Dissertations / Theses: 'New school books'

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Robey, Christin M. "A study of books included in the state of New Jersey's holocaust and genocide 5-8th grade curriculum /." Full text available online, 2007. http://www.lib.rowan.edu/find/theses.

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Tseng, Hui Te Li. "The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248472/.

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This study was designed to investigate the impact of family cultural capital on reading motivation and reading behavior among new immigrant children and non-immigrant children. This research used Chang and Wang's family cultural capital, reading motivation, and reading behavior questionnaire to conduct the survey. The target population of this study was students enrolled in fifth grade and sixth grade in elementary school in the fall of 2017 in Tainan, Taiwan. The sample include 414 students from new immigrant families and 422 students from non-immigrant families; the total number of individuals was 837. Structural equation modeling (SEM) analytical procedures were performed to test the hypothesized relationships. The results indicate that the seven latent variables were related to each other directly or indirectly. The main findings of this study are as follows: 1) family socioeconomic status significantly affects students' acquisition of family cultural capital; 2) family reading habits significantly affect students' reading motivation; 3) intrinsic reading motivation significantly affects students' reading behavior; and 4) external reading motivation shows no direct significant effect on reading time or the number of items read.

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Abreu, Tâmara Maria Costa e. Silva Nogueira de. "O livro para crianças em tempos de Escola Nova = Monteiro Lobato & Paul Faucher." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270301.

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Orientador: Marisa Philbert Lajolo Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da linguagem Made available in DSpace on 2018-08-16T03:08:37Z (GMT). No. of bitstreams: 1 Abreu_TamaraMariaCostaeSilvaNogueirade_D.pdf: 8028378 bytes, checksum: 345bf7b0fe34750a2dba4a3ecfddbe64 (MD5) Previous issue date: 2010 Resumo: Este trabalho contempla a história do livro para crianças no Brasil e na França entre as décadas de vinte e quarenta e a sua estreita relação com o movimento renovador da educação em ambos os países; concentra-se no estudo das obras do brasileiro Monteiro Lobato (1882-1948) e do francês Paul Faucher (1898-1967), criador dos famosos álbuns do "Père Castor". Amigos de importantes educadores do movimento da Escola Nova, Lobato e Faucher empreenderam experiências pioneiras na produção de livros para crianças. No trabalho de ambos, percebe-se uma semelhança fundamental: a existência de um projeto pedagógico subjacente ao projeto editorial. Mais do que comparar pontos em comum ou distintos na obra desses dois promotores de leitura, o objetivo principal, ao compará-los, é iluminar aspectos que engendram essas semelhanças e diferenças; é compreender que razões em jogo as condicionam dentro do contexto de produção,circulação e recepção dessas obras. Nesta tese, procurou-se discutir que tipo de leitura Lobato e Faucher fizeram da Escola Nova; como a adesão deles ao ideário do movimento escolanovista resulta em livros; que tipo de investimento cada um fez e o que resultou dessas escolhas: semelhanças? Diferenças? Com este fim, a pesquisa debruçou-se não apenas sobre livros, mas também sobre cartas pessoais, periódicos, fichas de edição, relatórios de vendas, prospectos de congressos, e toda sorte de impressos que documentam as atividades e as relações estabelecidas entre escritores, editores, artistas plásticos, intelectuais, políticos, pedagogos e educadores. As conclusões a que se chegou apontam para uma semelhança nos mecanismos de funcionamento do sistema literário no Brasil e na França dos anos 20, 30 e 40; semelhantes concepções de infância e educação em Lobato e Faucher, no entanto, diferentes métodos na realização dos projetos editoriais e literários que deram origem aos seus livros Abstract: This dissertation examines the history of children's books in Brazil and France between the decades of 1920 and 1940 and its close relation to the education renovating movement in both countries; it focuses on the work of the Brazilian author Monteiro Lobato (1882-1948) and the French Paul Faucher (1898-1967), creator of the famous Père Castor albums. While keeping friendship relations with eminent educators of the Escola Nova [New School or Progressive Education] movement, both Lobato and Faucher carried out pioneering practices in children's books production. It is possible to notice a fundamental common aspect in the work of both authors: the presence of a pedagogical project underlying their editorial project. More than comparing common and distinctive points in the work of these two supporters of reading, the main objective here is to elucidate some aspects that contribute to these similarities and differences by identifying the factors that shape these elements of comparison in the context of the creation, dissemination and reception of their work. In this dissertation, I sought to examine what was the perception that Lobato and Faucher had about the Escola Nova movement, how their connection to the movement reflect in their books, which pathways each of them took and what were the results of the choices they have made. Are they mostly differences or similarities? In trying to answer these questions, the research sought to examine not only books, but also personal letters, journals, notes, sales reports, conference proceedings, and all sorts of printings that document the authors' activities and the relations they established with writers, editors, artists, intellectuals, politicians and educators. The conclusions I have reached point toward a similarity in the literary systems of Brazil and French in the 20s, 30s and 40s; they also indicate similar conceptions of childhood and education in Lobato and Faucher; in contrast, however, the findings also reveal differences in the methods used in the editorial and literary projects that are at the origin of their books Doutorado Literatura Geral e Comparada Doutor em Teoria e História Literária

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Hedayatzai, Raheema. "New Mathematics Text Books for Secondary schools in Afghanistan : Teacher’s Views." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32134.

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Education is one of the personal human rights of individuals. It is very valuable right for an indi-vidual or a whole society to be educated. This study has been done to know teachers’ views about problems and challenges that teachers face during teaching of mathematics text book in upper secondary As we know mathematics education is necessary for development of mental discipline and capacity. It helps student in critical thinking and increase their power of analyzing the world. In Afghanistan, post-conflict country educational bases have been destroyed by three decades war. There is need to improve education, especially, teachers’ education in order to improve mathematics teachers education in Afghanistan. A fact that we face with, because of thirty years of war, the teachers proficiency remained imbalance. Also Afghanistan remained back in educa-tion but new text book is the biggest change in education toward a good quality in education. For example in the past more subjects like math, algebra, geometry and etc. were taught individually, in many separate books but now these are incorporated into one book. In addition, each subject was taught by one teacher but now one teacher has to teach all of them alone. Statistics and probability are the new subjects in the new textbooks which were not in the curriculum in the past. The survey has not been made about the textbooks up to now. .Questionnaires was distributed to 70 teachers in different provinces. In this study for data collec-tion and gaining teacher view on this regard teacher participate from deferent provinces (Kabul Ningarhar or and Paktia ).It has been found that the new textbooks are better designed than the old textbooks and are based on the modern teaching and learning materials while the old text-books are designed on the old system of learning and teaching system. On the other hand, teach-ers like and prefer the new textbooks for students learning and they claim that new textbooks contain better mathematics knowledge and contents which are more useful for students learning.

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Vieira, Cleber Santos. "Entre as coisas do mundo e o mundo dos livros: prefácios cívicos e impressos escolares no Brasil republicano." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-02022009-141926/.

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Denominam-se prefácios todos os discursos liminares produzidos a propósito de determinado texto. Os vínculos sistemáticos, históricos e contextuais com o impresso converteram os prefácios em preciosas fontes de pesquisa da história do livro nos mais variados gêneros da cultura escrita. Neste trabalho, analisamos a história dos prefácios nos impressos escolares produzidos em três momentos da história brasileira: República Velha, Era Vargas e Ditadura Militar. Neste caminho, prefácios, prólogos, apresentações, introduções e posfácios, além de outros suportes do impresso, revelaram-se como objetos imprescindíveis na tarefa de entender as diversas formas de conceber o civismo e escrever sobre a formação dos cidadãos. Pelos prefácios, foi possível identificar e analisar representações de ideais e valores de democracia, sonhos e desilusões republicanas, bem como, projetos e programas políticos. Como discurso que prepara a leitura, os prefácios analisados possibilitaram percorrer, por um lado, os elementos históricos externos ao livro e que recobriram objetivos sociais e políticos mais amplos da ação autoral. Por outro, permitiu entender que as opções do autor projetavam-se no tipo de linguagem e estratégia discursiva configuradas na estrutura interna do livro. Permitiram entender também a plasticidade do princípio que enuncia a formação do cidadão. Pelos prefácios fluíram ideais republicanos, disputas regionais, elementos da democracia autoritária, positivismo, cristianismo, marxismos e várias outras formas de representar a prática política. Tais representações reivindicaram para si a primazia na escolarização de temas como pátria, nação e cidadania tornando-os pré-requisitos da ação política. Enfim, Analisando traduções de manuais estrangeiros, livros didáticos, cartilhas, enciclopédias e demais gêneros de impressos escolares foi possível concluir que os prefácios cívicos significaram pontos de ligação entre as coisas do mundo e o mundo dos livros. Palavras- Prefaces are nominated as all the introductory discourses produced for a determinate text. The historical, contextual and systematic links with the printed matter converted the prefaces in precious research sources to the history of books in all kinds of written culture. In this work, we analyze the history of the prefaces in scholastic publications in three moments of the Brazilian history: The Old Republic, The Age of Vargas and the Military Dictatorship. In this way prefaces, prologues, presentations, introductions and post-scripts, as well as other printed supports, became essential objects in understanding different forms of conceiving civism and to write about formation of citizens. By the prefaces it was possible to identify and analyze representations of idealisms and merits of democracy, republicans dreams and disappointments, as well as political projects and programs. As a preparation speech for reading, the analyzed prefaces made possible to run, from one side, the historical elements out side the book that overlated the more extensive social and political objectives of the auctorial action. On the other side made possible the understanding that the authors options were projected in the kind of language and discursive strategies found in the structure inside the book. They also allowed the comprehension of the plasticity in the origin which announces the citizen formation. With in prefaces, republican ideals, regional controversies, elements of the despotic democracy, positivism, Christianity, Marxism and many other forms of representing political practice have flowed. Such representations demanded for its self the primacy in schooling of themes as homeland, nation and citizenship making them prerequisites of the political action. Finally, analyzing the traditions of foreign manuals, didactic books, spelling books, encyclopedias and other kinds of scholar publications it was possible to conclude that the civic prefaces meant linking points between things of our world and the world of books.

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Lewis, Elizabeth Faith. "Peter Guthrie Tait : new insights into aspects of his life and work : and associated topics in the history of mathematics." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6330.

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In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.

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YEH, CHIH-TUNG, and 葉芷彤. "Elementary School Teachers’ Intention of Using the Multi-Cultural Picture Books of New Taipei City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/n7unx6.

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碩士 中華大學 科技管理學系 106 Due to recent demographic changes in Taiwan, the number of new residents increased continuously. Thus, the ratio of new resident students in schools also rose each year. Facing this problem, the New Taipei city government hoped to not only help those new resident students adapt to Taiwan’s society and culture, but also use this opportunity to learn about culture differences, in order to expand their global perspective. To achieve this goal, the New Taipei City government designed the “multi-cultural picture books”. They hoped that teachers can integrate this material into their teaching activities. Though this was the government’s idea, they also needed cooperation from the teachers. Therefore, this study aimed to investigate the teachers’ intensions of use of the multi-cultural picture books of New Taipei City. The purposes of this study was to investigate whether the different background variables of public elementary school teachers in New Taipei City (including gender, age, education level, length of service in teaching, teaching position, participation of multi-cultural workshops, new residents in class) had significant effects on the perceived usefulness, perceived ease of use, perceived interest, and intentions of use of the multi-cultural picture books of New Taipei City. Questionnaire survey method was conducted as the research method for this study. The research participants were public elementary school teachers in New Taipei City. Four hundred and ten questionnaires were passed out, and three hundred and seventy-nine effective questionnaires were collected. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The findings of this study showed that four background variables of elementary school teachers (including teacher’s age, education level, teaching position, and school size) had significant differences on the four dimensions (perceived usefulness, perceived ease of use, perceived interests, and intentions of use) of using the multi-cultural picture books of New Taipei City. There were also significant correlations between the four different dimensions. Perceived usefulness, perceived ease of use, and perceived interests were able to predict teachers’ intention to use those picture books, indicates that the intention level of elementary school teachers in New Taipei City to use the multi-cultural picture books of New Taipei City were above average.

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WU, HAN-YU, and 吳函豫. "A Analysis on Chinese Textbooks and Extracurricular Books of Lower-graders At Elementary School -focus on New Taipei City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/88056959587437854651.

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碩士 國立臺灣藝術大學 藝術與人文教學研究所 101 Elementary education is the foundation for all levels of school education. For lower grades students, they have to learning letters first, for other sections of the learning activities. Therefore, learning letters has become a very important thing to lower graders. The main purpose of the Chinese learning is to develop students' understanding and flexible use of language ability. In learning process, a good reading ability is a basis, and the most important foundation of reading is word recognition ability. "Word recognition ability" is the main purpose of the mandarin textbooks in low-grade . Out of class, the most important way to improve students' word recognition ability is reading extracurricular books . In recent years , New Taipei City Government promote the "reading", and recommended good books on various stages of learning. However, the most important motivation for the author is Analysis between those Extracurricular books that New Taipei City Government recommended and Chinese textbooks of lower-graders . In order to understand those good books can really fill Chinese textbooks in this research . This research is focused on Chinese textbooks in the first stage in the following editions, Han Lin, Kang Sham, and Nan Yi. Documentary analysis was adopted as the first method to collect related literature, to make the classifications of letters in Chinese textbooks ; then content analysis was adopted to analyze the letters in Chinese textbooks and Extracurricular books that New Taipei City Government recommended . 　After analysising, we can truly understand the use of the letters in extracurricular books of promote and three versions of Chinese textbooks ,and enhance students' word recognition ability and reading ability.

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Chin, Huang Shu, and 黃淑青. "Children's Response to the “Home Country Lives of New Inhabitants” in Picture Books- Using a Public Elementary School as an Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/80852598150240722386.

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碩士 國立臺北教育大學 幼兒與家庭教育學系碩士班 99 Abstract In order to explore the response of elementary school children to the “home country lives of new inhabitants” in picture books, two picture books about Vietnam and two about Thailand were selected as research tools for this study. Meanwhile, a total of 26 children studying at one elementary school are involved as in this study. The 26 children consist of 9, 8, and 9 low-, middle-, and high-grade students, respectively. The research was conducted with the researcher reading aloud the picture books first. And then children could read those picture books on their own before the researcher interviewed them. The results of the research are as below: 1. Children’s viewpoints on the “home country lives of new inhabitants” in picture books: Over 50% of the children could realize the differences of the culture of new inhabitants and concentrate on physical things. However, 1/3 of the children showed no specific response to the “home country lives of new inhabitants” in picture books. 2. Children’s perception of the “home country lives of new inhabitants” in picture books: Over 50% of the children accepted the culture of new inhabitants. 1/3 of the children were not willing to make friends with new inhabitants due to communication problems or eating habits, while not showing any sign of prejudice or discrimination. 3. Children’s personal experiences of the “home country lives of new inhabitants” in picture books: Over 50% of the children could relate their own experiences to their viewpoints on or perception of the culture of new inhabitants. However, 1/4 of the children had no personal experiences related to the “home country lives of new inhabitants” in picture books. 4. Children from different grades showed different levels of responses in the aspects of viewpoints on and personal experiences in the “home country lives of new inhabitants” in picture books. High-grade elementary school students’ responses to the “home country lives of new inhabitants” were more specific and detailed. But perception was not significantly influenced by their grades. According to the research results, this study proposed some suggestions regarding diversified cultural curriculums at school, creation of picture books, and future researches. Keywords: Children, New inhabitants, Response to picture books

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Hsu, Ching Wen, and 許瀞文. "Affordance Of English Electronic Picture Books For The Ninth Graders - A Case Study In A Private High School In New Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/hnnw74.

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碩士 國立政治大學 英語教學碩士在職專班 104 This research aims to investigate how the ninth graders’ perspectives towards the implementation of English electronic picture books in English class. In particular, it explores not only the affordance perceived by learners in the process of reading electronic English picture books but also observes learners’ cognitive and affective changes of English learning across time. Adopting a qualitative case study design, this research recruited two Taiwanese male ninth graders from one class in a private high school in New Taipei City taught by the teacher researcher. This class was taught how to read electronic picture books once a month for four months. Every reading class was divided into two parts: (1) in shared reading, the instructor guided reading through employing an electronic English picture book with distinct levels of multimedia features (a total of four picture books were used); (2) in extensive reading, the instructor provided leaners with websites where there were different electronic English picture books for learners to choose so that they could read materials autonomously. The data collected for the research included questionnaires, semi-structured interviews, stimulated recalls, student written feedback, and classroom observations. The important findings are listed as follows. First, learners’ English was facilitated through interaction with the instructor, the peers, and the reading materials and assessment. Second, through the interdependent function of the three affordances, learners have changed in the presence of cognitive domain (phonological awareness, auditory impact, lexical development, and trans-literacy) and affective domain (interest, motivation, confidence and autonomy). Although there were positive and negative changes in the reading process of the implementation of electronic English picture books with different multimedia levels, the three affordances functioned consistently, fostering English learning. Based on the research findings, six pedagogical suggestions are provided. First, the two participants advised to incorporate electronic picture books English reading into English curriculum so that learners would have more chances for being immersed in electronic English picture books when learning English in regular courses. Second, it is necessary for instructors to provide learners with electronic English picture books close to their real life and corresponding to their levels, which is helpful in increasing learners’ opportunities of English reading and learning as well. Third, the instructors were advised to change their roles according to learners’ learning conditions. Fourth, the instructors should provide learners more self-reading time in class. Fifth, they could arrange seats according to leaners’ English proficiency and learning attitude. Sixth, the instructors could activate teaching activities with electronic English picture books, such as small-group discussions, competitions, role-play, reader’s theater, and dramas.

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Lin, Chih-Cheng, and 林志晟. "A research of core values of character education promoted by junior high school homeroom teachers with character communication books in New Taipei city." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/07947838213605128624.

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碩士 淡江大學 教育政策與領導研究所碩士在職專班 101 Title of Thesis: A research of core values of character education promoted by junior high school homeroom teachers with character communication books in New Taipei city. Total pages: 178 Key word: character education, core value of character education, character communication book, teacher guide to learn character Name of Institute: Executive Master’s Program in Educational Policy and Leadership, Tamkang University Graduate date: June, 2013 Degree conferred: M. Ed. Name of student: Chih-Cheng Lin Advisor: Ya-Ci Hsueh 林志晟 Abstract: This research aims to explore the current state of the New Taipei City junior high school teachers with character communication books promoting the core values of character education, and to make a number of conclusions and suggestions. The research can offer references of compiling character communication books for schools, homeroom teachers, and education department of the New Taipei City . The research takes a look at previous documents, using survey method and establishes the research framework by adopting "Research survey of core values of character education promoted by the New Taipei City junior high school homeroom teachers with character communication books" as a research tool. Rerearch objects are the junior high school students of New Taipei City. Of a total of 930 questionnaires issued, 867 are valid, so the percentage of valid questionnaires are 93%. The conclusions are as follows: 1. The current state of the New Taipei City junior high school teachers with character communication books promoting the core values of character education is good. 2. As a whole, the practice of promoting core values of character education with character communication books in New Taipei city is at high level. Among the practice of core values, “respect”scored the highest, whereas “justice”get the lowest grades. 3. In the practice of “respect”,”help”,”caring”,”honest”,”public moral”,”cooperation”,”grateful”,”piety”,there are significant differences between different genders of junior high school students, with girls socring much higher than boys. 4. In the practice of “public moral”, there are siginificant differences between different grades, and the seventh graders score higher than eighth and ninth graders. In the practice of “honest”,”cooperation”,”justice”,”piety”,”autonomous”, the seventh graders score higher than eighth graders. 5. From the students of one school district to those of another, there are significant differences in the practice of “help”,”reflection”, ”honest”,”justice”,and remote district score higher than general district. 6. In the practice of “respect”,”grateful”,the junior high school students of the middium-sized school get higher scores than the large-sized school. In the practice of “help”,”reflection”,”justice”,the junior high school students of the small-sized school get higher scores than the large-sized school. 7. In the practice of “justice”,there are significant deference between New Taipei City junior high school homeroom teachers of differnet seniority, and the seniority below 5 years get higher scores than 6-15 and 16-25 years. 8. In the different age of New Taipei City junior high school homeroom teachers, 31-40 years old are more adept at using differnet moments to guide students to learn character education than over 51 years old. 9. In New Taipei City junior high school homeroom teachers of diffenent seniority, the teachers’seniority of below 5 years are more adept at using different methods promoting character education than 6-15 and 16-25 years. 10. New Taipei City junior high school teachers with character communication books guide to learn character education and the state of junior high school students practicing core values of character education has low positive relation. On the basis of the conclusions listed above, this research offers the following suggestions： 1.For school operators： (1) Encourage homeroom teachers to use teaching materials which are planned by education department. (2) Encourage schools to develop proper core values, and bring into the developing plan of administrative affairs of a school (3) Strengthen the function of character communication books. (4) Enhance the state of practicing core value of character education in general district. (5) Enhance the state of practicing core value of character education in large-sized school. (6) Suggest holding explanation session for using character communication books. 2. For homeroom teachers： (1) Enhance the core value of “justice” into practice. (2) Enhance the core value of “help” into practice. (3) Enhance students to practice the core values of character education in the eighth and the ninth grade. (4) Enhance schoolboys to practice the core values of character education. 3. For education department： (1) The cover designs of character communication books can open to the students vote. (2) The character essays open to students posting very well, bute hope can increase the number of students’ works. (3) The quality of the paper is so poor that the pen is easy to run interrupted of ink. (4) The daily English proverb is too difficult to read. (5) Because the character communication books are frequently used, tag on a book cover or strengthen cover paper will be better. Keywords：character education, core value of character education, character communication book, teacher guide to learn character 表單編號：ATRX-Q03-001-FM031-01

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Lin, Shiow Nuan, and 林秀暖. "An Action Research of Using Picture Books in English Teaching : Take an Example of Revitalized Curriculum in a Remote Elementary School in New Taipei City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/57656599844494924565.

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碩士 國立臺灣海洋大學 教育研究所 100 This study explores the implementation of an English Revitalized Curriculum using Picture books teachingat FangshanElementary School (aliased). FangshanElementary School, which is located on the outskirts of Ruifang District, NewTaipeiCity, is a remote school near the Yuanshantze flood-diversion tunnel. The school serves a dwindling mining community and has six classes of 51 students. Half of these students are from disadvantaged backgrounds (single parent families, skipped or cross-generation families, and economically challenged families), and most of their parents have a low socioeconomic status. The students from this culturally disadvantaged region are generally poor in their English comprehension. Under the leadership of the current Principal, English and reading education have been actively implemented. The researcher of this study currently serves as a substitute teacher of the English Revitalized Curriculum at Fangshan Elementary School would like to commend the Principal and administrative staff for their dedication and diligence. The Picture books teaching has been vigorous promoted and incorporated into the English Revitalized Curriculum to boost students’ English learning motivation and improve learning effects. This study also explores the applicability and feasibility of implementing Picture books teaching in schools in the remote areas. Under the English Revitalized Curriculumplan of NewTaipeiCity additional four hours a week were added to English Education and the researcher utilized one of those four hours for Picture books teaching. The researcher then applied action research to the current education implementation situation. The primary targets for this research were six third-grade students who are taught by the researcher at FangshanElementary School. The objectives of this study were as follows: 1. To establish a meaningful and effective English learning environment and to improve students’ listening, oral, reading, and written English vocabulary through Picture books teaching. 2. To continually adjust, investigate, and invigorate teachers’ teaching methods and to increase students’ motivation to learn based on the experience and process of action research for Picture books teaching.3. To investigate and monitor the education and learning issues encountered during Picture books teaching.4. To develop suitable and useful Picture books teaching strategies for students enrolled in schools at the remote areas. To achieve these objectives, the researcher employed action research methods, collating the results into honest proposals regarding implementing Picture books teaching and subsequent research directions for elementary schools in remote and general areas. Furthermore, the proposals provided to the school at which the researcher is employed and the English teachers at the subject school can also be used as references for future Picture books teaching.

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Tsai, Lin-Chin, and 蔡姈津. "Action Research Study on the Improvement of Multi-cultural Literacy of the 4th Grade Students in Elementary School with the Multi-cultural Picture Books of New Taipei City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55359689274680733169.

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碩士 臺北市立大學 學習與媒材設計學系課程與教學碩士學位在職專班 103 This research studies the students in Class A, Grade 4 of Little Sun Elementary School (assumed name) of New Taipei City during a 9-week picture books teaching activity with the action research method. During this process, it collects data through observation, interviews and documents gathering, etc. Then, it sorts, analyzes and summarizes the collected data. This research aims at designing teaching activities of “multi-cultural picture books of New Taipei City” suitable for the 4th grade students through the process of the action research. It discusses the teaching process, analyzes the implementation techniques and learns about the students’ learning performance of multi-cultural literacy. At last, it detects the teachers’ transformation in their professions. Based on literature review, research, analysis and discussion, it arrives at the following conclusions: I. Process Analysis of Multi-Cultural Courses Teaching Strategies The implementation process of multi-cultural courses has given students a good opportunity to experience multi-culture and led teachers and students to an even deeper appreciation of the importance of multi-cultural literacy. The difficulties and correction in the implementation process of multi-cultural courses can be discussed from 3 aspects: don’t arrange so many activities in the courses that they cannot be finished in the scheduled time; the activities designed by the courses should consider the students’ basic abilities；instead of being limited to the written forms, the learning sheet can be designed diversely. Culturally responsive teaching and cooperative inquiry-based teaching are effective ways to implement multi-culture strategies. II. The Students’ Learning Performance of Multi-Cultural Literacy By discussing the students’ changes in learning in cognition, affection and skills of multi-cultural literacy based on interviews with students, teachers’ classroom observation records, feedbacks from students and their parents, and little book making after picture books teaching activities, the researchers find that the students’ multi-cultural literacy has improved. III. After the picture books teaching, suggestions are made. Finally, suggestions are made based on the research results to be served as a reference for elementary school teachers interested in multi-cultural picture books teaching and future researches.

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Βλάχου, Όλγα. "Βασικές αρχές του νέου ενιαίου πλαισίου σπουδών : οι εφαρμογές τους στο νέο σχολικό εγχειρίδιο για το μάθημα της ελληνικής γλώσσας στα βιβλία της στ' τάξης του δημοτικού και α΄ τάξης του γυμνασίου". Thesis, 2009. http://nemertes.lis.upatras.gr/jspui/handle/10889/2056.

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Οι εφαρμογές των βασικών αρχών του ΔΕΠΠΣ στο νέο σχολικό εγχειρίδιο για το μάθημα της ελληνικής γλώσσας στα βιβλία της ΣΤ΄ τάξης του δημοτικού και της Α΄ τάξης του γυμνασίου. The applications of the new theories of learning in the Greek curriculum in the new school books of the last class of the primary school and the first class of the high school.

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王詩雅. "A Study on the Impact of Picture Books Instruction Program on Prosocial Behavior of the Senior Students in Elementary school：An Example of an Elementary School in New Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/dzz9rb.

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碩士 臺北市立大學 社會學習領域教學碩士學位班 102 The purposes of this study were to investigate the impact of picture books instruction program on prosocial behavior of high grade primary school students,and factors in association with prosocial behavior,then to develop an effective design for picture books instruction program.Quasi-experiment resrarch method was adopted,and Solomon Four-Group Design was used to deal with sample analysis. A purposive sampling method was used. The subjects were 5th grade students from Jin Hao elementary school,two classes with 55 students were assigned to treatment group, and the other two classes with 53 students were assigned to control group. The treatment group was continually offered the picture books instruction program for six weeks,and the control group received integrated activities curriculum. Both groups are subject to pre-and post-test, conducted before and after the course.Students in the treatment group were asked to giving feedback and on the whole program at the end. The analysis of the relevant materials in teaching is aimed to explore the intervention of the picture books instruction program. The results of this study are summarized as follows: 1. After conducting the program for six weeks,the treatment group's prosocial behaviors are avergely higher than the control group's, which means the picture books instruction program is effective. 2. Being class officers is the related factors ofprosocial behavior. 3.The design and implementation of multiple picture books instruction program can help improve student's interest in prosocial behavior effectively. 4.According to “course feedback form”, picture books teaching for prosocial behavior is popular among most of the students. Based on the above findings, some important implications were discussed and suggestions for education and future research were also provided.

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Huang, Ming-Shiuan, and 黃名萱. "Effects of Integrating Picture Books into Low-carbon Life Curriculum on Primary Pupils Cognition and Attitude: A Case Study of Second Graders at Primary School in New Taipei City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/spbx3h.

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碩士 臺北市立大學 地球環境暨生物資源學系環境教育與資源碩士班 105 After the industrial revolution, the development of the economy and the discharge of a large number of greenhouse gases, leading to the global warming and these intensified the climate change; these impact on the environment seriously. So energy saving, low carbon life becomes an urgent issue recently. However, the global warming problem has been 20 years, the atmosphere of greenhouse gases are still arising. We hope that the low-carbon life environmental education will be the main principle to change the human concepts, attitude and behavior toward positive development on this issue. The main purpose of this study is to develop a set of low-carbon life courses through the discussion of relevant literatures and to conduct quasi-experimental research on the questionnaire of low-carbon life cognition and attitude of junior students at elementary school. A total of 167 students in the New Taipei City were selected as the research objects. They are divided into three groups: two experimental groups and one control group. The picture books instruction method was used in the experimental group I. Furthermore, there was just a normal instruction, without picture books, in the experimental group II. As to the control group, we did not carry out any teaching, so the teaching effect was analyzed after the course. The data was analyzed according to the statistical methods such as descriptive statistics, pair-sample t test, analysis of covariance, independent-sample t test and one-way analysis of variance. The results are summarized as follows: First, before teaching, the low-carbon life awareness of students is moderate, with positive attitude, and proactive. Second, after the tutorials, the learning effectiveness of these two experimental groups are better than the control group significantly. While the learning outcome of the experimental group I, using picture-books-instruction, is better than the experimental group II, without picture books, but not significantly. Third, the influence of different background variables on the cognition and attitudes of low-carbon life for junior students is partially significant. Fourth, there is a significant and positive moderate correlation between cognition and attitudes of low-carbon life for second graders students in the study. Keywords: low-carbon life courses, global warming , picture books

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Allaith, Zainab A. "Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers." Thesis, 2013. http://hdl.handle.net/1969.1/149385.

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The present study puts forward two models which examine the relationship between at home at school variables of (1) engagement in shared and independent reading and (2) access to print with reading achievement. Participants were fourth grade English speakers from Canada (Alberta, British Columbia, and Nova Scotia), New Zealand, England, and USA. Data from the Progress in International Reading Literacy Study (PIRLS) questionnaires and reading achievement test were used to design the two models, and Hierarchical linear modeling (HLM) was used to analyze the data where students (Level-1) were nested within classrooms (Level-2). The results of the Engagement in Reading Model demonstrate that activities of shared reading at home and at school did not statistically significantly relate or related negatively with reading achievement. Parents helping their children with school readings emerged as the strongest negative predictor of reading achievement in the entire model. However, the relationship between how often participants talked with their families about what they read on their own and reading achievement was positive. Additionally, independent reading at school, reading for fun at home, and reading printed material (books and magazines) at home predicated reading achievement positively; reading for homework did not predict reading achievement; and reading for information and reading on the internet at home predicted reading achievement negatively. The results of the Access to Print Model demonstrate that while access to books and other reading material at home related positively with reading achievement, access to books and other reading material at school did not overall relate to students’ reading achievement. Additionally, access to the library, generally, did not relate to reading achievement; and when statistical significance was found it was not replicated in all or even most of the countries. Based on the results of the present study, it is recommended that fourth graders be given ample opportunities to read books of their own choosing independently at school, and to develop students’ habits and motivation to read for leisure during their free after school time. Additionally, children should be provided with ample access to reading material at home which is geared towards their interests.

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Lee, Chin-Nan, and 李金男. "Understanding the Text Book of Primary School based on How-net." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/67553711017853801123.

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碩士 國立成功大學 資訊工程研究所 88 In this thesis, we propose a method for Chinese natural language understanding based on the linguistic toolsets CKIP-AutoTag and How-net, and the devised Acting Role Table. In our approach, the analysis of article is performed sentence by sentence. For each sentence in the article, word segmentation is first performed using CKIP-AutoTag. Next, the semantics of each sentence is represented in the devised Acting-Role-Table (ART). The ART consists of acting roles of the sentences, i.e., action, agent, instrument, theme, location, and time, together with their associated modifiers. In this step, we use verb-driven syntax analysis to determine the acting roles in the sentences; and use the semantic analysis to constrain the acting roles based on the features defined in How-net. To test whether our approach for text understanding is feasible, an auto reading comprehension system is built trying to answer the exercises of the primary school textbook. Method to find the answer is described below. The interrogative of the question is first analyzed to know the intention. Then, process similar to that of article is performed to build the partial-acting-role-table of the question. It is then compared, based on the features found in How-net, with the full ART to choose the best one as the answer. The comparison uses the semantic similarity between the acting roles. In our experiments, eight textbooks ranged from third-grade to sixth-grade are used as our testing articles, most of the questions in the exercises can be answered by our system. As a conclusion, this paper proposes a good direction for language understanding based on semantics. The experimental result encourages us that the propose ART is suitable for Chinese natural language understanding. This paper also provides a good demonstration for the possible utilization of the How-net knowledge base. Since How-net is now available only in plaintext format, we have developed many toolsets such as MFC (Microsoft Fundamental Class) classes and APIs (Application Program Interface) for further researches based on How-net to promote the using and sharing of the free linguistic resources.

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TSAI, TSUNG-TA, and 蔡宗達. "A Study on Instant Messaging Softwares Assisted Family Communication Book – A Case Study of an Elementary School in Banqiao of New Taipei City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/d8pp2g.

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碩士 世新大學 資訊傳播學研究所(含碩專班) 103 With the increasing popularity of smartphones, communication among people has been varied gradually by Instant Messaging Softwares. The study aims to explore the willingness and the effects of using Instant Messaging Softwares on Family Communication Book for parents of elementary school students in order to develop parent-teacher multi communications. The study makes use of questionnaires to achieve the research’s end. Parents from an elementary school at Banqiao district in New Taipei City are subjects in this study based on theory of TAM2 (Extended Technology Acceptance Model). The study is designed to verify the Appropriation of Social Influence, Perceived Ease of Use, and Perceived Usefulness being employed to explain the intention for parents to use Instant Messaging Softwares on parent-teacher communication. In addition, it’s to verify if parents’ willingness to use Instant Messaging Softwares can concretely enhance the effects of parent-teacher communications. Via data collection and analysis, the outcome of the study shows the key factors that influence parents to use Instant Messaging Softwares on parent-teacher communication are Subjective Norm, Perceived usefulness, and Perceived ease of use. In addition, the more parents are willing to use Instant Messaging Softwares, the more effect of immediacy, interaction, richness, and accuracy in the process of patrent-teacher communication are lifted up. The study at last draws the inference that the use of Instant Messaging Softwares on parent-teacher communication can not only fill in the vacancy of Family Communication Book, but also promote the result of parent-teacher communication.

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Lin, Miao-Ling, and 林妙玲. "An Action Research of Applying the Teaching of Shared-book Reading for the First-Grade Students of New Inhabitants in an Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/02405283831190474235.

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碩士 淡江大學 課程與教學研究所碩士在職專班 103 This study aims to explore the process and the outcomes of the application of the teaching of shared-book reading for the first-grade students of new inhabitants in an elementary school by action research. The action research process was divided into three phases. The transformation of the new-inhabitants students’ reading behavior and comprehension ability was investigated by qualitative observations. During the teaching of shared-book reading, the teacher dealt with difficulties by continuous actions, observations, dialogues, reflections, and corrections. At the same time, the data of the practicing process were thoroughly and accurately recorded, reorganized, and analyzed to come to a conclusion and to provide relevant suggestions. The conclusions and suggestions of this study are as follows: 1. The reading behavior before the teaching of shared-book reading (1) The students of new inhabitants were inexperienced in reading Chinese books. (2) The students’ concentrations on reading were short and they were easily distracted. (3) A good reading atmosphere was important. (4) The students needed help from teachers to develop reading habits. 2. The reading behavior during the teaching of shared-book reading (1) The teaching of shared-book reading made reading more attractive. (2) Long-term and continuous reading activities were needed to develop reading habits. (3) Peer support could make the time of reading last longer. (4) The guidance of teachers was very important for the students to learn reading. 3. The reading-comprehension ability of new-inhabitant students during the teaching of shared-book reading (1) It was very difficult for new-inhabitant students to understand the real meaning of Chinese vocabularies. (2) The teaching of shared-book reading could help new-inhabitant students achieve the goal of reading comprehension. 4. The difficulties and professional growth of the teacher in the research process (1) The teaching of shared-book reading could help new-inhabitant students build the scaffolding of reading. (2) Qualitative observations in the teaching field made teachers understand more about the reading difficulties of new-inhabitant students. (3) Teacher collaboration could improve teaching quality. 5. Suggestions of this study (1) The time for applying the teaching of shared-book reading could be extended. (2)The teaching of shared-book reading could be integrated into the teaching of Chinese characters. (3) The teaching of shared-book reading could be applied to the students who have low achievement in language learning. (4) The relationship between the teaching of shared-book reading and the length of students’ reading time can be further explored.

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Huang, Pao-Hui, and 黃寶慧. "An Action Research on Applying Picture Book into Performing Arts Curriculum: Taking a Junior High School in New Taipei City as an Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/pn5bt9.

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碩士 國立臺北藝術大學 藝術與人文教育研究所 100 Abstract Recently, due to the international trend and Taiwan’s people are getting to force children education, parents have noticed to develop children’s interesting and to performance themselves is very important issues. Furthermore, the era in response to the 1-9 curriculum implementation and convergence of the state religion in the coming 12 years, and the parents have discussed the traditional education way which is focus children’s grade but ignore their feeling. But, Taiwan’s education organization doesn’t spread Performaning Art positive and let Performaning Art be ignore. Due to this cause, Children always don’t know how to do in this class even can’t show out their feeling and talent in the peers. This study’s goal is combing picture books and Performaning Arts process to let children show their feeling and talent more confidence in the peer and this study will observe and record children’s learning situation and achievement by Action Research. Finally, this study’s mission can include：1.the researcher will expect students who can involve their visual experience into Performance art education process by combing picture book education, dancing, drama’s strategy and games activities. Finally, this teaching program can be good and suitable for junior high school’s Performing Art; 2.In this Teaching process, it can improve students’interesting and passion for Performing Arts process by learning and acting in the process; 3.This study will discuss combing picture book and Performaning Art’s achievement for teacher and student’s interaction, which can provide other teachers sample to prepare the Performancing Art process. The result of this research figures out the issue that the students can find their mind which is their aspire , open their performing spirit and add their teamwork. Finally, this result is suitable for our research goals. Keyword: Picture Book, Performance Arts Curriculum, Action Research

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洪曉慧. "A Study on the Implementation and Effectiveness of the Character Educational Communication Book in Junior High Schools in New Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/35499381067854687244.

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碩士 國立臺灣師範大學 教育學系在職進修碩士班 102 This research aims to discover the implementation and effectiveness of the Character Educational Communication Book from the junior high schools in New Taipei City. The first step is to understand the difference among the implementation and effectiveness of the Character Educational Communication Book. The second step is to analyze the difference among various background teachers. The last step is to discuss the relations in all implementation methods, difficulties, solutions, and effectiveness. Survey questionnaire methodology is adopted in this research, which takes homeroom teachers in 75 junior high schools in New Taipei City as research subjects. It selects samples by proportionate stratified random sampling. In result, there are 753 questionnaires issued and 612 valid questionnaires received. The percentage of valid questionnaires is 81.28%. The tool of this research is “The Research Questionnaire of the Implementation about the Character Educational Communication Book in junior high schools in New Taipei City”. This research process the data and make discussion by using some statistics methods like: frequency distribution, percentage, descriptive statistics, independent-sample t test, ANOVA, Pearson's product-moment correlation coefficient, and Scheffe’s posterior comparisons. In summary, this research propose the conclusions as follows: 1. Homeroom teachers in junior high schools in New Taipei City and their schools apply multiple methods when promoting the Character Educational Communication Book. 2. Homeroom teachers are facing difficulty in parent-cooperation, evaluation-index, and teaching-material-design dimensions. 3. Most homeroom teachers agree the solutions to the implementing difficulties of Character Educational Communication Book. 4. Most homeroom teachers consider that the effectiveness of Character Educational Communication Book are very well but lacking two-way communication with parents. 5. Homeroom teacher and their schools appear difference in many dimensions of implementation methods, difficulties, solutions, and effectiveness of Character Educational Communication Book. 6. The more multiple methods of Character Educational Communication Book the homeroom teachers in New Taipei City use, the better effectiveness it gets. 7. The solutions found by this research help solving the difficulties of implementing Character Educational Communication Book in New Taipei City. 8. School administrators in New Taipei City consider that the degree of support and the score of implement from homeroom teachers are high while pushing Character Educational Communication Book. Finally, according to the conclusions, this research offers some specific suggestions to Education Bureau of New Taipei City, school operators, homeroom teachers, parents, and subsequent researchers.

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Chang, Ching-Ju, and 張靖如. "A Study of Shared-book Reading Teaching on the Reading Motivation and Self-concept of New Inhabitant Students in Fourth Grade of Primary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44033637322010427720.

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碩士 國立臺中教育大學 語文教育學系碩博士班 100 Fourth grade in primary school is a divide of entering "learn from reading". It will become a key factor in improving the reading motivation and self-concept of students by proper guidance for reading strategy. " shared-book reading teaching" is a student-based teaching method which expects to activate the reading motivation of students by activities such as forecast, demonstration, discussion and reading, etc and promotes interpersonal interaction. The purpose of study is to explore the influence of shared reading teaching on the reading motivation and self-concept of new inhabitant students in fourth grade of primary school. By means of quasi-experimental design, the study takes 30 new inhabitant students in fourth grade of a primary school in Taichung City as the research subjects to conduct an experiment lasting for eight weeks with two lessons per week. They are randomly separated as experimental group and control group (15 students for each group), and Shared-book reading teaching method is used as the experimental variable. The experimental group is taught with the method of "shared reading teaching", while the control group is taught with general teaching method. Two groups of students are measured by scales titled "Reading Motivation of Grade Four Students Scale" and "Self-Concept of Primary School Students Scale" before and after the experiment. Moreover, data obtained from observation, interview records and feedback sheets of students is used to analyse and explore the situation of changing in reading motivation and self-concept of students. According to the results, the study concludes the following major findings: 1. Shared-book reading teaching contributes to the improvement of reading motivation of new inhabitant students in grade four. Moreover, it concludes the further findings that the improvement of internal reading motivation is better than external reading motivation; parent-child reading is better than individual reading; keep reading every day, even less than 30 minutes, it can still help to improve reading motivation. 2. Shared-book reading teaching contributes to the improvement of the whole self- concept and family self- concept of new inhabitant students in grade four. Not only the whole self-concept of new inhabitant students in experimental group have improved, but their school self-concept have improved as well. 3. Shared-book reading teaching has a delayed influence on the whole and internal reading motivation of new inhabitant students in grade four, but it has no delayed influence on the external reading motivation. Finally, according to the result, the researchers propose suggestions as references for educators and future research.

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HSIU-LAN, HUANG, and 黃秀蘭. "A Study of E-Book Integrated into Instruction of Physics and Chemistry Courses to Students’ Learning Performance – A Case of Junior High School in New Taipei City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/gp3gjy.

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碩士 華梵大學 資訊管理學系碩士班 107 In order to explore the differences of learning achievement and attitude among the students in class “Linear motion” and “Earths environment”, the research aims to compare the different teaching modes between experimental group with E-book assisted instruction and control group with traditional manner. Based on pretest-posttest design of quasi-experimental method, 49 ninth-grade students from researcher’s two classes in New Taipei city were selected. After the experimental teaching for five weeks, comparison of the two groups were presented, especially the performance on achievement tests of “Linear motion” and “Earths environment” and attitude scale. The findings discovered that, in students’ learning achievement on physics and chemistry, both experimental group and control group showed no significant differences in posttest learning achievement; however, the experimental group measured significant differences before and after learning achievement. The performance of high score group, middle score group and low score group in post-test learning achievement was better in the experimental group than in the control group; However, the performance of the middle score group in the test before and after the learning achievement, the experimental group has significant differences in learning achievement, and the group in the control group has no significant difference in learning achievement. It can be seen that the e-book assisted teaching has an impact on the experimental group, especially in the middle group students. The two groups are not very different in learning attitude.

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Přibylová, Kateřina. "Bible jako literární dílo ve výuce literatury na gymnáziu." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-327746.

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The first part of this thesis informs about the Bible in general, its origin, division, language and translations. Translations into the Czech language are looked at in greater detail as well as various adaptions that are at disposal of Czech high school teachers. One of the chapters discusses biblical phrases and shows the way they have infiltrated Czech culture. The Intertextuality and the Bible chapter looks at all the literary works that have their origins in the Bible. It also offers a text which may be used during literature classes. The second part of the thesis discusses school documents and text books as related to the Bible. After Czech general educational programs analysis, the thesis offers options on various ways of implementing some of the general educational programs targets during classes, both in Language and Communication or Man and Society educational area. There follows an analysis of three individual school educational programs, each of which addresses the Bible differently, works with it in a different grade and in different areas. Chapters concerning textbooks discuss what information and texts are made available to the students and evaluate these. The practical part of this thesis covers an analysis of a minor survey which was carried out among the fourth grade high school...

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Chang, Chien-Yi, and 張茜宜. "The Study on the Influence of Picture Book Teaching Strategy on the Reading Comprehension Ability of New Immigrant Children－A Case of the First-Grade Students in Yu-yin Elementary School in Yulin County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/39356548818644839540.

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碩士 康寧大學 資訊傳播研究所 99 The study aims to discuss the difference of new immigrant children among different background students, analyze the effect of picture book teaching strategy on the reading comprehension ability of new immigrant children, and explore how new immigrant children like the picture book teaching. 　　The study adopts paired-sample quasi-experiment design and uses reading comprehension test by Shih-Huei Chang and Kuen-Tang Yang and self-edited teaching activity opinion questionnaire for our research tools, which explores the students’ responses to picture book teaching. Also, the study applies the teaching records as the qualitative approach to compensate the deficiency of quantitative approach, hoping that full-scale understanding would be achieved on the study of improving new immigrant children’s reading comprehension abilities. This study was based upon five new immigrant students in my class as subjects. The results are as follows. 　　New immigrant children’s reading comprehension abilities among different background students have significant differences. First, the birth order of siblings plays a significant role determining immigrant children’s academic performance, which is related to their interaction with others. It would be better if they interact with others more. Also, their mother’s nationality has an effect on immigrant children’ performance, which is related to the extent of cultural differences in Taiwan. The one who has the fewer differences among the cultural differences would perform better. Apart from that, their fathers’ education and ways of discipline instruction influences immigrant children’s performance. It would be better if their fathers are positive to care about their children. 　　The picture book teaching puts positive influence on new immigrant children’s reading comprehension abilities. The immigrant children could well comprehend, get the implication of the text, overcome their reading obstacles and improve their reading comprehension abilities from the images since the images compensate the deficiency of students’ scheme and prior knowledge. 　　New immigrant children have preference over storybook teaching strategy. Students show a large amount of interest in the images of the texts and also look forward to reading in ways of listening to stories. Hence, improving students’ learning motivation and reading interest could enhance their reading comprehension.

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(9719168), Michael James Greenan. "AFRICAN AMERICAN SPIRITUALS AND THE BIBLE: SELECTING TEXTS FOR SECONDARY EDUCATION INSTRUCTION." Thesis, 2020.

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The research in this thesis attempts to select texts from the African American Spirituals and the Bible that are appropriate for secondary language arts instruction, specifically for grades 9-12. The paper first gives an overview of legal justifications and educational reasons for teaching religious literature in public schools. Then, relevant educational standards are discussed, and, using the standards as an initial guide, I identify common themes within the Spirituals and Bible, which, from my analysis of various literatures, are slavery, chosenness, and coded language. Next, I describe my systematic effort to choose texts from the Spirituals and the Bible. To help accomplish this, I draw primarily from two tomes: Go Down Moses: Celebrating the African-American Spiritual and Biblical Literacy: The Essential Bible Stories Everyone Needs to Know. After I describe the research process of selecting texts, I form judgments about which biblical passages and African American Spirituals are particularly worthy of study, along with their applicable and mutual themes.

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Dissertations / Theses on the topic 'New school books'

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