Dissertations / Theses: 'Junior secondary school'

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Pong, Kwok-wai Haggai-Rebecca. "Secondary two students' perceptions of rotation and reflection." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963493.

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Xu, Shuqin, and 徐淑芹. "School leadership and citizenship education in junior secondary schools of Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899910.

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With specific reference to junior secondary schools in Shanghai, China, this qualitative empirical study examines the dynamics and complexities of leadership in school and, in particular, citizenship education exercised by principals and school party secretaries (SPSs), who are de facto equally-ranked school leaders. Specifically, it examines, from a macro- and micro-political theoretical perspective, the interactions between these two types of school leaders, and how they respond to the demands of various school stakeholders, including macro-political actors (e.g., the state) and micro-political actors (e.g., other school leaders, teachers, students and parents), at the school level. Data were gathered from document analysis, non-participant observation and semi-structured interviews with 44 school leaders from 24 schools and two educational officials in Shanghai, conducted in 2011. This study has four major findings. First, in addition to the leadership responsibilities inherent to their particular portfolios, the interviewed principals and SPSs were also politically and administratively responsible for leading the school and citizenship education, and struggled to balance these (at times conflicting) responsibilities. Second, there were four major school leadership/citizenship education scenarios in which principals and SPSs were torn between faithfully executing state policy demands, adapting those demands to suit the specific needs and conditions of their school, pursuing their professional autonomy, and addressing the interests of different micro-political actors. Third, principals and SPSs enjoyed a complicated working relationship at the micro-political (school) level in which they collaborated to fulfill their responsibilities and respond to school macro- and micro-political actors, while simultaneously competing for power over school leadership and citizenship education. Fourth, principals’ and SPSs’ leadership in school and citizenship education was shaped by inter-related factors, including diverse influences in a multi-leveled world, the integration of politics and education, the demands of macro- and micro-political actors, and personal factors. To interpret these findings, this study proposes a theoretical framework for understanding leadership in school and citizenship education in China as a political exercise in which school leaders actively use their influence and resources to lead and administer school and citizenship education, resist other school leaders’ (at times contradictory) administrative and political responsibilities, and interact with and mediate between the interests of various actors at the macro- and micro-political levels in response to political, economic and social needs. This theoretical framework is useful for understanding the complexity of school and citizenship education leadership, the micro-political relationship between Chinese principals and SPSs, and their dynamic and complex interactions with macro- and micro-political actors as they fulfill their intertwined political and administrative responsibilities in school leadership and citizenship education.
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Education
Doctoral
Doctor of Philosophy

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Wong, Ho-yan Joyce, and 黃可欣. "Junior secondary school students' attitude towards school science in aHong Kong co-educational school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177102.

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This study aimed at finding out junior secondary student’s attitude towards school science in a co-educational school in Hong Kong. Eleven items from the survey instrument Attitude towards School Science (AtSS) were used to collect both descriptive and explanatory data on student’s attitude towards school science. The sample consisted of 393 Form 1 to Form 3 students. Their positive AtSS were found to decline with grade level (i.e. declining from Form 1 to Form 3). The decrease in positive attitude was sharpest between Form 2 and Form 3. A remarkable decrease in positive attitude towards their science teachers was also noticed between Form 2 and Form 3 mainly due to the decrease in variety of activities during the lessons. In general, female students were less positive to school science but they were trying harder than the male students because they wanted to do well even though they were not as interested as male students in the subject. In terms of interest, female students were more favorably inclined towards biological science and male students towards physical sciences. Based on the findings, it is suggested that the curriculum and time allocation for junior secondary science, especially for Form 3, should be revised so as to help cultivate student’s interest in science. Also, peer observations can be arranged more frequently to let teachers learn from each other.
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Education
Master
Master of Education

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Leung, Hei-man Heman. "Newspaper reading habits of secondary school students in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895165.

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Wong, Wai-ling. "Students' perceptions on the enrichment program in a secondary school /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

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Molwane, Andrew Bushie. "Discourses on computer integration at a Botswana junior secondary school." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178422.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2090. Adviser: Ellen Brantlinger. "Title from dissertation home page (viewed Nov. 27, 2006)."

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Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.

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Adamson, Robert Damian. "English in China : the junior secondary school curriculum 1949-94 /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264719.

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Egbeji, Bridget Ekwutosi 1947. "CERAMICS INSTRUCTION FOR NIGERIAN JUNIOR SECONDARY TEACHERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276492.

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This thesis develops a discipline-based ceramic instruction using art history, art criticism, aesthetics and art production, which will be used to train Nigerian junior secondary school ceramic teachers. Concepts of discipline-based art education, materials, and techniques of ceramics production will be used to make a systematic, sequential, written curriculum of activities that will be used in the class.

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Scapens, Mennie (Mary-Ann). "Implementing the theory of multiple intelligences in the junior secondary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2284.

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First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms. The following research questions provided the focus for the project: 1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme? 2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes? 3. What are the best ways to address these issues? iii A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation. The following outcomes for teachers as a result of the MI project were noted: (a) Increased awareness and understanding of student diversity. (b) Extended teaching practice and enhanced teacher creativity. (c) Improved planning framework. (d) Teachers' beliefs about learning and intelligence were affirmed and extended. (e) Teachers experienced improved confidence in their abilities as teachers. (f) The emergence of a cohesive student-centred curriculum. (g) Improved collegiality. As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories: (a) Barriers relating to teacher culture (b) Barriers relating to management requirements (c) Barriers relating to time (d) Barriers relating to personnel (e) Barriers relating to external pressures on the school The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural iv framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.

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Leung, Hei-man Heman, and 梁羲文. "Newspaper reading habits of secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B43895165.

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鄭自良 and Chi-leung Cheng. "Junior secondary school science education in the Shenzhen special economic zone." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956312.

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林鳳茹 and Fung-yu Magdelena Lam. "The effects of social skills training on junior secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716632.

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Lam, Fung-yu Magdelena. "The effects of social skills training on junior secondary school students." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716632.

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Tsang, Wai-mei Tammy. "A study on value orientations of junior secondary school students in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1355444X.

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Leung, Wai-ping. "Mathematics anxiety among high and low achievers in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567197X.

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Cheng, Kwai-ling Queenie. "Synergy between classroom learning and professional development of teacher a case of historical investigation at secondary three /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35331070.

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Au, Tsz-yin Gordon. "An analysis of attitudes toward computer and internet addiction of secondary 1 to 3 students in Tin Shui Wai of Hong Kong." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40039882.

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Kemp, Sally Elizabeth. "An investigation into the self-concept of junior secondary students inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956439.

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To, Yuen-ling Queeny. "Attitudes of secondary one students to using self-access logs as tools for self-access language learning in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31642226.

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Liang, Nei-yum Venus. "The effectiveness of using CAL software in learning Chinese by lower secondary school students." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040197.

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Vens, Kasey. "The Creativity of Junior High and High School Mathematics Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556720360353196.

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Wong, Wai-yi. "An quasi-experimental study of oral presentation skills training for junior secondary students Chu zhong xue sheng shuo hua jiao xue shi yan ji hua ping jian /." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B3196204X.

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Yau, Yuen-tai Ann. "A study of the extensive reading scheme in a secondary school using Chinese as a medium of instruction through the views of secondary three students with a wide range of abilities and their teachers." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3872747X.

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Hui, Yu-chun Lorena, and 許如珍. "Project-based learning in a Hong Kong secondary school: an evaluation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3014386X.

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Callery, Catherine Florence, and res cand@acu edu au. "An Investigation of Reading Intervention Programs in a Junior Secondary School Setting." Australian Catholic University. Trescowthick School of Education Victoria, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp75.29082006.

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This study investigates key factors contributing to literacy development of underachieving readers in a junior secondary school. Two intervention programs designed to enhance the reading skills of eight underachieving readers in a junior secondary school were used. These eight individuals, of normal intelligence, had in common a history of reading difficulties. In the first of these programs eight students participated in a one-on-one reading intervention program using an adaptation of the program Making A Difference (Ministry of Education and Training, Victoria, 1992). In the second program four students from the above-mentioned cohort participated in a one-to-four intervention program involving the use of a Meta Language Awareness Program involving, among other things, Reciprocal Teaching (Palinscar and Brown 1985) procedures. The underlying premise to this study is that underachieving readers are characteristically non-strategic and that through two explicit methods of instruction used they can improve their reading. A key to helping the participants break the cycle of failure in reading is to help them make the connection between effort in the use of particular reading strategies and success in the reading process. This study reveals that struggling adolescent readers have many reasons for their difficulties with reading and require different approaches to the process of reading. However, with teacher persistence in appropriate conditions, and tailoring reading experiences to meet student needs, such individuals can become successful, engaged readers who enjoy reading. A detailed analysis of one case, ‘Sarah,’ is presented since “it can provide insight into the class of events from which the case has been drawn” (Burns, 1995, p. 320). Evidence measured in tests and anecdotal records illustrate general findings about Sarah and the other seven participants. Themes related to the participants’ ultimate success in reading are elaborated in this thesis, not because they are thought to be unique but because they will most likely be recognisable to other teachers of struggling adolescent readers.

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Chan, Kwok-man, and 陳國民. "Internal assessment in science at the junior secondary school level: an investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208083.

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Cheung, Miao-miao. "Sleep patterns of secondary school students in Hong Kong a cross-sectional study /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31971593.

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Tsang, Wai-mei Tammy, and 曾惠美. "A study on value orientations of junior secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956798.

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Chan, Shiu-yip Simon. "An implicit approach to second language grammar instruction the effects on average ability secondary learners /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320345.

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Pinegar, David Ralph Jr. "A cross-sectional investigation of academic and affective differences related to junior high school or middle school experiences." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185276.

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The purpose of this study was to empirically investigate, in 10th grade students, cognitive and affective differences which might be attributable to either middle or junior high school experiences. The research questions were designed to find differences in self-esteem, grade point averages, in participation in clubs, teams, and student government, and in attendance and discipline between two groups of respondents--graduates from two middle schools and graduates from a junior high school. The research design included the 10th grade population of a single high school whose feeder schools included two middle schools and a junior high school. Respondents from outside the feeder pattern were excluded from the study. The study used eight dependent variables, including GPAs, attendance, discipline referrals, participation on clubs, teams, and student government, and two measures of self-esteem. Independent variables were types of feeder school environment, middle or junior high, from which the respondents had graduated. An analysis of variance was conducted to test relationships between feeder school type and each dependent variable. The findings of this study indicate that there are slight and statistically nonsignificant differences between respondents from the two environments. Junior high school respondents achieved slightly higher mean GPAs, had fewer absences, participated marginally more in clubs and teams, and scored slightly higher on one measure of self-esteem. Middle school students participated more in student government, had only .2% fewer discipline referrals, and scored slightly higher in the second measure of self-esteem. The lack of a statistically significant difference for any of the variables could be the result of several factors. These factors include the extent of real difference between the junior high and middle schools, the newness of the middle schools and the degree of implementation of middle school programs, and the different ethnic composition of the middle schools as opposed to that of the junior high school.

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Wong, Wai-ling, and 黃慧玲. "Students' perceptions on the enrichment program in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4500786X.

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Siu, Cho-kei Aaron, and 邵礎基. "Self concept and coping with stress: a study of junior secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956713.

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Fung, Yuk-ling. "Junior secondary students' understanding of the nature of science through their study of science stories." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B42576908.

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Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.

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Johnston, Noel. "Reflections on an Initiative to Improve Junior Secondary School Pupils’ Understanding of Number." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80260.

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In 2005 the opportunity to apply the New Zealand ‘Numeracy’ approach to teaching Mathematics was extended into the secondary school sector. The goal was to alter teachers’ pedagogy so that ‘sense making’ rather than ‘instruction’ was the core objective of their lessons. Ultimately it is hoped that along with a familiarity and comprehension of Number will come a relatively seamless acquisition of the fundamentals of Algebra. This paper will present details of this approach for teaching Number, the status of Number in the secondary school curriculum, the focus and ramifications of teaching for understanding, as opposed to assimilating and learning to apply algorithms, and will also consider evidence of the effectiveness of the initiative.

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Jiang, Yimin, and 蔣逸民. "Family environment and academic achievement in Nanjing secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244294.

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Lau, Wing-yee. "The explicit teaching of reading strategies : students' perceptions /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754373.

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Sin, Man-fai. "An evaluation of the effectiveness of a school-based Chinese extensive reading curriculum for junior secondary students Jiao ben chu zhong Zhong wen ke wai yue du ke cheng de shi shi cheng xiao /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/Bib.

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Wong, Wai-yi, and 黃慧儀. "An quasi-experimental study of oral presentation skills training for junior secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196204X.

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Lau, Yin-har, and 劉燕霞. "Values teaching in Hong Kong junior secondary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.

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Salter, B. W. Jim. "A jigsaw puzzle : assessing the English vocabulary level of junior secondary students in Hong Kong /." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262750.

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Lo, Yim-mei, and 盧艷媚. "The effectiveness of genre approach to teaching expository writing to junior-secondary school students =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30290284.

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Wong, Suk-wai. "Self-concept and approaches to learning among high- and low-ability group junior secondary students." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264124.

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Tang, Pui-han. "The effects of cognitive strategy instruction on conceptual understanding and conceptions of learning for junior secondary students." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706306.

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Chau, Wai-fan Gladies. "The adjustment made by S1 girls in the primary-secondary school transition : a case study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278813.

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Wong, Suk-wai, and 黃淑慧. "Self-concept and approaches to learning among high- and low-ability group junior secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960546.

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Greene, Jonathan K. "Secondary-School Department Chairpersons’ Perceptions of Pedagogical Content Knowledge." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/712.

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The concept of pedagogical content knowledge (PCK) provides a framework for understanding the professional demands of secondary-school teachers in facilitating student learning. Teachers develop their PCK both formally in preservice and inservice education and informally with their colleagues. Teacher leaders, such as the secondary-school department chairs, can work with colleagues to promote professional growth. The purpose of this study was to understand how secondary-school department chairs understood PCK and perceived their role in promoting the PCK growth of their department colleagues. A qualitative research design using in-depth, semi-structured interviews involved 15 participants from one school district in the southeast of the U.S. Data analysis used Eisner’s (1998) four-part approach to criticism—description, interpretation, evaluation, and thematics—as the overall framework, with Hatch’s (2002) typological analysis facilitating the description and interpretation phases. The two dimensions of description and interpretation occurred simultaneously, with six typologies organizing the discussion; how participants understood and defined PCK; knowledge of context within PCK; participants’ understanding of the importance of content knowledge; growth of the teacher; development of PCK in professional learning communities; and department chair leadership in developing PCK. The evaluation dimension revealed that these chairs did indeed work with their colleagues in developing PCK that, in turn, facilitated student learning. Three major themes based on the data were developed: experienced teachers in leadership positions possess key elements of PCK; department chairs can lead as teachers; and teacher leaders bring their tacit PCK into the explicit. Implications for leadership include the need for district and school-based administrators to support the role that department chairpersons play in the professional growth of their colleagues, to provide developmental opportunities for teachers designed to focus on PCK and how PCK furthers student learning and to take advantage of the leadership offered by department chairs in promoting teachers’ professional growth. Further study might examine how department chairs work directly with their colleagues to develop PCK, how such development of PCK operates in contexts with different demographics than those of the present study, and how department chairs at different points in their careers assist their colleagues in their PCK growth.

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Suwarno, Rumtini. "Aligning Instructional Practices with Content Standards in Junior Secondary Schools in Indonesia." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2719.

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This study examined the degree of alignment between instructional practices and national curriculum standards, which may vary as a function of teacher characteristics. Using self-reports from teachers about their experiences teaching the national curriculum standards, the study explored three aspects of the alignments: (1) topic coverage, (2) level of difficulty for teachers to teach, and (3) level of difficulty for students to learn. While topic coverage is determined by the percentage of the national curriculum standards topics taught during the year of 2008-2009, the level of teacher difficulty to teach and the level of student difficulty to learn are assessed using a scale from 1 (very easy) to 4 (very difficult). I used mixed multilevel regression analyses to examine the relationships between alignments and teacher characteristics. The study involved 501 junior secondary school teachers from three western provinces in Indonesia (Lampung, Jakarta, and East Java) who teach the following nationally-assessed subjects: Indonesian, English, science, and mathematics. The findings showed that the majority of teachers taught 100% of the topics that were outlined in the national curriculum standards. Teachers generally found the topics easy to teach; however, students had some difficulty understanding the topics. In terms of the relationships of alignments with teacher characteristics, the findings suggested that these relationships varied. Theoretically, this research provides two contributions. First, lacking research in the area of curriculum standards and classroom instruction as mediator of student competencies, the findings of this study make an important contribution to the current research of the standards-based education system. Second, predicting alignments as a function of teacher characteristics in this study contributes to the theoretical discussion of teacher characteristics. As practical implications, the low level of the students' understanding required by the national standards is a problem that requires great concern from the government at all levels. Regarding topics, there is an urgent need to identify the specific topics that teachers think are difficult for the students to understand.

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Liang, Nei-yum Venus, and 梁妮音. "The effectiveness of using CAL software in learning Chinese by lower secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040197.

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Dissertations / Theses on the topic 'Junior secondary school'

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