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Williams, Katherine W. "Food science in the junior high school foods class." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/340.
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DeGenaro, William. "The junior college movement: Corporate education for the working class." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289774.
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The working class, largely excluded from college life before the twentieth century, obtained access to higher education through the two-year college movement, which began in 1901. "Junior colleges," a name that education scholars at elite universities invented to denote the new institutions, grew out of a desire to put higher education in service to business interests. Junior colleges trained industrial workers and provided transfer to four-year colleges for the most qualified students. Through tools such as first-year composition curricula and active guidance counseling programs, junior colleges frequently attempted to teach students lessons in competition, individuality, and meritocracy. Leaders of the movement feared social unrest would result from burgeoning labor movements and the rapid influx of immigrants from Eastern and Southern Europe and constructed disciplinary devices to squelch elements they perceived to be subversive and dangerous. Furthermore, leaders of the movement enjoyed support for their regressive ideology in the popular press, which legitimated the movement and helped to manufacture a need for the brands of education (e.g., vocationalism) the junior college came to promulgate.
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Townsend, Karen C. "The beginning string class : exemplary curricular content and processes in selected Indiana middle/junior high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1118239.
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The purpose of this study was to contribute research literature for readers interested in the exemplary curricular content and processes found in the beginning string classes of selected Indiana middle/junior high schools. Roots for this descriptive study were: (1) principles of Discipline-Based Music Education (DBME), (2) related literature written by expert music education theorists, (3) research data contributed by general education theorists, (4) data gathered from the business world supporting quality endeavors and (5) views of randomly- selected Indiana string education practitioners regarding their frequencies-of-use of the DBME components (in the Indiana 1994 Music Curriculum Guide) to guide students in attaining the eighteen proficiencies ( in the Indiana 1987 Music Curriculum Guide).The sample for the study consisted of sixty Indiana teachers of beginning middle/junior high school string classes (grades five through eight). Thirty-nine educators responded to the survey. The writer developed an original questionnaire to find which curriculum guide(s) the teachers had and how frequently they used the DBME components-criticism, history, aesthetics and production-to guide their students to attain the eighteen proficiencies listed in the 1987 Indiana curriculum guide.Circumstances proved favorable for the writer to formally visit and observe eight teachers working with classes at their schools. Qualitative observations controlled by three objective documents provided criteria to describe the processes apparent during the visits.This study indicated the following favored perspectives for teaching the eighteen proficiencies-in order: production, criticism, aesthetics and history. An in-service to describe the purpose and extensions of the plan might ease any apprehension of this new framework for teaching music as a core subject. The data suggested that fifty-four percent of the sample may be using the components of the DBME paradigm.Proficiency guidance was noted as lacking in attention regarding horizontal and vertical form, instrumental family sounds, basic interpretive skills, improvisation, composing and arranging, conducting, evaluation and developing an understanding of the role of music as an avocation and career. Perhaps, an approach stimulated by the framework of DBME will allow a stretch into these proficiencies and ignite new understandings.School of Music
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CHANG，YA-LUN and 張雅綸. "Studies of Confucian Analects Teaching on Class Climate and Class Life Attitude in Junior High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/22227650888067837532.
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碩士聖約翰科技大學
機械與電腦輔助工程系碩士班
103
Studies of Confucian Analects Teaching on Class Climate and Class Life Attitude in Junior High School Abstract The study aimed to investigate the influence of Confucian Analects teaching on class climate and class life attitude in junior high school. A quasi experimental research method was adopted in the study, and participants were divided into the experimental group and the normal group. Pre-tests and post-tests of “Class Climate Scales” and “Class Life Attitude Scales” were given to the participants. A total of 50 students from a junior high school in New Taipei City were recruited in 15 weeks experiment. 25 students in the experimental group were given Confucian Analects course lessons, while the remaining 25 students in the normal group were given generic Chinese course lessons. The collected data was analyzed through statistical methods including the independent-samples t-test, the paired-samples t-test, and descriptive statistics, and was further illustrated by qualitative data. The main results of the study are as follows: 1. Significant differences were found between the two groups’ performance in the post-tests of “Class Climate Scales” and “Class Life Attitude Scales.” 2. The experimental group performed better than the control group in the post-tests of “Class Climate Scales” and “Class Life Attitude Scales.” That is, junior high school students that took Confucian Analects lessons had a better class climate and class life attitude than those that took general Chinese lessons. 3. There was no significant difference between genders in the experimental group in the pre-tests and post-tests of “Class Climate Scales” and “Class Life Attitude Scales.” 4. There were significant over moderate positive correlations between class life attitude and class climate. Keywords: Confucian Analects, class climate, class life attitude, independent-samples t-test.
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Lin, Fen-Yuan, and 林芬遠. "An investigation of Class Talk in Junior-High Context Biology." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/41686807651422331776.
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碩士國立彰化師範大學
科學教育研究所
85
The purpose of this study was to investigate the portrait of the classroomt alk in a junior-high school biology class, the teacher''s consideration aboutcl assroom talk, and how classroom talk influenced on students'' learning. The qualitative method was used according to the purpose. A junior-highschool biol ogy class with an experienced biology teacher was selected in thestudy. Dat a were collected by classroom observation, interview, questionnaireand documen t collection during one semester research period. Data wereanalyzed by using c onstant comparison and analytic induction method. Finding indicated that the re were nine context of situations of classroomtalk in this class. These were: classroom business, text explanation,experiment exposition, demonstration, or al- question quizzes, discussing testitems, students'' conducting activities, su pplemental-references exposition,and introducing relevant books. The content s of the classroom talk were communicated via teacher exposition,triadic dialo gue, simple question-answer, a series of subsequent questions, aset of questio n-answers about a certain concept, and whole-class text reading.The contents o f the classroom talk were divided into material-explanation andnon-material-ex planation classroom talk. The former included: analogy,defining, exemplifying , causal explaining , sequent and procedural explaining, teleological explainin g and concept comparison, introducing the procedure ofexperiment, and describi ng the purpose of individual steps in the experiment.The latter contained: off ering relevant information, encouraging students to doscientific inquiries, gi ving information about tests, asking students tounderline key points or take n otes, emphasizing the forms and sounds of someChinese characters, oral questio ning for quizzes, oral praising, classroommanagement, asking the distribution of testing results. There might be differentforms and contents of classroom ta lk in different context of situations. The teacher made the portrait of the classroom talk consciously and had herown teaching consideration. The teachin g consideration depended on theteacher''s cognition of students'' learning level , available teaching time,material difficulty, and whether the material was co vered on the tests. Theportrait of classroom talk indeed influenced on student s'' learning . Howeverthe influential factors were not only the teacher''s cons ideration but alsostudents'' cognition and interpretation of the classroom talk . The findings of this study could provide a referent framework for biologyt eachers to check the classroom talk in their own classes.
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Chou, Pi-chu, and 周碧珠. "SYSTEM DYNAMICS OF THE CLASS GROUPING OF JUNIOR HIGH SCHOOL." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/72052828636661788737.
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碩士南華大學
企業管理系管理科學碩博士班
98
From the results of simulation, this research found that, in the aspect of “learning motivation”, students placed in classes grouped by abilities reach the peak of learning motivation in shorter time spans, and the closer the levels of the students are in one class, the quicker they reach the peak of motivation. In the aspect of “learning stress”, students in classes grouped by abilities experience the peak of learning stress in a stage earlier than students in other classes; nonetheless, they still perform better in academic works. This shows that “learning stress” has a positive correlation to “academic performance”. In the aspect of “teaching stress”, teachers are subjected under different sources of teaching stress in different classes grouped by different strategies. In classes grouped by abilities, the highest level of teaching stress comes from the expectation projected on the teachers to maintain the students’ academic performance at a certain level. And in the randomly grouped classes, the highest level of teaching stress comes from the demand to maintain order and implement teaching in the classroom. Under the current education policies, this research makes an attempt to explore the factors that affect students’ academic performances. The results show that teachers’ enthusiasm has the most significant effect and lowering teaching stress ranks the second. Students’ “learning motivation” and “sense of achievement” appear to have the least effect among all other factors. Since the majority of the past studies were done through the static models from the aspect of social science, this research takes a different approach to survey the issues of class grouping from the aspect of system dynamics. Use of packaged software “Venism” is also incorporated into this study for model construction and dynamic simulation.
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Yen, Yu-Fen, and 顏玉芬. "Academic Adjustment of Kaohsiung County Junior High PE Class Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/21154008486690173516.
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碩士國立中山大學
教育研究所
98
This research aimed to study the academic adjustment of Kaohsiung county junior high PE class students. The goal was to understand the students’ adjustment in school and further to explore whether there were remarkable differences when various backgrounds changed. The research adopted survey research methodology, using “Academic Adjustment Scales” compiled by the researcher as an overall survey to the PE class students in Kaohsiung county junior high schools. 1435 copies had been sent out and 1064 valid questionnaires were received, with a valid return rate of 74%. Data were analyzed by the package software SPSS 14, using α＜.05 as a remarkable level, and the analytical methods included descriptive statistics, t-test, and one-way ANOVA etc. The findings of the research are as follows: 1.The overall academic adjustment of the Kaohsiung county junior high PE class students indicated in a fine condition. 2.The total scale and sub scales of the first-year (7th grader) junior high PE class students showed remarkable higher scores. 3.The total scale of academic adjustment and sub scale of learning adjustment indicated remarkable higher scores for female students. 4. For elementary graduates of non-PE classes, the total scale of academic adjustment and sub scale of learning adjustment demonstrated remarkable higher scores. 5.The total scale of academic adjustment and sub scale of learning adjustment for students who received more than five-day specialty training in a week showed remarkable lower scores. 6.The total scale of academic adjustment and sub scale of learning adjustment for students who received less than three-class specialty training in a day showed remarkable higher scores. 7.The total scale of academic adjustment and sub scales of learning adjustment and of teacher-student relationship were remarkable lower for students who had participated more than 11 competitions for this semester. 8.Students spent less than one hour afterschool study showed remarkable lower scores on the total scale of academic adjustment and each sub scale of all categories. 9.Students having five study classes showed remarkable lower scores on the total scale of academic adjustment, sub scales of learning adjustment and of physical training adjustment.
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Li, Ying-chiao, and 李穎巧. "Compiling Creativity Exam for Junior High School Art Class Admission." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54674341100378726810.
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碩士國立花蓮教育大學
視覺藝術教育研究所
95
Abstract The purpose of this study is to compile the “Creativity Exam for Junior High School Art Class Admission”, and conduct statistical and content analyses on the data results. The conclusions are as follows: 1. Compilation process: The content of the exams are based on literature review and actual requirements. The items, forms of items, weights, procedures, time distribution, and number of items could be considered properly through teacher interview. 2. Reliability and validity test: The internal consistency reliability of this exam, α, is 0.7233 after the adjustment, indicating the reliability. The validity test is done by expert validity test, and using factory analysis and internal consistency analysis to construct the validity. The results support the fundamental hypothesis of the factory analysis, and the correlation among the factors exhibits good validity. 3. Exam results analysis: Of the maximum scores, the spontonsive flexibility is distinguishing, and can meet the demand of the exam items. The relationship between the exam results and variables, based on the gender-based score distribution, shows that male students perform better in originality, problem solving ability, and language ability (5) than female students do. The correlation analysis on the academic scores shows that motive force is correlated with sketch and color painting, and originality is correlated with sketch performance. The school distribution-based scores show that H-1 elementary school students showed better performance than students of other schools do. Therefore, originality is not positively correlated with good drawing ability. 4. Content analysis on the spontonsive flexibility, originality: For the figure categorization test for spontonsive flexibility, 17.5% students showed uniqueness, with high ratio on exhibiting the unique thoughts of children, as well as diversity, which exhibit their unique creativity and flexible thoughts. The figure categorization test for originality, 11.25% students showed no originality to change the shoes, and their responses are easily influenced by the social trend and media. Lastly, based on the research findings, this study proposed suggestions on the practical experience on creativity exam for art class admission, and related researches.
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Chen, Mei-Chan, and 陳美貞. "The effects of adjusting in-class activity on low-achieving students in junior high school math class." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/18719542113843183110.
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碩士淡江大學
中等學校教師在職進修數學教學碩士學位班
99
Teaching mathematics for thirty six years, I often thought about how to adjust instructional approaches and how to increase student’s interests of learning for low-achieving students so that every student in my class can learn effectively. Improving student’s mathematic proficiency, learning attitudes, and learning performance was my primary goal of teaching. Last year, I happened to teach a unique seventh-grade class. I was responsible for two seventh-grade classes that were all freshmen in the school at that time. Few days after matriculation, I soon realized that the number of students with superior mathematic proficiency in one class was less than one fourth of the entire class. In the other class I taught, the number of students with low mathematic proficiency was also less than one fourth of the entire class. After one-year instruction, comparing the scores of final exam between these two classes, the number of superior students in the former class exceeded the latter one. However, there were nine students whose score was less than forty in the former class. With normal class assignment, this twin-peak phenomenon should not exist in a seventh-grade class. This was the problem I aimed to investigate in this study. This study was an action research with three purposes: (1)To change the instructional method into collaborative learning to promote active learning. (2)To reinforce the implementation of inquiry-based instruction to help students develop the ability to construct their own mathematic mental models. (3)To enhance students’ ability of textual reading to establish the ability of self-learning. Based on the purposes, I first changed my instructional approach into collaborative learning. After implementation, I administrated the mathematics class evaluation survey and compared the scores among mid-term and review examinations. Triangulating with the survey results, this study investigated which instructional method benefited students the most, and concluded with suggestions and implications.
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Hsu, Yin-Hung, and 許殷宏. "Pedagogical Practice under Ability Grouping by Art: A Comparison of Junior High Art Class and Regular Class." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/61413523524301867612.
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博士國立臺灣師範大學
教育學系
93
The study is undertaken to make thick description of teachers’ pedagogical practices in relation to ability grouping by art in junior high schools. Specifically, the study aims at (1) understanding the social contexts of a junior high art class and its regular counterparts; (2) comparing teachers’ definitions of situations regarding art class and regular class as well as their corresponding pedagogical practices; (3) analyzing students’ responses in art class and regular class respectively; and (4) discussing the implications of ability grouping by art in terms of social class inequality. To fulfill the above-mentioned purposes, classroom observation and semi-structured interview techniques are employed to collect empirical data from a junior high school in north Taiwan. The major findings are as follows: 1. The art class is oriented to preparing college-bound students. 2. Teachers who teach both classes adopt different strategies of knowledge transmission, classroom management, and student evaluation, which are thoroughly in favor of the art class. 3. Students in art class are viewed by teachers as more talented than those enrolled in a regular class. 4. Ability grouping by art seems to be a device that a class-devided society creates to reproduce the status quo.
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Chin-ying, Shih. "A Study of Ability-Grouping Practice in Junior High English Class." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200715203574.
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Hsu, Te-Kuang, and 徐德光. "A Class Analysis of Junior and Elementary School Teachers in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/53367075866254400541.
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碩士臺北市立教育大學
社會科教育學系碩士班
96
Abstract The purpose of this study is to understand the class attributes of the junior high and elementary school teachers in Taiwan. Discussion on the main axis is divided into four sections： 1. First of all, to position the objective occupation class of "the junior high and elementary school teachers" in the Taiwanese region from different theories. 2. External observation: observation of the junior high and elementary school teachers in Taiwan with their professional class of generation mobile from their original family and the personal difference of the interpersonal networks, including spouses and friends. 3. Internal observation: to study the teacher's "class identity"，and the relationship between their "class identity" and "cultural orientation". 4. In order to make a more complete description about the class attributes of the junior high and elementary school teachers, this study makes a comparison in all respects above mentioned between the junior high and elementary school teachers and other class professional groups. Based on the information from the data of Academia Sinica "Taiwan social change Survey - social class" in 1992,1997 and 2002, this study has taken from a sample of 178 junior high and elementary school teachers out of the total sample of 6,965 people. Data analysis methods include the number, percentage, a single sample t-test, the independent sample t-test, ANOVA, Pearson correlation and regression analysis. The results show that： 1. Through the theoretical analysis of Max, Webber and Wright, from the different vocational classes of the capitalists, small capital, manager/professional, workers and peasants, the junior high and elementary school teachers in Taiwan target for the professional class with professional ability of manager/professional career class. 2. When the father takes the manager/professional occupational class, the children’s opportunity of becoming the junior and elementary school teachers is higher than other three professional classes. When the father is a junior high or elementary school teacher, the children’s opportunity of becoming occupational class system is higher than most managers/professional occupational class. 3. The "class identity" and "cultural orientation" of the junior high and elementary school teachers show a considerable internal consistency, not only generally higher than most managers/professional occupational class, but also significantly higher than that of other capitalists, workers and peasants and small capital professional class. 4. The variables about the father’s background such as "the socio-economic background", "education level" and "personal network", are very important to explain the "class identity" of the junior high and elementary school teachers in Taiwan. 5. In the “cultural orientation " of the junior high and elementary school teachers, the participation of "elite culture" and "mass culture" shows a positive correlation. During the background variables about "class identity" of the junior and elementary school teachers in Taiwan, only "property achievements acknowledged" shows a negative correlation with the participation of "mass culture". Key words: Taiwan's junior and elementary school teachers, class identity, elite culture, mass culture
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Lin, Yunyu, and 林芸伃. "Content Analysis of Social Class in Junior High School English Textbooks." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55859353721478441414.
Full textAbstract:
碩士明道大學
課程與教學研究所
103
The study examined Junior High School English textbooks on a social class based analysis. It established its findings based on a content analysis of the textbooks examining what they conveyed about social class. The content analysis advocated throughout the study was similar to that used by Kang Hsuant（康軒版） and Han Lin（翰林版） in the study of social class on English textbooks (from Book One to Book Six). Notably the Work Books and Teacher’s Manuals were not included in the analysis. The researcher analyzed and scrutinized the text books on four different headings, namely, occupations, family interaction, education strategies, and social activities. The characteristics of social class and the social class values were also involved in the consideration. From the reach it is considered the following conclusions can properly and reasonably be drawn: I. Both textbook brands tended to present occupations normally associated with middle and upper class people. II. Both textbook brands tended to present family interaction normally associated with middle and upper class people. III. Both textbook brands tended to present education strategies normally associated with middle and upper class people. IV. Both textbook brands tended to present social activities normally associated with middle and upper class people. Finally, the research also provided some suggestions as following to change and improvement to those who write Junior High English textbooks and the teachers who use them: I. Suggestions for those who write junior high school English textbooks: (a) to avoid the chance of benign neglect (b) the selection of content should be balanced with different social class values (c) to develop customized textbooks II. Recommendations to teachers: (a) to strengthen the understanding of the student's family background; (b) the evaluation should not be used only by having tests
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Shih, Chin-ying, and 施青吟. "A Study of Ability-Grouping Practice in Junior High English Class." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/98851798503097810839.
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碩士國立臺灣師範大學
英語學系在職進修碩士班
94
The purpose of this study is to investigate the effects of ability grouping in junior high English class. Ability grouping was adopted in English teaching in Sunny Junior High School in Taipei in 2002 for the seventh graders, who were divided into two levels (Group A and Group B). In the second semester, those who made good progress to the top one-third transferred from Group B to Group A, and vice versa. The same group of students had English in ungrouped homeroom classes when they were eighth graders. This study adopted both quantitative and qualitative approaches. The students and parents were asked to fill out questionnaires; teachers, administrators, as well as selected students and parents were interviewed. The results of the study indicate that ability grouping practiced in Sunny Junior High School failed to bring about great effects on English learning. The possible reasons may lie in no differentiation of textbooks and in the two-level grouping policy. According to the student questionnaires, significant interaction effects between students’ groups (Group A, Group B, and Transfer) and their responses to grouped and ungrouped classes existed in only four out of nineteen items－students’ perceived interest level of the English class, concentration level of their classmates, likelihood of finding role models and accessibility to familiar peers for consultation in class. According to the questionnaires and interviews, ability grouping benefited Group A students whereas ungrouped classes benefited Group B students. In addition, some students of Transfer reported that the pressure of shifting groups made them work harder when they were in 7th-grade grouped classes. All in all, nearly half of the students preferred ungrouped classes; one-fourth preferred grouped classes; one-fourth showed their uncertainty. There was a tendency that Group A students preferred grouped classes, whereas Group B students preferred ungrouped classes. Furthermore, several phenomena found in the interviews were worth the attention－the resentment of some Group B students who felt themselves misplaced, the misunderstandings and conflicts caused by the literal meanings of B1 and B2 (though they were actually equal in English ability), and the feeling of inequity or alienation found among some Group B students who were not taught by their English homeroom teachers. According to parent questionnaires, more than half of the parents showed their preferences for ability grouping. They generally believed that ability grouping met their children’s learning needs. There was a tendency that parents of Group A and Transfer or those whose children had more years of English learning experience preferred ability grouping, whereas parents of Group B or those whose children had few years of English learning experience preferred ungrouped classes. From the interview data and the reasons stated in the questionnaires, it was found that parents were concerned more about the learning efficiency, whereas students were concerned more about familiar peer relationship in homeroom class. In terms of teaching, the results of teacher and student interviews indicate that different teaching strategies were used for different groups. Group A students were given more creative, communicative activities and supplementary materials that enriched their learning. Group B students spent time mostly on mastering the basics in textbooks. The adjusted instruction seemed to benefit Group A and those students with negative English learning experience before. However, there were unexpected disadvantages of ability grouping reported by the English teachers, such as boredom of some Group B students in the high standing, arrogant attitudes of top students in Group A, English teachers’ increased workload, and English homeroom teachers’ difficulties in managing their homeroom classes. Interestingly, two English homeroom teachers of the four teachers interviewed reported that they would have voted for ability grouping if they did not have to consider their homeroom class management. In terms of administration, one-year practice of ability grouping in this school did not cause many difficulties in group formation and timetable arrangements, but the chief of registry section had trouble collecting test papers and computing grades. To solve the conflicting needs and preferences of parents and students as well as to avoid the disadvantages found in this study, an alternative may be to have students study English in homeroom class in the first semester of the 7th grade and to have grouped English class from the second semester or second year on. Another is to sort out a small number of students with high English proficiency to form English-gifted classes. In case that ability grouping is implemented, school authorities should be careful with the following issues, including developing different materials for students of different levels, encouraging collaboration among teachers, helping students understand sufficiently the rationales of the grouping policy and its advantages in learning, and taking care to label or name groups of different levels.
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PENG, CHENG-HUA, and 彭振華. "Social Class and Sports: An Analysis of Social Class and a Junior High School Men’s Basketball Athletes’ Families." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xjcq9z.
Full textAbstract:
碩士國立體育大學
體育研究所
107
The middle and lower class families get more chances to get further studies through sports participation, in order to upgrade their academic achievement and even directly use sports skills as an option for future employment, so participating in sports has also become an opportunity to turn the family social class around in modern society. What’s more, basketball is a quite common sport in Taiwan and it’s also loved by each social class. Recently, basketball professionalization has also started. SBL (Super Basketball League) is also a professional scale. FMD (Formosa Dreamers) is a multinational professional basketball league, which attracts young students to participate in basketball. This study is based on the members of the certain junior high school basketball team in Taoyuan City. It includes the analysis of the social class distribution of the players and the family members of the players, as well as the motivation of participation of different social class families and the research and analysis of future studies and employment. The study findings may sever as a guide for the men’s basketball athletes’ players and parents.
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Chang, Lin Chih, and 林治強. "A Comparison Of Learning-Attitude Of Student In Junior High School In Net-Class Ans In Common-class." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/66623100866606670990.
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碩士國立高雄師範大學
資訊教育研究所
91
The purpose of the study is to explore the learning attitude of junior high school students when they have traditional classes in common-classroom and have computer-based instruction in net- classroom. There are eight scales in learning attitude: learning method, learning plan, learning habit, learning environment, learning motive, learning process, preparation for the tests, and test-taking skills. The study aims to explore the effect of learning attitude caused from different teaching environments and different instructions. First,the research discusses the concepts of web-based instruction and integrating information technology into instruction. In this study, students in net-classroom is the experimental group, students in common-classroom is the control group. The number of the total samples is seventy-four effective samples are returned and evaluated. Five months later, in the second survey, seventy-one effective samples are returned and evaluated. After analyzing the data, the finding is that in the eight scales of learning attitude, different teaching environments and different instructions do have significant effects on the following three scales: learning environment, learning motive, preparation for the tests. According to the finding of the study, the researcher suggests to make a better integrating information technology environment and to change the instruction of the traditional teaching. Key words: Integrating Information Technology into Instruction, Net-Classroom,
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Hsu, Pei-Yun, and 許佩云. "A Study of the Effect of Reading Comprehension Strategies in Junior High School Physical Education Class and Regular Class." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/5u58au.
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碩士樹德科技大學
資訊工程系碩士班
104
In the teaching of reading, reading comprehension strategy has been adopted. The main purpose of this study is to explore the differences of learning achievement between PE class and regular class in the teaching of reading comprehension strategies. The objects of research are PE class and regular class students of the second-grade junior high school in Tainan City. The students accepted twelve classes of Reciprocal teaching with reading comprehension strategies. The research tools are the "reading comprehension ability test" and the "student learning response questionnaire". The research data are collected and analyzed to explore the differences of learning achievement between PE class and regular class in the teaching of reading comprehension strategies. Through reading comprehension teaching strategies, the students in PE class are expected to improve the learning effectiveness. Results of the study are: 1. Through reading comprehension strategies, the reading comprehension ability of students in both regular and physical education classes has been enhanced. 2. Reading comprehension strategy has no significant influence on the classical Chinese reading comprehension ability of the students in physical education class. 3. The students in the physical education class have positive attitude to the reading comprehension strategies. They also believe that the reading comprehension strategies are helpful to their reading comprehension in the future.
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Chia-Yu, Chang, and 張佳裕. "The constraints of swimming class participation in Taipei junior high school student." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/14625967620197817007.
Full textAbstract:
碩士國立臺灣師範大學
體育學系
99
The purpose of this study was to investigate the major constraints of swimming class in junior high school student in Taipei city. The participants were mainly from the 2nd semester of 2009’s junior high school students in Taipei city, a likert scale questionnaire and interview were used for data collection. The results indicated that (1) 25 meters swimming competency assessment was attainable for the most of students at junior high school in Taipei city, student’s perception of swimming class was just fairly, and only 23% students were willing to participate in swimming activity during after school time; (2) The top five constraints from high to low were the climate factor, the flavor of disinfectant, the duration time for swimming class was too short, lack of washing/cleaning logistics, and the bad quality of water; The constructed constraint factors were, from high to low, structural constraints, intrapersonal constraints, and interpersonal constraints; (3) There was a significant difference between structural constraint in grades. The level of father’s educational background showed significant difference in interpersonal constraint, however the level of mother’s educational background didn’t show the significant difference in structural constraint, intrapersonal constraint and interpersonal constraint.
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"Junior leagues of the deep south: Race, class, and healthcare after suffrage." Tulane University, 2021.
Find full textAbstract:
archives@tulane.eduPillars of elite white supremacy, wealthy southern white women, through their work on social welfare projects, transitioned from their roles as influential dependents and stakeholders within individualist economic systems to unselfconscious political citizens in the early twentieth century. This dissertation traces that transition through a single, elite women’s organization: the Junior League. The following chapters tell the stories of the oldest Leagues in the Deep South: the Junior Leagues of New Orleans, Louisiana; Jackson, Mississippi; Montgomery, Alabama; Birmingham, Alabama; Atlanta, Georgia; and Savannah, Georgia. The Association of Junior Leagues of America (AJLA) is an elite women’s voluntary association born out of the settlement movement in late 1890s New York and experienced explosive growth in the decade following suffrage. Out of regional pride and a desire for class solidification, southern debutantes formed Junior Leagues in their own cities. By tracing members’ relationship to gender, race, and class, this dissertation contributes to the larger narrative of the twentieth century women's rights movement through the addition of supposedly apolitical Junior Leaguer's unselfconscious claim to political citizenship. Their administration of health clinics in the Deep South is especially revealing because it was through this work that they performed their citizenship via community investment and collaboration with the state. Junior Leaguers built, constructed, and maintained their projects with the goal of demonstrating their usefulness to the State, which they hoped would, in turn, take the project and its work under the umbrella of state-run services.
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Anna Morgan Leonards
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Chen, Yi-Ling, and 陳億玲. "Action Research on Learning Community in A Junior High School Geographic Class." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/54320970391372550477.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
104
The study aimed to explore the effectiveness of the learning community in a Junior High School Geographic Class. The participants consisted of 25 eighth-grade students, and the research had been implemented for 12 weeks. During the research period, the data were collected through teaching journals, teacher’s observation records, interviews, work sheets, and Geographic learning effectiveness scale. The findings of this study were as following: First, applying learning community teaching could promote student’s interpersonal relationship and social tolerance. Second, applying the learning community teaching could improve students’learning attitudes. Third, group discussions could promote students’critical thinking. Fourth, applying learning community made little difference in student’s academic achievement. Fifth, applying learning community can enhance teacher’s professional growth. Based on the findings, the suggestions for the teachers and future researchers were also made in this study.
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Lin, Chen-Yu, and 林貞伃. "The Feasibility of Dyad QAR in an EFL Junior-High-School Class." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/99611542762674435373.
Full textAbstract:
碩士國立中正大學
英語教學研究所
101
QAR (Question Answer Relationships) can provide a framework for comprehension instruction as well as a pedagogical tool to improve teachers’ and students’ questioning abilities. Researchers have demonstrated the effects of QAR on the promotion of students’ comprehension, learning, and remembering of reading materials. With the provision of the four core QARs (i.e., Right There, Think & Search, Author & Me, and On My Own QARs), QAR provides a shared language for teachers and students to think and talk about sources of information to answer questions in the classroom. This study was undertaken to examine how 28 Taiwanese eighth-grade students interacted to generate and answer their QARs in the dyadic QAR task, and explored the impact of this collaboration on their learning QARs as well as the effect of QARs on their reading comprehension and English learning. The study carried out a six-week QAR instruction in which 28 eighth graders, forming 14 dyads, learned to generate and answer four types of QAR questions. After the QAR instruction, each dyad was required to complete a dyadic QAR task. The dyadic QAR task was approached with dyadic discussions to generate four types of QAR questions and answers in relation to an informational text. All the participants were interviewed after they had completed the task. Data sources included each dyad’s discussion and worksheet in the QAR task, and semi-structured oral interviews after the tasks had been completed. Three discussion frameworks (ORTA, RTOA, and varied sequences) and eight discussion patterns (assisting in language, dictating English sentences, eliciting ideas, joint meaning making, organizing work procedures, posing questions, requesting clarification, and sharing ideas) emerged from the data analysis of the 14 dyadic discussions. Moreover, the variations in the frequency of using the eight discussion patterns revealed that even under the same discussion framework, the participants collaborated in diverse ways. Furthermore, the worksheets of the 14 dyads showed that most of the participants could comprehend the text through generating and answering QAR questions in dyadic work. However, dyad collaboration cannot guarantee the success of the QAR task. Five dyads’ wrong QAR questions or answers were found to be closely associated with their dyadic interactions. The inability to negotiate with each other or the lack of intense interaction obstructed them from repairing or detecting their mistakes. Finally, the participants perceived the dyad collaboration as a way of facilitating QAR learning, and most of them regarded QAR as an effective tool to enhance their reading comprehension and English language learning. The pedagogical implications of this study and suggestions for future research are also provided.
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Cheng, Yu-yeh, and 程玉葉. "Adapted Whole Language Teaching in an English Class in Junior High School." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/13263705260223702728.
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Hsiao, Hsin-Yun, and 蕭欣芸. "An Action Research on the Class Climate and Learning Motivation with Cooperation Learning in Music Class in Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/85488697947069313923.
Full textAbstract:
碩士國立臺北教育大學
音樂學系碩士班
100
Taking the eighth-grade-class in Taichung city as an example, this action research is based on the cooperation learning in the music course in junior high school. The study aims to explore how to use cooperation learning in the field of Arts and Humanities, and if it is effective to enhance the classroom climate and learning motivation. The course “Impressionism” that was used in this study is divided into four units. Through the improving cooperating, different tasks are achieved in every unit. The task becomes more difficult, and the group members must be more understanding with each other. The target students were 32 eighth-graders in the researcher’s class which is normal in Taichung city. Through analysis of teaching journals, questionnaires, learning files, and interview notes, this study adopted qualitative research assisted with quantitative research. The findings of the study are as follows: 1.In the process of Cooperation learning, the more opportunities for cooperation, the more motivation will be excited. 2.Multiple teching methods and assessments would stimulate learning motivation. 3.The more time to cooperating, the class climate would improve. 4.In the process of Cooperation learning, the students can learn the importance of cooperation, and will think about the benefit of the class.
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Ou, Ying-Jie, and 歐英傑. "The influence of Teaching Games for Understanding toward junior high school students’ social skills and class climate in PE class." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/04039438902021940506.
Full textAbstract:
碩士中華大學
科技管理學系碩士在職專班
100
Teaching Games for Understanding (TGfU) is a teaching method by simplify games or races. In this learning situation, students can get the fingerprint and principles of the sport, and learning the concepts of getting points, attacking and defending, then get close to tactics using. In addition, the mainly instructional design of group activity supplies students more opportunities for cooperative learning, communication and sharing, which is different from Traditional Teaching Method, TTM. The purpose of the research is exploring the third grade of junior high students’ social skills and class climate, and involving TGfU into PE class by using quasi-experimental designs. Two classes, 65 of general students in junior high school in Taichung City for convenient sampling, as 33 students in experimental group for TGfU, and 32 students are chosen in manipulative group for TTM. The period of teaching experiment is four weeks, eight classes at all, two classes per week and 45 minutes in each class. A pre-test about social skills and class climate is taken a week before the experiment, and do it again a week after the experiment. The bellowing is the result of the research: 1.In TGfU group’s performance, the degree of social resolution, gregariousness, empathy and self-control has an obvious progress in social skills’ measure form. 2.In TGfU group’s performance of teacher-support, degree of satisfaction, same generation support, affinity and the degree of cohesion progresses obviously. 3.In TTM group’s social skills and the scale of social skills, the score of post-test is slightly higher than pre-test in the degree of social resolution and self-control, but both of them don’t have an obvious progress. 4.In TTM group’s class climate and the scale of class climate, the score of the pro-test of affinity is slightly higher than pre-test, and the score of teacher-support, degree of satisfaction, same generation support and the degree of cohesion are slightly lower than pre-test, but both of them don’t have an obvious progress.
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Hsiao, Chun-Cheng, and 蕭濬程. "A Study on Advisors’Leadership Behavior to Class Management Efficacy of Junior High School–A Case of C Junior High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/vnbr5x.
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Hsien, Miao-Huan, and 謝妙鐶. "English Courses of Supplementary Junior High School Students -- The Ethnographic Research of Supplementary Junior High School Students in a Class." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/55564638843551405340.
Full textAbstract:
碩士國立臺灣師範大學
教育學系在職進修碩士班
95
This study investigates how supplementary junior high school students in Taiwan interpret their learning process in English class. Through ethnographic research and deeply interviewing and long observing supplementary junior high school students in a class, conclusions are derived as follows: 1. Supplementary junior high school students not only approve the importance of English in modern life but also consider that English courses are the most difficult but the most useful of all courses. 2. Supplementary junior high school students consider that they should learn how to speak, read, listen and write. Their cognizance of English relies on the ability to speak out English vocabulary. Actually, supplementary junior high school students in English class are just to repeat after the teacher and copy down the teacher’s words; they can not learn and understand this course well. 3. The efficiency of studying English is slow; even some students can’t learn 26 English letters. Although most of the students can learn the English alphabet well, they still remember few vocabulary; only a few students learn one or two sentences. 4. What supplementary junior high school students want to obtain in English courses is not the quantity but the application of learning through which they feel a sense of achievement and satisfaction in their daily lives. 5. The difficulties of learning English for supplementary junior high school students are as follows: they memorize nothing or forget easily; they don’t have the foundation of KK phonogram; they can’t spell or read; they can’t understand what the teacher says in class; they can’t keep up with the teacher’s instruction; they worry about the chances of speaking English. Consequently, they often adopt strategies as follows: they drop out from school; they seldom come to school; they are late for school; they do other things in class; they stay there with patience; they directly offer suggestions to the teacher. 6. During the process of learning English, supplementary junior high school students clearly know what they want to learn and how their learning condition is. They construct their way of learning English and consider that they will learn well if the teacher follows the same way. 7. Supplementary junior high school students have different motives of learning English: young students study for a diploma; middle-aged students study for practicability; and the elders study for leisure. 8. Under different social background, supplementary junior high school students will have different ways and different attitudes of learning English.
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Jung, Hunag Chen, and 黃貞蓉. "Content Analysis of Social Class Ideology in the Junior high School English Textbooks." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/64027827523624204324.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
98
This research aims at analyzing the distribution of social class ideology in current Junior High School English Textbooks. It takes Kang Hsuan (康軒) and Han Lin (翰林), textbook brands with high market share, for example, and analyzes the texts, new words, and sentence practice from Book One to Book Six, Work Books and Teachers’ Manuals excluded. As for the research approach, it adopts document analysis, making “Analysis List of Occupational Items” and “Analysis List of Features of Class Value.” And then, it analyzes the social class ideology in these English Textbooks with “content analysis.” According to the research, the conclusions are as follow: I. The two textbook brands, Kang Hsuan (康軒) and Han Lin (翰林), tend to choose middle-and-upper class in their picture and texts selection of “occupational items.” II. The two textbook brands, Kang Hsuan (康軒) and Han Lin (翰林), tend to choose middle-and-upper class in their picture and texts selection of “life chances” and “. III. The two textbook brands, Kang Hsuan (康軒) and Han Lin (翰林), tend to choose middle-and-upper class in their picture and texts selection of “family atmosphere”. IV. The two textbook brands, Kang Hsuan (康軒) and Han Lin (翰林), tend to choose middle-and-upper class in their arrangement of “life styles” aspects. Finally, the research proposes some possible solutions to editors of Junior High English textbooks as well as Junior High English teachers.
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Rung-Chu, Liu, and 劉榕茱. "A study on the implementation of potential development class in junior high school." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/77897447278196929579.
Full textAbstract:
碩士國立高雄師範大學
教育學系
90
The purposes of this study are： 1.To investigate the condition of potential development education implemented in junior high school. 2.To explore the effectiveness of potential development education in junior high school. 3.To explore the difficulties that have produced when potential development education was implemented. 4.To explore the factors of teachers’ background that may affect the implementation of potential development education in junior high school. 5. To explore the factors of students’ background that may affect the implementation of potential development education in junior high school. 6.Based upon the research findings, to present some proposals for improving the effectiveness of potential development education in junior high school. To accomplish the purpose, through the result of literature review, and document studying, the investigator complied the questionnaires of teachers and students to survey the condition, the effectiveness, and the difficulties of potential development education in junior high school. The objects of this study are the schoolteachers and students who have participated in potential education. A total of 60 schools in Taiwan were selected .300 copies of the teacher’s and 1440 copies of the student’s questionnaires were dispatched. Finally 244 of the teacher’s and 1116 of the student’s effective samples were acquired. And these data were analyzed by using the method of statistics, including: mean, standard deviation, percentage analysis, ANOVA and Scheffe method. From the data of literature review and questionnaire, the conclusions are as followed： 1.The implementation of potential development education in junior high school conforms to the regulations that Department of Education made. 2.The teachers of potential development education have more positive viewpoints in the aspects of “Manipulation” and “Curriculum and Instruction”. 3. The teachers of potential development education have more positive viewpoints in the aspect of “Effectiveness”. 4.The teachers of potential development education in the over-61-class schools have more positive viewpoints. 5. The teachers of potential development education in the municipal cities have more positive viewpoints. 6.The teachers of “life adaptation disabilities class” have more positive viewpoints than the teachers of “learning adaptation disabilities class”. 7.There are still some difficulties in the implementation of potential education. 8.Girl students in potential development class have more positive viewpoints than boy students. 9.The first and second grade students in potential development class have more positive viewpoints than the third grade students. 10.The students of “life adaptation disabilities class” have more positive viewpoints than the students of “learning adaptation disabilities class”. 11.The students in municipal cities have more positive viewpoints than in any other places. According to the conclusion of this study, the investigator has proposed the following suggestions： 1.Carry out potential development education through practical manipulation. 2.Change the viewpoints of remedial instruction. 3.Reinforce the effectiveness of potential development education, and construct a common consensus. 4.Develop various ways of teaching and design various curriculum. 5.Teach based on what the learners need. 6.Apply all kinds of resources to enrich potential development education. 7.The suggestions to educational administration. 8.The suggestions for the following research.
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YEH, CHE-WEI, and 葉哲維. "The Study of The Tzihui Class of Junior High School：Perspective of Motivative Theories." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/83268547596538155815.
Full textAbstract:
碩士玄奘大學
公共事務管理學系碩士在職專班
94
Title of Thesis：The Study of The Tzihui Class of Junior High School ：Perspective of Motivative Theories Name of Institute：Hsuan Chuang University Graduate Institute of Public Affairs Management Name of Student：YEH,CHE-WEI (葉哲維) Graduate Date：January 2006 Degree Confered：MBA Abstract： The aim of this study is to explore the impact of motivative theories on flowing rate of The Tzihui Class’s teachers , and to seek for guidance effects to students who adapt to school . This study design adopts semi-structured interviews and a questionnaire survey to collect the data . First , to explore the theories and relevant studies to establish the structural foundation of this study . Second , to approach a subject reason behind thoroughly , interviews are used to seek the evidence of materials . And third , ‘The Study of The Tzihui Class of Junior High School：Perspective of Motivative Theories’ Questionnaire is used to collect the data of this study. The object of this study is teachers within 9 schools of The Tzihui class . The interview is responsible for those 9 people as the directors, leaders , and the questionnaire is investigated 77 teachers , retrieving 76 effective questionnaires, 98.7% of effective rate of recovery , the income materials accumulate the relevant analysis of Pearson Product-Moment. According to the result of study, the main conclusions are as follows: First, The Tzihui class teachers are most related to role expectation of position-retaining intention . Second, The Tzihui class teachers are most related to pedagogical content of teacher’s effectiveness. Third, The Tzihui class teachers’ position-retaining intention are most related to life adjustment of guidance effects for reentry students . Fourth , The Tzihui class teachers’ effectiveness is most related to life adjustment of guidance effects for reentry students . This study is made upon the result of the investigation and related literature to provide references for educational administrative institutions, schools and administrative reformations. Keyword：The Tzihui Class, Reentry Students, Position-retaining Intention, Teacher Effectiveness, Guidance Effects
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HSU, PI-JUNG, and 許碧蓉. "Leraning Effect of Mind Mapping Integrated into History Class in Junior High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/28kj6v.
Full textAbstract:
碩士中華大學
工業管理學系
107
This study aimed to explore the influence of junior high school students’ learning effect that Mind Mapping integrated into history teaching. Questionnaire method was adopted in this study, which had 79 ninth graders from researcher’s three calsses in junior high school in Miaoli County as the research subjects, and which the integration of Mind Mapping into history teaching had lasted for fourteen weeks, two classes per week. The “Mind Mapping of history class learning feedback questionnaire” and “Students’ interview record” and “Percentile rank of sectional examination scores” were used as research tools. The data were analyzed using descriptive statistics, independent sample t-test, paired sample t-test, and one-way ANOVA. Research findings were as follows: 1. The integration of Mind Mapping into history teaching in junior high school promoted students’ learning effect. 2. The integration of Mind Mapping into history teaching in junior high school reduced students’ learning difficulty. 3. The integration of Mind Mapping into history teaching in junior high school encouraged students to learn history actively. This study would propose some suggestions according to the research findings, which would be a reference for teaching application and research in the future.
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Lin, Yen-Hsing, and 林妍杏. "A Study on Classroom Management in A Stepmother Class in Junior High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/23673435937639474195.
Full textAbstract:
碩士國立中正大學
教育學研究所
103
The purpose of this study is to explore the good times and hardship experience of classroom management in a stepmother class in junior high school. Qualitative research was adopted. Semi-structured interviews, data analysis and observation were used to understand the step-teacher’s classroom management and coping strategies in different periods as well as the changes between the former teacher and the step-teacher after the teacher’s dialogue. The results of the study were as follows: 1 The challenges of classroom management in the stepmother class: (1) This stepmother class had special class culture. (2) The former teacher might take over the class again. 2 The coping strategies: (1) Established good relationship between the students and the step-teacher. (2) Sought the other teachers’ assistance. (3) Paid attention to the class culture and adopted positive counseling. 3 The content of teacher’s dialogue: (1) The principles about dealing with the class affairs. (2) The strategies for disciplining and counseling. (3) The interactive skills among the teacher, parents and students. (4) Teaching belief about curriculum and evaluation. 4 The changes between the teachers after the teacher’s dialogue: (1) Improved professional teaching abilities as well as classroom management. (2) Through sharing with each other, comprehended teacher’s roles and value.
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Liu, Lee-Yun, and 劉麗雲. "A Study on the Ballet Teaching Behaviors of Junior High School Dancing Class." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/q92ekw.
Full textAbstract:
碩士國立體育學院
體育研究所
90
The purpose of this study was to investigate the ballet teaching behaviors for dancing teachers. The subjects were three ballet teachers who taught dancing classes for the 2nd grade students from three dancing classes from junior high schools from Taipei City and Taipei County. As for the methodology: both qualitative and quantitative approaches were employed, including observatory systems, teaching observation inventories, interviews, and video monitoring, etc. After statistical and analytic tasks, we had the following conclusions: I. The time allocation of teaching behaviors for the dancing teachers were understood: (I) Organization: 15.04% for Subject A, 7.09% for Subject B, and 6.13% for Subject C. And time for equipment management and usage: 5.2% for Subject A, 2.14% for Subject B, and 3.95% for Subject C. (II) Teaching: 31.44% for Subject A, 24.93% for Subject B, and 29.63% for Subject C. Time allocation for rule instruction: 0% for Subject A, 0.05% for Subject B, and 0.72% for Subject C. (III) Supervision: 51.42% for Subject A, 65.31% for Subject B, and 58.15% for Subject C. Specific field supervision time allocation: 32.48% for Subject A, 39.13% for Subject B, and 38.07% for Subject C. II. Feedback employment in teaching behaviors (I) Modified feedback time allocation: 47.97% for Subject A, 57.61% for Subject B, and 52.83% for Subject C. Negative feedback: 45.49% for Subject A, 44.17% for Subject B, and 51.12% for Subject C. (II) General Feedback time allocation: 43.72% for Subject A, 23.08% for Subject B, and 16.21% for Subject C. Negative feedback: 33.52% for Subject A, 18.76% for Subject B, and 12.84% for Subject C. (III) Non-verbal feedback time allocation: 8.31% for Subject A, 19.31% for Subject B, and 30.97% for Subject C. Negative non-verbal feedback: 7.44% for Subject A, 18.01% for Subject B, and 30.10% for Subject C. III. Episode employment in dance teaching (I) Teaching episode: the average minute/time: 1.95 for Subject A, 1.65 for Subject B, and 1.5 for Subject C. (II) Teacher movement: the average time/minute: 1.08 for Subject A, 1.5 for Subject B, and 2.33 for Subject C. IV. Dancing teachers’ effective teaching behaviors (I) Teaching preparation: little difference was observed amongthe subjects: 4.17 for Subject A, 4.67 for Subject B, and 4.0 for Subject C. (II) Teaching design: little difference was observed among the subjects: 3.72 for Subject A, 3.86 for Subject B, and 3.86 for Subject C. (III) Teaching behavior: little difference was observed among the subjects: 3.70 for Subject A, 4.10 for Subject B, and 3.86 for Subject C. (IV) Feedback behavior: there was difference among the subjects: 3.0 for Subject A, 4.0 for Subject B, and 4.0 for Subject C. (V) Students’ learning and responses: there was difference among the subjects: 2.84 for Subject A, 3.0 for Subject B, and 4.0 for Subject C.
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Huang, Ya-Chen, and 黃雅貞. "A STUDY OF CADET PE TEACHER''S CLASS MANAGEMENT IN JUNIOR HIGH SCHOOL." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/70495361433569668779.
Full textAbstract:
碩士國立臺灣師範大學
體育學系
84
The purpose of this study is to ivestigate the exerciseof strategy of cadet PE teachers'' class management injunior high school. The subject of the study is dividedinto three aspects: the first one is to investigate cadetteacher''s monitoring strategy during physical educationteaching activities; the second one is to investigate cadetteachers'' managerial efficiency during physical educationteaching activities;the third one is to investigate theconcepts and practice of cadet PE teachers'' classmanagement. Eleven cadet PE teachers in junior high schooland their students in eleven classes were served as objects.The system observation was adapted to observe teachers'' management behavior. Adding interviews and questionnairescomplete the investigation for cadet PE teachers'' managementbehavior and management concepts. The results indicate:I. Cadet teachers'' monitoring strategy during teaching activities A. The monitoring strategy is influenced by the equipment and facilities of teaching environment, the contents of teaching materials, and the design of activities. B. The location focuses on the sectors adjacent sides and each sector was stayed at half a minute at least. C. The main monitoring strategy is to keep eye contact and employ physical relocation to approach to control.II. Cadet teachers'' managerial efficiency during teaching activities A. The average total quantity of management time occupies about one of fifth whole class. B. The management time of each stage is slightly different in the degree of efficiency because of the differences of strategy, purpose and discipline of each class.III.The concepts and practice of cadet teachers'' class management A. For students'' discipline problems, "direct ask" is adopted most. B. For management plans, the rules are somewhat vague and the practice of the plans is somewhat indefinite.
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Yi-Ling, Chen, and 陳依苓. "Construction of Learning Effect Index of Physical Education Class in Junior High Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/57093286605288945902.
Full textAbstract:
碩士國立體育大學
體育推廣學系
102
Construction of Learning Effect Index of Physical Education Class in Junior High Schools Abstract Objective of this study intends to establish the learning performance indicators for junior high physical education. In order to reach this objective thereby this study adopts the Delphi technique. Moreover a team of Delphi technique experts was formed by inviting 3 sports education experts, 2 physical education assessment experts and 7 senior physical education teachers so as to facilitate the survey process. In addition the experts from respective analytical fields like the average, quartile deviation and frequency distribution finally reached the consensus via conducting three Delphi technique surveys targeting to the advices for physical education learning performance indicators. Findings of this study are used to develop the junior high physical education learning performance indicators and the indicator is constituted of 4 dimensions. Within the teacher teaching dimension, there exist 8 indicators which include the course design proficiency for physical education teacher, the capability in caring the student learning scenarios, oral communication skill, physical education expertise, the good movement demo capability, classroom management capability, multiple assessment capability as well as capability of inspiring the student potential. At the level of people skill, there are 8 indicators which include the ability of increasing student communication skill, ability of maintaining good interactions with the students, getting along well with other teachers, communication skill with students, strengthening the amicable relation with the students, respecting student’s preference, respecting teacher’s preference as well as assisting the student in the mutual understanding of each other’s personalities. In the dimensions for learning performance, there are 10 indicators which comprise of sports rules, all sports standards for student learning, having the students learning the commonsense for sports safety protection, the increase in the physical fitness for students, raising the level of student sports skills, having the students learning the essence of mutual cooperation, inspiring the honor shared by students, cultivating student’s responsibility, raising the level for student’s sports interests and the sports skill performance mutually shared by all students. As for the sports facilities and equipments, there are 5 indicators which are: The existing fields that can be properly utilized for physical education class, all installations that can be safely used during class, adequate sports equipments provided for physical education, proper fields intended for activities dedicated to the class, ability to determine whether all equipments are suitable to students in the class and 31 indicators. Lastly, all the recommendations from this study are to serve as references for physical education practitioners specifically in the practical applications as well as the ensuing researches. Keyword: Delphi technique, Physical education, Teaching effect
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陳美珍. "The Effects of Using Horticultural Class Activities on Learning Attitude, Class Identity and Career Self-efficacy of Junior High School Students - A Case Study of Hsinchu Yu-Hsien Junior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/t2jny3.
Full textAbstract:
碩士中華大學
景觀建築學系
105
The purpose of this study is to explore the effects of horticultural class activities on learning attitude, class identity and career self-efficacy of junior high school students - a case study of Hsinchu Yu-Hsien Junior High School. After the volition survey, 23 students of class 707 in Hsinchu Yu-Hsien Junior High School were invited to participate in this study. Questionnaires on learning attitude, class identity and career self-efficacy were applied before, during and after the horticultural class activities. The data got from the questionnaires of “Learning Attitude Scale”, "Class Identity Scale" ,and "Career Self-Efficacy Scale" were analyzed by descriptive statistics, Mauchly Spherical Test and RM-ANOVA. The benefits of stepping into the horticultural class activities are shown below: First, the part of learning attitude: "I admit the value of learning.", "If I get problems, I will ask my classmates or teachers on my own initiative.", "I am satisfied with the state of my learning.", “After class, I will review what I had learned on that day.", "I will make a schedule of study and leisure by myself.”, "I like to talk about learning content with my peers and enhance my learning outcomes.", "I like the school life.", “I am satisfied with my current performance on studies." Second, the part of class identity: “I feel happy when my class wins the competition.", "I think the performance of my class can show the students' efforts.", "I would care how others comment on my class.", " I will feel the glory when the other students praise my class.", "I will regard the class problems as mine.", “When my classmates participate in the competition, I will cheer them up.", " When I wear our class T-shirt, I think I’m out of the ordinary”, "I can follow the class rules and not violate the group's decisions.", "I will care about my classmates and be glad to help them”, "I will be responsible for the class affairs, and expect our class performed well.”, " When I mention class 707, I will say my class instead of their class." and " I am satisfied with the group performance of our class." Third, the part of career self-efficacy: no evidence can prove the students benefited from the horticultural class activities.
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Hui-e, Pan. "Motivating Beginning EFL Learners to Speak English in Class: An Action Research in an English Speaking Class at a Junior High School." 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719123537.
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cheng, chun-feng, and 鄭鈞丰. "A Study on Relationships among Junior High School Teachers’ Positive Discipline, Class Climate and Class Management Effectiveness: Hsinchu Area as an Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/64178193360168817451.
Full textAbstract:
碩士中原大學
教育研究所
99
The purpose of the study is to investigate the relationships among junior high school teachers’ positive discipline, class climate and class management effectiveness and to analyze the difference, relation, and prediction of the different background variables. Subjects were junior high school teachers in Hsinchu. Thirty-one schools were selected and 600 teachers were main samples. Questionnaires of teachers’ positive discipline, junior high school’s class climate, and class management effectiveness were major research tools. Five hundred and eighty-two questionnaires were collected totally which the collection was 97%. Five hundred and seventy-five questionnaires were used which the use was 98%. The quantitative research method was used in this study including descriptive statistics, ANOVA, Pearson relation,canonical, multiple regression to do data analyses. The study results reveal as the following: 1. The more positive attitudes toward the phenomenon of junior high school teachers’ positive discipline, class climate, and class management effectiveness are presented. 2. There are significant differences among different genders, ages, teaching experiences, and the school location for teachers’ positive discipline in junior high schools in Hsinchu. 3. There is a significant difference between the different school locations and the class climate in junior high schools in Hsinchu. 4. There is a significant difference among different genders, ages, teaching experiences, and the school location for class management effectiveness in junior high schools in Hsinchu. 5. There is a positive relation among junior high school teachers’ positive discipline,class climate, and class management effectiveness in junior high schools in Hsinchu. 6. “Teachers’ advises” in teachers’ positive discipline and class climate can be predicted class management effectiveness efficiently. According to the above results, some pedagogical suggestions are below: 1. The suggestions for educational administrations (1) To plan about the courses of positive discipline and class management effectiveness in order to assist teachers’ professional knowledge. (2) To provide more time for teachers’ advises in order to enhance class management effectiveness. (3) To set up some council systems for the teachers who are unsuitable in order to reduce physical punishment events. 2. The suggestions for schools (1) To reinforce school support system in order to help or assist teachers. (2) To provide examples and set up ways for teachers to share some specific experience. (3) To do reasonable class management in order to promote class management effectiveness. 3. The suggestions for teachers (1) To enhance the knowledge of positive discipline. (2) To build teachers’ professional groups or study further actively in order to promote professional attitudes. 4. The suggestions for the further researches To do more in-depth researches, broaden research areas and participants, put more related variables, and use qualitative methods, such as interview technique, for further study in order to have more reliable research results.
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LIN, CHUN-HO, and 林峻禾. "Study of the Learning Adaptations and Further Study Aspirations of Junior High School Students in the Sports Class and Non-Sports Class." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/07966697210840943077.
Full textAbstract:
碩士國立體育大學
體育研究所
105
The main purpose of this study is to figure out the learning adaptations and further study aspirations of sportsman in junior high schools with and without sports class. The method of a semi-structured interview was applied in the research, and four students from the basketball and wrestling teams of one school with sports class and one school without sports class and two coaches in New Taipei city were invited to the interview. The content of the research is particularly to investigate the difference in the learning adaptations and further study aspirations between the sportsman who are in the school teams with and without sports class. The result of this study can offer the various stages of educational units and the education scene to understand the dilemma of the learning adaptation of sportsman who are from the sports class and the non-sports class and the factors that affect further study aspirations. Hence, there are three main conclusions in the results of the study, including : (1) After exercise training for a certain period, sportsman in the schools with or without sports class will modify not only their living habits but also their personalities, and most students will make achievements from participating in sports competitions. (2) Sports class players are better at combining their training results to the results of competition, however, non-sports class players view the contest results as a reward and a swap. Both need to be achieved by the remedial teaching, and places an importance on interpersonal relationships. Furthermore, there is a sense of distance in the interactions between the students and the coaches in the sports class. (3) The major factor that influences the students’ willingness to pursue further study are the parents. Therefore, creating the related policies of the student athletes, and completing the remedial courses can help the student athletes to own the full learning career, show their talents in the sports field, and finally experience real happiness and moved in the sports movement.
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Pan, Hui-e., and 潘慧娥. "Motivating Beginning EFL Learners to Speak English in Class: An Action Research in an English Speaking Class at a Junior High School." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/31841303062874515980.
Full textAbstract:
碩士國立臺灣師範大學
英語研究所
91
The thesis describes an action research project carried out in an English speaking class, which was part of an extended language program launched at a junior high school in Taipei. Working as the only teacher-researcher in the project, I identified three initial research focuses or teaching issues for exploration. More specifically, I attempted to see whether and how small group learning, learner-centered activities, and teacher’s emotional support could motivate students to talk more in a speaking class. Due to the cyclical nature of action research, the three research issues as well as some secondary problems evolved and were addressed accordingly during the research process. In this study, there were about 180 participating students. These students registered as first-graders of the junior high school in the fall semester of 2001. They were required to take the advanced reading, listening, and speaking classes in turn within the semester-long, three-phase extended language program. This research indicates that students could get more chances to speak when they were put in small groups and when they were appropriately guided to participate in the learner-centered activities. Suitable emotional support appeared to be important in reducing students’ apprehension in speaking English. Another important outcome of this research was an increase in my self-confidence accompanied by my professional growth, which contributed to better teaching techniques as well.
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Wang, Mu-Chen, and 王沐錱. "JUNIOR HIGH SCHOOL ART ABILITY AND TALENT CLASS STUDENTS FAMILY BACKGROUND & LEARNING ACCOMPLISHMENTS." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/71428379148063004001.
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碩士致遠管理學院
教育研究所
95
Abstract The purpose of the study is to explore the difference between students in talent class and regular class in terms of their learning attitudes, learning accomplishments, and their parents’ educational backgrounds. Also, the study means to see if students’ learning attitudes and learning accomplishments can be predicted according to their parents’ educational backgrounds. 1080 students from talent classes of 7 secondary schools in Tainan county, where the study takes place, is the population and another 1080 students from regular classes is the objective of sampling. 30% of the total, 682 students, are selected by random sampling to be studied. In addition to the evaluation chart of learning attitude, scores of all subjects in the first semester in 2006 are also included with students’ permission to be analyzed by software. Statistic methods include descriptive statistics, variance analysis, t-test, correlation and canonical correlation. Findings: 1. Student’s learning attitude in talent class is remarkably better than the one in regular class. 2. Student’s learning accomplishment of courses of study in talent class is remarkably better than the one in regular class. 3. Secondary school students score the lowest marks in math among all courses of study. 4. Student’s learning accomplishment of art courses in talent class is remarkably better than the one in regular class. 5. Parents’ educational backgrounds influence students’ learning accomplishments of courses of study. 6. Student’s learning accomplishment of art courses in talent class is remarkably better than the one in regular class. 7. Student’s family background in talent class is better than the one in regular class. 8. Parents’ educational backgrounds are relevant to students’ learning attitudes, learning accomplishments of courses of study and courses of art. However, it’s difficult to predict students’ learning attitudes, learning accomplishments of courses of study and courses of art according to their parents’ educational backgrounds. Suggestions: 1. Talent class should be established under certain limit in a diversified society. 2. Take necessary measures to help secondary school students develop correct learning attitude. 3. The authorities should keep improving the life-time education system to elevate parents’ educations. 4. Teachers of courses of art should develop a better way to evaluate students’ performances. Keywords：Talent class,learning attitude,learning accomplishments
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Chien-Yo, Lin, and 林建佑. "A Study on the Judo Teacher Teaching Behaviors ofAthletic Class of Junior High School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/25224241681656269896.
Full textAbstract:
碩士輔仁大學
體育學系碩士班
98
Abstract This study aims to investigate the teaching behaviors of physical education class’s Judo team teacher. The subjects were three Judo teachers of physical education class served in junior high schools of Taipei city and Taipei county. Our method included both the quantitative systematic observation and the qualitative interview analysis. The results were as following: 1. Time allocation of the Judo teachers during teaching behavior The Judo teachers dedicated most of their time to supervise the students, while less time was spent on course teaching and practice participation, and least on systematic organization and standby. Student supervising consumed 62% of the teaching time. Movement supervising consumed 8.83 % of the time. During the courses, the teachers usually occupied positions that allowing attendance to all the peripheral areas. 13 % of the time was spent on course teaching. Movement explanation and demonstration cost five times the time of rule interpretation. The upperclassmen were employed in assisting teaching to improve efficiency and progress of the courses. Time for rule interpretation was short. Practice participation cost 13 % of the time. 2. Feedback behaviors of the Judo teachers Corrective feedback accounted for approximately 60% of the feedback, negative corrective feedback 49.94 %. Judo was a highly-skilled sport. Immediate correction was crucial. General feedback accounted for 35 % of the feedback, positive feedback 25 %. Non-verbal feedback accounted for 10% of the feedback. Since the environment was noisy and there were plenty of students, the Judo teachers adopted verbal feedback most of the time. 3. Temporal order during Judo teaching Temporal order utilization (time/minute): 10.95 for Teacher A, 9.49 for teacher B, 14 for Teacher C. The average was 11.48. Teacher shift (time/minute): 0.72 for Teacher A, 0.40 for Teacher B, 0.46 for Teacher C. The average was 0.53. 4. Teaching preparation, instructional design, and the students’ response in Judo teaching Teaching preparation: The short-term goal was to achieve the set course intensity. The long-term goal was personality cultivation and athletic performance. Instructional design: The method of practice would be modulated during the training period to develop new skills. Team teaching was often adopted. While individual difference was taken into consideration, conceptions and principles of Judo were established. Technical terms and manners were implicitly learned through consistent implementations and requirements. The students’ response: The students’ learning performances were reflected by verbal feedbacks and corrections. The students’ personal deeds and family problems were important factors on their learning and responses. Interpersonal relationship was established through regulation establishment and peer interaction. Sound personality was molded by social learning.
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吳妍慧. "The Study of Effectiveness of Creative English Teaching in Class for Junior High Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/50059267894227973583.
Full textAbstract:
碩士國立臺灣師範大學
創造力發展碩士在職專班
98
This study aims at the following goals:(1) to explore the difficulties of the junior high students in learning English; (2) to design some suitable ways and strategies to the “Creative English Teaching in Class” for the junior high students;(3) to evaluate the effectiveness of the “Creative English Teaching in Class” and to analyze the changes in English learning of the junior high students; (4) to review how the researcher made professional progress in the personal curriculum planning and teaching strategies. The research employs the method of an unequal group pretest-posttest. This study deals with the experimental group 17 people and the control group 18 people of junior high school students, and adopt them in the process of the instruction for two years. The research tools include: the English entrance examination, the monthly examinations, the survey for English learning experience, the English learning attitude scale for junior high school students, the feedback sheet, the notes of the researcher’s reflection. The collected data were analyzed by Independent Samples one-way ANCOVA, one-way MANCOVA and content analysis. As a result, the conclusion of this study are as follows: (1) Students’ English achievements were raised after applying the Creative English Teaching in Class. The performance in the monthly examinations of the experimental group is much better than that of the control group, and the scores between the two groups are significantly different. (2) Students’ attitudes toward English learning were improved after applying the Creative English Teaching in Class. In the English learning attitude scale for junior high school students, the performance of the experimental group is much better than that of the control group. The scores are significantly different in total scales, and in “Concentrate on English Learning” subscale. (3) The students were satisfied with the help of the Creative English Teaching in Class for their English learning. (4) The researcher made progress in the professional knowledge, as well as curriculum planning and teaching strategies through the Creative English Teaching in Class. Finally, according to the results, this research may provide additional advice for further improvement within the field that may benefit future researchers and other teachers.
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Ming-Yen, Kuo, and 郭明燕. "JUNIOR HIGH SCHOOL A-CLASS WOMEN’S YOLLEYBALL COACHE’S LEADERSHIP AND PLAYERS’ SATISFACTION DEGREE SURVEY." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/75059425615489354805.
Full textAbstract:
碩士國立臺灣體育學院
體育研究所
98
All participants in this study belonged to the junior high school first level women volleyball teams.This study used the questionnaire of “coach leadership behavior and athletes’ satisfaction degree for junior high school first level women volleyball” as a tool to collect data. The questionnaire was made according to the assessment of coach leadership and the assessment of athletes’ satisfaction which were invented by many domestic scholars. The purpose of this study was to identify the difference between the perceived coach leadership behaviors and the fond coach leadership behaviors, and also to investigate the relationship between coaches’ leadership behavior and athletes’ satisfaction degree for junior high school first level women volleyball. The results are as follows: 1.The perceived coach leadership behaviors are in order: “training and instruction “, autocratic behavior”, “democratic behavior”, “considerate behavior”, and “reward”. 2.The fond coach leadership behaviors are in order: “democratic behavior”, “reward”, “considerate behavior”, “training and instruction “, and ”autocratic behavior”. 3.For the junior high school first level women volleyball players with different background variables, the perceived coach leadership behaviors showed no difference in “individual’s highest achievement”, while the other background variables showed significant differences between “democratic behavior”, “reward”, “considerate behavior”, “training and instruction “, and ”autocratic behavior”. 4.For the junior high school first level women volleyball players with different background variables, the fond coach leadership behaviors showed no difference. 5.“Perceived reward”, “perceived considerate behavior”, “percdkeived training and instruction” and “fond autocratic behavior” can effectively predict the satisfaction degree of the junior high school first level women volleyball players’.
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Lin, Ming-I., and 林銘義. "The Research of Mathematics Teaching for the Normal Class in the Junior High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/06949287140531062116.
Full textAbstract:
碩士中原大學
應用數學研究所
101
This thesis aims at discussing the differences between self-compiled teaching and learning materials and textbooks censored by the Ministry of Education. The latter comprise more fundamental and concept-oriented test items, while the former consist of further practices, including items that frequently appeared in the tests, items that are intended to activate math ability, and items that appeared in the Basic Competence Test for Junior High School Students. To meet the students’ individual differences, to satisfy the students’ needs for learning, to kindle the students’ interests in learning math, and to enhance the effectiveness of learning, the contents to be learned were divided into four parts: (1) The introduction to the fundamental concepts, (2) Further practices, (3) Difficult items, and (4) Questions for discussion. After six-week teaching and learning activities that included three quizzes and a midterm examination, the test results were recorded in the grade report. The findings were as follows: 1. Effectively increasing the interests of learning math: Each student was assigned a learning objective in accordance with her or his math ability and within her or his competence. The test results were used for self-comparison rather than peer-comparison. Those who had better command of math were asked to assist those who did poorly in math by helping them have more contacts with math learning, build up confidence, and remove their doubts. 2. Enhancing the effectiveness of math learning: As the contrast of the grades of the first midterm and the second midterm indicated, the average score was boosted from 43.6 to 52.1. It was particularly noteworthy that those who did poorly in math made the most considerable progress. The students’ progress was encouraging. Thus, self-compiled learning and teaching materials were beneficial for students in enhancing the effectiveness of math learning. 3. As this teaching and learning activity suggests, more in-class exercises and sufficient time must be offered to the students to internalize new concepts. After the internalization of the concepts, the students are then able to continue their learning. The teacher, on the other hand, must repeatedly reflect on his teaching, evaluate the students’ performances, and adjust the teaching method when necessary to increase the effectiveness of teaching. It is hoped that each student can have a solid foundation of math. Math, after all, is a significant tool of scientific studies.
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Fan, Shu-Hui, and 范淑惠. "Implementing portfolio assessment in junior high school physical science class-an action research approach." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/98425421027783364752.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所在職進修專班
90
The purposes of this study were to report how a physical science teacher using action research to implement portfolio assessment, and to investigate the effect of portfolio assessment on students’ cognitive and affective learning. The subjects of this research were a class of 8th graders with the gifted and talented in the fine-arts field. The action research lasted for seven months, data collected in the study included questionnaires, classroom observation, interviews and students’ document. In the beginning of implementing portfolio assessment, researcher faced two types of problems: one related to students, another related to researcher’s concern. Problems related to students were: lacking of completing portfolios, being late to hand in their works of the portfolio, and displaying lots of coarse methods and messy content. Problem related to researcher was how to implement portfolio assessment in efficient way. Solutions for the above problems were: displaying students’ good works, sharing their ideas with one another in the class, and giving suggestions or correcting students’ portfolio. As to the problem that too many students’ wouldn’t hand in their works, the researcher tried to point out the themes of their portfolio, to discipline those students who didn’t hand in their works according to the school regulations. Research found out the period for students to turn in their portfolio were every two or three weeks. This time period could help both students to write complete tasks and teacher to reduce grading burden. Having peer to evaluate each other’s portfolio could also increase the efficiency of implementing portfolio assessment in the class. In order to help students generate diverse and abundant portfolio, researcher encouraged students to present their works in different styles. As a result, though most of students’ works still used writing to present their ideas, some students would aid painting in their works. After implementing portfolio assessment, students achievement scores didn’t show significant increase, however, it improved students’ goal-achievement motivation toward physical science learning. In addition, portfolio assessment could help students link between what they learned from the physical science and what they experienced in their daily lives. Moreover, these students learned how to utilize the diagrams and the related computer information to comprehend the knowledge in physical science. Students showed their preference on portfolio assessment than on the traditional test. Besides absorbing physical-science knowledge, portfolio taught students how to collect data and trained students to organize different information.
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HUANG, CHIN-HSIU, and 黃錦秀. "The Research on Social Class of A Weightlifting Team from A Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/51626705907865706768.
Full textAbstract:
碩士國立體育大學
體育研究所
104
With the change in social structure, the improvement in economic conditions and educational standards, people are more aware of pursuing the natural rights to gain happiness and freedom. All men are created equal, irrespective of sex, religion, race, class, party. Yet, is the existing society also in the same way? It turns out that the ratios of social inequalities are considerably high in many parts. Particularly, there are numbers of unequal phenomena that can be found in social class, race, gender, or those who are with disabilities. In sociology, the term of “inequality phenomenon” is discussed from “distribution” and “opportunity”. In this study, the relation between sports and class, the connection between Taiwan’s weightlifting sport and the social class is studied from the point of view on Sociology of Sport. Moreover, with in-depth interviews, observation on the members of weightlifting team in certain junior high school, and the reliability and validity via triangulation is examined with experts and advisors. The study indicated that sport is highly associated with class. Those who engage in weightlifting in Western countries mostly come from lower social class, not inclusive of the audiences. From the analysis of the historical context of Taiwan, the class of people who participated in specific sports games would be diverse and varied with the changes of times; on the other hand, from the analysis of the reason why those students from different family backgrounds took part in weightlifting, aside from”As long as I like it, I will go get for it.”, they came from lower social class families as well. They also considered weightlifting sport one of the ways to further education and employment. Keyword: SportClass, interview, trustworthiness.
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Chu, Ching-Wen, and 朱慶文. "Action Research on Applying Cooperative Learning to Earth Sciences Class in Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/47934783294974698012.
Full textAbstract:
碩士靜宜大學
教育研究所
104
This research explored the process and result of a junior high school Earth Sciences teacher who applying Student Team-Achievement Division and Learning Together methods in cooperative learning. The main purposes include: 1. To explore the teaching method of cooperative learning and observe and record the implementing situation. 2. To understand the learning result and evaluation of the students in learning Earth Sciences through cooperative learning. 3. To enhance the reflection and teaching knowledge abilities of the teacher through action research. This research adopted action research method and the research period was seven months. The field of this research was Taichung City Fuqi Junior High School (a pseudonym). The research object was the teacher and thirty one students of a 9th grade class. The data collecting methods included observation, interview and document collection. The collected data were, for example, students’ questionnaires, interview, the group assignments of the students and teacher’s reflection notes. The researcher analyzed the data with induction after collecting them. The major research findings were as following: 1. The implementation of cooperative learning can facilitate the students’ social interactive skills and enhance their behavior, emotion and cognitive participation levels. 2. The implementation of cooperative learning will evaluate continuously according to the participation situation of students and adjust the teaching process. We find the learning motivation of students increase obviously. 3. To implement cooperative learning with action research provided the teacher with reflection ability and increased the effects of professional teaching. 4. Cooperative learning integrating into teaching Earth Sciences had problems as: the student’s cause, other teachers’ cause, method’s cause, structural cause. 5. How to solve the previous problems: The teacher should strengthen the planning and preparations before teaching, pay attention to the seat arrangement, set the roles of the students, recognize and motivate learning with the small groups, increase the teaching skills and knowledge and confirm his role identity. Finally,suggestions are proposed for teachers and future researchers.
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Peng, Yu-Lan, and 彭堉嵐. "An Action Narrative Inquiry of Applying On-lineResources in Junior High School English Class." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rk26yb.
Full textAbstract:
碩士義守大學
資訊管理學系
106
The aim of this thesis was to improve English Leaning through applying Mobile devices with on-line classroom in the English classes of the junior high school. As an English teacher in a junior high school, the researcher was bothered by students’ low English motivation. That motivated the researcher to conduct this action research. The purposes of this study were as follows: 1. The researcher reviewed the outcome on applying Mobile devices with on-line classroom in English learning. 2. The researcher analyzed the influences of applying Mobile devices with on-line classroom to students’ English speaking and listening ability in junior high school classes. 3. The researcher applied Mobile devices with on-line classroom in junior high school English classes through an action research. 4. The researcher offered recommendations on applying Mobile devices with on-line classroom in English classes to other junior high school English teachers, based on the research results. The researcher conducted an action research on a class of 20 students in the first grade in a junior high school. Based on the literature reviews and the class goals on English courses, the researcher applied Mobile devices with on-line classroom during the English classes in 8 weeks, 8 periods in total. The researcher evaluated students’ English speaking and listening ability through the personal interview, and feedback forms. Also, the researcher evaluated students’ English speaking and listening ability through studying feedbacks, interviews, classroom observation notes, and other research instruments. After conducting two cycles of action research, the researcher analyzed the results from the collected data from the information collected, including feedbacks, interviews, classroom observation notes, and found that: 1. Applying Mobile devices with on-line classroom in English classes was helpful to motivate the junior high school students’ English learning. 2. This action research project was mainly to improve students’ speaking and listening ability, especially the rewarding part. 3. Three major features of the on-line learning were helpful to motivate student English learning are convenience, instant feedback, and individuality. 4. Mobile learning were believed to be helpful to students’ listening comprehension, and speaking ability.
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Ho, Yi-Hsuan, and 何宜璇. "Action Research on Integrating Differentiated Instruction into English Class in a Junior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/69361625066482889247.
Full textAbstract:
碩士國立臺灣師範大學
教育學系
105
The discrepancy of English learning is serious, but most teachers give instruction in a traditional way. High achievers have no sense of challenge, while low achievers have no motivation because of the long-term frustration from the experience of learning. With the challenge in class, a teacher should teach students in a way suitable for the needs of every student to help them learn English. This study aims to explore the changes of a teacher, the process of modifying teaching, and the influence on students’ motivation and achievement by integrating differentiated instruction into English classes. The researcher, as a teacher, carried out an action research on five units, lasted for three months, five classes per week and forty-five minutes per period. Through the process of “planning-action-observing-reflection”, the teacher reflected, adjusted, and used a variety of methods and activities. Participants are twenty-eight seventh graders in Taoyuan. The students were divided into three groups（MVP, standing for low, middle and high achievers）. Data were collected by observations, interviews, feedbacks, students’ worksheet portfolios, researcher’s reflections, as well as the motivation questionnaire and English test. The results of the study are as follows: 1. Scaffoldings were provided to meet students’ needs and assist learning. 2. Various materials and methods were based on students’ interest and learning style. 3. Flexible assessment made students participate, and kept track of students’ learning. 4. Students had positive attitude, interacted frequently with the teacher and classmates. 5. The instruction enhanced English motivation, especially for lower achievers. 6. Students’ learning achievement should be observed and tracked for a long time.
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Su, Chia-chi, and 蘇嘉琪. "A Study of Teacher Transformational Leadership and Collective Class Efficacy in Junior High Schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/01903396290290493838.
Full textAbstract:
碩士國立中正大學
教育學研究所
97
The purposes of this study were to figure out the condition of teacher transformational leadership and collective class efficacy in junior high schools, to compare the difference between teacher transformational leadership and collective class efficacy with various student personal backgrounds and school environmental variables, and to find out the relationship between teacher transformational leadership and collective class efficacy. A survey was conducted by “The Questionnaire of Teacher Transformational Leadership and Collective Class Efficacy in Junior High School.” There were totally 816 students from public junior high schools in Yunlin, Chiayi and Tainan areas taken as subjects by purposive sampling, and 622 valid questionnaires were collected. The rate of valid samples was 76.2%. The data derived from the questionnaire were analyzed by Mean, Standard Deviation, T-test, One-way ANOVA, Person’s product-moment correlation, and Multiple regression analysis. The results were concluded as follows: 1. Junior high school students’ perception of teacher transformational leadership was ranked as upper-intermediate level; the aspect of “charisma and consideration” was the highest, and “visions and goals” was the lowest. 2. Significant differences of teacher transformational leadership perception were found among junior high school students with different sex and grades. 3. Significant differences of teacher transformational leadership perception were found among junior high school students in different school scales; students in schools having more than 49 classes have the highest perception of teacher transformational leadership. 4. Junior high school students’ perception of collective class efficacy was ranked as upper-intermediate level; the aspect of “affective support” was the highest, and “the achievement of goals” was the lowest. 5. Non-significant differences of collective class efficacy perception were found among junior high school students with different sex and grades. 6. Significant differences of collective class efficacy perception were found among junior high school students in different school scales. 7. Significant positive correlations were found between junior high school students’ perception of teacher transformational leadership and collective class efficacy. 8. The aspect of “inspiration” was the strongest predictor among the perception of teacher transformation leadership, personal backgrounds, and school environmental variables of junior high school students. At last, according to the research results, relevant suggestions are proposed to junior high school teachers, educational administration authorities, and further studies.