Log in

Relevant bibliographies by topics / Plagiarism. English language High school students. High school teachers / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Plagiarism. English language High school students. High school teachers.

Dissertations / Theses on the topic 'Plagiarism. English language High school students. High school teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 35 dissertations / theses for your research on the topic 'Plagiarism. English language High school students. High school teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Newlon, Geraldine J. "Plagiarism in high schools a case study of how teachers address a perpetual dilemma /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10150.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains viii, 181 p. : ill. Includes abstract. Includes bibliographical references (p. 137-142).

APA, Harvard, Vancouver, ISO, and other styles

2

Tang, Kit-yee Anna. "Learning independently : a study of teachers' and students' perceptions of self-access language learning in a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755365.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Au, Suk-ying. "A study of students' responses to their teachers' written feedback on writing." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161793.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Choi, Lai-yee Louisa. "A study of perceptions and practices of teachers' feedback in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31945016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Lam, Yuen-yiu Ada. "Feedback on EFL writing in a Hong Kong secondary school : teachers' and students' beliefs and practices /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161136.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Law, Wai-king. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English : a case study in a band 5 school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161100.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Young, Bobetta. "International Students' Use of English Language-Learning Strategies at a Private High School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5149.

Full text

Abstract:

International students in the United States enroll in private and public high schools with a goal to graduate and attend an American university. This goal is often difficult to achieve because these students are not acquiring the academic English necessary to be successful in a post-secondary setting. The purpose of this qualitative case study was to investigate what language-learning strategies (LLS) a group of East Asian international students at a private American high school had self-regulated and what strategies their content area teachers had taught them to use to become proficient in academic English. The conceptual framework was Oxford's findings on LLS and self-regulation, which is a self-motivated method of learning that English language learners (ELL) use to become proficient in English through control of the learning environment. The research questions explored which LLS the East Asian international students had used themselves and what LLS the teachers used to help the students attain English proficiency. Data were collected from interviews with 8 East Asian international students who were 12th graders during 2016-2017, 18 years old, and scored 18+ on the English section of the ACT. There were also interviews with 6 core content area teachers. Data analysis involved coding and development of common themes. Findings revealed that East Asian international students self-regulated LLS, and content area teachers did not purposefully plan or use LLS instruction to increase English proficiency among the students. A policy paper project based on the findings included recommendations for professional development, global education, and renewal of the international program. This study promotes positive social change by developing teacher and students' understanding of how to help all ELLs succeed at the secondary and post-secondary levels.

APA, Harvard, Vancouver, ISO, and other styles

8

Shum, Ho-ma Ada. "Perceptions of school culture : NETS vis-à-vis students /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23373489.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ho, Chun-yun. "Students' and teachers' perceptions of using drama in the language classroom implications for teaching /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38733274.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Lee, Kam-cheung Francis. "A case study of communicative language teaching in two Chinese medium of instruction secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22227155.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Pang, Carol. "A study of teachers' and students' beliefs and practices in giving and responding to written feedback in an L2 classroom." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161240.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Tam, Sau-wai Jenny. "How teachers manage curriculum change in school-based assessment (SBA) : case study /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40076039.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Ng, Ina. "An exploration of the perception of secondary four students and teachers of the school based-assessment (SBA) in an English-medium secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38748356.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Ng, Yuen-yee Cordia, and 伍婉儀. "What makes a 'good language teacher'?: teachers' and students' perceptions of 'good language teachers' inHong Kong Secondary Schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29758816.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Kefeli, Hande. "Exploring The Perceptions Of Teachers, Students, And Parents About The New 4-year Anatolian High School English Program." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609742/index.pdf.

Full text

Abstract:

With the newly designed curricula, the preparatory year of the Anatolian High Schools (AHS) was terminated while expanding its English program to four years. Within that context, utilizing semi-structured interview protocols this descriptive study aimed to bring an insight into the perceptions of parents, students, and teachers about the new AHS English program. Moreover, the perceptions of the participants on the materials provided by MONE and European Language Portfolio were also aimed to be revealed. Additionally, it was targeted to bring out what participants think about the applicability of the communicative language teaching, student-centered approach, and multiple intelligences, since they were stated in the foreign language curricula. While the population consisted of AHSs in Ankara, the sample of the study made up of 4 groups of parents, students, and teachers from 4 AHSs in Ankara. Each group consisted of 12 interviewees, which makes 36 participants in total. In selecting students and parents convenience sampling, and in selecting teachers purposive sampling was utilized. Analyzing the data collected using content analysis the findings revealed that parents, students, and teachers do not favor the current English language practice in AHSs where preparatory class is terminated. Additionally, the findings showed that in order to learn English, preparatory class is a necessity either after 5-year or after8-year elementary education. Results also showed that all groups perceive English positively and support teaching and learning of the language. As for the perceptions of the participants on the materials, they expressed how insufficient they are in terms of teaching the language and in terms of practicing the language teaching approaches stated in the curriculum. Moreover, it was found that most of the participants did not know about the European Language Portfolio. Lastly, according to the answers, the English language teaching approaches stressed in the curriculum were difficult to be practiced in classes.

APA, Harvard, Vancouver, ISO, and other styles

16

Wong, Wan-ki Wendy. "An exploration of the perceptions of English dictations in a Chinese-medium secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36749011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Tang, Kit-yee Anna, and 鄧潔儀. "Learning independently: a study of teachers' and students' perceptions of self-access language learning in a HongKong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Lam, Yuen-yiu Ada, and 林婉瑤. "Feedback on EFL writing in a Hong Kong secondary school: teachers' and students' beliefs and practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945077.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Choi, Lai-yee Louisa, and 蔡麗儀. "A study of perceptions and practices of teachers' feedback in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Alvring, Simon. "Laptops in English language teaching." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80200.

Full text

Abstract:

The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.

APA, Harvard, Vancouver, ISO, and other styles

21

Hwang, Hee-Jeong 1968. "The impact of high-stakes exams on teachers and students : a washback study of the university entrance exam at the secondary school level in South Korea." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79776.

Full text

Abstract:

The notion that tests have a strong influence on teaching and learning is referred to as 'washback' or 'backwash'. Questioning the assumption that washback occurs automatically, without the basis of empirical research, studies have been conducted in various contexts of English teaching and learning. No research, however, on the washback effect of tests within the Korean English as a Foreign Language (EFL) context has been carried out. The present study was designed to examine the washback effect of the College Scholastic Ability Test (CSAT), a university entrance exam, on EFL teaching and learning in Korean secondary schools.
This study first investigates the relationships among the curriculum, the school textbooks, and the CSAT: (1) the relationship between the curriculum and the textbooks and (2) the relationship between the curriculum and the CSAT. Second, this study examines if a washback effect from the CSAT exists. This study further discerns the nature of washback and the variable(s) influenced by the washback effect. The results indicate that the curriculum corresponds to the textbooks, while the CSAT does not represent the curriculum, and that there is a negative washback effect of the CSAT on EFL teaching and learning. The variable(s) influenced by the washback effect are negative attitudes that the participants of the study have toward the test.

APA, Harvard, Vancouver, ISO, and other styles

22

Law, Wai-king, and 羅慧瓊. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English: a casestudy in a band 5 school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945089.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Ng, Ina, and 伍靜雅. "An exploration of the perception of secondary four students and teachers of the school based-assessment (SBA) in an English-mediumsecondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38748356.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Pang, Carol, and 彭家露. "A study of teachers' and students' beliefs and practices in giving andresponding to written feedback in an L2 classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945144.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Au, Suk-ying, and 區淑英. "A study of students' responses to their teachers' written feedback on writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31944978.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Ho, Chun-yun, and 何俊欣. "Students' and teachers' perceptions of using drama in the language classroom: implications for teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38733274.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Tam, Sau-wai Jenny, and 譚秀慧. "How teachers manage curriculum change in school-based assessment (SBA): case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007937.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Ho, Wai-leung. "The impact of teacher responses to students' writing in Hong Kong : inhibitive or faciltative? /." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2132072X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

30

Wong, Wan-ki Wendy, and 王韻琪. "An exploration of the perceptions of English dictations in a Chinese-medium secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36749011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Shum, Ho-ma Ada, and 岑賀美. "Perceptions of school culture: NETS vis-à-visstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962543.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Lee, Kam-cheung Francis, and 李淦章. "A case study of communicative language teaching in two Chinese medium of instruction secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944632.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Garnett, Bruce William. "The effects of ESL : a case study of mainstream teachers’ perceptions of ESL students and the ESL program at a junior high school." Thesis, 1999. http://hdl.handle.net/2429/9053.

Full text

Abstract:

This research documents one junior high school's mainstream teachers' perceptions of the ESL students in their classrooms and the ESL program that services these students. Using qualitative methods appropriate for descriptive case study research, the open-ended questionnaire and the semi-structured interview (Johnson, 1992), the study sought to discover the emic perspective of mainstream teachers who taught ESL students on a daily basis. It was found that a variety of "effects" surrounded the ESL phenomenon at the research site both at the classroom and programmatic levels. At the classroom level the diverse cultural backgrounds and attitudes of ESL students were seen to have both beneficial and challenging effects on mainstream teachers and classrooms. Conversely, mainstream classrooms had effects on ESL students which were manifested in both desirable and undesirable ways. At the programmatic level, it was found that the model of ESL service delivery, wherein mainstream teachers were responsible for a substantial percentage of the ESL students' education, effected perceptions of particular responsibilities and needs among mainstream teachers, most notably more communication with ESL "experts". Respondents in the study also suggested ways ESL service could be delivered more effectively, given the cognitive and affective needs of ESL learners and the communication and ESL expertise needs of mainstream teachers. The study has a number of implications at both practical and theoretical levels. In practice, a number of useful functions for the ESL classroom have been suggested, specifically as a place for the fostering of self esteem, social networks, social and cultural skills and academic remediation. The ESL program is also implied to be in need of more funding, and a recommendation is further made for increased ESL training in pre-service teachers. The study concludes by reiterating a call for more ethnographic research describing different facets and perspectives of the ESL students' experiences in mainstream classrooms.

APA, Harvard, Vancouver, ISO, and other styles

34

Mac, Carron Ciaran Michael. "A study of the attitudes of English-speaking high school pupils in Gauteng towards Afrikaans-speaking teachers teaching through the medium of English." Diss., 2005. http://hdl.handle.net/10500/2261.

Full text

Abstract:

The purpose of this study was to investigate the attitudes of learners at English-medium schools towards teachers whose home language was Afrikaans and who taught through the medium of English. A secondary objective was to determine whether the teacher's home language had any effect on the learners' academic performance in the subject concerned. It was found that English-speaking learners had a slightly negative attitude to Afrikaans and did not give English much consideration except as a useful means of communication. Afrikaans-speaking learners expressed a positive attitude to - and pride in - their language. They were also much more positive to English than were the English-speaking learners towards Afrikaans. The English-speaking learners' attitude towards Afrikaans was not generally carried over to Afrikaners. However they objected to being taught English by non-English-speakers. Gender appeared to play a role in the learners' attitudes, as the girls were generally more positive to Afrikaans than the boys and achieved higher marks than the boys in almost all the subjects covered in this study The academic performance of learners at the English-medium schools was adversely affected by having Afrikaans-speaking teachers since, in almost every case, the learners in these teachers' classes obtained lower marks than those who were taught by English-speaking teachers. The principal recommendation arising from this study is that, where possible, the teachers at English-medium schools should be English L1 speakers.
Linguistics
M.A. (Sociolinguistics)

APA, Harvard, Vancouver, ISO, and other styles

35

Yaman, Ntelioglou Burcu. "Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning." Thesis, 2012. http://hdl.handle.net/1807/43403.

Full text

Abstract:

Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003).

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!