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Dissertations / Theses on the topic 'High school teachers Education and state China'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

U, Eddy. "Professional degeneration and political decay Shanghai schoolteachers and the Socialist state, 1949-1968 /." online access from Digital dissertation consortium access full-text, 2001. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3019838.

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2

Chow, Lo-sai Pauline. "The implications of the transitional society for teachers." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626032.

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3

Chow, Lo-sai Pauline, and 周蘿茜. "The implications of the transitional society for teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626032.

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4

Tang, Ying. "Comparative Study of School and Science Teacher Technology Leaderships in High and Middle Schools in the United States and China." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/623.

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Researchers found that various schools took different technology leadership approaches and that school leadership practices were empirically associated with outcomes for teacher performance and student learning. To date, few studies systematically examined the salient aspects of school technology leadership (STL) and science teacher technology leadership (STTL), and the effects of country and grade-level on school and science teacher technology leaderships. A comprehensive technology leadership model was lacking for secondary school science education. Therefore, this research study focused on the status of school technology leadership, science teacher technology leadership, and their relationships and differences across country and grade. In this study, the specific school technology leadership practices and artifacts were investigated in eight schools in the U.S. and China and at both high and middle school levels. This study was completed using both quantitative and descriptive data from surveys, interviews, observations and artifact review. Meanwhile, in the study, school technology and science teachers’ technology leaderships were examined on the bases of their information and communication technology (ICT)-supported learning environment, ICT competence, ICT-enriched curriculum, and ICT-integrated instruction. Additionally, how school and science teacher technology leadership style differed across county and grade-level contexts was examined in this study. As a result, this study increased understanding of the nature and scope of school and science teacher technology leaderships and their differences across country and grade. This study provided school leaders, science teachers, and policy makers with important implications for the development of ICT-integrated education in the digital age.

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5

Campbell, Jeffery R. "High school teachers' knowledge of legal parameters regarding church/state issues." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280132.

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This study considered the nature of a disconnect that appears to exist between high school teachers' understanding of church/state legal parameters and actual church/state legal parameters in the public school context. A survey was given to the 175 high school teachers in a Southwestern high school district. 115 teachers (approximately 66%) from each of the two high schools in the district responded. The survey described thirty-three church/state scenarios in the public school context and teachers were asked to indicate whether they thought scenarios characterized situations that were constitutionally appropriate, constitutionally inappropriate, or whether they didn't know. It was concluded that respondents in this sample had considerable misperceptions about church/state legal parameters. Rather than disclosing what specific topics were least and most understood, it was found that teachers classified scenarios sometimes correctly and sometimes incorrectly within the same topic area. Consideration of these findings in light of communications theory, particularly as it pertains to theories of Supreme Court influence, suggests that teachers' knowledge of church/state legal parameters could be more accurately described as a set of cognitive heuristics (rules of thumb), as opposed to a deep understanding of case law. Narrative responses and analysis of specific church/state topic areas also lent credence to this conclusion. Potential kinds of heuristics emerging in the data were also considered. Implications for teacher training teachers were discussed. Areas for future research were suggested.

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6

Poncé, Frank Kalani. "Job satisfaction among high school choral music teachers in the state of Ohio /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913102864.

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7

Ponce, Frank Kalani. "Job Satisfaction Among High School Choral Music Teachers in the State of Ohio." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392742151.

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8

Long, Leanne Freeman. "Instructional leadership perceptions of Mississippi career and technical education administrators and teachers /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10212008-204201.

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9

Hui, Nga-man Jasmine, and 許雅雯. "Sex education programme in a catholic boys' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37261071.

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10

Chan, Yick-nam, and 陳奕南. "Secondary school teachers' beliefs about IT and constructivist pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196333X.

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11

Chan, Wing-yun Winnie, and 陳詠欣. "Education on the topic of genetically modified organisms in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B43895177.

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12

Benson, Nancy. "The People's Soul Engineers: A Study of Secondary Teachers in the People's Republic of China." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1237.

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This study was designed to explore the beliefs of teachers in the People's Republic in China regarding education policy, work conditions in the schools, teacher education, student discipline, curriculum, and the teaching profession. Subjects were 60 secondary teachers in the Beijing area, from both "keypoint" and "ordinary" schools. The teachers completed a 60-item questionnaire, designed to assess multiple educational belief dimensions. The results revealed that, as a group, teachers perceived themselves as having poor social status, inadequate pay, limiting work conditions, and a lack of opportunities for advancement. Teachers also reported a high degree of stress and health problems. There were distinct patterns of responses reflecting beliefs that students should be given more freedom to speak their minds and that students' ability to think is more important than memorizing facts. Teachers expressed a high interest in helping students learn and working for the good of society. Regarding educational policy, teachers believed that the government does not adequately support neither education nor teacher preparation. This pattern of results varied by demographic factors. For example, male teachers reported stronger perceptions that their families lack pride in them as teachers. Teachers without degrees felt more strongly that resources at their schools were less adequate. Older, more experienced teachers reported a stronger belief in permissive parenting as the major cause of behavior problems in the schools, and agreed that parents should be responsible for their child's moral education. Younger teachers expressed the most dissatisfaction with their pay and also felt that younger teachers are more capable than older teachers. A cluster analysis revealed statistical separation of teachers into three groups. The first group of teachers was younger, less experienced, and better educated. They expressed the most dissatisfaction with being teachers and felt the lowest social status. However, they also believed that they make a difference in the lives of their students. The second teacher group reported teaching as more challenging and stressful, advocated the need for strong discipline, and felt they made little difference in their students' lives. These teachers were more experienced, older, and less educated. The teachers in the third group, who shared common demographic characteristics with group two, were the most positive about their social status, pay, and commitment to teaching. They reported more support and resources than teachers in the other two groups, and felt they made a difference in their students' lives. Results of this study extend previous findings regarding the beliefs of teachers in the People's Republic of China. Through the use of multivariate techniques, three types of teachers emerged. The implications of these findings are discussed both with regard to government interest in reforming educational policy and directions for future research.

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13

Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.

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14

Leung, Pui-ling, and 梁佩玲. "Achieving quality education: a study of secondary school principals' and teachers' perception and strategiesfor promoting quality in their schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962300.

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15

Au, Wong Wai-yin, and 黃慧賢. "The perceptions of quality education of secondary school principals and teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2759256X.

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16

Tan, Fuji, and 譚福基. "Views of secondary school teachers on curriculum change after the reunion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196123X.

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17

Ng, Kar-wai Vivien, and 吳家慧. "Teachers' conceptions of liberal studies teaching in a case study school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/209524.

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This study is a qualitative case study which aims to investigate teachers’ conceptions of Liberal Studies teaching in a case study school after Liberal Studies became compulsory in the Senior Secondary curriculum. A list of aspects of teaching were compiled based on previous research studies and were used to identify teachers’ conceptions. Data were collected from three participating teachers with two research tools, namely, lesson observations and semi-structured interviews. The teachers came from different educational backgrounds but they taught students at the same secondary level. The findings reveal that participating teachers possess multiple conceptions and there are discrepancies between what they think Liberal Studies teaching should be and their real classroom practices. They also do not have complete understanding of what an issue-enquiry approach is. The reasons participating Liberal Studies teachers gave in response to the formation of their conceptions are found to be related to their major subject taught or major subject completed at a degree level. It is also found that when they attended Liberal Studies related training courses, they tended to use their educational background to selectively pick up teaching strategies introduced in the courses.
published_or_final_version
Education
Master
Master of Education

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18

Wong, Wang-fai Rochester, and 黃宏輝. "Hong Kong teachers' experience on project work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196266X.

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19

Clark, Rhoe Stephanie Y. "High School Teachers' Self-Reported Knowledge and Implementation of Social and Emotional Learning Competencies." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5615.

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Public policymakers have failed to address public high school students' social and emotional learning (SEL). Recent public policies such as Common Core State Standards (CCSS) do not measure SEL outcomes as significant. Public education is government funded and therefore public policy driven. Research indicates SEL competencies have a positive influence on students' academic successes, classroom behaviors, and future career outcomes. The conceptual framework for this study was based on SEL components described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served as the lens though which the data were analyzed. Research questions for this phenomenological study explored teachers' self-reported knowledge and classroom implementation of the 5 SEL tenets: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Participants were a purposive sample of 10 teachers of all subjects and levels at Title 1 schools in the southwestern United States. Semistructured open-ended interviews were used to collect the data. Key results indicated teachers needed clarification on SEL competencies and wanted SEL training. Participants discussed structured SEL activities necessary for well-rounded citizens. SEL may contribute to positive social change if policymakers, education administrators, teachers, and other stakeholders seeking policy reforms focus on SEL inclusion into public policies such as CCSS.

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20

Keung, Kwai-hing Judy, and 姜桂卿. "Teachers as action researchers: problems and benefits." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958692.

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21

楊志強 and Chi-keung Yeung. "Factors affecting teacher's attitude and integration of ICT in education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256545.

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22

Lau, Hon-wah, and 劉漢華. "Factors that motivate teachers in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956105.

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23

Koenig, Dagmar. "Czech teachers as "bearers of change" : teacher inspiration and attitudes toward change in secondary state and non-state schools /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7774.

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24

Wong, Lop-sun, and 王立新. "Implications of the direct subsidy scheme: teachers' perspectives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956920.

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25

Lo, Shun-kwong, and 羅信光. "Quality education in physical education: Hongkong secondary students' perception on qualities of physical educationteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961812.

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26

Stair, Kristin Shawn. "Identifying Confidence Levels and Instructional Strategies of High School Agriculture Education Teachers When Working with Students with Special Needs." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-03122009-164619/.

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In Agricultural Education, teachers are experiencing increased student diversity within their classrooms. The purpose of this study was to identify the confidence levels of high school agriculture teachers and to determine what strategies they are using when working with students with special needs. The population of this study consisted of secondary agriculture teachers in the United States. One state was randomly selected from each region of National Association of Agriculture Educator (NAAE) regions and a stratified random sampling method was used to ensure representation from all states. A random sample size of 333 was selected with a total response rate of 62%. Participants completed a survey instrument that measured teacher confidence, identified which strategies they used most often, how effective they felt those strategies were and collected demographic information. Analysis of the collected data showed that teachers are using recognized practices in their classes though they are more likely to use techniques associated with good teaching practices rather than strategies that are specifically designed to benefit students with special needs. This research also showed that teachers are confident in their abilities, however they generally disagreed that their teacher training program prepared them to work with students with disabilities. Multiple regression was used to identify predictors of teacher confidence. The best fitting prediction model consisted of three variables: participating in in-service opportunities related to special education, age, and having a friend or family member with a disability. This model had a total R2 of .118 accounting for almost 12% of the total variance in predictors of total confidence Teacher training programs should focus on providing opportunities for teachers to gain experience by working with students with special needs and to learn specific strategies for teaching students within this population.

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27

Look, Wing-kam. "A phenomenographic study of teachers' understanding of the successful implementation of the local history curriculum." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25151034.

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28

Miller, Marilyn. "The Perceptions of High School Physical Educators on the Benefits of Block Scheduling in the State of Utah." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd968.pdf.

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29

Lee, Ying-chi, and 李盈芝. "Conceptions of critical thinking of advanced supplementary level liberal studies teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039833.

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30

Wu, Zhenzhen, and 吴真真. "Factors that motivate teachers in profit-making schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177175.

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This study aims at obtaining a deeper and clearer understanding of various factors that motivate teacher to work in profit-making schools. Herzberg’s motivator-hygiene theory on motivation is adopted as the main theoretical basis. A questionnaire survey was used to gather data from English teachers in a profit-making school. Of the 95 returned questionnaires, 87 were found valid for statistic analysis which was processed by SPSS 17.0. The major findings were summarized as follows. First, the most important factor is Job Security while the least important one is Responsibility. Second, it is found that hygiene factors are more important than motivators to motivate teachers in this case school, which is not so consistent with Herzberg’s theory. Third, the results of the study also challenged the Maslow’s theory. Maslow’s statement that lower level needs must be satisfied before the desire of the next high level is not confirmed by this study. Fourth, when concerned with the relationship between teachers’ background and the motivation factors, this study showed that teachers with different gender, age, working experience, academic background and marital status have different perceptions of the importance of the factors. Further study could be follow-up to extend this study to other employees, such as middle management in schools. Since this study only answer the question “what” motivate teachers, “how” those factors affect teachers to work is another area.
published_or_final_version
Education
Master
Master of Education

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31

Leung, Yuk-wah, and 梁玉華. "Rewards and punishments in schools: a study of their effectiveness as perceived by secondary school students andtheir teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956014.

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32

Leung, Hoi-yan, and 梁愷恩. "A comparative study of music education in two secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27709528.

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33

Look, Wing-kam, and 陸詠琴. "A phenomenographic study of teachers' understanding of the successful implementation of the local history curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963134.

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34

Chan, Yee-wan, and 陳綺雲. "Teachers' perceptions of 'quality assurance inspection' in relation toschool improvement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962804.

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35

Chan, Wai-yu Ada, and 陳慧茹. "Curriculum continuity in Hong Kong secondary school economics: perception of teachers and students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30234736.

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36

Crittenden, Jason C. "Attitudes and perceived self-efficacy of Mississippi career and technical educators toward information and communication technology." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03302009-185048.

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37

Liu, Pak-lin, and 廖柏年. "An evaluative study of the performance appraisal system in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959027.

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38

Tong, Chung-fan, and 湯仲勳. "How does the teamwork culture affect the teachers' ways of working in a local secondary school?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30257141.

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39

Byous, Stacy Rae. "High School Language Arts Teachers' Experiences with Integrating Technology after Participating in a State-Mandated Technology Professional Development Course." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/11.

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Georgia has invested millions of dollars for technology and teacher technology training in order to prepare students for a technological society (Brackett, Henry, & Weathersby, 1999; Hinton, 2003). While technology affects all teachers, language arts teachers are also challenged to teach multiple literacies (Leu, Kinzer, Coiro, & Cammack, 2004). This study investigated the extent that professional development programs impact the language arts teachers’ classroom practice (Bebell, Russell, & O’Dwyer, 2004; Young & Bush, 2004). This case study research explored three high school language arts teachers’ experiences with integrating technology after having participated in a state-mandated professional development course on technology. Rogers’ (1995) Adoption and Diffusion Model was used as a framework in order to understand the factors that influence adoption of innovations and to explore factors that act as barriers or enhance the adoption process. An emergent qualitative research design was used to investigate the following research questions: (1) In what ways do high school language arts teachers integrate technology into their curriculum after completion of said course? (2) To what extent are these practices representative of the experiences addressed in the professional development course? (3) What are teachers’ perceptions of technology integration in the language arts classroom? Data sources included formal interviews, video-taped lessons, observational field notes, teacher portfolios, and other written communications to supplement face to face interviews. A constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985) was used throughout the study by assigning each piece of data a code and category, which was revised and modified as new data were incorporated (Bogdan & Biklen, 1992). Rigor was established through member checks and triangulation of the data. Four themes emerged from the data: (a) technology was adopted as a tool, (b) TAFT resulted in engagement and enthusiasm for using technology, (c) restrictions on time impacted technology integration, and (d) available technology sat idle. Although technology was not used to its fullest potential, the discussion emphasizes that technology training led to technology implementation and impacted classroom practice. The teachers’ perceived attributes of the technologies, and their stance and perceptions of literacy and technology affected their technology integration and determined their adoption and adaptation of technologies.

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40

Yiu, Si-in Sianna, and 姚思言. "Education for sustainable development in liberal studies : perceptions from teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209468.

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The period 2005-2014 was the United Nations Decade of Education for Sustainable Development. Many countries, especially those in European and North America have been implementing or looking for ways to implement education for sustainable development (ESD) in their education system. In Hong Kong, Liberal Studies (LS) is an important new channel for ESD. It is the only compulsory subject in secondary schools which required students to learn about sustainable development (SD). There are a lot of similarities between LS and ESD in terms of goal, perspectives, values and attitudes, pedagogy and the development of skills, however, both LS and SD are new to many LS teachers. This study aims to examine LS teachers’ perception of SD and ESD and the ways they implement ESD through LS in order to identify opportunities and constraints for implementing ESD through LS and find out what can be done to further promote SD in schools. Apart from desktop research, first-hand data were collected mainly from questionnaires and interviews with LS teachers. Interviews were also conducted with some relevant government officers and LS teacher educators working at universities. This study finds that LS teachers generally support SD and ESD and have developed some common understandings on SD and ESD. They pay special attention to preservation and conservation and the controversial nature of SD issues. They put special emphasis on helping students see SD issues from multi-perspectives and balance different interests. They are able to recognize the importance of experiential learning, place-based education and active and participative learning approaches to ESD. LS teachers generally agree that LS is a very important channel for ESD as it raises students’ awareness and sensitivity to current SD issues and can help students think about SD across modules by applying the concept on different geographical and time scales. However, there are a number of factors limiting the effectiveness of ESD in LS. This study shows that there are four major types of constraints affecting the implementation of ESD through LS, including conceptual constraints, LS curriculum constraints, resource constraints and the over-reliance on LS. This study also identifies some opportunities to improve ESD in LS. Base on the study findings, some general recommendations for improving ESD in the Hong Kong education system are made followed by some specific recommendations for improving ESD in LS.
published_or_final_version
Kadoorie Institute
Master
Master of Philosophy

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41

Berger, Drotar Karen S. "Filling the God-Shaped Hole: A Qualitative Study of Spirituality and Public High School Teachers." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321974749.

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42

Tam, Cheung-on, and 譚祥安. "Perceptions of teachers and students on gifted children and their education: a Hong Kong secondary school casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195828X.

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43

Tong, Ling-poon Andrew, and 湯靈磐. "A study of the sexuality attitudes and the attitudes towards sex education of the secondary school teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959829.

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44

Yu, Ho-wai, and 余可維. "Preparation for the new senior secondary liberal studies curriculum: the perception of school practitioners in adirect subsidy scheme school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203360.

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45

何健昌 and Kin-cheong Ho. "A study of stress experienced by teachers using IT in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B43894951.

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46

Ip, Ming-ho, and 葉明浩. "A study of the factors that motivate academic masters in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957870.

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47

Ko, Shun-yee, and 高純意. "Project-based learning in a Hong Kong secondary school: perceptions of teachers and students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30143779.

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48

Choy, Yu-ling, and 蔡宇稜. "Teachers' perspectives on the use of intranet as a learning platform in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30408052.

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49

Wong, Yuen-fan Candice, and 黃婉芬. "Teachers' perception of the relationship between discipline and guidance: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959908.

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50

Yung, King-miu Sinfonia, and 翁瓊苗. "An investigation on the epistemological beliefs of liberal studies teachers in relation to teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039936.

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