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Taylor, Brett D. "The organizational adaptation of online schools in traditional school districts." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/71.
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The purpose of this study is to examine how traditional school districts create online schools and how they navigate contingencies to establish online organizational structures. This study uses the theoretical framework of contingency theory to understand how school districts structurally adapt to internal and external factors, or contingencies to establish new online schools. This multiple case study collected data from three online schools in California that have opened in the past two to seven years. While some research exists concerning the challenges of creating online schools, little has been done as to the challenges and factors that traditional school districts encounter in creating and organizing online schools. The findings from this study revealed that online schools must adapt to contingencies through adaptation features. These identified features were divided into categories that included addressing the context; systems planning, management, and leadership; and in-process adaptability. These findings have important implications for traditional school districts with online schools or exploring the option of creating an online school, as well as for policy makers who help define the contingencies online schools face.
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Hodgson, Philip. "Crime or conformity : strategies of adaptation to school exclusion." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391025.
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During the 1990's the number of young people being permanently excluded from school increased from 2910 (1990-91) to a peak of 12700 (1996-1997). This increase coincided with the resurgence of the debate centring on lawless and delinquent youth. With the publication of Young People and Crime (Graham and Bowling, 1995) and Misspent Youth (Audit Commission, 1996) the role of school exclusion in delinquency causation appears to have become widely accepted within youth justice thinking. Indeed, and despite the limited research evidence available, the common sense assumption that school exclusion inexorably promotes crime received wide support, something which has resulted in the excluded pupil being portrayed as a latter day folk devil. This research seeks to question this taken-for-granted assumption. By drawing upon what can be broadly described as a refutationist approach, the research questions the causal priority of school exclusion in youth crime. Research interviews were conducted with 56 young people who had experience of being excluded from school. Self-report questions revealed that 40 young people had offended of whom 28 had been cautioned or prosecuted for an offence. Despite the high levels of offending present within the sample the research findings suggest that exclusion is not itself a causal factor with 90% (36) of those young people who had offended reporting onset that commenced prior to their first exclusion. Moreover, 50 (89%) of the total number of young people stated that they were no more likely to commit crime since being excluded. Indeed - and rather significantly, for 31 (55.4%) respondents it appeared that due to the imposition of parental sanction, offending was likely to reduce during their exclusion as they were" grounded" for the whole exclusion period. Moreover, interviews with the young people also revealed that in addition to school exclusion a number of other identified "risk" factors were present in the lives of most of the young people within the sample (see for example Farrington, 1996; Youth Justice Board, 2001). The research concludes that whilst the relationship between school exclusion and crime is highly complex it is certainly neither a sufficient nor a necessary condition for a young person to commit crime.
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Toulan, Omar N. (Omar Nohad). "Adaptation to environmental shocks : internationalization responses to market liberalization." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10354.
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McCaffree, Alison Dale 1970. "Matching company growth to skill adaptation levels." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80372.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 1999.Includes bibliographical references (p. 65-66).
by Alison Dale McCaffree.
S.M.
M.B.A.
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Gallivan, Michael J. (Michael John). "Reskilling IS professionals : individual and organizational adaptation to software process innovations." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10346.
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Torquati, Julia Celestine. "An investigation of processes of adaptation in homeless school-aged children." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187003.
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A transactional stress model including stressors associated with homelessness, and social and personal resources of primary caregivers and children was examined in the present investigation. An ethnically heterogenous sample of thirty-eight primary caregivers and a target child between the ages of 6 and 12 who were currently experiencing a housing crisis participated. Positive and negative caregiving were investigated via path analyses as mediators of the influence of stress on three indices of children's psychosocial adaptation: (1) mental health; (2) adaptation to school; and (3) externalizing behavior. Although positive caregiving did not significantly mediate stress for any of the indices of children's psychosocial adaptation, negative caregiving significantly mediated the relationship between stress and children's adaptation to school. Primary caregivers' mental health and self-esteem were examined as mediators of the relationship between stressors, social supports, and caregiving. Caregivers' mental health was significantly predicted by stressors, and marginally related to caregiving; caregivers' self-esteem significantly mediated negative but not positive caregiving. Locus of control and self-esteem of children were examined as mediators of the relationship between caregiving, general social support, and the three indices of children's psychosocial adaptation identified above. Children's locus of control was a significant mediator for children's mental health and adaptation to school. Children's self-esteem was not a significant mediator in any of the models.
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Papaioannou, Vasiliki I. "Teachers’ experiences in a UK international school : the challenges of adaptation." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/3777/.
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This research is a qualitative case study which explores teachers’ past and present experiences and beliefs in a multilingual, UK International School: ‘Dombey School’. This school employs teachers from eight nationalities and enrols students from more. Two research questions guided this study: In what ways (if any) are teachers’ experiences in such a multilingual school distinctive? Is there any evidence that the multilingual – multicultural identity of such a school offers particular advantages or disadvantages to teachers in terms of work or professional development? Semi-structured interviews with forty-seven secondary cycle teachers shed light on their educational and teaching backgrounds and explore their experiences in a school dedicated to the promotion of multilingual and multicultural education. Fieldnotes, memos, classroom observation and documents were also used as data in the study. This research explores teachers’ cultural differences and their impact on teachers’ work, relationships and adaptation to the school. It also highlights some of the professional challenges faced by teachers in a culturally diverse context which draws them towards linguistic and cultural ghettoes. Teachers’ behaviours in the school are explained in terms of Hofstede’s four dimensional model (1986) and the analysis also draws on other work by Hofstede as well as that of Triandis. My findings discuss teachers’ values and attitudes in the school taking into account the individuality and the particular characteristics of the existent school culture. This thesis points to the need for cross-cultural teacher training programmes and an induction phase in schools of this sort in order to help teachers acquire skills which will help them respect and appreciate cultural differences, prepare them to teach in a school of cultural and linguistic diversity and lead to their successful integration into the school culture. The conclusion highlights the neglect of teachers’ needs compared to the importance given to students in this type of education.
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Hatzichristou, Chryse, and Diether Hopf. "School adaptation of Greek children after remigration : age differences in multiple domains." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2009/1687/.
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The aim of the study is to explore the patterns of adjustment of Greek remigrant children (coming from the former Federal Republic of Germany) as compared to their peers in the Greek public schools. Teacher, peer, and self-ratings were used and achievement data were obtained. The sample consisted of two age groups, elementary and secondary school students of public schools in Greece. The remigrant students were divided into two groups ("early return" and "late return") based on the year of return to Greece, and the control group consisted of all the classmates of the students. Return students were found to experience problems mainly in school performance. Contrary to the authors' hypotheses, remigrant students do not seem to experience any severe interpersonal or intrapersonal problems as compared to their local peers, indicating a rather smooth psychosocial adjustment. The authors' findings underscore the importance of the right time for remigration.
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Zhou, Yuchun. "Understanding of international graduate students' academic adaptation to a U.S. graduate school." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1269127068.
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Kristin, Blair. "Stress adaptation in school-aged children hospitalized with type 1 diabetes mellitus." Connect to resource, 2008. http://hdl.handle.net/1811/32225.
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Cevallos, Pedro Felipe. "A case study with Green Dot Public Schools on managing the tension between fidelity and adaptation when scaling-up." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1932068151&sid=7&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Sadeghi, Mohsen Mir Mohammad. "Peer relations and school adjustment : a longitudinal study of Iranian adolescents' adaptation after transfer to a new school." Thesis, UCL Institute of Education (IOE), 2012. http://eprints.ioe.ac.uk/20703/.
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This thesis is based on a longitudinal study of the Iranian pre-adolescents entering junior high school in Iran. It looks at the effect of peer relationships on school adjustment using a non-experimental design. The importance of adjustment to school and its consequences to a child's development has been documented in previous research. Moreover, it can be argued that school adjustment becomes even more essential after transfer to a new school. One of the major contributors to school adjustment is the child's relationship with peers. Studies on peer relationships consider three major aspects for that; friendship, sociometric status and relationships in cliques. However, such aspects have seldom been studied simultaneously. Additionally, a considerable body of literature exists concerning social networks that can be successfully utilised to examine children's relationships in the school. Social networks provide a good opportunity to develop an understanding of children's relationships. This study endeavours to determine associations between the aspects of a child's relationships and adjustment to school using some terminology and methods from the social networks literature. This study draws upon data on 389 participants from first year of junior high schools in Iran. The data was collected at the beginning of the 2008-09 school year and again at the conclusion of the school year. The longitudinal design of the study facilitated the comparison between the two timeframes and the opportunity to measure the effects of the three relationship types on different aspects of school adjustment. Results depict meaningful associations between the two domains of this study (i.e. peer relations and school adjustment) and emphasize the role that children's peer relations can have on their adaption. The study also reveals the importance of including different types of peer relations collectively in the research. Implications for practice and direction for future research are suggested based on the findings.
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Kelby, Jeffrey R. "Freshman Advisory Groups at Marietta High School: An Examination and Exploration of the Effect on School Connectedness and Adaptation to High School." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241125716.
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Sikes, P. J. "The mid-career teacher : Adaptation and motivation in a contracting secondary school system." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374178.
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Krutholm, Tommy. "En kvalitativ undersökning om infärgning ur matematiklärarens perspektiv. : Är infärgning den ultimata lösningen för ett G i matematik A för fordonselever?" Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-2666.
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In this study the reader will learn how to work with student adaptation as a method for students to easier study and learn mathematics at a vocational school focusing on vehicle maintenance. This secondary school is located in the southern part of Sweden. Four math teachers who teach at this program use in-depth interview when it comes into explaining what they mean regarding adaptation and its role in teaching this students and helping them pass the course. This is very much a topic of today and has been so for some time. We hear about reports which reveals alarmingly low levels of know light which continue to drop especially at vocational programs in particular in mathematic. The math teachers describe specific obstacles and circumstances which in their experiences will limit their teaching options and alternatives and therefore will also limit the adaptation and its role. One may say in general that adaptation not necessarily is a method with an obvious template to follow so many various players will have to be involved in the teaching. This holds true with regards to all various aspects of learning. The student is here by enabled to see and experience the full picture of the program and the subject in question. No matter what the subject is, focus will always be the goal of the program and the students’ future careers. There are questions as to whether there may be conflicts of interest between the various actors involved in the learning process.
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Tay, Michelle Karen. "Curriculum adaptation in the English curriculum by the Singapore International School in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961964.
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Roh, Jae Hun. "User adaptation of a networked technology : internet CNN Newsroom in a high school classroom." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/42669.
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Kgatshe, Mphoentle. "Indigenous re-form: Change and adaptation in a new school in new Xade, Botswana." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12955.
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Includes bibliographical references.The objective of this M.Arch dissertation is to study the Ghanzi District, Botswana. Because of the few developments and small population in the area, it might be perceived as a place with little to offer architecturally. I am interested in uncovering the contextual layers (landscape and cultures) in this area that could inform and improve the architecture there. The main objective is to investigate an accommodating architecture that allows the Basarwa (Bushmen in Botswana) to be integrated into the mainstream Batswana, but still allow for them to lead their daily traditional lives and express their id entity in ways consistent with their own values.
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Huang, Shu Yun, and 黃舒筠. "Investigation of Hemophiliac Children’s Adaptation To School Life." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56252608321235089896.
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碩士亞洲大學
資訊工程學系碩士在職專班
103
Abstract The purpose of this study is to investigate hemophilia children’s school life adaptation and compare their school life adaptation with healthy children’s. Thirty hemophilia children and ninety-nine healthy children from the third grade in the elementary school to the third grade in the junior high school were enrolled by purposive sampling. Data were collected by questionnaires and then analyzed by descriptive and inferential statistics through SPSS / Window 8.0 software and StatXact statistical program. The major findings of the study were as follows: 1.There was significant difference between hemophilia children’s school life and healthy children in learning adaptation, while no significant differences in terms of regulation adaptation, peer relationship, and teacher-student relationship and overall adaptation to school. 2.Hemophilia children who study in elementary school have better school life adaptation than those who study in junior high school. There were no significant differences between hemophilia children’s school life and family background variables, such as parental level of education, parents’ socio-economic status, parenting styles, and participation of support groups. 3. There were no significant differences between hemophilia children’s school life adaptation and disease variables, such as hemophilia types, regular replacement therapy with clotting factor concentrates, the degree of clotting factor. In conclusion, the findings of this study may help us to better understand about the adjustment problems. It can serve as a guideline for nursing education, medical professionals and parents to take care of hemophiliac children.
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Wan-Ping, Lo, and 羅婉萍. "The Research on the New Female Immigrants’ living space Adaptation and Their Children’s School Adaptation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/59573167413834595673.
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碩士華梵大學
建築學系碩士班
100
The purpose of this research is to explore the status of new female immigrants’ living space adaptation and their children’s school adaptation, including their context and relation. The research adopts to collect relevant materials, with depth interview, observation and documents analysis. The interviewees are new female immigrants and their children’s teachers. The researcher sums up the conclusions “the status of new female immigrants’ living space adaptation and their children’s school adaptation” through interview and the result of data analysis. Now, state it as follows: (A)The level of the new immigrant women’s education isn’t high. They should improve their text reading and writing abilities. Otherwise, they can’t guide their children’s studies. (B)The marriage relationship and the way the couples get along will make the family atmosphere. Those affect their children’s personality and social life. (C) Inheriting from native family to teach their children. Improve the way parents teach. Different teaching styles make children have different habits and attitudes. (D)Their children’s education resources are determined by the social and economic status. Moreover, the time they can keep company with their children is effected by working time. (E) Keeping good relationship with teachers can help them understand their children’s behavior. According to the researchers found, make the following recommendations: First, for the Government's proposals (A) Develop the teachers and the institutions to teach new immigrant spouses Chinese. (B) Organizing vocational training courses, counseling, licensing exams, and employment assistance. (C) Strengthen the education of new immigrant mothers on the reading and writing in Chinese. (D) Advocacy multiculturalism and strengthen parenting education for new immigrant spouse. Second, for educational institutions and personnel of the proposed (A) Overcome the communication barriers between parents and teachers by implementing the home visits. (B) The timely resources provision of resources, continuous tracking and care. Third, for the proposed future research (A) In the study of choice, new immigrants male (B) In the study of choice, first marriage but the new immigrant women as a stepmother. (C) In the study of choice, new immigrant women and their children in different areas. Keywords: new immigrant women, living space, adaptation, school adaptation
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黃保勝. "A Study of School Living Adaptation for Transfer Students in the Elememtary Schools." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/70016202307553161776.
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碩士國立台中師範學院
國民教育研究所
85
The purposes of this study were to investigate the school living adaptation of the transfer students in the elementary schools. In this study, the survey method was used. The samples were 244 transfer students of 6 public elementary schools in Taichung city by using stratified random sampling method. The measuring instruments include "Discipline and Education Attitude Questionnaire for Parents","Teachers'''' Leadership behavior Questionnaire" and "School Living Adaptation Scale". The obtained data was treated by SPSS/PC+statistic package, and various statistic methods were used to analyze the obtained data according to different hypothesis. According to data analysis, the study found the following results: 1.Among the transfer students of the elementary schools, the girls are significant superior to the boys in the adaptation for learning and ordinary rule, the relationship between teacher and student, the attitude toward school, and the general adaptation. 2.The 3-grades transfer students are significant superior to the 5-grades transfer students in the adaptation for learning, the relationship between teacher and student, the attitude toward school, the peer relationship, the mental adaptation and the general adaptation. 3.The transfer students of different family socio-economic status have significant difference in the adaptation for school living. 4.Because of the parents'''' different discipline and education attitude, the transfer students have significant difference in the adaptation for learning, the peer relationship, the mental adaptation and the general adaptation. 5.Because the situation that the transfer students living with parents is different, the transfer students have significant difference in the adaptation for learning, the mental adaptation, the relationship between teacher and student, and the general adaptation. 6.With students'''' perception for teacher'''' leadership style is different, the school living adaptation of the transfer students who belong to democratic style high score are significant superior to the transfer students who belong to democratic style low score. 7.The transfer students of female teacher class are significant superior to The transfer students of male teacher class in the adaptation for learning, the relationship between teacher and student, and the general adaptation. 8.Not because of teacher''''s different servire seniority, the school living adaptation of the transfer students has significant difference. 9.Not because of teacher''''s different professional guidance background, the school living adptation of the transfer students has significant difference. 10.The academic achievement of the transfer students has significant positive correlation with every parts of the school living adaptation and the general adaptation. 11.The school living adapotation of the transfer students has significant positive correlation with parents'''' discipline and education attitude of "concerm", The correlation with parents'''' discipline education attitude of "authority"does''''t reach the significant level. 12.The school living adaptation of the transfer students has significant positive correlation with students'''' perception for teacher'''' leadership style belonging to democratic style. 13.The five variables including grade, parents'''' discipline and education attitude of "authority", democratic leadership style of home room teacher, authoritative leadership style of home room teacher can interpret 31.28% of the total variation. According to the findings and conclusions above, this study offers some suggestions and references for education administration, parents, elementary school teachers and later reachers.
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MING, JU-FANG, and 朱芳敏. "The study of the school life adaptation for gift children entering school ahead." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/06288495268222032019.
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碩士國立臺北教育大學
特殊教育學系碩士班
94
The research aims at studying the school life of gifted children who enter school ahead of time in Taipei county area. Effective samples totally include of 66 teachers and 61 students, and study tools consist of three parts. First, a form made in duplicate to give to teachers and students to fill in, separately. Second is“, interview outline “of teachers and parents“. Some contents of questionnaire adopt quantitative analysis, and the contents of interview adopt the qualitative analysis. The result of study is as follows: First, students’ analysis: 1. Studying area: 80.3% of children study in their originally studying area, and 19.7% of children cross district to study. 2. Family's social class level: children account for mostly with high social class level (81.8%), secondly middle class level (15.2%), and lower class lever accounts for only 3%. 3. Birth preface: Rank the eldest child accounts for 51.7 %, rank the second child accounts for 33.3%, and rank the third child takes 15 %. 4. Weight and height: Children's height that enters school ahead of time is equal to children of the right age to school accounts for 43.9%. Children's height that enters school ahead of time is lower than children of the right age to school accounts for 56.1%. Children's weight that enters school ahead of time is equal to children of the right age to account for 33.3%, is less than accounting for 66.7% of the children of the right age. Second, teachers’ analysis: 1. Teacher sex and the grade of teaching: There are 63 female teachers (97%), and 3 male teachers (3%) served as 35 of the first grade, 22 of the second grade, and 9 of the third grade. 2 .The teacher takes on the top student's teaching experience: Serving as the teacher entering school ahead of time has 12.1%, has had 4.5% to serve as the teacher of top-student class. 3. Teacher's view of the system for entering school ahead of time: 64.6% with approval, 24.6% with objection, and 10.8% with other suggestion. Third, students’ life adaptation: 1.Students’ comment by oneself: There are the attitude towards studies 95.1% suits well, 4.9% is not good enough. The study performance to have 93.4% suits well, 6.6% is not good enough. There is the interpersonal relationships 91.8% suit well, 8.2% is not good enough. There is the life situation at school 90.2% suits well, 9.8% is not good enough. Ш 2. Teachers’ comment: There are the attitude towards studies 95.5% suits well, 4.5% is not good enough. The study performance to have 92.4% suits well, 7.6% is not good enough. There is the interpersonal relationships 93.9% suit well, 6.1% is not good enough. There is the life situation at school 97% suits well, 3% is not good enough. Fourth, the difference for the adaptation of school life: Studying area, children's sex, time of entering school, weight and height are as dependant variables; school life is as independent variable. Using ‘’One sample t test‘’ to analyze their differences; and using ‘’one way ANOVA F test ’’to assay the differences between grade, born in preface from school life. Its result is as follows: 1. There is no significant difference between student's sex and school life. Girl students' average is all higher than that of the boy student. 2. Time of entering school, children's height and weight, and studying area makes no significant difference between the adaptation of school life. 3. Grade makes significant difference between the study performance and the adaptation of school. The average increases with the grade gradually besides interpersonal relationships. 4. Born in preface makes significant difference between the adaptation of school life. Fifth, the qualitative analysis of school life adaptation: 1. 97% of the children can arrive to school on time, and 3% of the children can late still. They are with steady mood. 2. Mostly expect much, attentive oneself in attitude towards study, self, careless, divert one's attention, not positive one or two. 3. It is mostly excellent that the study performance, 9% is still unable to keep up with at present of the same generation. Their studying difficulty is related to hold pens and write, and little relationship with the subjects such as mother language or computer. 4. Behavior of interpersonal relationships with the same generation keeps well more, a few keep relation (18%) that drifts apart relatively with the teacher. Sixth, the suggestion and view of teachers and parents: 1. The most view of teachers and parents agree this system and the process of screening. 2. To provide bring-up information, offer consultation, follow-up these gifted students, and improve teaching resources for them.
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Hsiung, Ching-Ying, and 熊靜櫻. "Study of School Adaptation among Students after Elimination and Merge of Primary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7338a8.
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碩士國立臺東大學
教育學系(所)
96
Abstract The primary purpose of this study is to investigate the present conditions and problems of students with school adaptation when transferred to other schools for study after primary school is eliminated and merged. And it would appreciate the counseling measures the school offers to adapt to the school. The endowment of school adaptation can be found into three aspects: first, personal psychological adaptation; second, interpersonal relationship adaptation; third, adaptation of curriculum learning. This study will be conducted with qualitative manner, and interview, document analysis, site observation, and other methods to collect information. Then, reflection, and joint discussions with professors and school teachers are carried out to enhance the reliability of this study. Based on the analyzed results, the primary findings of this study are found as follows: I. School adaptation of student A. Personal psychological adaptation a. When confronted with new and strange environment, students cannot obtain satisfaction of psychological demands when the school is eliminated and merged. b. The self-concept of Hsiao Yi and Hsiao Hsuan is clear, but the self-concept of Hsial Yu is relatively feeble. c. Emotional expression of Hsiao Yi and Hsia Hsuan is stable, but the emotion expression of Hsiao Yu is not stable. B. Interpersonal relationship adaptation a. There is diverse development of peer interaction; Hsiao Yi and Hsiao Hsuan considered of the moderate type, while Hsiao Yi is of the isolated type. b. Teacher and student interaction is not as close as it used to be, while female adapts relatively better. C. Adaptation of curriculum learning a. Instruction model, and teach expectation affect student performance. b. Curriculum becomes more difficult and heavier workload of assignment lead to lower completion of school assignment and homework. c. Students of different learning attitude and performance with school assignment depend on the difference of internal and external controlling belief. d. Preference for artistic or technical curriculum. II. Counseling measures of school A. Personal psychological adaptation: provide psychological construction for the students, render suitable encourage and praise, enhance sense of self-achievement, increase parent and student communications to jointly assist students to cope with school life. B. Interpersonal relationship adaptation: enhance understanding and interaction between student and teacher, and for the isolated students make use of teaching activity to increase interaction relationship among the peer students. C. Adaptation of curriculum learning: conducted repeated teaching and supplementary instruction to assist them learning. At the end, substantial suggestions are put forth for the reference of teachers, school, and education administration authorities, and future suggestions for research are proposed. Keywords: school elimination and merge, school adaptation
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LING, SUNG PEI, and 宋佩陵. "A Study on the Cultural Capital and School Adaptation of Elementary School Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68571322130283182089.
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碩士國立屏東教育大學
教育行政研究所
95
This research aims to investigate cultural capital holdings and school-adaptation of primary school students. Research analysis focuses on the relationship built between family cultural capital holdings and the school-adaptation of students. After adapting an quantitative methodology, this research intends to explore how family background makes difference on students cultural capital holdings and school-adaptation, and correlation between cultural capital holdings and school-adaptation. The main purpose is to predict various patterns of school adaptations of students via discussing different family backgrounds and cultural capital holdings going with primary school students. Research observations are obtained by questionnaire. The questionnaire is designed according to related literature reviews, and 1166 school children in Ping-dong country are selected as research samples. Among those who are selected, 1166 primary school students, 574 are in the fourth-grade of primary school, and the rest 592 are located in the sixth-grade of primary school. Eventually, 1162 valid questionnaires have been returned, which comes to a return rate by 99.7%. With coding from participants, statistics- mean, standard deviation, and t-test have been adapted as testing different variations. Furthermore, we investigate relationship between dependent and independent variables by using analysis one-way analysis of variance (ANOVA), Prudut-moment correlation, and stepwise multiple regression analysis. Following research findings are obtained: 1. Cultural capital holdings and school-adaptation situation of primary school children are fairly good in Ping-dong county. 2. Cultural capital holdings of middle-grade school children are higher than those of high-grade school children; middle-grade school-children get adapted to school better than high-grade school-children. 3. Girls have higher cultural capital holdings than boys, and girls get adapted to school better than boys. 4. School children from complete-structured families have higher cultural capital holdings than those from incomplete-structured families. 5. Completeness of family structure and residence area is not significantly influential with the relationship between school children and schoolteachers. 6. School children with two siblings and above have significant dilution effect only on cultural participation; however, the number of siblings does not have effect on other aspects and school-adaptation of these children. 7. School children with high socio-economic status have higher cultural capital holdings than those with middle or low socio-economic status. 8. School children in urban area have higher cultural capital holdings than those in rural area; also, school children in urban area get adapted to school better than those in rural area. 9. Cultural capital holdings of school children are highly correlated with their adaptation to schools. 10. School-adaptation of school children can be effectively foreseen by their cultural capital holdings; particularly, learning habits of school children has a highest foreseeing capability with children’s school-adaptation. According to aforementioned findings, I propose a few practical suggestions to the education authorities, school administrators, educators, and children’s parents.
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CHEW, CHUEN-SLENG, and 周春昇. "The School Adaptation of Non-Chinese Students in Malaysia Chinese Independent Secondary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/26372375512335573063.
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碩士國立臺南大學
教育學系教育經營與管理碩博士班
104
As living in Malaysia with multi-races, languages, religions and so on, accompanying with living experience and the study life in Taiwan, have really inspired the intention of designing this study. The study is designed to assist those non-Chinese students to draw out their adaptation life in school and its influencing factors. In addition, the changes of these non-Chinese students are appreciated to know. Thus, the study attempts to figure out the details with Institutional Ethnography, in-depth interview and textual analysis to discover the ruling relations behind those various experiences of them. The study found that there are gaps individually among those non-Chinese students in school adaptation because of the factors of family, school and religion. Family factors consist of parenting styles and parental expectations. Furthermore, school factors include the insufficiency of resources, teachers' professional and their multicultural literacy while religious factors are those doctrine which practiced in all aspects of daily life. There are four major aspects of non-Chinese students that influenced varyingly to produce disjunctions by Independent high school in orderly as religion, ethnic self-identity, personal thinking mode and family communication. Moreover, the Malay students have three requirements such as establishing ‘prayer room’, selling ‘halal’ food which can be concluded into their religion sector and paying more attention on the Malaysian government public examination, SPM. Lastly, the ruling relations that staggered control in the school adaptation of non-Chinese students are inner factors which include personal background and religion while outer factors like teachers’ professional and multicultural literacy of all school members.
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Wu, Shao-Wen, and 吳韶雯. "New immigration children school adaptation and coping strategy search." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/61814405014864844545.
Full textAbstract:
碩士國立臺北教育大學
教育政策與管理研究所
95
The main purpose of this research is for discussing the elementary school teachers’ perceptions and in accordance to the strategy use situation which to the new immigration children school adaptation condition, the new immigration children education question originates, according to provides the teacher and the correlation educator achievement counsels reference the new immigration children. From arranges "the new immigration children school adaptation condition take the researcher and its adjusts the questioning volume in accordance to the strategy" as to study the tool, picks the ratio lamination simple sampling way, as executes take the Taibei public national elementary school teachers measures the object, fills in answers the material distinction narration statistical analysis, the independent sample mean value t test, statistical method and so on single factor variation number analysis carries on the material analysis, obtains the following to study the conclusion: 1. The new immigration children school adaptation condition is good, tends to on the degree. 2. Background and so on sex, period of service, incumbent duty, school scale variable can affect the elementary school teachers’ perceptions of the new immigration children school adaptation condition. 3. The new immigration children education has it diligently space in the teachers aspect. 4. The new immigration children education has its improvement space in the curriculum and the teaching aspect. 5. New immigration children education question has its improvement space in the relationship between teachers and guardians. 6. The new immigration children education question has its improvement space in the administrative support aspect. 7. The different background varialbe can affect the elementary school teachers’ perceptions of the new immigration children education question origin. 8. The new immigration children education question tends to on the degree of frequency of use in accordance to the strategy, "seeks the change" the strategy frequency of use to be highest 9. Background and so on sex, period of service, incumbent duty variable can affect the elementary school teachers’ newly to immigrate the children education question of frequency of use in accordance to the strategy. According to the findings, this research puts forward the correlation proposal, so as to will provide the educational administration institution, the teachers cultivates the organization, the national elementary school, the national elementary school teacher as well as the future is connected reference the research.
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Chen, Ling-Tzu, and 陳伶姿. "A Case Study on New Immigrant Children’s School Adaptation." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/29988675941980666956.
Full textAbstract:
碩士東海大學
教育研究所
95
After the new immigrant children enter the elementary school, they experience more difficulties than the common children under the culture shock in the school mainstream situation, and the problems that they meet in the school are also more complicated. The purpose of this study is to explore the school life experience and adaptation of the new immigrant children. Two new immigrant children in an elementary school in Taichung City are studied. In order to understand learning adjustment, society adjustment and psychological adjustment of the immigrant children from the first grade to the fifth grade, participating observations, document analysis, and in-depth interviews are adopted as data collecting methods. Conclusions are made as followed: 1. The first and fifth grades are two crucial stages which affect the case students’ school adaptation. 2. The insufficiency of family cultural capital and family social capital are two important factors which affect the case students’ school adaptation. 3. Improving the communication between teachers and parents, and establishing social support network for their family are helpful strategies to the case students’ school adaptation. 4. The case students’ classmates play an important role in the case students’ school adaptation. 5. Promoting multicultural literacy of adults (including teachers, school personnel, neighbors…) can help the new immigrant children’s school adaptation. Based on the results, some suggestions are made for elementary schools and teachers.
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HSIEH, MIN-YEN, and 謝旻晏. "Gender Identity and Social Adaptation to High School Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/jse38m.
Full textAbstract:
碩士逢甲大學
公共事務與社會創新研究所
106
With more and more democracy, open mind, the freedom of speech, gender issues have been a hot topic to be discussed nowadays. Gender equality and gender identity have become global trends as well. The present research methods is to use gender identity and social adaptation as the base to analize the relevance of inclinations, gender identities of junior high school students in Taiwan. The purposes of the study is to : First, to discuss procedures in any stage that junior high students’ affect their gender identies. Second, how junior school students deal with the challenges when facing social environment around them, especially at school and at home. The methods of the study intially uses literature reviews through books, journals, relative research thesis, information on the net and so forth.Then,through read,organize, and analyze the data by the researcher. Besides, the researcher uses conception sampling add up snowball way to contact and have a depth interviews with five research objects. Combine with all the research results: First, the inclination of homosexual gender identity develops different for junior schoiol students. Though they proceeded four stages, but through family factors, self concepts and peers that affect their developments of gender identity. Second, during the social adaptation for junior high school stuents, family and school are the longest place they just contact and stay. The study found that the links and functions of one family will affect junior high students’ explicit behaviors. Also, the accpetance of their peers and teachers at school afterwards affect the way of their self-adjustments at campus. So, they do moderate adjustments by the means of feedbacks given by family and school to get harmony with social environment.
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LIN, CHIEN-JU, and 林倩如. "Spontaneity, Psychological Adaptation and Workplace Stress of School Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/g5st47.
Full textAbstract:
碩士國立雲林科技大學
應用外語系
106
The purpose of this study was to examine the relationships among Spontaneity, Psychological Adaptation, and Workplace Stress of school teachers in Taiwan. The research received 455 questionnaires for valid analysis. The instruments included (a) Background Information Questionnaire (BIQ), (b) Chinese Happiness Inventory (CHI), (c) Workplace Stress Inventory (WSI), (d) Spontaneity Inventory (SI), (e) Lack of Spontaneity (f) Chinese Health Questionnaire (CHQ-12), and (g) Chinese Mindful Attention Awareness Scale (CMAAS). The analysis used (a) Descriptive Statistics, (b) Reliability and Validity, (c) T TEST, (d) Confirmatory Factor Analysis, and (e) Structural Equation Modeling. The study used Structural Equation Modeling (SEM) to test the purposed research model. The results showed that Spontaneity has significant influence on Workplace Stress which in turn strongly decreased Chinese Happiness and increased Common Mental Disorder involvement. Research results, limitations and recommendations for future research were discussed in the study.
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Sekhon, Manbeena. "Acculturation and school adaptation of Somali Bantu refugee children /." 2008. http://digital.library.louisville.edu/cgi-bin/showfile.exe?CISOROOT=/etd&CISOPTR=851&filename=852.pdf.
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Liao, Chia Shu, and 廖家淑. "Research of The Correlation between School Adaptation and Interpersonal Deviance of Senior High School Students in Yunlin County Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/23771534697533278320.
Full textAbstract:
碩士國立中正大學
犯罪防治研究所
102
This study investigated the relationship between senior high school students’ school adapation and interpersonal deviance. The main research instrument consisted of a questionnaire on senior high school students’ life at school and a scale on interpersonal deviance. The respondents were drawn from the pool of senior high school students enrolled in 2012 in Yunlin County, Taiwan, including both students from general high schools and vocational high schools. There were 2,131 valid copies of the questionnaire collected. The responses were analyzed with percentage distribution, independent t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regressional analysis. Regarding the relationship bewteen students’ background and their school adapation, the results showed that academic programs had a significant effect on students’ school adapation; students’ responses varied with gender in different dimensions of school adapation; family structures had a significant effect on students’ school adapation. Another major finding is that five dimensions of school adapation (academic work, environment, peer relationships, discipline, and self ) were predicative of deviant behaviors in parent-child relationships. The results also showed three dimensions of adapation (academic work, peer relationships, and discipline) were predicative of deviant behaviors in peer relationships; four dimensions of adapation (academic work, peer relationships, discipline, and sef) were predicative of deviant behaviors in teacher-student relationships. Suggestions based on the research findings are provided for schools, educators and parents.
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Weng, Wen-Feng, and 翁文峰. "The Survey of School Adaptation withinBadminton Team in National Senior High (Vocational) School Student." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/85834794228119430090.
Full textAbstract:
碩士臺北巿立體育學院
運動科學研究所
93
Abstract The purpose of the current study was to (a) identify the status of badminton team in public and private national senior high (vocational) school student; (b) analyzes the school adaptation of badminton team in public and private national senior high (vocational) school student; (c)compare the difference among selected demographic variables on public and private national senior high (vocational) school student; (d) investigate the predict variable for school adaptation by different demographic student. The questionnaires were utilized for data collection including (a) Demographic Information Sheet; (b) School Adaptation Inventory. The sample, 227 badminton team students, was used by stratified sampling and selected from national senior high (vocational) schools students who participate in 2004 national senior high (vocational) school tournament. Descriptive statistics, independent sample T-test, one-way ANOVA, and multiple regressions were computed for data analysis. The results indicated that (a) the status of school adaptation of badminton team in public and private national senior high (vocational) school students is low; (b) gender and education grade were different significantly; (c) education grade and gender can predict school adaptation, however, the predictive power is low. Keyword: Senior High (Vocational) School, Badminton Team, School Adaptation
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Hsuan, Cheng Wei, and 鄭維萱. "The Experience of Primary School Teachers on Assisting Asperger tendency Children in School Adaptation." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/27qcg8.
Full textAbstract:
碩士國立嘉義大學
輔導與諮商學系研究所
107
The purpose of this research is to explore the experience of primary school teachers on assisting children with Asperger tendency in school adaptation by using hermeneutic phenomenological methodology. Thematic analysis was applied to analyze the texts. Eight major themes emerged include the followings: (1) Assisting takes much efforts and with challenges, and requires suitable strategies that results in our growth. (2) Interpersonal and emotional problems of AS tendency children brought challenges to teachers to handle. (3) The system works cooperatively to support the teachers. (4) There is difficulty building relationship with AS tendency Children, and teachers worked on enhance their sense of safety. (5) Difficulties in assisting were from lack of knowledge of special education. Therefore, the teachers utilized different strategies to assist school adaptation problems of AS tendency children. (6) Teachers encountered difficulties to manage the class simultaneously assist the AS tendency children, and teachers expressed their difficulties to gain understanding. (7) Disagreement in regards to ways to assist and view AS tendency children weakened the effects of assistance for AS tendency children, and the teachers communicated to build working alliance. (8) The teachers need various assistance from the system. According to the research findings, recommendations for future research and for teachers, professionals, and school system are suggested.
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Cheng, Wan-Jung, and 程琬容. "A Research of, Academic Pressure and School Adaptation Elementary School Swimmers in Taipei city." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/93860622988793994171.
Full textAbstract:
碩士臺北市立大學
體育學系
103
The purposes of this research were: first, to understand the current situation and the differentiation of academic pressure and school adaption among elementary school swimmers in Taipei city. Second, to analyze the difference between academic pressure and school adaption among elementary school swimmers in Taipei city. Third, to discuss the correlation between academic pressure and school adaption among elementary school swimmers in Taipei city. The main method used for this research was to design a specific questionnaire to collect data. There were 480 copies dispatched during this research. The valid rate of these questionnaires was 393 out of 480, which was approx. 82%. The method of data processing were Descriptive statistics, independent sample T-test, one way ANOVA , Pearson Product-Moment correlation and LSD. The results were: (1) The satisfaction level of Academic Pressure among swimmers in Taipei city was middle towards low. The highest level of Academic Pressure was from parent; the mid-range was from schoolmate and the lowest was from the expectation of candidate themselves and teacher. (2) The satisfaction level of school adaption among swimmers in Taipei city was middle towards high. The highest level of School Adaption was from the interaction between teacher and student; the second was from school works; and the third was from schoolmate. The lowest level of School Adaption was from learning. (3) There was a significant difference between, Academic Pressure and School Adaption among elementary school swimmers in Taipei city. The differentiation was defined by several categories, which were genders, year, training hours per week, training motivation after graduate, grade of school work after join swimming team, achievement of school work, join designate sport class. (4) The correlation was negative between Academic Pressure and School Adaption.
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Chang, Hsiu-Lien, and 張秀蓮. "A Study of Relationship between Elementary School ParentParticipation and School Adaptation in Taipei County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/58968223746192201800.
Full textAbstract:
碩士國立臺北教育大學
教育政策與管理研究所
97
The purpose of this study was to investigate the relationship between parent participation and school adaptation of students in Taipei County public elementary schools. The study applied questionnaire survey as main method and samples were 977 public elementary schools students. Two questionnaires: “Parental Participation Survey” and “Students School Adaptation Survey” were used as main tool. Descriptive statistics, independent samples t-test, one-way ANOVA, Pearson correlation and multiple regression analysis were performed in the data. The study has come up with the following conclusions: 1. The awareness of parent participation from elementary schoolchildren in Taipei County is medium level; The performance of “family-based participation” is higher than “school-based participation” 2. The difference of awareness of parent participation from elementary schoolchildren in Taipei County is significant in study year, sibling numbers, and parents’ academic achievement. 3. The performance of school adaptation of elementary schoolchildren in Taipei County is medium-high level especially “relationship with classmates”; followed by “learning adaptation” and “teacher-student relationship.” 4. The difference of awareness of parent participation from elementary schoolchildren in Taipei County is significant in student gender, study year, family structure and father academic achievement. 5. The parent participation and student school adaptation in Taipei County elementary school are medium positive related. 6. Parent participation has predictive power on students school adaptation in Taipei County elementary school. Based on above conclusions, practical suggestions were as followed: 1. To administrative education department: (1) Promoting the bill of parental participation in elementary education to define the parental participation rights and responsibilities. (2) Integrating learning resource in related organization to protect minority students educated rights. (3) Performing professional counseling separation to build a more ideal counseling network. 2. To elementary school administration and teachers (1) Providing sufficient opportunities and channels of parental participation to enhance efficiency of parental participation (2) Providing parents education courses to enhance parental function. (3) Caring minority families needs and conducting multiple counseling policy. (4)Making good use of peer counseling to build a good teacher-student relationship. 3. To parents (1) Facing the importance of parent participation and clarifying the boundaries of parent participation. (2) Paying attention school adaptation problems of boys in year five and students in year six in elementary schools, the education method should improve with time.
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Hung, Kuo Ben, and 洪國本. "The Study on the Home Schooling Students’ Life Adaptation, LearningAdaptation and Social Adaptation in Taipei Elementary School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/89865852348888298653.
Full textAbstract:
碩士國立台北師範學院
國民教育研究所
89
ABSTRACT The research aimed at exploring Taipei home schooling students’ life adaptation, learning adaptation and social adaptation in the elementary education. Primarily, this paper intended to investigate the opinions of the project teachers and interviewers toward home schooling students’ life, learning and social adaptations. Secondly, it intended to survey the opinions of the home schooling parents toward the students’ life, learning and social adaptations. Finally, it compared the discrepancies between the home schooling students and their peers in their life, learning and social adaptations. At last, it analyzed furthermore by means of the structured observation and interview. This study used questionnaire and structured observation to collect data. The researcher created “The questionnaire for the home schooling students’ life adaptation, learning adaptation and social adaptation.” as well as “Structured observation evaluation sheet for the home schooling students in learning.” Moreover, we investigated the opinions of the school administrative personnel, classroom teachers, interviewers, parents and students, the sample of this study is 521 in total. This study scrutinized and analyzed these data by using the frequency distribution, percentage, structured observation and interview record, and research finding shows that: 1. The average percentage of the attitudes of the teachers and interviewers of the schools conducting home schooling test project is fair to home schooling students’ life adaptation, fair to their learning adaptation, fair to their social adaptation. 2.The teachers and interviewers of the schools conducting home schooling test project think that the major factors which influence home schooling student’s life, learning and social adaptations are parents, students and then the administration in respective order. 3.23% of the above people agree to continue the home schooling project, and 77% of them think that it would be better to continue this project after the evaluation. 4.The attitudes of the home schooling parents to the home schooling students’ life adaptation is excellent, and to the learning adaptation is good, and to the social adaptation is good. All the adaptations are good. 5.The home schooling parents think the major factors that influence home schooling students’ life, learning and social adaptations are parents, students and administration in respective order. 6.All the home schooling parents agree to continue the home schooling project. 7.The attitude of the home schooling students toward their own life adaptation is excellent, and toward learning adaptation is excellent, and toward social adaptation is excellent. 8.The attitude of non-home-schooling peers to the home schooling students’ life adaptation is fair, and to learning adaptation is fair, and to social adaptation is good. 9.Through the structured observation and interview record, the home schooling students’ behavior, manners, life experience and learning activities, etc. performs extraordinary fair. The based major factors of the influence are their parents’ teaching attitude, educational and religious belief. Finally, the researcher provides recommendations on the implementation of the home schooling project, based on the perspective of education administration, school administration, teachers, parents, students and the later research.
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Li, Jui-Chun, and 李瑞春. "The Adaptation of Juvenile Offenders’ Reentering School after Judicial Treatment." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/12208834404142402411.
Full textAbstract:
碩士國立臺北大學
犯罪學研究所
96
With qualitative in-depth interviews, the research explored the adaptation experience of juvenile offenders’ reentering school after judicial treatment, and adopted purposeful sampling and the snow-ball method to seek for the objects that conformed to the research conditions. Seven reentry students who committed crimes during the juvenile period and accepted the juvenile judicial treatment have been interviewed after returning school. The research applied the WinMAX for analyzing data. The research findings are as follows: 1. The adaptation dimension of juvenile offenders’ reentering school after judicial treatment manifested “mal-adaptation on behavior,” “learning adaptation under the gap of studies,” “crucial interpersonal adaptation,” and “self-adaptation of positive acceptance.” 2. The factors that affected the adaptation of resuming interrupted studies contained three parts of “personal resilience,” “environmental effect,” and “judicial experience.” Personal resilience included two elements of “ability feature” and “healthy reacting action.” “The continuous relationship” between the juvenile offender and the family-of-origin, “the crucial school attitude” the juvenile offender faced when resuming interrupted studies, and the force brought into full play by “social network support” were the factors of “environmental effect” that influenced the adaptation of resuming interrupted studies. “Judicial experience” included the influences of “interaction with the crucial person” and “institutional treatment and community-based treatment.” Each impact factor presented the interaction relationship and the pull-push relationship in juvenile offenders’ course of resuming interrupted studies in different time-space. 3. The course of recovery could be divided into “the inducement period,” “the transformation period,” and “the adaptation period;” the adaptation period was divided into three stages of evaluation and orientation, connection and recovery, and prospect and decision. Juvenile offenders have the phased requirements in the course of resuming interrupted studies. 4. Usually, juvenile offenders of better adaptation could form a better self-concept, influencing their thought for the judicial experience indirectly, and enabling them to interpret toward a positive direction. Moreover, the transformation of self-concept in the course of recovery could have an effect on the prevention of recommitment. 5. The school experience and the judicial experience were the crucial factors that affected the situation of adaptation: the school’s attitude was both the pushing force and the pulling force in the course of recovery, and the ones with a positive judicial experience usually presented the steadier adaptation to the recovery. 6. Juvenile offenders’ spatial adaptation pattern of reentry showed that changing an environment could avoid the label effect, and provide juvenile offenders a stable and alternative pattern of resuming interrupted studies. 7. The label effect did not entirely come from judicial treatment; maybe, the school’s attitude influenced juvenile offenders’ self-concept indirectly. Instead, judicial treatment had an intimidation function, and could produce the effects of steadying the situation of resuming interrupted studies and avoiding recommitment. The research proposed suggestions for the judicial system, the school system, the connection system, the juvenile offender himself/ herself, and the support system. There are de-labeling the effect of punishment, enhancing the resilience of reentry students, improving the social environment, and supporting the family that students lived. Finally, an integrated working mode has been delineated form the strategy of “the broad connection work mode for juvenile offenders’ adaptation of resuming interrupted studies after judicial treatment—the extensive future.” Keywords: Judicial treatment, juvenile (offender), reentry student, school adaptation.
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Shen, Cho-Yeh, and 沈卓曄. "The Effects of School District Composition on Students’ learning Adaptation." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/e5gzy4.
Full textAbstract:
碩士國立東華大學
幼兒教育學系
107
Aborigines are often classified as part of the disadvantaged with low socioeconomic family problems. African-American communities tend to live with low socio-economic parents, thus low expectations for children, such as: belittle value of education, unable to provide learning resources. To implement the balanced development of urban and rural education, shortening the education gap between regions, the proportion of students in the high aboriginal schools often become the target people for educational priority area (EPA). However, there are few empirical studies to explore the impact of school district ethnic composition on students’ learning adaptability. The purpose of this study is to examine school district ethnic composition on students’ learning adaptability and test the learning achievement gap of different ethnic students in Taiwan. The cross-border marriages issues also discussed in this paper. Taiwan is the part of the world where cross-border marriages have been rising most consistently. Survey method is used in this study. According to the research objectives the study used questionnaire for the first grade students' parents, and 1005 valid samples were received in Taiwan. The 20th edition of the Statistical Package for the Social Sciences (SPSS) software was used for descriptive and statistical analysis of the data. Frequency and percentage were presented in response rate and the demographic data. Moderation effects are tested with multiple regression analysis, conducted a mean difference test, and path analysis. The results of this study showed that students from the high proportion of aboriginal communities, learning performance was poor. In addition the students came from the high proportion of cross-border marriage and family community their learning achievement did not vulnerable. Students from indigenous communities, their families are also lower socioeconomic status, education level of parents are even lower. Hence, parents of the child have lower academic achievement expectations, learning resources are not sufficient, children rarely participate in after-school learning activities, and parents do not have ability to buy books for children. To sum up, the finding for this research showed that a high proportion of aboriginal communities, indeed gathered a group of parents who lack capacity to assist education and counseling for children. To develop gradually, it is more likely to make the low educational expectations in communities spread throughout the atmosphere, so that the community of students learning atmosphere has been deteriorating. Therefore, it is an important issue to improve learning and development outcomes for aboriginal students. There is needed to shorten the gap with other families, by reconstruction and transformation of the entire community.
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Liu, Chia-Ling, and 柳嘉玲. "School Adaptation of Students with Visually-Impaired Placed in Regular Classes in Junior High Schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/29541738052742465799.
Full textAbstract:
碩士國立臺灣師範大學
特殊教育學系在職進修碩士班
99
The purpose of this study was to explore the visually- impaired students in junior high school life. A questionnaire was developed to gather information from the visually-impaired students in junior high school, and the effective samples were up to 113 copies. The data was analyzed with mean, standard deviation, percentage. The results are as follows: 1. The visually-impaired students of school life in the junior high school to adapt to the situation, tend to be well. The dimensions of the scores from high to low in order to “learning adaptation” and “self adaptation”, “peer relationships” and “teacher-student relationships”. 2. The visually-impaired students of school life in the junior high school to adapt to life was not affected by grade level, disability level. 3. The visually-impaired students of school life in the junior high school to adapt to life by sex, age, personal disorder background items. Where male students adapted better school life than females ; obstacles occurred during birth to accommodate a dysfunction period acquired is preferred. 4. The visually-impaired students of school life in the junior high school to adapt to life was not affected by family socioeconomic status and other background variables in the environment. 5. The visually-impaired students of school life in the junior high school to adapt to life was affected by the place of residence and other background variables in the environment. Among them, living in the metropolitan area to accommodate a living person for non-metropolitan areas. 6. Three variables, including “school administration support”, “curriculum and instruction”, and “family support” had positive impacts on the students ' school for the visually-impaired in the northern part of the life of the forecast. “Family support” was most influential to the school life of students and had the highest predicting power. Based on the study results, some suggestions are proposed for the further advanced studies.
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Wang, Chia-Chi, and 王佳琦. "Investigating the School Adaptation Ability of Students in Continuing Education Programs of Vocational High Schools." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2554z5.
Full textAbstract:
碩士臺北市立大學
教育行政與評鑑研究所教育行政碩士學位在職專班
106
This study investigated the live context of students in continuing education programs of vocational high schools, inspected the effect of reasons behind program enrollment on their school adaptation ability, and explored their adaptation to various aspects of school and the problems they had encountered. In addition, measures taken by the students to resolve these problems were discussed. A qualitative research method with semi-structured interviews was adopted, in which a self-made interview outline for continuing education students regarding their school adaptation ability was employed as the research instrument. Purposive sampling was used to recruit 5 participants from the continuing education programs of a private vocational high school in Taipei City. The study results are as follows: 1. The effect of reasons behind program enrollment on students’ school adaptation ability: (1) Two main reasons of enrollment were career planning and forced choice. However, no difference was observed in students’ adaptation ability between these two reasons. (2) High self-determination exerted a positive effect on learning, teacher–student relationships, and mental adaptation. (3) Family factors and routine adaptation were directly correlated. 2. Students’ adaptation ability to various school aspects and the problems encountered: Although practical courses sparked the students’ learning interest, their poor fundamentals in general subjects resulted in setbacks and challenges. Despite harmonious interaction between students, they could not connect spiritually because they did not have much time to interact with each other and that they had different life goals. Although the students enjoyed favorable interactions with their advisors and teachers and did not find the regular courses stressful, stress from work and life prevented them from having sufficient time to study these courses properly; and the students experienced psychological pressure when faced with public doubts. 3. Measures taken by students to resolve the aforementioned problems: The students sought help from their peers or teachers to resolve problems related to learning adaptation. They also found friends outside of school who share similar goals and to whom they could connect spiritually. The students perceived self-discipline and self-management as key to routine adaptation. In addition, the students built self-confidence and formulated learning plans according to their future development directions. Recommendations were proposed based on the study results, which may serve as references to education and administrative authorities, junior high schools, vocational high schools with continuing education, and future studies.
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Lee, Mou-Chou, and 李謀周. "The Relationship of Academic Stress and School Adaptation Within Badminton Players in Junnior High School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/58907797937362617634.
Full textAbstract:
碩士臺北巿立體育學院
運動技術研究所
96
The purpose of present study was to (a) identify the current status of academic pressure and school adaptation among badminton players in junior high school; (b) compare the differences among selected demographic variables among badminton players in junior high school; (c) examine the relationship between academic pressure and school adaptation among badminton players in junior high school. The questionnaire utilized for the data collection including (a) demographic sheet; (b) student academic pressure scale; and (c) school adaptation scale. The sample was 347 students selected from purposeful sampling in badminton players in junior high school. From the survey returned, 300 were coded. The response rate was 86.5％. Descriptive statistics, independent sample T-test, one way ANOVA, Pearson Product-Moment correlation and multiple regressions were computed for data analysis. The results indicated that (a) the status of academic pressure and school adaptation among badminton players in junior high school located on middle level; (b) academic pressure had significant difference on gender, parenting style, teacher discipline, coach discipline, academic achievement, and whether aims at the school team contestants to handle the schoolwork recovery; (c) school adaptation had significant difference on gender, grade, parenting style, teacher discipline, academic achievement, whether aims at the school team contestants to handle the schoolwork recovery and personally best movement performance; (d) academic pressure can predict school adaptation effectively.
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Shiu, Sz-Jing, and 許思景. "School Adaptation of the First-graders- A case Study of an Elementary School in Taichung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/4cmqc7.
Full textAbstract:
碩士國立臺中教育大學
教育學系
103
First-graders have difficulties in obeying rules, expressing their feelings and learning basic skills when they enter elementary school. This research aims to explore peer relationships among first-graders and how they learn to adjust to school life for studying as well as to provide a better method for parent-teacher cooperation. This study aims to improve behaviors of first graders in areas such as peer interaction, emotional expression and oral communication as well as to help shape their new pace of life. Moreover, it helps make concrete parent-teacher collaboration as well as focuses on preschool education and social norm learning. This research is: (1) To include both qualitative and quantitative research paradigms; (2) To study and compare adaptation-related research of low-graders (3) To finalize the questionnaire and to collect relevant data for presentation of conclusions and recommendations. The Delphi Method is applied here to develop a questionnaire looking at school adaptation of first-graders. A questionnaire survey is then conducted to collect ideas of elementary school teachers and teachers who have administrative jobs. Mathematical Tools are applied to collect, analyze and represent data. Research tools fall into two categories: one is the use of Delphi survey experts on methodologies and development of the "small country school freshmen adaptation" questionnaire (five low-grade elementary school teachers and 16 part-time administrative teachers completed the questionnaire, with α coefficient obtained raw data all above 0.8); the other is the use of non-parametric statistical series of mathematical tools (Mathematical Tools) to quantify the structural analysis and visualization of orientation (Visualization) characterization. Final contributions of this study include: (1) analysis of mathematical logic structure oriented practical education; (2) a new paradigm of providing practical research and education; (3) resolution of education issues with scientific visualization.
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HO, Ming-Hsien, and 何明憲. "The Relationship of Social Support and School Adaptation within Rugby Teamin Junior High School Athletes." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9zpe84.
Full textAbstract:
碩士臺北市立大學
體育學系
106
This study aims to analyze the difference between school adjustments of national junior high school rugby players with different background variables; analyze the difference between social supports of national junior high school rugby players with different background variables; and discuss the correlation between school adjustments and social support of national junior high school rugby players. The questionnaire survey was adopted for collecting information, with the research subjects being players in the Rugby Sevens Competition of The National Games 2017. A total of 210 questionnaires were distributed, among which 190 of them were valid questionnaires, resulting in a response rate of 90%. SPSS for Windows 23.0, statistical package software, was applied to conduct analyses on descriptive statistics, independent-sample t-test, one-way ANOVA, one-way repeated-measures ANOVA, LSD post-hoc, and Pearson product-moment correlation. The results are as follows: the overall average score of the school adjustment of rugby players is 3.47, with the order of scores among the factors from highest to lowest is “peer adjustment”, “teacher-student interaction”, “academic adjustment” and “learning adjustment”; the overall average score of the social support of rugby players is 3.90, with the order of scores among the factors from highest to lowest is “coach support”, “teammate support”, “teacher support” and “family support”. Regarding the factors of school adjustment, there is significant difference in whether or not a player is in a physical education class, best performance in competitions, academic grades after joining the team, academic grades in class, and continuance of rugby training after graduating from junior high school; as for the factors of social support, there is significant difference in best sports performance, school work after joining the team, implementation of school work guidance and remedial teaching, and continuance of rugby training after graduation. The correlation between school adjustment and social support is significantly positive in all dimensions, except for the aspect of “learning adjustment”
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LIN, PEI-SSU, and 林培斯. "Positive Thinking, Mental Health and School Learning Adaptation of Elementary School Students in Taoyuan City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/tgy6tg.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
107
The purpose of this study was to explore the significant differences and relations of elementary schools’ students’ positive thinking, mental health and school adaptation. In this study, three hundred and fifty-one elementary schools’ students were intentional sampling from Taoyuan City. The research tools were the “Elementary School Students' Positive Thinking Scale”, the “Elementary School Students' Mental Health Scale”, and the “Elementary School Students’ School Adaptation Scale”. A confirmatory factor analysis, t-tests, analysis of variance (ANOVA), and Pearson product-moment correlation were conducted to assess the similarities and differences among different background variables. The main findings were as follows: 1. Taoyuan City's elementary students were in the middle of the positive thinking, mental health and school adaptation. 2. Boys’ “Anxiety” of mental health was significantly higher than the girls. 3. Girls’ “cooperative participation” of school adaptation was significantly higher than the boys. 4. There was no significant difference in positive thinking between different genders. 5. Positive thinking, mental health and school adaptation had no difference in different grades and SES. 6. There was a significant positive correlation between the positive thinking, mental health and school adaptation of the elementary students in Taoyuan City. 7. Positive thinking’s “self-confidence” and “positive emotions and optimism”, and “positive beliefs”, “social belonging”, “anxiety” and “depression” of mental health had a significant predictive effect on school adaptation. Then, according to the research results, recommendations are made as a reference for schools and follow-up researchers. Keywords: Elementary school students, Positive thinking, Mental health, School adaptation
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Dai-Hua, Huang, and 黃黛華. "A study of cerebral palsy student’s school adaptation in the inclusive classroom at elementary school." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/248pfd.
Full textAbstract:
碩士國立臺東大學
特殊教育學系碩士班
96
The purpose of this study was to investigate the interpersonal relationship, learning adaptation and school life adaptation in a cerebral palsy who studied in the inclusive classroom at elementary school. We also want to investigate factors that affect the school adaptation. This study was a qualitative study and collected the data through interview, participant observation and document analysis. For the interpersonal relationship at school, we found that the social skill with teacher and classmates was not good. The degree to participate activities with classmates was low. Some classmates would tease or laugh at the subject, but most of them accepted him. For the learning adaptation, the subject did not have special learning method. The learning attitude was greater in the academics than in the non-academics. The subject did not have good learning habits both at school and at home. The lowest score in the academics was Chinese and it also influenced other academics performance. For the school life adaptation, the subject seldom participate activities at school and violated the classical roles, such as late for school, chatting with classmates...etc. On the other hand, the ability of independent living was passably, the subject did not need assistance form others while the quality is not good. For factors that might influence school adaptation, including lazy living attitude and excessively attached to mother…etc. These behaviors might have a bad effect on the school adaptation, but the support from inclusion classroom and resource classroom could improve the school adaptation. Finally, we would make some suggestions for elementary teacher, parents and future research according to my study.
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LEE, chia-shuan, and 李嘉軒. "Research on Social Support and School Adaptation of High School Female Table TennisPlayers in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/95qzz7.
Full textAbstract:
碩士臺北市立大學
體育學系
107
The objectives of this study are: I. Understand the current situation of social support and school adaptation and the differences between various factors. II. Compare the differences between social support and school adaptation of high school female table tennis players with different background variables. III. Research and discussion for high school female table tennis players’ events related to social support and school adaptation. This study has adopted the random sampling method for questionnaire survey, based on the high school female table tennis players in the 2018 school year. In addition, this study uses the adapted " High School Female table Tennis Players Social Support Questionnaire" as a research tool. A total of 330 questionnaires were distributed and 295 valid questionnaires were returned, with a recovery rate of 89.4%. The authors have used the SPSS for Windows 23.0 for statistical analysis, using Descriptive Statistics, Independent Sample t-test, Independent Sample One-way Analysis of Variances, Repeated-Measures Analysis of Variances, LSD post-hoc comparisons, Pearson product-moment Correlation and other methods are analyzed and compared. The results obtained are described below: I. For high school female table tennis players in terms of social support, the score is in the upper-middle degree. Among them, the highest average is "Family support" and is considered the first level. "Coach Support" is considered a second level. "Teacher Support" is considered the third level. The lowest average is "Teammate support" and is considered the fourth level. II. For high school female table tennis players in the school adaptation, the score is in the upper-middle degree. Among them, the highest average is "study adaptation" and "peer adaptation", which can be regarded as the first level. "Learning adaptation" is regarded as the second level; the lowest average is "teacher-student interaction" and is regarded as the third level. III. The "educational stage", "training seniority", and "best athletic performance" all have significant differences in social support. Only "whether continue to participate in training after graduation" has not reached a significant difference. IV. "Educational stage", "training seniority", "best sports performance", "whether continue to participate in training after graduation", the project has reached significant differences in school adaptation. V. high school female table tennis players' social support and school adaptation were significantly positively correlated.
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Hsu, Wen Chun, and 許雯鈞. "The Study of Pre-school Transition to School Adaptation for First-Grade Children with Disabilities." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/63059030454698087401.
Full textAbstract:
碩士國立臺中教育大學
早期療育研究所
98
This study aims to discuss the influence on children with disabilities in general classes who have accepted the pre-school transition services after first grade in elementary school; and its impact to help students adapt the new class. In addition, parents’needs and expectations will be examined in order to further benefit the transition service. Using the case study method, 5 prospective first graders with disabilities in general classes are selected in order to have their parents and teachers interview, with the interview data supported from the transition service providers. Related documents and interview material are complied for further in-depth analysis and discussion. And the main findings are as follows: 1.The main purpose for children to receive pre-school transition from various systems is to strengthen the capacity to prepare themselves entering school and to facilitate parents’ understanding of the programs. Although most parents are satisfied with the transition service, they feel there is still room for improvement. 2.For children with disabilities in general classes, their adaptation to academic learning is poor,and the life and social interaction is above average. The school also provide assistance to help them face problems. 3.Pre-school transition service will assist children with disabilities in general classes in schoolwork, social interaction, and life adjustment, including academic and life to the greatest impact. 4.Based on students’conditions, parents and teachers confirm the impact the pre-school transition services have brought. Though their expectations may differ due to various stances, the positive reinforcements upon curriculum designs and interpersonal skills are anticipated. The research results provide suggestions for pre-school and elementary schools, social administrative and medical units, and parents.
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HUI, WANG MEI, and 王美惠. "Foreign Spouse’s Family and its Child School Life Adaptation Document Research." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/62553911385152589306.
Full textAbstract:
碩士國立屏東師範學院
教育行政研究所
93
This research discusses the Southeast Asia foreign spouse family and its child's school life adaptation situation by the electron particle materialization research way. This research objective is to study a public preschool kindergarten class for six and seven years old boy, to pick participants in the observation, to interview, and to document the collection of data collected in the research. The main findings are as follows: 1. In this research document, school life adaptation progresses by association relations and the conventional and study adaptations. Although there are some setbacks, the researcher feels that the good relationship between teacher and student has some barrier, even though it is small. 2. This research document relates to the aspect of the associates. He is self-closing, joyfully shy to associates; however, he is comfortable being together with them. The reason lies in his friendly personality, a special characteristic, and Teacher Ban manages the class and grade with an atmosphere that is warm, and is happy to help people. In the conventional adaptation aspect, the life takes care of oneself: the ability to progress under teacher's guidance, the diet, and the custom of putting on clothes. It is also used to show the improvement. A majority of all can observe the association by the standard, which, by chance, may cause the associates to temporarily act mischievously. 3. The difficulty of this research document study of the adaptation aspect lays in the absorption of the cognition aspect curriculum, because of how the teacher/professor teaches concepts of the class of numbers/ math. The curriculum must be modified first because those who cannot understand will not sit down and will disturb others. Due to the fact that the study achievement request is not high, I, myself, in this case, did not think that this study has difficulty. 4. Another difficulty of this research document study adaptation aspect is the insufficient ability a preschooler has to express him/herself though spoken language.Although the ability to express oneself by the spoken language has progressed, there are many associates that are backward. 5. Factors that affected this research document of school life adaptation include: The special characteristic of a genial personality is helpful in school adaptation.The teacher's teaching behavior is helpful to school adaptation; however, the unusual relationship between the family and the school is disadvantageous to school adaptation. 6. The preschool education experience is helpful for the next step of this research document of school life adaptation. 7. This research document studies family society in which the lower class status of society creates the weak trend of family resources which, in turn, leads to a weak education. Insufficient knowledge leads to the wrong forms of education knowledge, which makes the education idea insufficient; therefore, the mentor's teaching is affected. The mother nationality is not the absolute factor when dealing with students’ attitudes of education, incorrect or mischievous behavior, and the retardation of language development. However, these three factors are widely connected.
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LIU, BANG-KEN, and 劉邦庚. "Research on adaptation of dropouts back to school of junior high school students in Taoyuan County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/37301892248704382836.
Full textAbstract:
碩士國立臺北教育大學
教育政策與管理研究所
96
Research on adaptation of dropouts back to school of junior high school students in Taoyuan County ABSTRACT This research is aimed in school adaptation of dropouts back to school in junior high schools in Taoyuan county. The main purposes are: 一、Understand the situations in counseling of dropouts back to school. 二、Discuss the situations of school adaptation of dropouts back to school. 三、Analyze the difference from school adaptation of dropouts at school. 四、Propose the counseling for them. The main research method is the questionnaire “The school adaptation of dropouts back to school”, designed by the researcher. The samples are dropouts of junior high schools in Taoyuan county. In total, 278 available questionnaires were collected. All the datum were analyzed with SPSS11.0, description statistic, chi-square ,T-test and One-way ANOVA. Accordingly, the conclusion and proposal are as below: 一、Conclusion （一）In average, there were about 590 dropouts in junior high schools in Taoyuan county during the past four years. The number was on the top two, only less than Taipei County. The percentage of dropouts in Taoyuan County was 0.68%, a little higher than the whole country’s percentage 0.66% which was on the position of number 15 in Taiwan. Until Jul. 2008, the number of dropouts were decreased by years to 163. Accordingly, the effort of every related educator in Taoyuan County was obvious clearly. （二）In Taoyuan County, the percentage of the dropouts back to school was about 61.82% during the past four years. Although the percentage was increased to be the highest in Taiwan, it has still lots of space to improve. （三）All in all, the school adaptation of dropouts back to school in junior high schools in Taoyuan County can be drawn to middle average, average number 2.53. （四）The academy adaptation of dropouts back to schools in junior high schools in Taoyuan County is little lesser than middle average, the average number 2.33. （五）The life adaptation of dropouts back to schools in junior high schools in Taoyuan County is in the average of middle, the average number 2.46. （六）The social adaptation of dropouts back to school in junior schools in Taoyuan County is also in the average of middle, average number 2.78. （七）There are big differences from the place of having the classes to the time of having the classes between dropouts back to school. （八）There are no school adaptation e differences of dropouts back to school after counseling from gender, grade, the grade of dropout, accumulated time of dropout, parents’ education, parents’ occupation, parents’ marriage and the place of living. 二、Propose （一）To the department of education 1.Think about the policy of dropouts in junior high school students’ curriculum thoroughly. 2.Increase multiple and flexible places to settle down dropouts. 3.handhold learning effect to dropouts in junior high schools. 4.Implement technique skills to dropouts in junior high schools. （二）Propose to junior high school 1.Set up full counseling system . 2.Integrate social resources and establish net work to counseling. 3.Handle in intern counseling activity progressively and check the efficiency of students’ counseling system. 4.Empower the results of seeking and counseling dropouts back to school. （三）Propose to dropouts back to school 1.Empower adaptation in academy, life and social and develop healthy characteristics. 2.Actively empower themselves and omit bad habits. 3.Use multiple counseling and different way of learning well. Learn technique skills actively. Key words：dropouts back to school ,school adaptation
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Huang, Yi-Hsuan, and 黃翊瑄. "A Research on School Adaptation and The Relationship of Social Support Among Elementary School Netball Players." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2z6js8.
Full textAbstract:
碩士臺北市立大學
體育學系碩士在職專班
107
The purposes of this research study are to: first understand the current situation and differentiation of social support and school adjustment within specific factors among elementary school net ball players in Taipei City. Second is to analyze the different background of these elementary school net ball players. Third is to discuss the correlation between social support and school adjustment among elementary school net ball players. The survey conducts in random sampling, including regular questionnaires of basic information, school behavior rating scale, and social support rating scale. The subject focuses on elementary school net ball players. There 125 copies dispatched during the research. Totally 119 valid samples were collected, with 95% valid percentage. Multiple statistical analysis were performed including SPSS 20.0 software analysis, descriptive analysis, t-test, one-way ANOVA, repeated measure ANOVA, and post hoc comparisons. The results indicate that: 1.The scale points of school adjustment among net ball players in Taipei City elementary school towards middle high. Among the four categories of school adjustment: classmates adjustment, learning adjustment, student-teacher interaction and academic adjustment, “classmates adjustment” and “learning adjustment” are the highest two, whereas “student-teacher interaction” and “academic adjustment” are the lowest two. 2. The scale points of social support among net ball players in Taipei City elementary school towards middle high, in which the “coach support” is on highest rate and “family support” on lowest rate. 3. There are significant differences on school adjustment factored by grades, weekly training hours, personal sport achievement, grades of school work after joining net ball team, training motivation after graduate, and whether or not join the designate sport class. Also, there are significant differences on social support factored by grades, personal sport achievement, whether or not join the designate sport class, school’s special study curriculum for the players, and training motivation after graduate. 4. The correlation presents high degree between social support and school adjustment.