Dissertations / Theses on the topic 'Evening and continuation schools'

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2005.
Bibliogr.: f. 168-171. Document électronique également accessible en format PDF. CaQCU

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2005.
Bibliogr.: f. [117]-121. Document électronique également accessible en format PDF. CaQCU

Educational Leadership
Ed.D.
This case study explored students’ perception about their performance in CSEC English A at three evening schools in Savanna La Mar. While conducting the research I used ethnographic methods, including interviews, observations and document analysis to better understand students’ perceptions of their performance in CSEC English A. The central questions which guided the research are “how do students at three evening schools in Savanna La Mar perceive their performance in CSEC English A and what factors affect those perceptions, and what strategies do students think can improve their performance in English?” Creswell’s (2008) steps for analyzing qualitative data were used to explore the central research questions. The discussion sought to highlight how students perceived their academic performance in CSEC English A and what attributed for these perceptions. These views were examined using four themes: student factors that influence student learning outcome, influence of Jamaican Creole (JC) on learning Standard Jamaican English (SJE), teacher traits that influence learning and structure and operations of the evening schools. The Attribution and Expectancy Value Theories were used to make meaning of the data. The findings revealed that most of the students exhibited high self-concept and expressed that they would be successful in the upcoming CSEC English A Examination despite previous challenges they experienced with SJE. They attributed this success to the strategies they were using and the encouragement and positive feedback they got from their teachers. However, some students cited several factors which have negatively affected their performance such as the predominant use of JC in the home, school and community. Although the research was a multiple site study, it was limited to one geographical location which delimited the generalizability of the study. However, the insights gained can contribute to and fill gaps in the literature and also enlighten educators and other stakeholders of students’ perception about their performance in CSEC English A.
Temple University--Theses

My project explores the role of teachers at Southern California continuation high schools as it relates to serving low-income students of color in the face of the institutional barriers within alternative education. My study focuses on the teachers’ career, interactions with students, and opinions on accessibility to resources and funding. I have examined their experiences through twenty in-depth, semi-structured interviews with teachers from three districts. My findings indicate that district members’ misconceptions of Latinx students as inherently deviant and academically unengaged drive institutional issues creating financial burden for which teachers are forced to compensate. My study highlights that continuation high schools implement unjust policies, limit teaching materials and resources, reduce funding, and restrict the hiring of ancillary staff. My research pushes for more avenues of communication between the district and teachers to fulfill students’ needs through adequate funding allocation. These results extend existing literature in revealing the untold narratives of California continuation high school teachers, the structural issues within alternative education, and the needs of Latinx continuation high school students.

My study explores the underlying factors that allow systemic structural issues to exist within continuation high schools which result in the low educational performance of low-income Latinx continuation students. My study focuses on educators’ experiences, as I conducted 20 in-depth, semi-structured interviews with Southern California continuation high school teachers. I focused on the following areas of study: the teacher’s career, the teacher’s interactions with students, and the teacher’s opinions regarding their accessibility to funding and resources. My findings indicate that teachers, the outer community, and school-board administrators utilize cultural deficit thinking and stigmatization as tools of total erasure to exchange low-income Latinx students’ social identities with racist and classist stereotypes; in consequence, these mechanisms allow the district to impose invisibility on students’ academic and emotional needs in order to justify the formation and maintenance of institutional challenges for administrators’ fiscal benefit. Overall, these results reaffirm that our educational system reproduces social inequality; the total erasure of low-income Latinx continuation students’ academic and emotional needs permits the persistence of systemic structural issues informed by racist and classist stereotypes. My research calls for avenues of communication between administrators, teachers, and the outer community to address institutional barriers and, subsequently, establish equitable funding distributions to promote continuation high school students’ educational success with an understanding of the increased academic, emotional, and social needs of low-income Latinx students.

The purpose of this descriptive study was to determine what reciprocal relationships existed among three core themes (the school culture, the principal's leadership, and the school innovations) and how they contributed to the systemic nature of seven Northern California model continuation high schools. It examined the complex influential forces of key interventions, paradoxes, and relationships that were conducive to the creation of effective learning systems for at-risk students. The study's conceptual framework, created by the researcher, investigated a triad of reciprocal relationships. Various scholarly works influenced the development of the researcher's focus. Among them were Thomas Sergiovanni's (1992) "head, heart, and hand" premise for moral leadership, Peter Senge's (1990) principles for creating learning organizations, and Howard Gardner's (1993) multidisciplinary investigation on creativity. Also influential in the development of the researcher's Triad of Reciprocal Relationships Model was the literature on change leadership and the "new science" principles used to understand and describe natural phenomenon. The naturalistic inquiry method was selected because it is considered more amenable to the multitude of diverse realities found within complex systems. Six major research questions were examined concerning the three reciprocal relationships. The data gathering tools utilized were: (a) a structured interview with the principal, (b) a staff questionnaire, (c) an observation of the school environment, and (d) various available school documents. The seven model continuation high schools developed systems that emphasized autonomy and empowerment of staff and students, focused on building relationships to enhance student participation in their education and welfare, provided students with opportunities for academic and social growth within a safe, structured, and nurturing environment, and had fluid and collaborative communication systems. Process took precedence over content in their learning interactions. The schools' successes and imperfections, contributed new perspectives on how educational systems, at any scale, may create necessary and effective beliefs, structures, and processes for student success.

The research examines the perspectives of male Hispanic students as to why they were not academically achieving in a selected continuation high school. The study used a qualitative research design by interviewing seven male Hispanic students for the study. The researcher was able to gather enough data from the students to develop an understanding as to why the students were not academically achieving in the selected continuation high school. The study examined some important ingredients that could help students succeed in continuation high school. It highlights the importance of good teaching strategies and caring teachers who have the temperament, ability, and sensitivity to work with students who are at risk of failing. It also highlights the need for school administrators to create a positive school culture based on trust and respect.

Although school dropout rate remains a significant social and economic concern to our nation and has generated considerable research, little attention by scholars has examined the phenomena of re-engagement in effective school context and its developmental influences on at-risk students expectancy for success and task-value towards graduation. Given the multifaceted interactions of school context and the complex developmental needs of at-risk students, there were dual purposes for this three-phase, two-method qualitative study that addressed the literature concerns.

The first purpose was to explore and identify policies, programs, and practices perceived as being most effective in re-engaging at-risk students behaviorally, emotionally, and cognitively, at ten Model Continuation High Schools in California. Phases one and two collected data on the Model Continuation High Schools (MCHS) to address this purpose.

In phase one, an inductive document review of the ten MCHS applications including four statement letters was conducted and results identified eleven policies, ten programs, and eleven practices that were effective in re-engaging at-risk students behaviorally, emotionally, and cognitively. In phase two, the phenomenological ten-step analysis of semi-structured administrator interviews revealed eight re-engaging implementation strategies perceived to be effective with at-risk students.

The second purpose was to build upon Eccles' Expectancy-Value Theoretical Framework by gaining insight on effective school context that supported at-risk students' developmentally appropriate expectancy for success and task-value beliefs towards graduation. Phase three conducted a deductive content analysis of eight theoretical based components on the combine data collected in phases one and two to address this second purpose. Results revealed that principles of Eccles’ Expectancy-Value Model were evident in all identified policies, programs, and practices of the ten MCHS.

Model Continuation High Schools are exemplary sites with effective school context that have much to share with other continuation high schools looking for successful re-engaging approaches for at-risk students. The research provided results suggesting that MCHS had significant policies, programs, practices and implementation strategies that transform disengaged at-risk students into graduates by developing students' expectancy for success belief and task-value belief towards graduation. Implications for policy, practice, and future research are discussed.

The purpose of this study was to examine the experiences of students enrolled in small community colleges to determine if there was a difference in the degree to which students were engaged based upon their primary enrollment in day or in evening courses. Specifically, the study investigated the amount of time and effort students dedicated to their academic pursuits and the degree to which institutional policies and practices supported them in their efforts to determine whether time of enrollment was a significant factor in predicting engagement. The primary goals of the study were to contribute to the understanding of students' experiences and to provide empirical evidence that might serve as the foundation for program development and reform. The findings from the quantitative analysis revealed a significant predictive relationship between time of enrollment and five of the fourteen engagement variables considered in the study. Enrollment in evening courses was linked to lower levels of engagement in each of these five areas: student effort, academic challenge, support for learners, academic preparation, and school opinions. The results of the study supported the development of a theoretical model that depicts student engagement based upon primary enrollment in evening courses. The model places support for learners at the forefront. Students' opinions are the end result, with each of the other engagement variables being affected by the levels of support perceived by evening students.

Chan, Wai Nga Gloria.
Thesis submitted in: December 2006.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2007.
Includes bibliographical references (leaves 278-285).
Abstracts in English and Chinese ; appendix also in Chinese.
ABSTRACT (ENGLISH) --- p.i
ABSTRACT (CHINESE) --- p.iv
ACKNOWLEDGEMENTS --- p.vi
TABLE OF CONTENT --- p.viii
LIST OF TABLES --- p.xix
Chapter Chapter 1 --- INTRODUCTION --- p.1
Chapter 1.1. --- Background to this Study --- p.1
Chapter 1.2. --- Purpose of this Study --- p.2
Chapter 1.3. --- Significance of this Study --- p.3
Chapter 1.4. --- Organization of this Thesis --- p.3
Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5
Chapter 2.1 --- Introduction --- p.5
Chapter 2.2 --- "Motivation, Investment and Language Learning" --- p.5
Chapter 2.2.1 --- Socio-psychological Approach to Motivation --- p.5
Chapter 2.2.1.1 --- Motivation as a Socio-educational Model --- p.7
Chapter 2.2.1.2 --- Instrumental and Integrative Motivation --- p.8
Chapter 2.2.2 --- Motivation in Self-determination Theory --- p.13
Chapter 2.2.2.1 --- Intrinsic and Extrinsic Motivation --- p.13
Chapter 2.2.3 --- Individual Differences and Language Learning --- p.17
Chapter 2.2.3.1 --- Personality --- p.18
Chapter 2.2.3.2 --- Self-esteem --- p.19
Chapter 2.2.4 --- Motivation and Investment of Adult Language Learners --- p.22
Chapter 2.2.4.1 --- Differences between Child-Adult Learners --- p.22
Chapter 2.2.4.2 --- Investment of Adult Language Learners --- p.25
Chapter 2.2.5 --- Language Learning and Socio-cultural Theory --- p.27
Chapter 2.3 --- Shift in Perspective in Adult Education from Transmission of Knowledge to Transformative Learning --- p.29
Chapter 2.3.1 --- Different Perspectives on Adult Education --- p.29
Chapter 2.3.2 --- Mezirow's Transformative Learning Theory --- p.31
Chapter 2.3.2.1 --- Definition and the Emergence of Mezirow's Transformative Theory --- p.31
Chapter 2.3.2.2 --- Transformation in Meaning Perspectives and Meaning Schemes --- p.33
Chapter 2.3.2.3 --- Indication of Transformative Learning --- p.34
Chapter 2.3.3 --- Recognition of the Value of Lifelong Learning in Hong Kong --- p.36
Chapter 2.4 --- Summary --- p.37
Chapter CHAPTER 3 --- METHODOLOGY --- p.39
Chapter 3.1 --- Introduction --- p.39
Chapter 3.2 --- Research Design --- p.39
Chapter 3.3 --- Participants --- p.40
Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.40
Chapter 3.3.2 --- Demographic and Language Background --- p.41
Chapter 3.3.3 --- Profile of Participants --- p.42
Chapter 3.4 --- Instrumentation --- p.46
Chapter 3.4.1 --- Focus Group Interviews --- p.47
Chapter 3.4.2 --- Participant Observation and Informal Conversation --- p.48
Chapter 3.4.3 --- Semi-structured Individual Interviews --- p.48
Chapter 3.4.4 --- Survey --- p.51
Chapter 3.4.5 --- Triangulation of Data --- p.52
Chapter 3.5 --- Data Collection and Processing --- p.53
Chapter 3.5.1 --- Open-ended Focus Group Interviews --- p.53
Chapter 3.5.2 --- Semi-structured Individual Interview --- p.54
Chapter 3.6 --- Data Analysis --- p.55
Chapter 3.7 --- Validity and Reliability --- p.55
Chapter 3.8 --- Ethics --- p.57
Chapter 3.9 --- Limitations --- p.58
Chapter 3.10 --- Summary --- p.59
Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS -SUN AND KRISTY'S STORIES --- p.61
Chapter 4.1 --- Introduction --- p.61
Chapter 4.2 --- Sun's Story --- p.62
Chapter 4.2.1 --- English Learning and Use in Childhood --- p.62
Chapter 4.2.1.1 --- Influence of Family and Community --- p.62
Chapter 4.2.1.1.1 --- Parental Influence --- p.62
Chapter 4.2.1.1.2 --- Influence of Siblings --- p.65
Chapter 4.2.1.1.3 --- Influence of Community --- p.67
Chapter 4.2.1.2 --- Formal Schooling (Kindergarten to Secondary Three) --- p.68
Chapter 4.2.1.2.1 --- Learning Experiences in Formal Schools --- p.68
Chapter 4.2.1.2.2 --- English Teachers --- p.70
Chapter 4.2.1.2.3 --- Attitudes Towards Education and English Learning in Formal Schools --- p.73
Chapter 4.2.2 --- English Language Learning and Use in the Workplace --- p.76
Chapter 4.2.2.1 --- Recognition and Confidence Gained from the Workplace --- p.77
Chapter 4.2.2.2 --- Use of English in the Workplace --- p.79
Chapter 4.2.2.3 --- Attitudes Towards English and English Learning in the Workplace. --- p.81
Chapter 4.2.3 --- Returning to the English Classroom --- p.81
Chapter 4.2.3.1 --- Motivation --- p.82
Chapter 4.2.3.2 --- Attitudes Towards English and English Learning --- p.83
Chapter 4.2.3.3 --- Investment in Learning English --- p.85
Chapter 4.2.3.4 --- Influence of Family and Community --- p.88
Chapter 4.2.3.5 --- English Learning Experiences in Adulthood --- p.93
Chapter 4.2.3.6 --- Course Instructors --- p.94
Chapter 4.2.3.7 --- Classmates --- p.96
Chapter 4.2.4 --- Impact of English Learning at Adulthood --- p.101
Chapter 4.2.4.1 --- Increased Confidence in Using English --- p.101
Chapter 4.2.4.2 --- Better Job Opportunities --- p.102
Chapter 4.2.4.3 --- Better Self-perception --- p.103
Chapter 4.2.4.4 --- Psychological Well-being --- p.104
Chapter 4.3 --- Kristy's Story --- p.105
Chapter 4.3.1 --- English Learning and Use in Childhood --- p.105
Chapter 4.3.1.1 --- Influence of Family and Community --- p.106
Chapter 4.3.1.1.1 --- Influence of Parents --- p.106
Chapter 4.3.1.1.2 --- Influence of Siblings --- p.109
Chapter 4.3.1.1.3 --- Influence of Community --- p.110
Chapter 4.3.1.2 --- Formal Schooling (Kindergarten to Secondary Four) --- p.111
Chapter 4.3.1.2.1 --- Learning Experiences in Formal Schools --- p.111
Chapter 4.3.1.2.2 --- English Teachers --- p.115
Chapter 4.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.119
Chapter 4.3.2 --- English Language Learning and Use at the Workplace --- p.121
Chapter 4.3.2.1 --- Use of English in the Workplace --- p.122
Chapter 4.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.123
Chapter 4.3.3 --- Returning to the English Classroom as an Adult --- p.124
Chapter 4.3.3.1 --- Motivation --- p.124
Chapter 4.3.3.2 --- Attitude Towards English and English Learning --- p.125
Chapter 4.3.3.3 --- Investment in Learning English --- p.125
Chapter 4.3.3.4 --- Influence of Family and Community --- p.127
Chapter 4.3.3.5 --- English Learning Experiences in Adulthood --- p.132
Chapter 4.3.3.6 --- Course Instructors --- p.133
Chapter 4.3.3.7 --- Classmates --- p.134
Chapter 4.3.4 --- Impact of English Learning in Adulthood --- p.137
Chapter 4.3.4.1 --- Increased Self-confidence and Confidence in Using English --- p.137
Chapter 4.3.4.2 --- Better Job Opportunities --- p.140
Chapter 4.3.4.3 --- Psychological Well-being --- p.142
Chapter 4.4 --- Summary --- p.143
Chapter CHAPTER 5 --- FINDINGS AND ANALYSIS -EVA AND PAM'S STORIES --- p.148
Chapter 5.1 --- Introduction --- p.148
Chapter 5.2 --- Eva's Story --- p.150
Chapter 5.2.1 --- English Learning and Use in Childhood --- p.150
Chapter 5.2.1.1 --- Influence of Family and Community --- p.150
Chapter 5.2.1.1.1 --- Influence of Parents and Siblings --- p.150
Chapter 5.2.1.1.2 --- The Influence of Community --- p.153
Chapter 5.2.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.155
Chapter 5.2.1.2.1 --- Learning Experiences in Formal Schools --- p.156
Chapter 5.2.1.2.2 --- English Teachers --- p.158
Chapter 5.2.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.166
Chapter 5.2.2 --- English Language Learning and Use at the Workplace --- p.168
Chapter 5.2.2.1 --- Use of English at the Workplace --- p.168
Chapter 5.2.3 --- Returning to the English Classroom as an Adult --- p.168
Chapter 5.2.3.1 --- Motivation --- p.169
Chapter 5.2.3.2 --- Attitude Towards English and English Learning --- p.170
Chapter 5.2.3.3 --- Investment in Learning English --- p.172
Chapter 5.2.3.4 --- Influence of Family and Community --- p.176
Chapter 5.2.3.5 --- English Learning Experiences in Adulthood --- p.181
Chapter 5.2.3.6 --- Course Instructors --- p.181
Chapter 5.2.3.7 --- Classmates --- p.182
Chapter 5.2.4 --- Impact of English Learning in Adulthood --- p.184
Chapter 5.2.4.1 --- Increased Self-confidence --- p.184
Chapter 5.2.4.2 --- Better Self-perception --- p.187
Chapter 5.2.4.3 --- Psychological Well-being --- p.189
Chapter 5.3 --- Pam's Story --- p.190
Chapter 5.3.1 --- English Learning and Use in Childhood --- p.191
Chapter 5.3.1.1 --- Influence of Family and Community --- p.191
Chapter 5.3.1.1.1 --- Influence of Parents and Siblings --- p.191
Chapter 5.3.1.1.2 --- The Influence of Community --- p.196
Chapter 5.3.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.197
Chapter 5.3.1.2.1 --- Learning Experiences in Formal Schools --- p.197
Chapter 5.3.1.2.2 --- English Teachers --- p.198
Chapter 5.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.201
Chapter 5.3.2 --- English Language Learning and Use at the Workplace --- p.203
Chapter 5.3.2.1 --- Use of English at the Workplace --- p.203
Chapter 5.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.203
Chapter 5.3.3 --- Returning to the English Classroom as an Adult --- p.204
Chapter 5.3.3.1 --- Motivation --- p.204
Chapter 5.3.3.2 --- Attitude Towards English and English Learning --- p.209
Chapter 5.3.3.3 --- Investment in Learning English --- p.212
Chapter 5.3.3.4 --- Influence of Family and Community --- p.215
Chapter 5.3.3.5 --- English Learning Experiences in Adulthood --- p.217
Chapter 5.3.3.6 --- Course Instructors --- p.217
Chapter 5.3.3.7 --- Classmates --- p.220
Chapter 5.3.4 --- Impact of English Learning in Adulthood --- p.224
Chapter 5.3.4.1 --- Better Job Opportunities --- p.224
Chapter 5.3.4.2 --- Increased Self-confidence --- p.224
Chapter 5.3.4.3 --- Better Self-perception --- p.226
Chapter 5.4 --- Summary --- p.227
Chapter CHAPTER 6 --- CONCLUSIONS AND IMPLICATIONS --- p.231
Chapter 6.1 --- Introduction --- p.231
Chapter 6.2 --- Guiding Question One --- p.231
Chapter 6.2.1 --- Difficulties faced at home --- p.231
Chapter 6.2.2 --- Difficulties faced in school --- p.234
Chapter 6.2.3 --- Difficulties faced in community --- p.239
Chapter 6.2.4 --- Impact on adult language learning experiences --- p.240
Chapter 6.3 --- Guiding Question Two --- p.243
Chapter 6.3.1 --- Motivation to return to the English classroom in adulthood --- p.244
Chapter 6.3.2 --- Investment in English learning --- p.245
Chapter 6.4 --- Guiding Question Three --- p.251
Chapter 6.4.1 --- Better Job Opportunities --- p.252
Chapter 6.4.2 --- Increase in Self-confidence and Confidence in Using English --- p.253
Chapter 6.4.3 --- Better Self-perception --- p.255
Chapter 6.4.4 --- Psychological Well-being --- p.258
Chapter 6.5 --- Implications --- p.261
Chapter 6.5.1 --- For Adult EFL Learners --- p.261
Chapter 6.5.2 --- For Instructors of Adult EFL Learners --- p.264
Chapter 6.5.2.1 --- The Potential Personal Qualities of a Good Instructor for Adult EFL Learners --- p.265
Chapter 6.5.2.2 --- Adult EFL Learners' Needs and Appropriate Teaching --- p.268
Chapter 6.5.3 --- For Formal School English Teachers --- p.274
Chapter 6.6 --- Limitations of the Present Study --- p.275
Chapter 6.7 --- Suggestions for Future Study --- p.276
REFERENCES --- p.278
Appendix A Questionnaire - Before Taking Any Adult English Language Course (English Version) --- p.286
Appendix B Questionnaire 一 Before Taking Any Adult English Language Course (Chinese Version) --- p.290
Appendix C Questionnaire - At The Present Stage (English Version) --- p.293
Appendix D Questionnaire - At The Present Stage (Chinese Version) --- p.302
Appendix E Interview Protocols - Childhood and Formal Schooling --- p.309
Appendix F Interview Protocols - In Working Life and Adulthood --- p.316
Appendix G Consent Form (English Version) --- p.323
Appendix H Consent Form (Chinese Version) --- p.325

碩士
臺東師範學院
教育研究所
91
Senior High and Vocational Continuation Schools Survey of teachers’ continual education Author：Ching-Mei Chen Abstract The aim of this research was to understand the situations of teachers who participated in continual educational courses and their opinions regarding the current administration in order to clear up some problems of continual education. Some relevant recommendations were also proposed hoping to benefit and improve continual education for teachers in Senior High and Vocational Continuation Schools. This research utilized a survey questionnaire as the main research method through interviews and literature research to investigate further. The research’s population was teachers currently working in 234 Senior High and Vocational Continuation Schools within the country. The research tools were validity and reliability analysis of self-made survey questionnaire. Statistical analysis utilized frequency distribution, sample means, χ2 test, one-way ANOVA and ex post comparison analysis to obtain the results listed below： 1. The main motivation for Senior High and Vocational Continuation School teachers who participated in continual educational activities was to enhance professional and teaching techniques. 2. The actual participation rate of continual education by Senior High and Vocational Continuation School teachers was 90%. 3. The main continual educational activities of Senior High and Vocational Continuation School teachers were short-term training activities and teaching seminars. 4. The main content of continual educational activities of Senior High and Vocational Continuation School teachers was “subject expertise”. 5. 90% of Senior High and Vocational Continuation School teachers indicated their desire to participate in long-term continual education courses. 6. Approximately 51% Senior High and Vocational Continuation School teachers agreed that the current continual educational activities satisfy their needs. 7. Majority of Senior High and Vocational Continuation Schools still provided financial aid, but this was on a decreasing trend. 8. The majority of Senior High and Vocational Continuation School teachers believed that “teachers’ professional development” should be given priority in the planning of continual education for teachers. 9. The problems that Senior High and Vocational Continuation School teachers currently face were family factor at the top of the list, with time factor as the next problem and transportation inconvenience was more severe in the Eastern region compared to other regions. 10. Senior High and Vocational Continuation School teachers believed that currently provided opportunities and activities of continual education was insufficient; it was necessary to establish one institution responsible for organizational planning, coordination and promotion of teachers’ continual education and the execution and effectiveness of teachers’ continual education needed to be regularly reviewed. 11. Senior High and Vocational Continuation School teachers believed that reasons for continual education should be clear and results should be tested without affecting teaching quality. 12. Senior High and Vocational Continuation teachers with different backgrounds had different opinions about the current continual education system. Within the background variable, teachers with differences in gender, age, seniority and location had more significant difference in opinions. Based on the above discoveries, the following recommendations were proposed： 1. For managers in the Ministry of Education：（i）establish a separate unit responsible for teachers’ continual education as soon as possible；（ii）review and modify the current system and legislation；（iii）proceed with improvement directed at the differential gap between teaching theory and actual practice；（iv）input sufficient resources；（v）take special care about problems that Senior High and Vocational Continuation School teachers are facing especially in Eastern and outfield towns. 2. Recommendations for Senior High and Vocational Continuation Schools：（i） create a learning culture in the organization to assist teachers in continual education course；（ii）utilize inter-school cooperation to administrate continual educational activities. 3. Recommendations for Senior High and Vocational Continuation School teachers：（i）turn passive into proactive for self-directed learning；（ii）utilize teamwork forces. 4. Recommendations for future researchers：（i）research directed at course planning；（ii）expand research objects. Keywords：Senior high and vocational continuation schools/ Teachers’ continual education

碩士
國立臺中教育大學
數位內容科技學系碩士班
97
ABSTRACT This research would like to test the effect of real-time difficult word subtitles displayed in movies on the English learning of private vocational continuation high school students. Movies are frequently used in classroom as a type of teaching material. Their vivid pictures and stories can be good attractions to arouse students’ attention and motivation in order to improve their English learning achievement. Subtitles in Chinese are helpful and advantageous to students in Taiwan for English learning and essential to most of the low achievement students. This research applies real-time difficult word subtitles to movies in addition to conventional bilingual subtitles which are both Chinese and English, hopefully to help students grip the key points as well as demonstrate better English comprehension. The results of this study show that experimental group has a better performance than the control one in content comprehension, listening comprehension and vocabulary learning. As for the learning attitude, experimental subjects mostly prefer this application of subtitles. Further analysis shows the reasons for effective learning exhibited in this study include that students’ cognitive load is lightened, learning motivation is promoted, confidence is strengthened, and anxiety is reduced.

碩士
國立彰化師範大學
工業教育與技術學系
100
The aim of this research was to investigate the relationship between students who studied at Institute of Technology colleges, participated in various skills tests and their employability. To achieve the research objectives, ten private and state vocational high schools were selected as a random sample in three cities, Taichung, Changhua and Nantou. The research focused on the grade two and three students who studied in the Department of Machinery. The reason for selecting those students was because they were preparing for further learning in colleges, universities for their future careers. The total number of questionnaires which were sent out was 646 and 556 valid questionnaires were received. The percentage of questionnaires received totaled 86%. The data were analyzed to test the hypotheses by using statistical procedures such a frequency distribution, percentages, t-test, one-way ANOVA, Scheffé comparison, and Pearson’s product-moment correlation. The conclusions of this research were listed as follows: 1.The situation regarding vocational high school students who participated in the skill test for certified technicians was good because students depended on “the skills courses” the most. 2.Students who studied at the vocational high school had the ability to understand the requirements needed for jobs in the future. Additionally“attitude and responsibility” are the employers priorities when recruiting students. 3.For vocational high school students, the test results had significant differences when students’ genders, the schools’status, families, and financial status were taken into consideration. 4.Due to the above reasons, there was a significant gap in the job finding ability of students who had a better environment and those who did not. 5.For vocational high school students, the skill test for certified technicians was strongly related to their job finding ability.

碩士
國立彰化師範大學
工業教育與技術學系
96
The main purposes of the study were to investigate the present situation of students’ learning satisfaction and teachers’ satisfaction in senior vocational continuation high schools in mid-Taiwan area, to analyze and compare the varieties of the different student’s and teacher’s background variables, and to explore the relationship between students’ learning satisfaction and teachers’ teaching satisfaction in these selected schools. A total of 632 senior vocational continuation high school students and 136 teachers were drawn as samples in mid-Taiwan area including Yunlin County, Taichung County, Taichung City, Nantou County, and Changhua County. With a valid return rate of 90% from students and of 97.14% from teachers, the 768 questionnaires were analyzed using descriptive statistics, t-test, one-way ANOVA, Scheffé’s tests, and Pearson’s product-moment correlation. Some of the key findings were as follows: 1.The score of students’ learning satisfaction in senior vocational continuation high schools in mid-Taiwan area was middle. The highest was teachers’ teaching and the lowest was curriculum and material. 2.The sample background data including students’ gender, grades, school affiliation, jobs, and future planning presented significant differences from students’ learning satisfaction in senior vocational continuation high schools in mid-Taiwan area. 3.The score of teachers’ teaching satisfaction in senior vocational continuation high schools in mid-Taiwan area was above average. The highest was teacher and students’ interaction and the lowest was curriculum and material. 4.The sample background data including teachers’ gender, age, marriage, teaching courses, and educational background presented significant differences from teachers’ teaching satisfaction in senior vocational continuation high schools in mid-Taiwan area. 5.In all aspects, there were significant differences between students’ learning satisfaction and teachers’ teaching satisfaction in senior vocational continuation high schools in mid-Taiwan area.