Dissertations / Theses: 'Nine years high school'

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Daly, Caroline. "Collective Memory, Commemoration and Ways of Remembering Little Rock: 50 Years After the Integration Crisis at Central High School." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/359.

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This thesis uses the 50th Anniversary of the 1957 Integration Crisis at Central High School as a case study to explore issues of memory and remembrance. After looking at various forms of commemoration, Little Rock proves to provide key insights into the dangers of memory, as well as more effective ways of remembering.

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Garcia, Yuska Natasha Bezerra Felício. "Uma criança pequena em uma escola de grandes: sentimentos e emoções no ingresso do ensino fundamental de nove anos." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/16046.

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Made available in DSpace on 2016-04-28T20:56:31Z (GMT). No. of bitstreams: 1 Yuska Natasha Bezerra Felicio Garcia.pdf: 1032605 bytes, checksum: 3e2c28e61a9e3cab84e946e1f0e25fba (MD5) Previous issue date: 2012-06-05 Conselho Nacional de Desenvolvimento Científico e Tecnológico This present research had as main problem to investigate the feelings and emotions of the educators in their work with the students of six years old that are into the nine years High School, as well the six years old students feelings and emotions into this period of admission that represents to them a transition between Pre-School and High School, so giving subsidies to the student and teacher s comprehension, so their interaction and the place of affection in teaching-learning process. For having as priority to investigate the affect dimension, the theoretical framework chosen was the Henri Wallon s development theory. This research had a qualitative approach and, for the information production, were first done interviews with two High School s teachers that have been teaching from the past years in old eight years High School first grade period that the students had seven years old followed by a continuous observation of two classes with 45 students at all, witch in the first one were 24 students and in the second one 22 and their teachers with their daily school dynamics. From the observations done, it was created episodes and boards to help analysis and information discussion. The main results founded were: 1) The most of the feelings and student s inducing situations were related to the teacher; 2) the pleasant students feelings referent to the first grade s experience were preponderant, which was the opposite of the unpleasant feelings; 3) the new High School s system adaptation wasn t only for the kids, but for families, teachers and for the educational institutions, as well; 4) the students expectations of reading and writing outperforms all the existing gaps inside High School. It is concluded there is the necessity of adaptation into the school, as a physical place, to receive those children as better they can and minimize the differences in this period of basic education to pre-school transition process, so the necessity of the teachers - no matter what year they teach - to demonstrate affection, comprehension and flexibility with their students, to favor the teaching-learning process and to remain success on the fulfillment of school s functions A presente pesquisa teve como objetivo central investigar, compreender e analisar os sentimentos e emoções dos educadores no trabalho com crianças de seis anos no Ensino Fundamental de nove anos, bem como os sentimentos e emoções dos educandos de seis anos de idade neste ano de ingresso que representa para eles a transição entre a Educação Infantil e o Ensino Fundamental e assim, dar subsídios à compreensão do aluno e do professor, da interação entre eles e do papel da afetividade no processo ensino-aprendizagem. Por ter prioridade investigar a dimensão afetiva, o referencial teórico escolhido foi da teoria de desenvolvimento de Henri Wallon. A pesquisa teve uma abordagem qualitativa e, para a produção de informações, foram realizadas, inicialmente, entrevistas com duas professoras com exercício da docência no Ensino Fundamental de nove anos que atuaram, em anos anteriores, como docentes na antiga 1ª série do Ensino Fundamental de oito anos em que regularmente os educandos tinham 7 anos de idade seguidas da observação contínua de duas turmas de 45 alunos ao total, sendo 24 alunos em uma e 22 em outra e seus professores em suas dinâmicas escolares cotidianas. A partir das observações realizadas, episódios e quadros foram elaborados para auxiliar na análise e discussão dos dados. Os principais resultados encontrados foram: 1) a maioria dos sentimentos e as situações indutoras dos alunos estão relacionados à professora; 2) os sentimentos dos educandos de tonalidades agradáveis referentes às suas vivências no contexto do 1º ano foram preponderantes, em oposição aos sentimentos de tonalidades desagradáveis; 3) a adaptação ao novo sistema de Ensino Fundamental não é somente das crianças, mas também das famílias, dos professores e das próprias instituições de ensino; 4) o anseio em aprender a ler e a escrever dos alunos supera todos as lacunas existentes na escola de Ensino Fundamental. Conclui-se que há a necessidade de adaptação do meio físico da escola, a fim de receber melhor as crianças de seis anos no Ensino Fundamental minimizando as diferenças no processo de transição entre essa fase da educação básica e a Educação Infantil, assim como, pela também necessidade de todos os professores independentes do ano em que atuem demonstrarem afetividade, compreensão e flexibilidade com seus alunos, no sentido de favorecer o processo de ensino-aprendizagem e o sucesso no cumprimento das funções da escola

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Harris, Coral Lottie-Cecelia. "Factors influencing lunch consumption of grade nine high school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ37813.pdf.

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Ransome, Myrna M. "Part-time employment in high school years: educational, social, and psychological effects." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26371.

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This study focuses on the effects of part-time employment of high school students during the school year. While there are many benefits to be derived from part-time employment, many researchers have concluded that working intensely (over 20 hours per week) during the school year has deleterious academic, social, and psychological effects on high school students' achievement (Bachman & Schulenberg, 1983; Mortimer & Finch, 1986; Steinberg & Dornbusch, 1991; Wright, Cullen, & Williams, 2002). The study made reference to the theory of social embeddedness (Granovetter, 1985) and the primary orientation model (Warren, 2002) which suggested that high intensity work reduces time to focus on and become involved in other activities. There is also application to the ecological theory of human development (Bronfenbrenner, 1986) which stated that social contexts such as school, family, and work should all have connections to provide significant influences on adolescents’ development. In this study, it was hypothesized that intense work involvement would be related to less engagement in school and school activities. It was further hypothesized that intensity of work will be negatively related to family and peer relationships. The data for the study were obtained from three school divisions in southwest Virginia. A sample of N=1,402 high school students in grades 9-12 was used. Students completed the Work, School, and Social Experiences of High School Students Survey, which was adapted for the study. The data were analyzed using SPSS 14.0. The researcher employed descriptive and regression based analysis procedures to answer the research questions, and to determine the relationships among variables of interest. The results indicated that intense part-time employment by high school students has negative effects on grades, family relationships, and peer relationship and often contributes to increased stress in the lives of these students. Part-time employment affects all aspects of students' lives and is far nuanced and needs continued attention and supervision from parents, educators, and teachers. This research was supported by a 2005 Graduate Research Development Project grant from the Graduate Student Assembly at Virginia Polytechnic Institute and State University (Virginia Tech). Ph. D.

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Jett, Brittany M. "Comprehensive High School Principal's Perceptions of Career Centers in the Years 2007 and 2012." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1377374692.

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Philander, Rochelle. "Management of children with sexual behaviour problems, between the ages of five to nine years old, by educators and social workers." University of the Western Cape, 2018. http://hdl.handle.net/11394/6404.

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Magister Artium - MA (Child and Family Studies) The Management of children, younger than twelve years of age, who pose a risk to other children, remains complex and confusing. When their behaviour includes sexual aggression towards other children, ignorance about how to manage them becomes even more challenging. Society has an expectation that any sexual aggressor should be punished, however, when the aggressor is younger than ten years old, different responses are necessary. The aim of this current study was to explore the management of learners with sexual behaviour problems, within the primary school setting. The main question underpinning this study was: How are children, aged five-to-nine-years, with sexual behaviour problems, managed by social workers and educators? A qualitative methodology, with focus group discussions and semi-structured interviews were used to conduct this study. Educators from primary schools, as well as social workers from the Western Cape Education Department, were purposively selected to form the sample for this study. Focus group discussions were conducted with the educators, while semi-structured interviews were conducted with the social workers.

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Yukina, Kazuo. "Exploring relationships between English proficiency and individual factors during junior high school years in Japan /." Electronic version of text Electronic version of summary Electronic version of examination, 2003. http://www.wul.waseda.ac.jp/gakui/honbun/3635/.

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Mary, Eckert. "EIGHT YEARS OF UBIQUITOUS TECHNOLOGY ACCESS AND DIGITAL CURRICULA: BUSINESS AND MARKETING HIGH SCHOOL TEACHERS’ PERSPECTIVE." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2333.

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This research was conducted during the 2009-2010 school term as a case study of a large school division’s technology initiative after eight years to chronicle its effect on high school business and marketing teachers’ use and integration of technology. The 18 teachers were business and marketing teachers from eight high schools, two technical centers and one alternative school who participated in the one-to-one laptop initiative from its inception and who were asked to participate in the study. A web-based survey on technology use and adoption was administered to 18 high school business and marketing teachers. The researcher conducted a total of four unannounced observations of each teacher’s instruction, specifically for technology use, by using the Instructional Technology Resource Teachers’ Technology Integration form. Additionally, the teachers were asked to participate in one of two focus group interviews to determine their level of technology use along with their perceptions regarding the technology initiative and its effect on their instruction and teaching strategies. This case study has relevance to school districts with technology initiatives or districts considering adopting one. The high school business and marketing teachers’ vantage point provided unique information about the effect a one-to-one laptop initiative has made on business and marketing teachers’ technology use over the last eight years. The effect that a comprehensive, one-to-one initiative had on business and marketing high school teachers’ technology use was twofold. First, instruction was affected. Teachers and students were found to manage data electronically, the amount of and methods for teachers’ communication changed, and exemplars surfaced. Second, challenges emerged. Teachers’ classroom management responsibilities included laptop monitoring, access issues as a consequence of network filtering policies, and a need for additional technology-based professional development for teachers and time to practice new skills. While some positive effects were visible, eight years into the one-to-one laptop initiative problems were evident, and administrative support as well as teacher acceptance seemed to play an important role in teachers’ willingness to regularly and enthusiastically modify their pedagogy to include technology in teaching strategies and student lessons.

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Brooks, Kimberlee. "Grade nine students and policy : perspectives of the school nutrition and physical activity environment." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3114.

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The school environment is often the focus of healthy eating and physical activity policies intended to address childhood obesity. However, students are usually excluded from the development and implementation of such policies. The purpose of this study was to explore grade nine student perspectives regarding: supports and barriers to healthy eating and physical activity at school; strategies for improving the school nutrition and physical activity environments; and potential student contribution to the development, implementation, and evaluation of school-based policies. A qualitative approach utilizing focus groups and photovoice with 30 students from two schools in southern Alberta was used to collect data. Major themes included: access to healthy food choices; teacher influences; peer influences; access to physical activity opportunities; impact of marketing; and conflicting messages. Students can provide valuable insights to policy development, implementation and evaluation. Implications for future research and policy development are reviewed. xi, 179 leaves : ill. ; 29 cm

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Larsen, Jan-Erik Pantyp Ramasoota. "Prevalence rate of depression among high school students, two years following the Tsunami, in Phang-Nga province, Thailand /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4937995.pdf.

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Gore, Elaine Clift. "Houston's High School for the Performing and Visual Arts : a history of the first 25 years, 1971-1997 /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Lima, Izabel Maciel Monteiro. "Educational experiences in the context of the transition from early childhood education for elementary education in a public school in Fortaleza in the perspective of the various segments of the school community." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11256.

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nÃo hÃ A presente pesquisa teve como objetivo geral analisar como se concretizam as estratÃgias de articulaÃÃo curricular utilizadas numa escola pÃblica municipal de Fortaleza no Ãltimo ano da EducaÃÃo Infantil (EI) que visam Ã continuidade da formaÃÃo da crianÃa na sua transiÃÃo para o primeiro ano do Ensino Fundamental (EF), considerando as perspectivas dos diversos segmentos da comunidade escolar sobre esse processo. No Brasil, os momentos de transiÃÃo escolar ganham destaque a partir das mudanÃas na organizaÃÃo da EducaÃÃo BÃsica, tais como a ampliaÃÃo do EF de oito para nove anos de duraÃÃo e a extensÃo da escolaridade obrigatÃria de nove para quatorze anos. A transiÃÃo da crianÃa entre a EI e o EF Ã um passo delicado de seu percurso escolar, que pode ter consequÃncias negativas para o desenvolvimento e a aprendizagem dos indivÃduos (LERNER, 1996, apud FORMOSINHO e ARAÃJO, 2004). Portanto, a transiÃÃo Ã um processo que requer o planejamento de aÃÃes que articulem os modelos curriculares e o repensar acerca da prÃtica pedagÃgica do professor junto Ãs crianÃas (ZABALZA, 2007). Trata-se de uma pesquisa qualitativa de cunho etnogrÃfico, desenvolvida por meio do estudo de caso (BOGDAN E BIKLEN, 1994) de uma turma do Ãltimo ano da EducaÃÃo Infantil. Para a obtenÃÃo dos dados, foram realizadas observaÃÃes a fim de conhecer o currÃculo em curso nesse momento de transiÃÃo e entrevistas com os trÃs segmentos de sujeitos (profissionais da escola, famÃlias e crianÃas), com o intuito de apreender as suas perspectivas sobre o fenÃmeno. Os dados da investigaÃÃo foram analisados Ã luz da Psicologia de Desenvolvimento (WALLON, 1971; 2007) e das perspectivas de Formosinho (1998; 2001; 2008) e Zabalza (1998; 2007). Os resultados evidenciam que as vivÃncias educacionais das crianÃas na escola Vida de CrianÃa focam principalmente a aprendizagem da leitura e da escrita, para qual se destina a maior parte do tempo na escola. Em consequÃncia dessa prioridade, as brincadeiras, as interaÃÃes, a participaÃÃo das crianÃas e as atividades que envolvem outras Ãreas do conhecimento, como ciÃncias naturais e arte, adquirem pouca relevÃncia no contexto escolar. Assim, a anÃlise empreendida sobre as prÃticas pedagÃgicas aponta para o objetivo preparatÃrio da EI, tendo em vista a prevenÃÃo do fracasso escolar no EF mediante a antecipaÃÃo de prÃticas de escrita, numa perspectiva restrita do prÃprio processo de alfabetizaÃÃo das crianÃas. The present research intended to analyze how the strategies of curricular articulation used in a Fortaleza's municipal public school, in the last year of Early Childhood Education, which aim to give continuity to the development of a child in his transition to the first year of Basic Education, get materialized, considering the perspectives of the several segments of school community about this process. In Brazil, the moments of school transition stand out from the changes in the organization of Early Childhood Education, such as the extension of Basic School period, from eight to nine years, and the increasing in the required period of scholarity, from nine to fourteen years. The child's transition from Early Childhood Education to Basic Education is a delicate step in his school path, and may result in negative consequences to the individuals' development and learning (LERNER, 1996 apud FORMOSINHO, ARAÃJO, 2004). Therefore, this transition is a process that requires the planning of actions that can articulate the curricular models, as well as a reassessment about the teacher's pedagogic practice in relation to children (ZABALZA, 2007). This is a qualitative ethnographic research developed by the study of the case (BOGDAN, BIKLEN, 1994) of a class belonging to the last year of Early Childhood Education. For construction of the data, observations were made in order to get to know the current curriculum in this moment of transition, and interviews were conducted with the three segments of subjects (school staff, families and children) in order to assimilate their perspectives about the phenomenon. The research's data were analyzed in light of Developmental Psychology (WALLON, 1971, 2007) and the prospects of Formosinho (1998, 2008) and Zabalza (1998, 2007). The results show that the educational experiences of children in the Vida de CrianÃa School mainly focus on reading and writing activities, for which most of the time is destined. As a result of this priority, the jokes, the interactions, the participation of children and the activities involving other areas of knowledge, such as natural sciences and art, acquire little relevance in the school context. Thus, the analysis made of the pedagogical practices leads to the objective of adequately preparing Early Childhood Education, in order to prevent school failure in Basic Education by the anticipation of writing practice, taking into consideration that it is a restricted view of the process itself of children's literacy.

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Coutts-Smith, Raymond J., and n/a. "Mathematics in transition : the post-compulsory years : the transition from high school to college in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060630.095231.

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This study commences with the assumption that action can be taken to lessen the disruption to the mathematical progress of Year 11 students in the Australian Capital Territory senior secondary colleges. If students are to perform their best in mathematics they need their transition from high school to college to be as smooth as possible. Nevertheless, many students change their mathematics enrolment soon after commencing college. The study relies particularly upon The Theory of Reasoned Action to determine whether students have the intention both before and during the transition of performing well in mathematics at college. Although this measure provides a predictor of the intention, it does not necessarily follow that the conditions allow the student to comply with the prediction. Statistical instruments were also used - to determine whether students initially enrol in appropriate courses and whether they perform as well in their first semester at college as in Year 10. A small sample of students was interviewed to elicit whether there was supporting evidence for some conclusions drawn from the results and the literature survey. Analyses of the predictor of intention indicate that during the transition period a very high proportion of students intends to perform well in mathematics at college. Analysis of the components of the measure pinpoints some small differences between high schools. The statistical analyses show that a significant proportion of students completes Semester 1 in mathematics courses other than those of initial enrolment and that performance by the Year 11 students correlates well with Year 10 performance. Discussion centres around actions of intervention and their focus. Parents and guardians are possible recipients of further information since the evidence suggests they are the most influential advisers in the lives of this age group. College teachers are possibly the best current providers of that information, although, high school teachers and careers advisers could take a more prominent role following appropriate training. Recommendations are made concerning the enrolment procedure and the beginning of Year 11 routine. Other conclusions and recommendations concern action by classroom teachers that could ensure more students succeed in the course of initial enrolment, whether they are in the course most suited to their previous performance or are attempting a more difficult course.

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Haselton, W. Blake. "A Study of Initial Educational & Occupational Activities of Oldham County High School Seniors for the Years 1979-1983." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2458.

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A follow-up study of five Senior Classes of Oldham County High School (Kentucky) was conducted to determine students' initial status six months after graduation. Study findings based on survey responses from slightly aver 83 % of the 2,025 students listed as seniors in the spring semester for the years 1979-1983 included the following: It was found that 58% of the respondents entered educational activities, 36% entered the work force and 6% were unemployed. Eighty-five percent of all graduates entering college did so at an in-state, state supported institution. Results further indicated that 25% of all graduates attended either the University of Kentucky or the University of Louisville and that most students entered four year colleges in the educational category and retail sales in the employment categories. It is suggested that Oldham County High School could benefit from a reevaluation of the school's curricular program offerings and further study comparing the academic program followed in high school versus actual college and/or career pursuits. The study includes data tables showing a summary percentage of survey respondents by class year and sex, educational and occupational categories, by specific postsecondary schools attended and by academic programs indicated in high school. Appendices include more detailed information by class and sex.

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Tse, Kwok-wai Alice. "The effects of teacher feedback on the composition revision of second language learners a case study of nine secondary 4 students under different feedback conditions /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31653108.

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Kelly, Charles E. "Teacher Perceptions of an International Baccalaureate Diploma Program in a Mid-western Inner-ring Suburban High School during the First Seven Years." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1566509282795011.

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Srsen, Kenney Kristen Laura. "CRITICAL VIDEO PROJECTS: UNDERSTANDING NINE STUDENTS’ EXPERIENCES WITH CRITICAL LITERACY AS THEY RE-IMAGINE CANONICAL TEXTS THROUGH FILMS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572546051237628.

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Pizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.

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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008. Bibliography: p. 159-177. This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear. Mode of access: World Wide Web. 266 p. ill

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Watkins, Thomas S. Hines Edward R. "A comparison of student achievement after the first two years of one rural high school's implementation of a modified 4 x 4 block schedule." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087878.

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Thesis (Ph. D.)--Illinois State University, 2003. Title from title page screen, viewed October 19, 2005. Dissertation Committee: Edward R. Hines (chair), Darryl A. Pifer, Albert T. Azinger, Norman Durflinger. Includes bibliographical references (leaves 107-112) and abstract. Also available in print.

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Jacobson, Dana. "An Examination of the relationship between Marzano's Causal Teacher Evaluation Model and student achievement at nine high schools in a large suburban school district in Central Florida." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5804.

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This study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation Model iObservation protocol, (b) categorized teacher years of experience, (c) student growth scores based on a teacher's student success on statewide assessments as calculated using VAM or an administered pre- and posttest, (d) school reported teacher demographics on school improvement plans and (e) historical 9th- and 10th-grade student achievement data on FCAT 2.0 Reading and 9th- grade student achievement data on the Algebra 1 End-of-Course (EOC) Examinations. Ed.D. Doctorate Teaching, Learning, and Leadership Education and Human Performance Educational Leadership; Executive

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Basham, Jennifer Elizabeth. "The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2730.

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Programs that engage middle students in participatory, real-world, and hands-on field based instruction can be a powerful asset to the educational experiences for students; motivating and inspiring some to appreciate and value school in a different way. Overnight environmental science programs have a unique opportunity to support students by creating experiences where students can participate in learning in vastly different ways from what they may engage with in the traditional 4-walled classroom, while concurrently developing a relationship with the natural world. Decreasing educational budgets and increased need to substantiate educational programs in terms of their impact on students has added pressure for overnight environmental science programs to validate their impact through quantitative means. Utilizing overnight environmental science education program attendance records and merging them with school district data relating to attendance, this study investigates the impact of one such overnight environmental science program on students' attendance rate change. Analyzing the secondary data using multiple linear regressions modeling, researchers explored how the overnight environmental program impacted student attendance rate change and how it varied by demographic characteristics to understand if and how the program addresses school district and educational policy reform targets.

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Barbosa, Ana Flávia Miranda. "A importância do letramento emergente no processo de alfabetização: em foco o primeiro ano do ensino fundamental." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22062012-095228/.

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Esta pesquisa tem como objetivo investigar a influência do letramento emergente no processo de alfabetização em um grupo de alunos que cursaram o primeiro ano do Ensino Fundamental de nove anos em uma escola municipal em Santa Isabel. Tendo constatado a necessidade da recuperação lúdica do letramento emergente para estas crianças, buscamos desenvolver atividades que contemplassem habilidades orais, escritas e leitoras, sempre tendo em mente, o desenvolvimento do letramento que permeava tais habilidades. Com a crença no fato de ser o letramento fundamental na constituição de um cidadão que se posicione criticamente na sociedade, desenvolvemos, por meio de uma pesquisa-ação, um trabalho que buscou ampliar o letramento dos alunos, possibilitando uma passagem pelo processo de alfabetização da maneira mais natural possível, tencionando amenizar as eventuais diferenças existentes devido a fatores sócio-culturais, quando do ingresso destes alunos no Ensino Fundamental. Para tanto, lançamos mão de recursos como: diário de bordo com anotações detalhadas sobre o desenrolar das atividades ao longo das aulas, questionários sócio-culturais com as famílias dos alunos, e entrevistas com algumas mães, além de portfólios e atividades diagnósticas recolhidas ao longo dos anos letivos de 2009 e 2010. Autores como Bakhtin, Vigotsky, Freire, Lahire, Ferreira, Colello, Kishimoto, Soares, Semeghini-Siqueira, entre outros, constituem a fundamentação teórica a partir da qual esta pesquisa foi desenvolvida. A análise dos dados aponta para o fato de que, quando uma criança tem a possibilidade de experimentar eventos de letramento em sua primeira infância, essas vivências a conduzem por um processo de alfabetização sem grandes dificuldades, entretanto, a análise dos dados também nos indica que, embora este processo se desenvolva quase que naturalmente, alguns sujeitos da pesquisa fogem a ele, o que nos permite vivenciar uma riqueza de possibilidades própria da diversidade humana. This research aims to show the influence of literacy in the process of emergent literacy in a group of students from the first level of the elementary school in Santa Isabel. Based on the search for the playful recovery of emergent literacy, we seek to develop recreational activities addressed to writing, reading and oral skills, always bearing in mind the development of the inner literacy skills. With the belief that literacy is crucial in the formation of a citizen who is critically positioned in society, We tried to developed through an action-search, a work that aimed to improve the literacy of students in order to allow a passage through the process of acquiring literacy the most natural way possible, seeing minimized any differences due to existing socio-cultural factors, previous to the admission of students in elementary school. For this purpose we used features such as diary book with detailed notes on the conduct of activities throughout the school, socio-cultural research with the students families and interviews with some mothers, as well as portfolios and diagnostic activities collected over the academic years of 2009 and 2010. Authors such as Bakhtin, Vigotsky, Freire, Lahire, Ferreira, Colello, Kishimoto, Soares, Semeghini-Siqueira among others, constitute the scope on which this study was developed. The data analysis points to the fact that when a child has the chance to experience literacy events in his early childhood, these experiences lead to a process of literacy without major difficulties, however, the data analysis also indicates that, although this process develops almost naturally, some research subjects flee to it, allowing us to experience the wealth possibilities of human diversity itself.

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Leme, Andressa Caroline Francisco. "Agora é para alfabetizar, sim ou não? : análise dos discursos especializados sobre a idade certa para iniciar a alfabetização no contexto da ampliação do ensino fundamental para nove anos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/100/100135/tde-17102015-183713/.

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Esta pesquisa tem como objetivo efetuar uma análise dos discursos especializados sobre as relações entre a infância e a cultura escolar letrada a partir da perspectiva de Michel Foucault. Mais precisamente, busca-se examinar os discursos sobre a idade mais adequada para o início do processo de alfabetização, que marca a passagem da educação infantil para o ensino fundamental. O interesse pelo tema justifica-se tendo em vista a recente ampliação do ensino fundamental para nove anos, com a antecipação do ingresso no primeiro ano, que passou a ocorrer aos seis anos e não mais aos sete anos de idade. Esse fato gerou uma série de discussões pedagógicas acerca das consequências dessa mudança para as crianças de seis anos, que anteriormente frequentavam a educação infantil e passaram a frequentar o ensino fundamental. A partir do estudo de documentos oficiais e revistas pedagógicas destinados à formação docente, pretende-se identificar os argumentos mobilizados nos discursos para a defesa de uma idade mais indicada para o início do processo de alfabetização. A análise evidenciou que os discursos sobre o tema caracterizam a educação infantil e o ensino fundamental como duas culturas escolares distintas. A educação infantil é concebida como uma etapa da escolarização que tem como propósito favorecer o desenvolvimento infantil espontâneo, de modo que todo aprendizado realizado nessa etapa, inclusive o da leitura e da escrita, deve partir do interesse e da curiosidade das próprias crianças. O ensino fundamental, por sua vez, destina-se à formação do estudante por meio do ensino sistemático das disciplinas escolares definidas no currículo. This research aims to make an analysis of the specialized discourse on the relationship between childhood and schools literate culture, from Michel Foucault\'s perspective. More precisely, it seeks to examine the speeches on the most appropriate age for the beginning of literacy process, which marks the transition from preschool to elementary school. The importance of this subject is justified in view of the recent expansion of primary education to nine years, with the anticipation of entering the first year, which now occur at six and no more at seven years old. This has raised a number of pedagogical discussions about the consequences of this change for children that are six years old, who previously attended kindergarten and began to attend the elementary school. From the study of official documents and pedagogical journals for teachers training, the analysis intended to identify the arguments deployed in the speeches for the defense of a more appropriate age for the beginning of the literacy process. The analysis showed that the speeches on the subject characterize the kindergarten and elementary school as two different school cultures. Early childhood education is conceived as a stage of schooling that aims to foster the spontaneous child development, so that all learning undertaken at this stage, including reading and writing, should start from the interest and curiosity of the children themselves. The primary school, in turn, is intended for the formation of the student through the systematic teaching of school subjects defined in the curriculum.

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Santos, Maria Salete Pereira. "A atividade l?dica nas pr?ticas pedag?gicas dos ingressantes no ensino fundamental: an?lises das aulas de educa??o f?sica." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/717.

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Made available in DSpace on 2016-04-04T18:33:11Z (GMT). No. of bitstreams: 1 MARIA SALETE PEREIRA SANTOS.pdf: 1332885 bytes, checksum: e8813da8d65b7d35d3b380c0c9ed1e14 (MD5) Previous issue date: 2013-06-11 This research aimed to investigate the experiences of play in the 1st year of elementary school in a school in Campinas-SP. From analysis of the enactment of the law 11.274/06, determining the mandatory enrollment of children of six years in elementary school and official guidelines published by the Ministry of Education that indicate the importance and urgency of building a new curriculum for the first years of the new elementary school (which the play should be part), investigative works have shown minimal presence of playful activities in children freshmen daily. However, the studies conducted have focused, primarily, classrooms and left uncovered other spaces and times which also make up the school routine. With this research was intended to help fill this gap, and for that, we investigated the occurrence of experiences of playful activities with freshmen of the first year of the new elementary school in physical education classes, seeking to achieve the following objectives: (i) whether and how there are episodes of playful activity, (ii) if positive occurrence, identify among the different modes of play, if any teaching practices emphasize some of it. The theoretical basis of our study lies in the Historical-cultural approach, specifically from the works of L. S. Vygotsky, A. N. Leontiev and D. B. Elkonin, with special interest in the proposals of these authors on the play and pedagogical mediation. The research is qualitative and was developed through participant observation in lessons of focused discipline, during the second half of 2011 and a semi-structured interview with the teacher. In addition, was conducted a research of literature review seeking to locate dissertations and theses that have investigated the new elementary school and documentary research in the official documents of the Ministry of Education that related to issues of expansion of education. In the analysis of the observation records identified the occurrence of several games going on, but developed through the initiative of children and unauthorized by the teacher, representing a counterpoint to prevalence of tests of motor skills in the teaching practices. In terms of modes of play, were recorded more often, games of rules and of exercises, with rare make-believe games. It is proposed that, given the results, a discussion about the role of teacher to incorporate or not the pedagogical practices that include a variety of activities aimed at the psychological development of children in many aspects. Com esta pesquisa buscou-se conhecer experi?ncias de brincadeiras no 1? ano do Ensino Fundamental em uma escola do munic?pio de Campinas-SP. A partir de an?lises sobre a promulga??o da lei 11.274/06, que determina a obrigatoriedade de matr?cula das crian?as de seis anos no ensino fundamental, e das diretrizes oficiais publicadas pelo Minist?rio da Educa??o que indicam a import?ncia e urg?ncia de se construir um novo curr?culo para os primeiros anos do novo ensino fundamental (do qual as brincadeiras devem fazer parte), trabalhos investigativos t?m evidenciado m?nima presen?a da atividade l?dica no cotidiano das crian?as ingressantes. Entretanto, as pesquisas realizadas t?m focalizado, prioritariamente, as salas de aula e deixado a descoberto outros espa?os e tempos que tamb?m comp?em a rotina escolar. Com a presente pesquisa pretendeu-se contribuir para preencher esta lacuna; para isso, investigou-se a ocorr?ncia de experi?ncias de atividades l?dicas com ingressantes do primeiro ano do novo Ensino Fundamental nas aulas de Educa??o F?sica, buscando atingir os seguintes objetivos: (i) identificar se e como ocorrem epis?dios de atividade l?dica; (ii) em caso positivo de ocorr?ncia, identificar, dentre as diferentes modalidades de brincadeiras, se as pr?ticas pedag?gicas privilegiam alguma(s) dela(s). A fundamenta??o te?rica de nosso estudo encontra-se na abordagem Hist?rico-cultural, especificamente a partir dos trabalhos de L. S. Vigotski, A. N. Leontiev e D. B. Elkonin, com especial interesse nas proposi??es desses autores sobre a brincadeira e a media??o pedag?gica. A pesquisa tem car?ter qualitativo e foi desenvolvida por meio de observa??o participante em aulas da disciplina focalizada, ao longo do segundo semestre de 2011, e de entrevista semi-estruturada realizada com a professora. Al?m disso, foram feitas pesquisas de revis?o bibliogr?fica buscando localizar disserta??es e teses que tenham investigado o novo Ensino Fundamental e pesquisa documental nos documentos oficiais do Minist?rio da Educa??o que se referiam a quest?es da amplia??o do ensino. Na an?lise dos registros da observa??o, identificou-se a ocorr?ncia de v?rias brincadeiras, por?m desenvolvidas por iniciativa das crian?as e n?o autorizadas pela professora, representando um contraponto ? preval?ncia de testes de habilidades motoras nas pr?ticas pedag?gicas. Em termos de modalidades de brincadeiras, registraram-se mais frequentemente jogos de regras e de exerc?cios, sendo raras as brincadeiras de faz-de-conta. Prop?e-se, face aos resultados encontrados, uma discuss?o acerca do papel da forma??o do professor para incorpora??o ou n?o de pr?ticas pedag?gicas que contemplem uma diversidade de atividades visando ao desenvolvimento psicol?gico das crian?as em m?ltiplos aspectos.

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Phillip, Angie. "The development of writing competence in Grade Nine Papua New Guinea high school students : an investigation of the relationship between personal history narrative, imagined story narrative and persuasive writing." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/22554.

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The development of writing competence in Papua New Guinea Grade Nine high school students was described in order to investigate the transition from narrative to argumentative or persuasive writing. The study used a pretest/posttest method and scripts were scored holistically and described according to objective measures (t-unit measures, fluency scored by number of words per timed essay, and accuracy described by measures of error per 100 words). Narrative writing was hypothesised to fall into three categories since it seemed that different cognitive processes were required for their production, and practice in two of these formed the treatment. A control group was given practice in personal history narrative, while an experimental group was given practice in imagined story narrative. The first objective was to investigate the relationship between the three types of writing, and the hypothesised hierarchy of difficulty, where persuasive writing was more difficult than imagined story narrative, which was, in turn, more difficult than personal history narrative, was confirmed. The second objectives was to chart the development of writing competence over three quarters of an academic year. The writing of almost all the students improved to some extent and the improvemerit was marked by a large increase in fluency in all three writing types. Patterns of error, however, varied between the types of writing. As competence increased in both types of narrative writing, overall error decreased, while improvement in persuasive writing appeared to be associated with a slight increase in error. In all three types of writing the proportion of spelling errors increased as competence developed, while the proportion of errors to do with coherence and cohesion fell. The third objective was to investigate the effect on the development of writing competence of practice in imagined story narrative, as opposed to the effect of practice in personal history narrative. Writing types had been mixed to some extent, both during the treatment and during the tests, so the experiment actually compared practice in more of a particular kind of narrative than exclusive practice in that type.

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Birch, Fabiana. "A ampliação do ensino fundamental para nove anos e o ensino de leitura e escrita nos anos iniciais no município de São João - PR." Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/957.

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Made available in DSpace on 2017-07-10T16:27:58Z (GMT). No. of bitstreams: 1 Fabiana Birch.pdf: 3403742 bytes, checksum: 5b27fcdde63c325332c6c82b0b84ca84 (MD5) Previous issue date: 2014-07-01 This study has been developed from problematizations about the enlargement of Elementary Education (EE), to nine years lasting, referring to reading and writing teaching in the Early Years of learning. The aim was to analyze, with the teachers of 5th and 6th grades of this academic stage, in São João, PR, the relationships of this new organization of EE and the reading and writing learning process. The survey took place from 2012 to 2013 and involved all eleven state and municipal schools which offer 5th and 6th grades in this town. It was interviewed sixteen people with semistructured questions - six state teachers of Portuguese Language in the 6th grade, seven municipal teachers of the 5th grade (AIEF ), a municipal pedagogy teacher, the municipal secretary of education and the responsible for AIEF of nine years at Núcleo Regional de Pato Branco. The studied documents were the Pedagogical Proposition of schools for AIEF of the organization lasting eight and nine years of studying at elementary school in São João County; internal data of the institutions, referring to the ages and the scholar learning of Portuguese Language, the classes from 2011, 2012 and 2013, of 4th and 5th grades and 5th and 6th grades. The data were analyzed based on the assumptions of historical materialism as a theoretical-methodological approach that enabled a reflection upon a the research object, considering it in its entirety, relationships and contradictions, and historical and cultural assumptions of language studies, by Vygostki and Bakhtin, who understand the language as a social phenomenon, resulting from the cultural dimension of human experience and constituent subjects. The results of this study show that, with the implementation of Elentary Education of nine years lasting in the São João, the guidelines related to the adoption of learning cycles, as proposed for integral formation of students, received emphasis only in the first three AIEF grades , not contemplating the following grades (4th, 5th, 6th, 7th, 8th and 9th grades); there wasn´t reorganization of school content for classes of 5th grade; there wasn´t planning meetings between state and local teachers reported; and also there was no training for education professionals so it didn´t gave the support for schools and teachers to make the effective transition. This study also pointed improvement in students performance; changes on teachers' practices aiming a more contextualized and dynamic teaching, able to explore the textual diversity, with more time on reading and producing texts, than, specifically, the normative language teaching; inclusion of specific teaching content of literacy in the reorganized PPC; improved mastery of the written code with regard to the technical issues of writing students who arrive at 5th and 6th grades; and greater interest in reading. Such positive results in teaching and learning of reading and writing are situated in a historical context multidetermined and beyond the simple relation with the expansion of the time spent in school and its obligation, they may have been influenced by other programs and educational policies. However, the cultural-historical perspective that justified this search, it is recognized that when children get into school earlier, they have enlarged their possibilities of relations with the written culture and thus made possible the expansion of their learning. Este estudo se desenvolveu a partir de problematizações sobre a ampliação do Ensino Fundamental (EF), para nove anos de duração, referentes ao ensino de leitura e escrita nos Anos Iniciais. O objetivo foi analisar, junto às professoras de 5º e 6º anos dessa etapa escolar, do município de São João, PR, as relações dessa nova organização do EF com a aprendizagem de leitura e escrita. A pesquisa foi realizada no período de 2012 a 2013 e envolveu todas as onze escolas estaduais e municipais que ofertam 5º e 6º anos, no município. Foram realizadas entrevistas semiestruturadas com dezesseis sujeitos - seis professoras estaduais de Língua Portuguesa no 6º ano, sete professoras municipais do 5º ano (AIEF), uma pedagoga da rede municipal, uma secretária de educação do município e a responsável pelos AIEF de nove anos do Núcleo Regional de Educação de Pato Branco. Os documentos analisados foram as Propostas Pedagógicas Curriculares dos AIEF da organização de oito e de nove anos do EF no município; dados internos das instituições, referentes às idades e ao aproveitamento escolar em Língua Portuguesa, das turmas de 2011, 2012 e 2013, de 4ª e 5ª séries e 5º e 6º anos. As informações coletadas foram analisadas a partir dos pressupostos do materialismo histórico, como opção teórico-metodológica que possibilitou uma reflexão sobre o objeto de pesquisa, considerando-o em sua totalidade, relações e contradições, e pressupostos histórico-culturais dos estudos da linguagem, de Vigostki e Bakthin, que compreendem a língua como fenômeno social, resultante da dimensão cultural da experiência humana e constituinte dos sujeitos. Os resultados apontam que, com a implantação do Ensino Fundamental de nove anos no município de São João, as orientações referentes à adoção dos ciclos de aprendizagem, como proposta de formação integral dos estudantes, recebeu ênfase apenas nos três primeiros anos dos AIEF, não contemplando os anos seguintes (4º, 5º, 6º, 7º, 8º e 9º anos); que não houve reorganização dos conteúdos escolares para as turmas de 5º ano; não foram relatados momentos de planejamento conjunto entre professores municipais e estaduais; e que as formações destinadas aos profissionais da educação não atenderam às necessidades das escolas e professores, para efetuar a transição. Apontam, também, melhoria no desempenho dos estudantes; alteração das práticas docentes em função de um ensino mais contextualizado e dinâmico, capaz de explorar a diversidade textual, com maior tempo dedicado à leitura e produção de textos, do que, especificamente, ao ensino normativo da língua; inclusão de conteúdos de ensino específicos da alfabetização na PPC reorganizada; melhora do domínio do código alfabético no que se refere às questões técnicas de escrita dos alunos que chegam aos 5º e 6º anos; e maior interesse pela leitura. Tais resultados positivos no ensino e aprendizagem de leitura e escrita situam-se em um contexto multideterminado historicamente e ultrapassam a simples relação com a ampliação do tempo de permanência na escola e sua obrigatoriedade e podem ter sido influenciados por outros programas e políticas educacionais. Contudo, pela perspectiva histórico-cultural que fundamentou a pesquisa, reconhece-se que, ao ingressarem na escola mais cedo, as crianças têm ampliadas suas possibilidades de relações com a cultura escrita e, consequentemente, possibilitad a a ampliação de suas aprendizagens.

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Harmount, Jamie E. "A Study of the College Decision-making Process and Influences of Social Capital on Appalachian Non-traditional Female College Students in Ohio During Their High School Years." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395869753.

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Klein, Sylvie Bonifacio. "Ensino fundamental de nove anos no município de São Paulo: um estudo de caso." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15072011-114221/.

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A pesquisa foi motivada pela alteração da organização da educação básica por meio das Leis federais nº.11.114/05, que alterou a idade obrigatória de ingresso no ensino fundamental para seis anos de idade, e nº.11/274/06, que ampliou a duração do ensino fundamental para nove anos. Tinha-se como objetivo analisar a implementação do ensino fundamental de nove anos na rede municipal de São Paulo. Para tanto, foi realizado um estudo de caso em uma turma de 1º ano do ensino fundamental de nove anos, em escola da rede municipal, visando articular as orientações e normatizações da política nacional, sua adequação em nível municipal e sua realização no cotidiano da escola. Como forma de contextualizar o objeto de pesquisa abordou-se aspectos históricos da ampliação do ensino fundamental e buscou-se referências sobre a etapa até então responsável pelo atendimento das crianças de seis anos: a educação infantil. Foram levantados exemplos de experiências de ensino fundamental de nove anos anteriores à alteração nacional, bem como a relação das mudanças estudadas com o financiamento da educação básica. Foi feito levantamento documental sobre o tema nas normatizações nacionais, estaduais de São Paulo e municipais, a fim de subsidiar as análises dos dados da pesquisa de campo. O estudo realizado permite afirmar que a maioria das crianças de seis anos, até a alteraçãoda legislação, estava matriculada em alguma instituição, sendo a etapa da educação infantil a que concentrava a maioria das matrículas. Durante o 1º semestre de 2010, foi feita observação em uma turma de 1º ano de escola da rede municipal e realizadas entrevistas com os sujeitos envolvidos com a mudança: professoras, crianças, mães e representante da equipe gestora da escola. Partindo do referencial teórico do campo da educação infantil e considerando a necessidade da consolidação de uma pedagogia da infância, os dados revelaram que não houve a reestruturação do ensino fundamental a partir do ensino fundamental de nove anos, mas sim a antecipação de práticas de alfabetização antes realizadas na 1ª série do ensino fundamental com oito anos de duração. Também não houve espaço para participação das crianças e dos adultos envolvidos na definição da política e sua implementação. The motivation of this research was the change of the organization of basic education by the federal lows nº. 11.114/05 that changed the mandatory age of entry into the elementary school at the age of six, and nº.11/274/06 that enlarged the duration of elementary school to nine years. This research aimed to analyze the implementation of the nine years elementary school in São Paulos public education system. In order to achieve this aim a study case was performed with a 1st year class of the new elementary school organization, in a public school, aiming to verify the integration of national policies guidelines and norms, yours adequacy at municipal level and its achievement in the school routine. In order to contextualize the research subject it deals with the historical feature of elementary schools enlargement and with kindergarten, which has been responsible for six years of childrens education. Examples of nine years elementary school organization that happened before the national change were collected, as well as the relation between these changes and basic education funding. A documentary research was made about the subject in a national level, state level and municipal level in order to support the data analyses collected in field work. The research data allows us to declare that most of the six years old children, until the change of national low, were enrolled in some kind of institution, most of them in kindergartens. The observation of a public schools 1st year class was performed in the first semester of the year 2010, as well as interviews with those who were involved with the change: teachers, children, mothers and directors of the school. Using the childhood education field as the theoretical basis and considering the need of a childhood pedagogy, the data shows that a reconstruction of the elementary school considering its enlargement did not happened, instead earlier literacy practices of the 1st grade of the eight years elementary school were anticipated. The data also shows that children and adults involved of this new model did not have the chance to participate in the definition and implementations process.

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Kilmer, Theresa. "A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?" VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2959.

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This study was conducted to determine the effectiveness of alternative middle school programs utilizing a longitudinal, mixed methods design and was driven by research questions which analyzed trends in attendance, discipline, and Standard of Learning test pass rates in history and science for 8th, 9th, and 10th grade. It also examined student perceptions concerning preparedness for high school, skills previously taught, transition to high school, and relationships with peers and adults. Data on attendance, discipline, and SOL scores were collected from 34 students from the 2009-2010 8th grade cohort who attended one of two alternative middle schools. Attendance data indicated a decrease in the number of absences each year from 8th – 10th grade, ranging from two days to 53 days per student. Discipline data reflected a drop in discipline referrals, each year, from 8th to 10th grade. The greatest improvement in discipline, indicated by a decrease in per student referrals, occurred between 9th and 10th grade. History SOL results indicated a pass rate that remained between 70% - 71% for grades 8-10. The test results for the science SOL showed a drop in number of students passing from 8th to 9th grade and increasing from 9th to 10th grade. An analysis of interviews with twelve students found that they perceived their alternative middle experience as having a positive effect on relationships, both with peers and adults, and a desire to graduate. They attributed an improvement in relationship skills and ability to select positive relationships with alternative middle school attendance. Students consistently noted small class size, as experienced in the alternative middle school, as an influence on both behavior and achievement. Students previously considering dropping out of school felt their alternative middle school experience had contributed to their changed mindsets and goals. Overall this study indicated that students attending the alternative middle school for 8th grade perceived their experiences as providing greater social rather than academic preparation for high school. In addition, best practices are similar for high school and middle school alternative programs.

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Samways, Andréia Manosso. "ENSINO FUNDAMENTAL DE NOVE ANOS:DIMENSÕES POLÍTICAS E PEDAGÓGICAS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/1326.

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Made available in DSpace on 2017-07-21T20:31:56Z (GMT). No. of bitstreams: 1 AndreiaSamways.pdf: 2794744 bytes, checksum: 298c4c3f8a0e5866f57b90bb7ef304f7 (MD5) Previous issue date: 2012-02-29 Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Paraná The research aimed to analyze the educational policy‟s expansion of Nine-Year Basic Education and relate it to the pedagogical practices developed in the first grade classes of Elementary School of Nine Years. We selected three schools, a network of private and two public municipal city of Ponta Grossa / PR. The research required to establish relationships between the educational practices of schools and the guidelines issued by official bodies such as MEC and SEED / PR, enabled us to identify conceptions of childhood, child and schooling that permeate the discourse and practices of teachers. To meet the objectives of the research, it was used as methodology the participant observation for data collecting, with logbook record and questionnaires to principals, teachers and educators. The subjects were children, teachers, educators and principals of the first grade of Elementary School of Nine Years who work in these schools. In the first chapter, it was made the mapping of the research on the subject, recorded in the database of CAPES. The second chapter covers the history of compulsory education in Brazil and the expansion of the Law in ES. We used theoretical contributions of Heller (1992); of Forquin (1993), de Certeau (1997) and Geertez (2008) to discuss daily life and school, McLaren (1992), Bourdieu (1998) and Foucault (2010) to work the concepts of culture, power, discipline and resistance of teachers and students in practices, the consequences of the subjectivity of the subject. The study made it possible to understand that teaching practices in certain educational fields are not in line with the singularities of the age group of children in the first grade of Elementary School of Nine Years. There was a disruption and a further restructuring in school life, however, an implementation, full of insecurities, doubts and discomfort experienced especially by the teachers of the first grade. This suggests that the educational process defined for classes of the first grade needs to be rethought. The research concluded that the policy of expansion of the Nine Year Basic Education has brought benefits to children of six years old, but still needs to be legitimized the respect to the uniqueness of the age group of children in primary education schools. There is a need to pay attention for first grade classes, to review the practices of literacy, understanding the resistance teachers and students present to establish new times and spaces in which the play, the uniqueness of childhood, is present in the child‟s schooling process. A pesquisa teve como principal objetivo analisar a política educacional de ampliação do Ensino Fundamental relacionando-a com as práticas pedagógicas desenvolvidas nas classes do primeiro ano do EFNA. Foram selecionadas três escolas, uma da rede privada e duas públicas da rede municipal da cidade de Ponta Grossa/PR. A investigação exigiu estabelecer relações entre as práticas pedagógicas das escolas e as orientações emanadas dos órgãos oficiais como o MEC e a SEED/PR, possibilitou identificar concepções de infância, criança e escolarização que permeiam os discursos e as práticas das professoras. Para atender aos objetivos da pesquisa utilizou-se como metodologia para a coleta de dados a observação participante com registro em diário de bordo e aplicação de questionários aos diretores, pedagogos e professoras. Os sujeitos da pesquisa foram crianças, professoras, pedagogos e diretores do primeiro ano do EFNA, que atuam nas referidas escolas. No primeiro capítulo, fez-se o mapeamento das pesquisas sobre a temática, registrados no banco de dados da CAPES. O segundo capítulo traz o histórico da educação obrigatória no Brasil e a Lei da ampliação do EF. Como fundamentação teórica utilizou-se das contribuições de Heller (1992); de Forquin (1993); de Certeau (1996) e de Geertez (2008) para discutir o cotidiano e a escola; de McLaren (1992); de Bourdieu (1998) e de Foucault (2010) para trabalhar os conceitos de cultura, poder, disciplina e resistência observadas nas práticas docentes e discentes e, as consequências da subjetivação dos sujeitos. O estudo tornou possível compreender que as práticas pedagógicas em determinados campos educacionais não estão em consonância com as singularidades da faixa etária das crianças do primeiro ano do EFNA. Houve uma desestruturação e uma nova reestruturação no cotidiano escolar, porém, uma implementação com desconfortos, repleta de dúvidas e muita insegurança vivenciada especialmente pelas professoras dos primeiros anos. Isso aponta que o processo pedagógico definido para as classes do primeiro ano precisa ser repensado. A pesquisa concluiu que a política de ampliação do Ensino Fundamental de Nove Anos trouxe benefícios às crianças de seis anos, mas ainda necessita ser legitimado o respeito à singularidade da faixa etária da criança no cotidiano das escolas. Há necessidade de se voltar o olhar para as classes do primeiro ano, no sentido de rever as práticas de alfabetização, compreender as resistências docentes e discentes para estabelecer novos tempos e espaços em que o brincar, singularidade da infância, esteja presente no processo de escolarização da criança.

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Kornelsen, Lloyd. "Remembering Costa Rica 2003: exploring the influence of a high school global citizenship practicum through the memories, meanings, and lives of its participants eight years later." Canadian Council of Teachers of English Language Arts, 2011. http://hdl.handle.net/1993/16911.

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International global citizenship practica programs abound in universities and high schools across North America; indeed, they are a growing trend. However, there has been little research into their long-term impact, particularly of high school practica. This dissertation explores the influence of a high school global citizenship practicum through the perspectives, perceptions, and lives of its participants eight years later, and subsequently examines implications for personal vocation, global education practice and global citizenship practica. The research questions are embedded in cares arising from my years teaching high school Social Studies and are inspired by the global citizenship practicum in question, one which I initiated and co-facilitated. They are informed by conceptions of global citizenship and a philosophy of experiential learning. The research project itself is framed as a case study; its approach is qualitative and interpretist in nature. The research findings derive largely from interviews and written communication with 11 of 14 former practicum participants, including the practicum’s co-facilitator. They are supplemented with memories and perspectives of the author-researcher and enlightened by scholarly literature. Findings show that high school global citizenship practica, ones that include a home-stay experience, can be effective and transformative in cultivating enduring traits commensurate with global citizenship. However, these practica face potential and critical impediments and challenges in accomplishing those ends. Teacher-facilitators play important, perhaps indispensable roles in helping address these challenges and in creating learning environments that foster global perspectives and critical awareness.

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童師薇. "A Study of Junior High School Teachers'' Beliefs on nine-year Integrated Curriculum." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/54480596889432326193.

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碩士 國立彰化師範大學 生物學系 92 The purpose of this study was to investigate the secondary school science teachers’ beliefs toward the “9-year Integrated Curriculum”. The thesis also analysis the difference in teaching beliefs and teaching practice from teachers’ background variables, such as gender, age, seniority, educational degree, school’s distinct, etc. The author developed the survey questionnaires according to some related researches. The questionnaires include two sections, the first section has nine questions for the background information, and the second section divides to eight index groups with total 54 questions. Samples of this study were randomly sampling from 1024 science and life technology related teachers from 148 public secondary schools distributed in Taiwan area, including Taipei and Kaohsiung city. There were 720 valid copies from total 746 returns; the information was analyzed through descriptive statistics, t-test and ANOVA method. The research findings are presented as followed: 1.Science teachers’ beliefs toward the “9-year Integrated Curriculum” are progressive. 2.Teaching experience is significant variable on science teachers’ beliefs toward the “9-year Integrated Curriculum”. 3.Male/female science teachers have significant difference beliefs on “perception about curriculum change” index. 4.Seniority, academic background and textbook selection are significant variables on science teachers’ beliefs in “instructional process” index. 5.School distinct is significant variable on science teachers’ beliefs toward the “9-year Integrated Curriculum” in “ nature of science”、”teacher’s role” indexes. 6.The adoption of the new curriculum is significant variable in “pedagogical content knowledge”、”student learning and learning environment” indexes . 7.Science teachers tend to preserve their original classroom assessment methods, even though they suppose that the evaluation of the “9-year Integrated Curriculum” should extend to multiple assessments. 8.The major obstacles to adopt the new curriculum are the teaching loading are heavier and the new curriculum did not take their professional development into consideration. KEY WORDS: 9-year Integrated Curriculum, science teachers’ beliefs, science and life technology

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Neng, Yang Chih, and 楊志能. "The action research on implementation Nine-year Integrated Curriculum in junior high school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/01310656702508483135.

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博士 國立高雄師範大學 教育學系 91 The Action Research on Implementation Nine-Year Integrated Curriculum in Junior High School: A case study of the environmental education in Tsuei Ping Junior High School Abstracts The research focuses on the environmental education which carries out integrated curriculum in the field of Chinese and Natural Science. The research involves 4 Chinese teachers, 4 Natural Science teachers, 12 School administrators and all the 7th grade students. The research conclusions are as follows: 1. The teachers play a vital role in the reformed curriculum. 2. The current educational resources do not meet the demand of teachers. 3. The reformed curriculum always burdens the teachers. 4. The Ability Indicator of the reformed curriculum is too abstract to be put into practice. 5. It is necessary to allow teachers to have more free access. 6. It is more practical to encourage the teachers to work harder by offering more autonomy than rewards. 7. It is hard for the students to meet the requirement on their ten basic capabilities in a short term. 8. It is reluctant to examine the progress on the environmental education. 9. The future development on School-Based Curriculum has to be revised and persisted. 10. It helps teachers enhance their capabilities of resolving the practical problems and change their point of views on teaching through action research. The suggestions are given as follows: 1. Upgrade the professional capabilities of teachers through the interactive discussion and communication. 2. The school authority concerned should map out a long-term education programs. 3. Combine flexible classes with comprehensive activity hours in order to finalize the hours of classes of important issues. 4. The experts should provide instructions and corrections on the difficultly transferable Abilities Indicator. 5. Establish teaching databases to provide the teaching information. 6. Respect the professional capability of teachers and give free access to their teaching career. 7. Develop the basic capabilities through the long-term comprehensive class arrangement. 8. The environmental education should put more emphasis on daily life. 9. Set up an information exchange group in order to upgrade the teaching ability of teachers. Key words: Nine-Year Integrated Curriculum, School-Based Curriculum, Action Research

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Hung, Li-chien, and 洪儷倩. "Grammatical Structure Recycling in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7732ee.

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碩士 國立臺灣師範大學 英語學系 96 ABSTRACT This study aims to investigate the recycling of structures in the junior high school English textbooks and to provide pedagogical suggestions for textbook writers and language teachers. First, a questionnaire designed based on the “List of Suggested Grammar and Sentence Structures” appended to the Curriculum Guidelines was used as an instrument to investigate thirty English teachers’ perceptions regarding the troublesome structures for their students. Further, an in-depth content and quantitative analysis was conducted to investigate the recycling presentation of the five major troublesome structures for students in the textbooks, including (1) recycling distribution, (2) recycling frequency, (3) recycling rate, (4) spiral presentation, and (5) degree of contextualization for recycling. The textbooks being examined are from five publishers, including Longman, Joy, Kang-Hsuan, Nan-i, and Hess. The five troublesome structures for junior high school students included present perfect, relative clause, passive voice, past perfect, wh-clause, and present/past participle as adjective. As past perfect is not targeted in all textbooks, it was excluded in the study; the rest of the five structures were the target structures in this study. Owing to the difficulty of these structures, it was supposed that adequate recycling should be provided in the textbooks. The recycling of the five structures was then examined after they are first taught. The results of analysis can be summarized as follows. First, the distribution of recycled structures falls mostly in two kinds of lessons: lessons that provide spiral learning for the target structure, and review or recycle lessons that aim to review the structures. Second, the overall recycling frequencies of structures in textbooks from high to low are: Present perfect > Relative clause > Passive voice > Wh-clause > Present/Past participle as adjective. This order matches with teachers’ perceptions of the level of difficulty these structures are. This indicates that textbooks do emphasize more on the structures that are regarded by teachers to be troublesome. Third, the extent target structures are recycled in textbooks is as follows: Textbook K > Textbook N > Textbook L > Textbook J > Textbook H. Averagely, Textbook K, Textbook N, and Textbook L normally provide more recycling of target structures for learners compared to Textbook J and Textbook H. However, if considering the quality of recycling in the textbooks, Textbook N performs the best among all, for it provides at least a threshold of five exposures to a target structure in most lessons. Although Textbook K has the highest recycling rate, it does not show similar high quality of recycling. Fourth, Textbook L, Textbook K, and Textbook N tend to provide spiral learning for the structures, facilitating the recycling of the structures for students. With the spiral lesson, more recycling of the structures is provided. Fifth, the proportions for recycling structures in passages/dialogues in textbooks range between 30% and 55%. Although Textbook N and Textbook J tend to present the recycled structures in passages or dialogues, the percentages are only around 50%, showing the inadequacies of textbooks for presenting structures in large contexts, like passages and dialogues. Overall, based on the research findings, some pedagogical implications are provided in the study for textbook writers and language teachers.

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Li-yin, Chang. "Evaluation of Grammar Activities in Junior High School English Textbooks for Nine-year Integrated Curriculum." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200716504090.

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Chang, Li-yin, and 張麗滎. "Evaluation of Grammar Activities in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/45892011269856331891.

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碩士 國立臺灣師範大學 英語學系 94 The present study is aimed at investigating grammar activities in junior high school English textbooks in the Nine-year Integrated Curriculum (NIC). The issues explored in this study include the proportion of grammar activities, the explicitness and communicativeness of grammar activity presentation, and the coverage and sequencing of grammar points. The comparison of the issues mentioned above among the target textbooks can provide a reference for textbook evaluation, selection, and compilation. Furthermore, detailed information about grammar activities in this study can be a referential source for teachers in grammar teaching. With the development of the open market and NIC policy, textbooks are now designed by individual private publishers and need to be approved by the National Institute for Compilation and Translation. Individual publishers may have different ways of writing textbooks. When they design the textbooks considering useful topics and communicative functions, what are the sequencing and coverage of grammar points in the textbooks? What is the extent of the explicitness and communicativeness of grammar activity presentation? Are there differences and congruence in these aspects among these commercial textbooks? These are the issues concerning teachers when they make textbook selections and consider grammar teaching. The textbooks evaluated in this study are the standard versions of five approved commercial textbooks (L, N, J, H, K) from Volumes 1 to 6. Four raters participated in the process of rating including the researcher herself and her three colleagues. These teachers are all experienced teachers; three of them are members of the Compulsory Education Advisory Group of Hsinchu Municipal Department of Education and one is also a seed teacher for the nine-year elementary education program hosted by the Ministry of Education (MOE). The raters first built up a consensus on the criteria for the classification of grammar activities using a rating system. Then the formal rating was conducted by the researcher and one other rater on the basis of these criteria and some scholars’ classifications. The inter-rater reliability was calculated to see if it reached an acceptable level. The target items for rating were the definition and proportion of grammar activity, the explicitness of grammar presentation (overt and covert), and communicativeness of grammar activity (mechanical, meaningful, and communicative). Additionally, the sequencing and coverage of grammar points were also explored. For comparison, the researcher adopted the MOE textbook as a referential baseline to see the differences and congruence among these target textbooks. Furthermore, a comparison among the MOE textbook and other textbooks was also conducted to see differences in grammar activities in textbooks after the implementation of NIC. The major findings of this study are as follows: 1. On the whole, the proportions of grammar activities in these commercial textbooks are reduced in comparison to the MOE textbook. Textbook H has the greatest proportion, higher than 50%, and is greater than the MOE textbook. Textbook N has the smallest proportion. 2. In terms of explicitness of grammar activities, these textbooks all have over 60% of grammar activities adopting explicit methods of grammar teaching, namely, grammatical explanation and example elucidating. On the whole, the proportions of explicit grammar activities in these commercial textbooks are smaller than in the MOE textbook. Textbook J has the largest proportion and it is larger than in the MOE textbook. Textbook L has the smallest proportion of explicit grammar activities. 3. In terms of the communicativeness of grammar activities, the grammar activities in these commercial textbooks are mainly meaningful activities. The proportions of these meaningful activities are all greater than in the MOE textbook. These textbooks all have smaller proportions of mechanical activities than the MOE textbook. As for the proportion of communicative activities, Textbooks L, N, and H have greater proportions than the MOE textbook. Textbook J has a smaller proportion than the MOE textbook. Textbook K has a similar proportion to the MOE textbook. 4. In the aspect of grammar sequencing, Textbooks N and K are the most similar to the MOE textbook. Textbooks L and J are the most different from the MOE textbook. 5. In respect of coverage of grammatical items, Textbook J covers the most grammatical items in grammar activities. Textbook H covers the fewest. The present study only deals with the grammatical items presented in complete grammar activities. As for what are introduced as sentence structures for recognition or vocabulary/ phrases in dialogues and readings, the present study does not include them in the calculation. Among 141 different grammar points presented in the grammar activities of these textbooks, 58.85% of them are covered in more than four textbooks. The findings regarding grammar proportion, explicitness and communicativeness of grammar activity in this study can serve as a reference for teachers to design suitable methods that meet students’ needs and levels. The findings regarding grammar sequencing and coverage can further provide a referential base for teachers and schools in textbook selection. It is hoped that they can all select one suitable set of textbooks for students and make adaptations according to students’ needs and levels.

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Pan, Pei-hsuan, and 潘姵璇. "Evaluation of Learning Activities in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/17791047425474919882.

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碩士 國立臺灣師範大學 英語研究所 93 The present study aims to investigate the language learning activities in five sets of junior high school English textbooks published by commercial publishers, H, J, K, L, and N. Each set of textbook, published between 2002 and 2004, includes four volumes, from Book One to Book Four. They were designed for the first year of Nine-year Integrated Curriculum in Taiwan. Since the Nine-year Integrated Curriculum began, it has always been emphasized that teaching materials should be communicative. The purpose of this study is to explore if the language learning activities in these textbooks follow the Curriculum Guidelines in this regard. One primary focus of the study is to investigate the extent of communicativeness of the language learning activities in textbooks. The classification adopts Dubin and Olshtain’s (1986) scale of communicativeness for evaluating learning activities. Activities are categorized into 7 types, levels 1 to 7, ranging from the most communicative activities to the least communicative ones. The second focus of this study is to examine the percentage of different language skills in the language learning activities. It is aimed at assessing whether or not the four language skills get balanced in activities. Besides, whether the four skills are integrated with one another is also examined in this study. The results reveal that the language learning activities in the junior high school textbooks mainly fall into the categories of 4, 5, and 6. Among the five sets of textbooks, Textbook L has the most communicative activities. With regard to the percentages of four language skills in activities, Textbooks, H, J, K, and N are found to have put a lot of emphasis on listening and speaking, and not many of their activities actually engage students in writing. In contrast, Textbook L conforms to the Curriculum Guidelines in balanced emphasis on four language skills. As for integration of different skills, each series of textbook has more activities with integrated skills than those with individual ones. 61.2% of activities in five textbook series integrate more than one skill. Textbook K has the most activities with an integration of 2 skills, while Textbook L has the most activities integrating 3 skills. It is suggested that future textbook writers improve the communicativeness of activities, and equalize the proportions of listening, speaking, reading, and writing in activities. It is also suggested that similar investigations be conducted with the new forthcoming textbooks.

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HO, HAU CHIN, and 許清和. "The Survey of Nine-year Integrated Curriculum Implementation in Elementary & Junior High School in Keelung." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/41635446388081450024.

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碩士 國立臺灣師範大學 教育研究所 92 The Survey of Nine-year Integrated Curriculum Implementation in Elementary & Junior High School in Keelung Abstract The research is based on “Nine-Year Integrated Curriculum Temporary Outline in Elementary & Junior High School” printed by Ministry of Education in Jan., 2001, trying to understand Nine-Year Integrated Curriculum Implementation in Keelung in 2002. And how do the teaching, evaluation and correction go under the organizations of curriculum development in schools? I investigated 750 teachers in junior high schools. According to “The Survey of Nine-year Integrated Curriculum Implementation in Elementary & Junior High School in Keelung “ by the researcher instructed by Professor Wen Jing Shan, the researcher gets the following conclusion through statistical analysis First, in the Function of Curriculum Development Committee in School, most teachers consider Curriculum Development Committee as the administrative jobs subjectively and wouldn’t like to participate in it. Second, teaching in coordination is difficult to fulfill and be accepted. According to the analysis, there’s no obvious difference between the teachers with self-devised supplementary teaching materials and the teachers without self-devised supplementary teaching materials. Third, in Measures of Correction & Cooperation, most Schools emphasize the instilled lectures but shortage of innovatory practices while planning advanced studies of Nine-Year Integrated Curriculum. So, the innovatory teaching emphasized by Nine-Year Integrated Curriculum on the basis of the school is expected to be developed well through the participation of the community and parents. Key word: Nine Year Integrated Curriculum Curriculum Implementation Curriculum Tidelity Perspective Curriculum Adaptation Perspective Curriculum Enactment Orientation

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Yuh-Fen, Chen, and 陳玉芬. "Junior High School Mathematics Curriculum and Textbooks in the Nine-year Integrated Structure: An HPM perspective." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/sscqp2.

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碩士 國立臺北教育大學 數學暨資訊教育學系(含數學教育碩士班) 94 Abstract Although it is obvious that applying history of mathematics to teaching becomes one of international mathematics teaching trends, with regard to domestic secondary mathematics education only few attempts have so far been made at this issue. This study was designed to compare the interrelated geometry in two ancient documents, Jiu Zhang Suan Shuand and The Elements, so as to provide current geometry materials in secondary school with another further access. The content-analysis methodology used in this study is to explore how HPM (The Relations between the History and Pedagogy of Mathematics) intervene in mathematics geometry curriculum in junior high school. It consists of Geometry Reasoning and Spatial development two main topics derived from Grade 1-9 Tentative Curriculum Guidelines. Examples of “Compass and Straightedge”, “Constructions”, “Yang Ma”, “Bie Nao” and Pythagorean theorem in ancient documents are collected to be analyzed, and the findings are summarized as follows: (1). The spirit of History of Mathematics teaching are not concretely fulfilled in the Competence Indicators of Grade 7-9 ‘Curriculum Guidelines’. (2). The abundant activities in the content of different versions are in the dilemma of ‘with activities but no curriculum’ and ‘ with curriculum but no culture’ (3). In the content of all teaching materials, History of Mathematics by definition is limited to ‘ data supplements’. (4). Learning instruments for students are not multifaceted. Based on the study findings, the researcher suggested that the Competence Indicators of History of Mathematics should be presented concretely in Curriculum Guidelines in the future. In addition, providing teachers with History of Mathematics further courses and releasing publications relative to 「HPM」 to promote History of Mathematics teaching successfully. Meanwhile, “with activities but no curriculum” and “with curriculum but no culture” geometry materials design should be avoided. Besides, students’ deductive reasoning and space reasoning ability should also be reinforced. Concerning activities design, it focuses on multifaceted learning instruments for students so that students can concretely operation and explore geometry concepts to steady the geometry knowledge.

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Huang, Szu-chieh, and 黃思潔. "An Evaluation of Speaking Activities in Junior High School English Textbooks for the Nine-year Integrated Curriculum." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/72920121432544905294.

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碩士 國立政治大學 英國語文學研究所 98 In the language classroom, textbooks are the primary resources which teachers and students rely on, so the content and the activity design would have direct influence on how the teaching/learning process proceeding. The present study analyzes speaking activities in two sets of English textbooks, trying to evaluate how they design the speaking activities and what similarities and differences are found between these two sets. These speaking activities are investigated from the perspectives of activity types, pre-communicative and communicative activities, and communicativeness, and then are discussed and evaluated based on the Nine-year Integrated Curriculum Guidelines. According to the results, it is found that both two sets of textbooks apply similar types of speaking activities, where pronunciation, drills, and dialogue are used most. Moreover, most of these activities are pre-communicative and fall into Category 4 (new information being transferred) and Category 6 (no information being processed). Overall, the design of speaking activities is not communicative enough. Although both sets try to provide more opportunities for students’ verbal practice, the proportion is not high, and meaningful contexts are usually ignored. Furthermore, the structural method is emphasized, using repetition and memorization as main techniques for language teaching and learning. Finally, with regard to the Nine-year Integrated Curriculum Guidelines, it seems that activities in the textbooks are not closely in compliance with the guidelines for the large proportion of less communicative activities. Also, definitions of each guideline are not precise or clear enough, and this situation results in influences on how textbook writers realize and interpret these guidelines, and how they design the activities.

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fu, Hsmeh-tung, and 薛東埠. "The research of junior high school principal’s curriculum leadership and school effectiveness---Taking the development of nine - year curriculum for instance." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/01589329901074537604.

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碩士 國立高雄師範大學 教育學系 92 Abstract The success of educational reformation is closely related to the educational leadership. The core concept of educational reformulation is to cultivate students a portable capability.The realization of this idea must depend on good curriculum design and practice. To analysis the situation of current junior high school education. If we want to realize the idea,the carry out and spreading of curriculum leadership of junior high school principal is the hinge of success.The purpose of the study is to face the thinking of the wave of educational reformation.The study tries to discuss the feasibility of junior high school principal promoting curriculum leadership and school effective evaluation when the dispensation of nine-year curriculum in the beginning of second year.And hopefully by the establishment of the ideal model of curriculum leadership to achieve the aims of promoting school leadership effectiveness to ensure teaching quality and goals.The purpose of the study stated as below： 1、 To understand the circumstance of the dispensation of the curriculum leadership by junior high principal and of the circumstance of the mutual effect between the hobbles of curriculum leadership and the promoting of school effectiveness. 2、 To understand the background of different junior high school principals in the differences of the curriculum leadership and the hobbles of curriculum leadership. 3、 To understand the circumstance and hobbles of the dispensation of curriculum leadership by junior high school principal,and the differences in promoting the school effectiveness. 4、 To understand the ability of the junior high school principals in preticting the school effectiveness. 5、 According to the results of the study stated above,to providing the concret suggestions in effectuating the curriculum leadership by junior high school principal. In order to achieve the above aims of the study,it took archives analysis method,questionnaire survey to continue the study.Firstly,we gathered domestic and foreign related theories to discuss.And then use it to be the basis of research frame to understand the circumstance and comprehension of the curriculum leadership by junior high school principals,and of the mutual effects between the hobbles of curriculum leadership and the promoting of school effectiveness. The testees are junior high school principals from 25 counties and cities of Taiwan province.（including KinMen county and Matsu county）Adopting total survey,the survey data as stated below：729 exemplars,695 returned questionnaires,return rate up to 95.33﹪,679 effective questionnaires,available rate up to 97.7﹪.The research tool is 「The survey questionnaire of the curriculum leadership by junior high principal and of the hobbles of curriculum leadership and of school effectiveness.」Including：curriculum leadership,the hobbles of curriculum leadership and school effectiveness.」The statistics adopt factor analysis,T test,single variables、product-moment correlation,Chi-square test、multiple step-by-step analysis. The results of the research stated as below: 1、 Junior high school principals reveals improvement tendency in「Curriculum leadership」,but have much improvement empty in「The dispensation of curriculum」（3.9547）,and「The setting up and design of curriculum」（3.9290）. 2、 Junior high school principals reveals improvement tendency in「Curriculum leadership」,but have much improvement empty in「The dispensation of curriculum」（3.9547）,and「The setup and designof curriculum」（3.9290）. 3、 Junior high school principals reveal improvement in 「Curriculum leadership」,「The hobbles of curriculum leadership」,and「School effectiveness」,but still have much improvement empty. 4、 Junior high school principals have much difficulties in the dispensation of curriculum.Sush as 「Educational policy」,「Time」,「Parent''s idea of going to top schools」 ,「The dearth of teaching empty」,and「Examination policy affects teaching」.Besides,teachers do not have enough motivation（72.9﹪） to design curriculum is also an important cause. 5、 The major achievement of principle’ curriculum is 「Organizing teams」,and「Setting up the goals」.But in the development of curriculum tasks and projects are still lacking. 6、「Principal leadership」（4.4628﹪）,「The design and dispensation of school-based curriculum」（4.3722﹪）「The design of teaching environment」（4.3181﹪）「School organization culture﹪」（4.1097）are the four effective ways for principals to promote the school effectiveness. 7、 Different junior high school principals have much differences in leading curriculum. 8、 Different junior high school principals have much differences in facing the hobbles of curriculum leadership. 9、 The main causes to affect the dispensation of principle’s curriculum leadership ：One is the stuff and the other is the lacking of principles. 10、 Junior high school principals have much improvement tendency in「Curriculum leadership」,and「School effectiveness」. 11、 The curriculum leadership of junior high school principals can be predictive in promoting the 「school effectiveness」. 12、「The promoting of Nine —year curriculum」、「curriculum leadership」、「The hobbles in the dispensation of curriculum leadership」、「School effectiveness」has distinguished relationship. 13、 Principal effectuates curriculum leadership has positive effective in promoting school effectiveness. Synthesize the results of the research,finding,and conclusion.We smmarize some suggestions for education administration,local education administration,junior high school principal self,and future research in the above four aspects. One:Suggestions for central education administration 1、Curriculum reformation has to form insights among others,adjusting the concept of「curriculum leadership」to promote school effectiveness. 2、The promoting of「curriculum leadership」、「school effectiveness」must have an completely education resource design for rural area and isolated islands. 3、According the differences of each area,giving the helpness of curriculum leadership administration.And the promoting of the project of educational priority area must take the teacher development of students and support system of curriculum leadership of principal into granted. 4、Be on time to improve the difficulties of the curriculum leadership of principal will face. 5、Defining the tasks of principal’s curriculum leadership to improve the effectiveness of curriculum leadership. 6、Setting up the kits of curriculum leadership to promote the effectiveness of principal’s curriculum leadership. Two：Suggestion for the bureau that responsible the education of principal. 1、Well-define the curriculum of principal’s education and integrating it with the idea of curriculum and practice curriculum. 2、Stressing the education and induction course of principal and promote constantly the might of the dispensation of principal’s curriculum leadership. 3、Managing the course for principal to go back for study and promoting the professional ability of principal. Three:Suggestions for local education administration. 1、Grasping the newest educational reform to carry out the professional education of principals. 2、The development of principal must have the total quality management to ensure the accurate leafdership of curriculum. 3、The access of principal must consider the moral character and curriculum leadership of principals to promote the strength of school effectiveness. 4、Choosing the head of the office of rural area to become outstanding principal who will serve his hometown. Four:Suggestions for junior high school principals. 1、To shape a professional and confidence leading image and establish the belief of education. 2、To establish a excellent to priority common-hope of school. 3、To establish a perfect curriculum blueprint and develop the rules of organization. 4、To condense a co-worker teacher team. 5、To make an administration system which can support teaching. 6、To open up the induction course channel for 「the professional growth of teacher」. 7、To set a warm and democratic talking stage. 8、To creative no limitation and alive community resource. 9、To implement the evaluation machine for the feedback of teaching. Five:Suggestions for further study. 1、 The aspect of study method： The main ways of the study took questionnaire survey.It belongs to quantivity study.In the Future we can use observation,the ways of gatherung material,informal discussion,and action study to infer and explain the research more reasonable. 2、 The study testee： In the future we can explain the range of research to the director of the office,teachers,and parents. 3、The variables of study： In this study,there are seven independent variables and eight dependent variables.However,it is too complicated and prejudice.It has to be integrated to be more perfect. 4、The content of study： The future study can discuss more further about the other causes affect junior high school curriculum leadership.The solve or strategy of the hobble of curriculum leadership of junior high school principals.The model can be built in leading junior high school principal curriculum leadership.The professional ability which a junior high school principal should in leading curriculum. Key words: Curriculum leadership、School effectiveness、The hobbles of curriculum leadership、Nine－year curriculum

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He, Ching-yi, and 何靜宜. "A COMPARATIVE ANALYSIS OF THE NEW WORDS IN JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS OF THE NINE-YEAR CONSECUTIVE CURRICULUM." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/07256366083520748482.

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碩士 國立高雄師範大學 英語學系 92 The main focus of this study is to investigate and to compare the quantities of the new words in the first volumes of the nine different versions of junior high school English textbooks and the results of this study are planned to serve as references for the selection and evaluation of textbooks. The nine English textbooks are the first volumes of He-sheng, Hess (Top English Serious), Hess (Top Friends Serious), Yu-cheng, Nan-yi, Longman, Kang-xüan, English @ Hand by Han-lin, and Hot English by Han-lin published for the year 2003. The main issues investigated in the study include 1. the quantities of the new words, 2. the selection of the words, 3. the repetition of the words, 4. the frequency distributions of the words, 5. the consistency with the elementary school curriculum, and 6. the correspondence with the Word List of the 1,000 Basic English Words. The statistic results are presented in terms of percentages and the Chi-square test and the posteriori comparison procedures are further applied to examine the significant differences of the percentages. The main findings of this study are presented as follows: 1.There are significant differences in the quantities of the new words, the selection of the words, the repetition of the new words, the first high-frequency level of the words, the consistency with the elementary school curriculum, and the correspondence to the Word List of the 1,000 Basic English Words among the nine different versions of the junior high school English textbooks. 2.English (Top English Serious) by Hess (90.42%) has the highest percentage in the quantities of the new words, significantly higher than Longman (85.82%), Kang-xüan (85.35%), Nan-yi (85.19%), Hot English by Han-lin (84.48%), and English @ Hand by Han-lin (84.36%). 3.A total number of 1,664 different words are introduced in the nine different versions of the junior high school English textbooks. Among them, 48.08% of the words occur in only one of the textbooks, but only 3.54% of the words relatively occur in all the nine textbooks. In addition, Kang-xüan (25.48%) has the highest percentage in the numbers of the words which only occur in one of the textbooks, English (Top English Serious) by Hess (22.89%) and Yu-cheng (21.14%) the next. All of the three percentages are much higher than those in all the other English textbooks. 4.In the nine English textbooks, each of the new words on an average is repeated from five to seven times (4.77 to 6.95). Of all, new words in He-sheng are repeated the most frequently (6.95), Longman (6.27) the second, Nan-yi (6.24) the third, and Kang-xüan (6.17) the fourth. 5.All of the nine English textbooks adopt a large quantity of the top two frequent words in the textbooks. Among them, Hot English by Han-lin (74.30%) has the highest percentages in the selection of high frequency words, Nan-yi (73.55%) the next, but Longman relatively only has 62.94% of the high frequency words. 6.All of the nine English textbooks incorporate a large number of the 80 known words into their text. However, as for the quantity of the new words, all the nine English textbooks relatively have about four-time to seven-time increase. Of all, English (Top English Serious) by Hess has the most increase (696.25%). 7.All of the nine English textbooks incorporate a large quantity of the words from the Word List of the 1,000 Basic English Words (72% to 88%). Of all, Nan-yi (87.57%) has the highest percentage, Yu-cheng (84.35%) the second, and Hot English by Han-lin (84.22%) the third. According to the findings of this study, several pedagogical implications are suggested as follows: 1.Textbook editors should take into more thorough and careful consideration the quantities, the repetitions, and the frequency distributions of the new words as well as the consistency with the elementary school curriculum and the correspondence to the Word List of the 1,000 Basic English Words and treat them as the criteria for the selection and evaluation of textbooks. 2.Textbook publishers should provide more related information of words in the textbooks, such as the quantities of the words and the repetition of the words. All of the information should be described in detail in the introduction of the textbooks so that teachers can efficiently use the information as references. 3.The school English committees should establish more explicit criteria for the evaluation of textbooks and further think highly of the quantities of the words, the repetition of the words, the high frequent words, the known words, and the Word List of the 1,000 Basic English Words as criteria, rather than just considering the quantities of the words. 4.English teachers should also take the learning difficulties of words which result from the insufficient arrangement of the textbooks into careful consideration. In addition, teachers should further make efforts to design appropriate activities or exercises to lead students to successfully overcome the difficulties from the insufficient arrangement of the textbooks.

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Chuang, Chin-Yuan, and 莊錦源. "A Study on the Impact of Nine-year Intergrated Curriculum over Junior High School Students’ Mathematic Performances and Misconception." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07599487843749078823.

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博士 高雄師範大學 教育學系 100 The main purpose of this thesis is to analyze the mathematic achievement of Junior High school students who had taken the basic competence test and their misconception of the test. Also the aim is to monitor the differnces of Junior High school students’ mathematic achivement after implementing the nine-year intergrated curriculum. The thesis has taken sample survey on the Junior high school students who had taken the mathematic test in the basic competece test in the year of 91, 93, 95 and 97. Using gender, geographical areas and aspects of mathematic to distinguish the differnces in the test. The statistical analysis methods used in the thesis are descriptive statistic, one-way ANOVA and T-test. The main findings in the research are as below: 1. The comparison of parameters between 4 years of basic competence tests: The test of 93 has made better distinction on students’ competence; the test of 91 has not efficiently distinguish students’ competence. 2. The comparison of difficulty parameters in different subjects: In algebra, test of year 91 presents to be most difficult, but that in year 97 are the easiest. In geometry, test in 91 are the most difficult, but those in 97 are the easiest. The test of measures, probability and statistics, test in 91 are the most difficult, but those in 93 are the easiest. To sum up, geometry test remain the hardest every year; in the year of 93 and 95, test of measures, probability and statistics, are the easiest; in the year of 91 and 97, test of algebra remain the easiest. 3. The comparison of general mathmetic competence between students’ of different school years: Subjects of school year of 95 perform better than those in 95. Subjects in school year of 95 perform better than those in 91 and 93. Apparently, students attain higher achievement after the nine-year integrated curriculum. 4. The gender based comparison of general mathematice achievement in different school years: Results show no substantial discrepancy between the mathematic achievement of different genders. 5. The comparison of mathematic competence in different areas and different years. The results shows no discrepancy in year of 95, but much in 91, 93 and 97. 6. The comparison between achievement in three mathematic domains in different school years: The average estimators of the subjects’ achievement in three mathematic domains Denot substantial discrepancy in different school years. To be precise, as to the domain of algebra, the performance in year of 97 has been outstanding. In geomatry, the performances in 95 and 97 clain the best. As the study of measures, probability and statistics, the performance in 97 claims the best. 7. The gender based comparison of mathematic achievement in three domains in different school years: The averagre estimators of boys and girls achievement indicate substantial discrepancy in three mathematic domains. (1) Boys:In algebra, the performance in the year of 93 is graded the worst. In geometry, the performances in 95 and 97 claims the best. In the study of measures, probability and statistics, the performance in 97 claims the best. (2) Girls:In algebra, the performance in the year of 93 is graded the worst. In geometry, the performances in 95 and 97 claim the best. In the study of measures, probability and statistics, the performance in 97 claims the best. 8. The comparison of mathematic achievements attained by subjects from different areas in terms of three mathematic domains in different school years. The average estimators of the mathematic competece perofrmed by subjects from the north, central, south and eastern parts of Taiwan, including the outlying islands, manifest substantial discrepancy. (1) Northern Taiwan: In algebra, the performances in the year of 91 and 97 present better. In geometry,, the performance in 97 claims the best, but that in 91 is graded the worst. As to the study of measures, probability and statistics the performance in 97 claims the best. (2) Central Taiwan: In algebra, the performance in the year of 93 presents better than the rest. In geometry, the performance in 91 is graded the worst. As to the study of measures, probability and statistics, the performance in 97 claims the best. (3) Southern Taiwan: In algebra, the performance in the year of 93 presents the worst. In geometry, the performance in 95 is graded the best. As to the study of measures, probability and statistics, the performances in 95 and 97 claim the best. (4) Eastern Taiwan: In algebra, the performance in the year of 95 and 97 present better. In geometry, the performance in 95 is graded the best. As to the study of measures, probability and statistics, the performances in 95 and 97 claim the best. 9. All areas of the mathematical part in the basic competence test which has higher rates of misconceptions are: Algebra: 6 errors ; Geomatry, Measures, probability and statistics: 5 errors each. Each area shows misconception of the students which and indicates further needs of teaching assistance. 10. Analyzation of incorrect test item ratio which were over 40% in basic competence test. Most of the errors appears to be in the years which nine-year integrated curriculum have not been taken place. This implies that the students’ ability have not declined but improved. Therefore, we should put more effort in strengthing students with lower performances and try to assist every student. 11. Types of misconceptions: unclear concept, reasoning without sufficent evidence , neglected conditions, inconsiderate analyzation. According to the research results, the thesis has given several suggestions in how to elevate students’ mathematic competence. These conclusions may be taken into consideration for students, parents, teachers and other administrations in the future and for further research.

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Yang, Tze-Yen, and 楊諮燕. "The case study of junior high school teachers'' professional development under the context of nine-year integrated curriculum reform." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/13937900978776489058.

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碩士 淡江大學 教育科技學系 90 Facing Taiwan Ministry of Educational 9-year integrated curriculum reform，schools have to implement curriculum innovation. To reduce pressures on teachers，educational institutions hold many learning activities for teachers and encourage schools to organize Curriculum Development Committee. However，teachers seem to have less motivation for the educational change. The purpose of this research is to investigate the attitudes and professional development of secondary school teachers during the process of educational change, and to study how the principal and administrator help teachers facing the change. Through 6 months of qualitative study, finding in following perspectives: 1、 The attitudes towers reforms; 2、The concerns of teacher to the curriculum reform; 3、The opinions of senior high school teachers to the professional development; 4、The ways of professional development for teachers and their colleagues; 5、The support of principal, school administrators and team leaders to teacher development. The research also made the followings suggestions: 1、To the educational authorities: （1）Understanding the needs of teacher deeply before promoting innovation; （2）Assessing the policy carefully; （3）Making string curriculum connection ; （4）Assessing the adoption of curriculum reform to the comprehensive school; （5）Releasing teachers working loads. 2、To the senior high school: （1）Curriculum Committee did enhance the effectiveness curriculum reform; （2）Curriculum committee schedules should be used efficiently （3）Curriculum committee should provides a clear working scope and objective （4）Curriculum time should be planed generally, not just think about the policy aspect （5）Considering about the teaching time to lose teachers’ charge when facing curriculum reform （6）School should consider about teachers’ need for professional learning and reflection; （7）School should encourage teacher to take initiation in professional learning; （8）School should increase the opportunity for teachers to dialogue with experts 3、The suggestion to the teachers: （1）teacher professional development depends on cooperation among teachers; （2）Curriculum development is facilitated by team leaders （3）Teacher should go through the process of reflection to reach the real meaning of “learner centered “ （4）Early innovation adopter could have influence on later adopter

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彭富源. "The Construction of Curriculum Policy Implementation Model for Elementary and Junior High Schools─The Case of The Nine Years Curriculum Policy in Taiwan." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/25942356686887598328.

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博士 國立政治大學 教育學系 90 The purpose of this research is on the construction of curriculum policy implementation model. Firstly, concepts about the above topic are inquired to form the analyzed basic structure of curriculum policy implementation. The structure is then used for analyzing the current situation of the different levels associated with the Nine Years Curriculum Policy in Taiwan. Moreover, local information is collected to fine-tune the originally analyzed structure. Thus, the model about Taiwan’s Elementary and Junior High Schools curriculum policy implementation is constructed. The approach in doing this research is not only theoretical analysis, but also information-gathering by interviewing people in the field concerned. Furthermore, the researcher also uses various skills such as document analysis, activities participation, and focus group to raise the reliability of the data. Based on the objective and method, the conclusions are shown as follows: Part one: The Curriculum Policy Implementation Model 1. The perspectives and theories of different academic fields such as Philosophy, Political Science, Psychology, Sociology, Curriculum Theory, and Policy Implementation have been used as this research’s basic foundation and they have provided a variety of helpful concepts for this research. 2. Four hierarchical levels - the central government, local government, schools and classrooms（teachers）are involved in the Curriculum Policy Implementation Model. However, it is quite normal for a certain level to interact with higher or lower levels bypassing the ones directly above or below it. Among the above four levels, the schools/ teachers interaction is closely linked to each other. 3. The different levels’ perceptional dimensions of curriculum policy implementation have a common base. This study finds there is a gap between them. It is resulted from the role factors, policy factors as well as propagation factors. 4. The different levels’ operational dimensions of curriculum police implementation have different priorities. Though it is not possible to compare them on an equal footing, however, we can have a rough idea about the whole implementation process through analyzing the process of curriculum policy implementation, their specific strategies as well as the structure of curriculum policy such as: curriculum framework, regulations, and related programs. 5. Mutual adaptation and accommodations occur in junctions between the adjacent two dimensions. The gap between the different levels is due to circumstance factors, institution factors, policy factors, strategy factors as well as staff factors. 6. To sum up, the Taiwan’s Elementary schools and Junior High schools’ curriculum policy implementation is affected by six main factors: circumstance factors, institution factors, policy factors, organization factors, staff factors as well as strategy factors. Part Two: The Implementation of The Nine Years Curriculum Policy 1. The planning process of The Nine Years Curriculum Policy started with drawing up curriculum guidelines at the ministerial level. And then, each learning area’s outline was developed. Meanwhile legal amendments were made in the Legislative Yuan and some related plans were set up accordingly. In essence, the Nine Years Curriculum Policy was geared towards deregulation, flexibility, integration, and in conformity with social development. 2. As far as curriculum framework is concerned, the different levels seem to have a same idea about the core conception. However, each interviewee has different point of view and interpretation about it. As far as the four different levels are concerned, they seem to have an above average standard similarity about the curriculum overview’s details. On the other hand, the perception of the local government, schools and classroom are slightly different from the one of Central government. The most obvious difference is found between the classroom level and the Central government level. 3. The responsibility incurring to each level was not clearly defined. Very often accommodations take place in the different stage of implementation. Thus, the success or failure of the Nine Years Curriculum Policy has become difficult to determine. During the implementing process, there was a lot of misunderstanding of directives and an evaluation mechanism is not in place. In implementation, different approaches surface: the Central government actively supports and intervenes in the implementing process; on the other hand, the other three levels, however, took a more reserved approach. According to the above findings, the author of this paper proposes seven recommendations those actors in the application of the model; three recommendations for future research. This author also proposes to the Ministry of Education, local education authorities, school principals, teachers, teachers training institutions and parents his ideas and suggestions about the curriculum policy implementation.

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Syu, Cun-Yue, and 徐存悅. "A Preliminary study on the Basic Competence of "National Tourism Education" For Nine - year Integrated Curriculum in Junior High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/23220577699467102293.

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碩士 國立東華大學 觀光暨休閒遊憩學系 99 In recent years, government of Taiwan has tried very hard to promote tourism, and the industry is growing vigorously here as well as in other countries. Under such world trends, what capabilities citizens should have in order to be competent for being either a tourist or a host? In consideration that education is the vital key to enhance individual’s cognition and ability, the current research intends to introduce “national tourism education” into the curriculum of national compulsory education. The purpose is to cultivate citizens’ basic knowledge of tourism and further to implement the development of “national tourism education”. The current study focused on junior high school students in nine-year integrated curriculum and intended to understand the scope and the contents of those basic competences of the “national tourism education”. Previous research on this area was very limited; the current study is an initial exploratory one. With semi-structured interviews, a total of twenty-nine interviewees, including experts in different fields and various stakeholders were interviewed. In this study, content-analysis was also used to analyze subjects of textbooks at first, second and third grade of junior high school. Finally, the analysis of interviews and contents of textbook were integrated together in order to understand the distribution of topics related to the “national tourism education” in the texts. The results showed that “national tourism education” should be introduced from elementary school level. It is not only a basic attainment and knowledge toward tourism that could be nourished in daily lives, but also a fundamental education for every citizen. However, the results indicated that contents directly related to tourism, such as “to understand what tourist’s activities means to everyone on individual, societal and cultural perspectives” and “to understand tourism related industries in fundamental travel activities”, etc. were seldom found in the textbooks. Results summed up from interviews indicated nineteen negative tourists behaviors, twenty-two basic competence of “national tourism education”, nine potential obstacles while promoting “national tourism education”. The current study connected the contents of “national tourism education” to the “ten core competence” of nine-year integrated curriculum and proposed guidelines for future implementation. Suggestions for future research were presented in the end.

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石春華. "A study of nine-year integrated curriculum activities:examples of junior high school social studies learning field in I-lan County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/58288861562435157571.

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Samantha and 黃婉珍. "An Evaluation of Junior High School English Textbooks Designed for the Nine-year Integrated Curriculum in Taiwan: from 2004-2006." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/67045962554957093192.

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碩士 輔仁大學 語言學研究所 94 ABSTRACT Because of the liberalization of English textbooks in Taiwan, it is not an easy job for school teachers to choose textbooks from a variety of approved versions. The purpose of this study is to examine current junior high school English textbooks to see the quality of the design of the four language skills and to see if the design fits students’ needs. By examining the English textbooks, the researcher also tries to find out the good and weak qualities of textbook design. There are five different publishers which provide the Minister of Education (MOE) approved junior high school English textbooks. Therefore, the last goal is to design a checklist for junior high school teachers when they have to choose a textbook for their students. A review of literature about textbook design was consolidated to form a detailed evaluation process and survey for the five series of textbooks. Two raters were involved in the ranking and evaluating the textbooks in order to avoid subjectivity and they were asked to give open comments toward the books after grading. The researcher tried to find out that whether the four language skills are emphasized equally in different versions of textbooks as requested by the MOE. In addition, six teachers and twenty-eight students participated in this study. Their opinions were gathered through interviews and surveys, and the researcher would conduct content analysis. The result of content analysis was used to strengthen the statistical results. This constitutes the qualitative analysis of this study. The raters’ grading was analyzed by two-way ANOVA (4*6 and 4*5) and one-way ANOVA. The results were tested by the Sheffé’s post hoc test to see the differences among different factors. This is the quantitative analysis of the study. The major findings of this study were summarized as follows. First, both forms of analysis portent that all of the textbooks put much emphasis on listening and reading while less emphasis is given on writing. The design of the speaking skill is stronger than the design of the writing skill; however, it is weaker than the design of the listening and reading skill. Second, the five series of textbooks provide students exercises to integrate the four language skills. They can also arouse students’ interests toward learning; however, they fail to offer students learning methods or strategies. Moreover, current junior high school English textbooks put much emphasis on different culture and customs design. For Taiwanese students’ special needs, current junior high school English textbooks are helpful for the students to prepare for the Basic Competence Test; however, they are not very helpful for preparing for the General English Proficiency Test. Third, some good qualities of textbook design should be advocated, and weak qualities should be left out. Finally, a checklist composed of different factors is offered for junior high school teachers. At the end of the study, some suggestions toward school teachers and textbook designers are provided. The significance of this study is that hopefully, the evaluation and the users’ opinions can help junior high school English teachers get a better understanding of current textbooks. Also the researcher hopes to provide some modification directions for textbook designers on the English textbooks in the future.

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Tzeng, Shoou-Chih, and 曾守誌. "A study of Junior High School Class-advisors'' Job stress And Adjustment Strategies in the Nine-Year Integrated Curriculum Implementation." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/84585526420929513372.

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碩士 國立彰化師範大學 教育研究所 92 A Study of Junior High School Class-advisors’ Job Stress And Adjustment Strategies in the Nine-Year Integrated Curriculum Implementation Graduate Student: Shoou-Chih Tzeng Advisor: Dr. Chung-Wen Chen Abstract The purposes of this study were to investigate the status quo of the job stress and adjustment strategies of public junior high school class-advisors in Taiwan in the nine year integrated curriculum implementation, to explore the differences of different class-advisors’ job stress and adjustment strategies due to different backgrounds, and to examine the correlation between their job stress and adjustment strategies, hoping to provided reference for the educational administration authorities and class-advisors of public junior high schools. The subject were 755 class-advisors selected from public junior high schools in Taipei county, Tao-yuan county, and Hsin-chu county. The instruments are the Junior High School Class-Advisors’ Work Situation Scale in the Nine-Year Integrated Curriculum Implementation, designed by the researcher. The statistics procedures used include mean, standard deviation, t-test, one-way ANOVA, and Pearson product-moment correlation test. The major findings were as follows: 1. The job stress for class-advisors of the junior high schools is medium. 2. Among those five dimensions of job stress, the sequential order from high to low is parent-teacher communication and peer relationship, curriculum content and curriculum implementation, teaching work and working load, administrative cooperation and personal relations, and curriculum design and technological use. 3. The junior high school class-advisors’ overall adjustment strategies for job stress are at the high intermediate level. 4. Among those four aspects of adjustment strategies, the sequential order from high to low in terms of the frequency of use is “reasoning thinking and problem —solving,” “facing the problem and self-adaptation,” ”seeking for assistance and others’ support,” and “procrastinating avoidance and negative adjustment.” 5. Among the different background variables, differences in 6 independent variables are statistically significant in the class-advisors’ job stress: namely, gender, marital relation, age, seniority, teaching subjects, and school size. Moreover, differences in 5 independent variables are also statistically significant in job stress adjustment, namely, gender, age, seniority, school size, and the regions in which the schools where these advisors work are located. 6. In different perceptions, statistically significant differences were found in the class-advisors’ overall job stress adjustment. Low-stress group uses facing the problem and self-adaptation strategy more frequently than the high-stress group. 7. There were significant correlations between the class-advisors’ self-awareness of job stress and their adjustment strategies. Among them, the stress dimension of administrative cooperation and personal relationship and the dimension of procrastinating avoidance and negative adjustment strategy are in positive correlation. The stress dimension of curriculum content and curriculum implementation and the dimension of reasoning thinking and problem-solving strategy are in positive correlation. There is also a positive correlation between the stress dimension of curriculum design and technological use and the procrastinating avoidance and negative adjustment strategy dimension, but there is a negative correlation between the stress dimension of curriculum design and technological use and the strategy dimension of reasoning thinking and problem-solving seeking assistance and others’ support, and facing the problem and self-adaptation. There is a positive significant correlation between the stress dimension of parent-teacher communication and peer relation and the strategy dimension of procrastinating avoidance and negative adjustment, but there is a negative relationship between the stress dimension of parent-teacher communication and peer relation and the strategy dimension of facing-the-problem and self-adaptation. Based upon the conclusions, this study provided some suggestions for educational administrators, school authorities and future study.

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Lu, Chaoling, and 呂昭伶. "Content Analysis of The Nine-year Curriculum for elementary and junior high school Chinese language textbooks─ In the sixth grade and seventh grade." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/52134403038801807840.

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碩士 國立屏東教育大學 中國語文學系碩士班 101 The purpose of this study was to investigate the Nine-year Curriculum for elementary and junior high school curriculum Chinese language field grades six, seven textbooks content differences, mainly using content analysis, through the Ministry of Education review of qualified Nani, Kang Hsuan, Hanlin ninety-nine academic year six grade Mandarin textbooks and one hundred academic year in seventh grade Chinese textbook for the study of text, for each textbook weight, content theme, proportion of texts Wen white, stylistic proportion, compile style analysis from which to explore the differences between the two grades and versions, elementary and junior high teachers and related units capable of the analysis results for Chinese language teaching, as a compilation of teaching materials in the future, the choice or teacher reference. The summarized results, the following conclusions: 1、Not the total the Lesson number of differences of the three versions of grades six, seven Chinese textbooks; classical Chinese texts are short, in addition to the Kang Hsuan, Nani, Hanlin sequential increase; the modern prose average number of words, none of the three versions have more than one thousandword, Nani and Kang Hsuan violating the progressive principle. 2、Three versions of six, seventh grade the Mandarin arts book tailor unit presents a rich and diverse topics, but the distribution is uneven. The selected text begin with the literary works mainly large differences of the sixth grade, seventh grade, a large number of repeat selected text; three versions in the nine-year curriculum integrating social issues of the case are presented equally phenomenon. The broadly distributed more evenly Hanlin. 3、The classical language textbooks proportion of the three versions of grades six, seven countries have switched more than the required proportion of syllabuses, two grade Hanlin biggest difference. 4、Three versions of grades six, seven the stylistic language textbooks proportion presents the average of the phenomenon. 5、Compilers style differences of the three versions of grades six, seven Chinese textbooks. Expectations of Grade 1-9 Language grades six, seven Chinese language textbook analysis through the study, compared to provide elementary and junior high teachers and related units, prepared as a future textbook selection or Chinese language teaching reference.

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Dissertations / Theses on the topic 'Nine years high school'

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