special need students in technology education classes“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002phillipsg.pdf.

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18

Randall, Michael H. „Information technology certification programs and perceptions of attitude and need by high school principals, information technology teachers, and information technology professionals in Ohio“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141334061.

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19

Petrauskienė, Lina. „Vyresniųjų klasių moksleivių teisinio švietimo poreikis“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120703_141815-52764.

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Visos žmonių visuomenės negali normaliai ir efektyviai gyvuoti, vystytis, tobulėti, jei jose nepaisomos galiojančios elgesio normos ir taisyklės. Vien todėl, kad gyvename valstybės forma organizuotoje ir teisės normų reguliuojamoje valstybėje, būtina užtikrinti sistemingą ir nuoseklų, kokybišką, visą visuomenę apimantį teisinį švietimą, kurio metu suteikiamos teisinės žinios, ugdomi gebėjimai ir vertybinės nuostatos, plėtojama teisinė sąmonė, sistemingai teikiama teisinė informacija ir konsultacijos.
All human societies cannot normally and efficiently exist, develop and improve, if in those societies are ignored the existing standards of conduct and rules. Just because we live in state form organized and by the rules of law regulated state, it is necessary to ensure a systematic and consistent, high quality, all society including legal education, which would provide the legal knowledge, develop skills and values, legal consciousness and systematically provide legal information and consultation.

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Henschel, Molly M. „A Multiple-Site Case Study of Two University Teacher Induction Programs Using Different Methods of Delivery“. VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4564.

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The literature shows that up to 50% of teachers will leave the profession within their first 5 years of teaching (Saka, Southerland, Kittleson, & Hutner, 2013). Although reasons for departure vary, Johnson and Kardos (2005) found schools with high-poverty and high-minority students display excessive rates of teacher turnover. Teacher induction programs were established to assist beginning teachers as they transition into their new professional career in an attempt to increase retention rates. This research aimed to explore beginning teachers from high need schools’ experiences with university-based PLC induction. A total of 23 teachers participated in the induction programs during the 2015 - 2016 academic year. This research provides findings from three different data sources: interview transcripts, surveys, and focus group transcripts. Data was collected to understand beginning teachers’ experience with induction, the types of support offered by the programs, their intentions to remain at their school, and their attitudes towards the method of program delivery. Findings indicate that the majority of the teachers had positive experiences with the two induction programs. Mostly, the teachers felt that induction provided emotional and personal support. According to the novice teachers, administrative support had the largest influence on their intentions to stay or leave their high need schools. As a result, the teachers provided mixed results as to induction’s impact on their decision to stay or leave their current school. Finally, the majority of teachers prefer in-person models to virtual models although there were advantages and disadvantages to both types of programs.

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Saveljevaitė, Jūratė. „Vyresniųjų klasių mokinių požiūris į profesionaliosios burnos higienos paslaugas“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100621_093625-00295.

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Darbo tikslas. Nustatyti ir įvertinti vyresniųjų klasių (IX-XII) mokinių žinias bei požiūrį į profesionaliosios burnos higienos paslaugas. Tyrimo metodika. Atlikta anoniminė anketinė mokinių apklausa keturiose Kauno miesto mokyklose, pasirinktose atsitiktinės atrankos būdu. Išdalinta 400 anketų. Anketas užpildė ir grąžino 373 respondentai (atsako dažnis 93,25 proc.). Kiekybinė duomenų analizė buvo atliekama naudojant SPSS 17.0 versijos statistinį paketą. Rezultatai. Mokiniai dantis valo du kartus per dieną (73,7 proc.). Merginos dažniau nei vaikinai valo dantis, naudoja tarpdančių siūlą, liežuvio granduką bei becukrę kramtomąją gumą. Dauguma (77,5 proc.) mano, jog dantų akmenys sukelia ėduonį, tik 38,3 proc. pritaria, kad sveikiems dantims ir dantenoms reikalinga dantų pasta su fluoru. Merginos statistiškai reikšmingai dažniau nei vaikinai galvoja, kad profesionalios burnos higienos procedūros, specialūs burnos priežiūros kabinetai ir pamokos apie burnos sveikatą yra reikalingos. Trečdalis (30,8 proc.) mokinių nežino, kur turėtų kreiptis dėl profesionalios burnos higienos procedūros. Daugumai mokinių (82,6 proc.) informacijos apie burnos ertmės priežiūrą suteikia odontologas/burnos higienistas, 44,0 proc. tėvai, 10,2 proc. mokyklos sveikatos priežiūros specialistas, 9,7 proc. mokytojai. Daugiau nei pusė (59,8 proc.) respondentų naudojasi profesionalios burnos higienos procedūromis, gimnazijų dažniau nei vidurių mokiniai. Dažniausia profesionalios burnos higienos procedūrų... [toliau žr. visą tekstą]
Aim of the study. Identify and evaluate the senior classes (IX-XII) students' knowledge and attitudes to oral hygiene and professional services. Methods. An anonymous survey of students in four schools in Kaunas was conducted and selected at random. Distributed 400 questionnaires. Questionnaires filled in and returned by 373 respondents (response rate 93.25 %). Quantitative data analysis was performed using SPSS version 17.0 statistical package. Results. Students clean their teeth twice a day (73.7 %). Girls clean their teeth more frequently than boys, using dental floss, tongue cleaner and chewing gum. The majority (77.5 %) believes that dental caries is caused by calculi, only 38.3 % supports a toothpaste with fluoride is necessary to mantain healthy teeth and gums. Girls significantly more often than boys, think that professional oral hygiene procedures, special oral care classrooms and lessons on oral health are needed. One-third (30.8 %) students don't know where to apply for professional oral hygiene procedures. Information about oral health care for most students is provided by dentist or dental hygienist (82.6 %), parents 44.0 %, School Health Specialist - 10.2 %, teachers - 9.7 %.. More than half (59.8 %) respondents use professional oral hygiene procedures, gymnasium students more than high school students. Reasons for refusal among students of the most frequent professional oral hygiene procedures is a high price (36.5 %). It was claimed more by high school rather... [to full text]

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Ricard, Nathalie. „Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-Regulation“. Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20046.

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How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

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Too, 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.

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Law, Lai-ming Teresa. „Guidance training needs and support : class teachers' perception /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.

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Williams, Elna B. Padavil George. „An examination of the perceived staff development needs of teachers in a midwestern urban high school implementing a four block schedule“. Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927779.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 21, 2006. Dissertation Committee: George A. Padavil (chair), Deloris Henry, Rodney Riegle, David Tucker. Includes bibliographical references (leaves 112-117) and abstract. Also available in print.

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Koran, Carol Marie, und University of Lethbridge Faculty of Education. „School climate and student affective needs : a descriptive study of four junior high schools“. Thesis, Lethbridge, AB : University of Lethbridge, Faculty of Education, 1989, 1989. http://hdl.handle.net/10133/20.

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Research has demonstrated that school climate has a significant impact on several student outcomes. Positive school climate is associated with the development of positive self-concept in students, increased feelings of attachment and commitment to the school, and overall satisfaction with the school experience. This study described the school climate of four urban junior high schools, with specific attention to climate factors related to the affective development of students. The sample consisted of 506 Grade 9 students. Students' perceptions of their school's climate were measured with a standard climate questionnaire, the Effective School Battery. In addition, the principals of each school were interviewed in order to provide additional insight into the school's philosophy of education, school policies, and other aspects related to affective school climate. The data collected was used to determine if junior high schools exhibited school climates which addressed the affective needs of their students. The student responses indicated generally positive feelings about their schools. The fours schools rated high to average in the areas of Safety, Planning and Action, Clarity of Rules, Extra-curricular Program, and Student Influence. Areas in which the majority of schools rated below average or low included Respect for Students, and School Rewards. Interviews with principals revealed that affective development was considered to be an important component of junior high education. In addition, principals tended to support the findings from the student surveys. The findings illustrate that these schools have generally positive school climates as perceived by the students. Students feel comfortable and secure in the school environment, are aware of the rules guiding their behavior and tend to be involved in a variety of school activities. The areas which schools need to improve include increasing positive reinforcement and rewards for students, and ensuring that students feel they are treated with respect and dignity in their interactions with school personnel.
xi, 113 leaves ; 28 cm.

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Lau, Kwan-ying. „Professional development for secondary school principals : a qualitative study of perceptions and needs /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22330409.

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28

Chan, Lai-yin Dora. „Could the current professional training programme meet the needs of the professional development of newly appointed secondary school principals?“ Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963328.

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29

Kan, Lai-fong Flora. „Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong the implication for school administration /“. Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627243.

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30

Too, So Kwok-chun, und 朱蘇國珍. „Staff development needs in a sample of Anglican secondary schools in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955745.

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31

Pierce, LaRue A. „High school special needs students attitudes about inclusion“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf.

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32

Law, Lai-ming Teresa, und 羅麗明. „Guidance training needs and support: class teachers' perception“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961757.

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33

Wilson, Patricia Lynn. „Educational strategies meet the needs of Juvenile offenders“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1984.

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34

Fu, Chen-Chang. „Technical training needs assessment of Wisconsin high school technology coordinators“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fuc.pdf.

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35

Kregel, Elizabeth Ann. „Addressing the Social, Emotional, and Academic Needs of Gifted High School Students“. University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438706219.

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36

Edwards, Maria Margaretha. „A higher education association as pathway to teacher resilience in high risk rural schools“. Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60942.

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The purpose of this study was to contribute to knowledge on teacher resilience in terms of protective resources and risk factors in rural schools by exploring the significance of higher education institutions (HEI) with rural school teachers. In the comparative case study, following a constructivist meta-theory and Participatory Reflection and Action (PRA) methodology, I used Place-based Social Mobility System theory as lens to compare teacher experiences of purposively sampled teachers (n = 6) in conveniently sampled rural schools (n = 2) with a long-term university-association to those of teachers (n = 12, male = 5, female = 7) in rural schools ( n = 4) in the same school-district without a long-term university-association. Data sources included PRA-interview data and face to face semi-structured teacher-interviews as well as observation data of the rural school context. Following inductive in-case and cross-case thematic analysis, informed by a constructivist grounded theory, it was apparent that, irrespective of a university-association, teachers shared similar experiences of protective resources and risk factors when teaching in a rural context. Feedback from the HEI members rather than parental and student feedback was valued and a lack of knowledge regarding obtaining sponsors and funds to sustain a HE intervention was identified as a constraint. A finding which merits further investigation is that the expectation from teachers in schools without a HEI association to potentially gain from a future association serves as protective resource of hope to promote teacher resilience. In contrast to other studies I found that using instructional resources available in a resource-constrained school setting, a lower student-teacher ratio, low community crime, financial compensation and informal teacher development activities as conducive to teacher resilience. Teachers were silent on the role that teacher illness and personal difficulties play in the development of teacher resilience; how teachers utilise student relationships as a protective resource; the role of hobbies and extracurricular activities in teacher resilience; and, lastly, how the effect of the unstable education system and policy demands on rural education advances/not teacher resilience.
Thesis (PhD)--University of Pretoria, 2016.
Educational Psychology
PhD
Unrestricted

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37

Fiske, Edward, Jane Mallison und Dave Hatcher. „Fiske 250 Words Every High School Graduate Needs to Know“. Digital Commons @ East Tennessee State University, 2011. https://www.amzn.com/1402260814/.

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Here are the 250 most important words students need to know to be successful in college and beyond, from the former education editor of the New York Times and a leading authority on college admissions. Each entry contains information on the word origin, a complete definition, and example sentences, making it both the perfect gift for high school graduation and an effective tool for expanding a student's vocabulary, increasing word comprehension, and honing their writing skills. This is the perfect book for giving young adults entering college or starting a career a clear advantage before they begin
https://dc.etsu.edu/alumni_books/1025/thumbnail.jpg

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Kwong, Hung-piu. „The needs of integration & inclusive education in the Hong Kong context“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190598.

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39

Sahr, Kristian S. „A curriculum need study for alternative power transmission systems in Wisconsin high schools“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999sahrk.pdf.

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40

Moquin, Jaime R. „A comprehensive literature analysis of why the American high school curriculum needs national structure“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008moquinj.pdf.

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41

Tutty, Chris. „A shackled heart teacher aides' experience of supporting students with high needs in regular classes : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science at Auckland University of Technology, December 2003“. Full thesis. Abstract, 2003.

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Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003.
Appendices A, B and C not included in e-thesis. Also held in print (173 leaves, 30 cm.) in Akoranga Theses Collection (T 317.14124 TUT)

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42

ISHIKAWA, Michiko, und 美智子石川. „高校の特別なニーズ教育に関する諸外国の実態と日本の課題 : コーディネーターの役割を中心に“. 名古屋大学大学院教育発達科学研究科, 2010. http://hdl.handle.net/2237/16149.

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43

Mailandt, Werner, und University of Lethbridge Faculty of Education. „Comprehensive guidance : student and parent perceptions of junior high student needs“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002, 2002. http://hdl.handle.net/10133/190.

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A needs assessment was conducted to identify top priorities for the development of a Comprehensive Guidance Program (CGP). The assessment was given to junior high students (grades 7-9) and their parents. This thesis is a comparison of students' and parents' perceptions of the needs of students in junior high school setting. The findings indicate the parents and students shared similar views on themes of support for career and future plans, concern for more information on health issues, and concerns of what servics the school should provide. However students' and parents' individual needs were not similar. A Spearman Rho test showed a very low overall correlation between the ranking of needs of the two groups. The findings led to the recommendation that thematic similarities should guide the development of programs and that community support should be sought to address individual priorities identified by each group. A major benefit of the study was the development of a process for the engagement of the community in school development. Further investigation may be needed to help understand the differences in the parents' and students' perceptions.
viii, 120 leaves ; 29 cm.

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44

Chan, Lai-yin Dora, und 陳麗燕. „Could the current professional training programme meet the needs of the professional development of newly appointed secondary schoolprincipals?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963328.

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45

Lee, Chi-kwong Paul, und 李志光. „A study of deputy heads' view on school-based in-service teacher educational needs: implications for the roleof professional tutors in Hong Kong secondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3195649X.

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46

Lau, Kwan-ying, und 劉群英. „Professional development for secondary school principals: a qualitative study of perceptions and needs“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196168X.

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47

Fourie, Johannes Jakobus. „Tourism and leisure needs of high school learners in Potchefstroom / Jaco Fourie“. Thesis, North-West University, 2006. http://hdl.handle.net/10394/1685.

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48

Lee, Ana Elisa. „School Personnel Perspectives on Supporting Teachers of Students with Social-Emotional and Academic Needs“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7311.

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Thirty percent of elementary schools that serve underprivileged students in a Texas school district are considered low-performing according to state standards in the 2016 2017 school year. Little is known about the perspectives on the support teachers need while teaching students with high social-emotional and academic needs. The purpose of this general qualitative study was to examine perspectives on principal support for teachers who teach these populations. Data were collected through interviewing 9 teachers, 3 principals, 3 counselors, 3 instructional coaches, and 1 district academic leader. Social cognitive theory, role theory, and cognitive evaluation theory constituted the conceptual framework. Individual interviews were conducted, transcribed, and coded. Teachers’ top 5 supports were “follow through with school systems,” “trust in teachers by the principal,” “teacher collaboration with the principal,” “principal stands up for teachers,” and “principal has a lending ear.” Principals identified “budget for human resources,” “follow through with school systems,” “teacher collaboration with the principal,” “professional development opportunities,” and “planning time,” “trust in teachers from principal,” and “leading by example” were tied in the fifth ranking. School and district personnel identified “professional development opportunities,” “follow through with school systems,” “budget for human resources,” “principal has a lending ear” and “lead by example” were tied in 4th, and “principal is visible” was fifth on their list. These findings contribute to positive social change by informing the education field about positive support systems that ultimately enhance learning of students with high social-emotional and academic needs.

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Ellender, Philip James. „Transition to secondary school by children with special educational needs“. Thesis, University of Northampton, 2014. http://nectar.northampton.ac.uk/8856/.

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50

劉珍齡. „A Study on High School Students’ Need and Preference of 2010 Home Economics Senior High School Curriculum Guideline:“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/xk7kdx.

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碩士
國立臺灣師範大學
人類發展與家庭學系
96
The evolution of curriculum is subject to the change of time, environment, and objectives of education. Such an evolution must be continued; it cannot be done once and for all. With the rapid changes in the society and education, the key to successful curricula lies in teachers’ awareness. Modern education is learner-centered, so it is very meaningful to explore teacher’s assessment on students’ need and preference of new curricular design. Thus, after the publication of the 2010 high school curriculum guideline, this study designed a questionnaire on home economics teachers’ awareness of students’ need and preference of the 2010 home economics senior high school curriculum guideline. Home economics teachers from 319 public and private high schools in Taiwan were surveyed in order to explore: teacher’s assessment on students’ need and preference of 2010 home economics senior high school curriculum guideline, and the differences between the assessments of need and preference; the assessment differences between students’ need and preference from home economics teachers of different backgrounds; and the correlation of the home economics teachers’ assessment on students’ need and preference on 2010 home economics senior high school curriculum guideline. The findings of the research include: 1. high school home economics teachers’ assessment on students’ need and preference of 2010 home economics senior high school curriculum guideline is above normal; 2. the assessment on need is above that of preference; 3. the teachers’ assessment on the curriculum is subject to their backgrounds, such as the involvement in the school’s curricular development committee, education background, on-job training hours, and whether the school is private or public; 4. teachers’ assessment on student’s need and preference of 2010 home economics senior high school curriculum guideline is positively correlated.

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