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1
Huang, John. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kong fifth form students." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035413.
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Huang, John, and 黃約翰. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kongfifth form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955770.
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Pucheu, Paula Marie. "An Investigation of the Relationships Between the Scoring Rubrics Inventory and the Metacognitive Awareness Inventory as Reported by Secondary School Core-Subject Teachers." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/663.
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The promise of increased student achievement through educational reform is delivered still-born if teachers do not know how to implement complex instructional practices and sophisticated analysis of student performance. Metacognitive awareness is crucial to the adoption and application of proven educational initiatives. Teachers who successfully implement criterion-referenced assessment instruction, scoring rubrics, transfer to their students the metacognitive knowledge and skills of how to learn. This study is predicated on the research assumptions that metacognition and its attendant skills are critical to the successful implementation of scoring rubrics. A researcher-developed instrument, the Scoring Rubrics Inventory (SRI) and the Metacognitive Awareness Inventory (MAI) were distributed to core-subject teachers from three large public schools in Southwest Louisiana. From a population of sixty-eight (N=68) voluntary participants, eighteen teacher-participants self-reported as high implementers of scoring rubrics, thirty-nine as mid-level implementers and eleven as low-level implementers. From this population, twelve subjects were randomly selected (four high, four mid-level, and four lowlevel implementers) by an outside rater for double-blind observations and interviews. Pearson Product Moment correlations of the SRI and the MAI revealed five significant pairings using an alpha level of .05. The statistical results, coupled with the observation and interview findings from the sample-subjects established the consistency and stability of the Scoring Rubrics Inventory. Further, the totality of the results reported here support the research hypothesis of the study: H1: There is a significant correlation between the metacognitive awareness of secondary school core-subject teachers and the successful implementation of scoring rubrics. The results of the study indicated that secondary school core-subject teachers who successfully implement scoring rubrics possess a metacognitive awareness that transcends professional development training. The findings also suggested that teacher-participants who do not implement scoring rubrics either cannot or lack commitment to the innovation. Implications for teacher educators and school leaders indicated the need to: identify those persons who require additional professional development training; include operational strategies and modeling of successful implementation during training; and maintain a consistent training program in scoring rubrics. Recommendations for future research were offered.
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Sorby, Janet, and n/a. "ASCIS subject headings and student terminology : the relationship between the subject headings used in manual school library catalogues in New South Wales and the subject access terms generated by NSW Higher School Certificate syllabus documents, textbooks and examination questions." University of Canberra. Communication, 1989. http://erl.canberra.edu.au./public/adt-AUC20050516.152713.
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The present study was undertaken to investigate the concerns of secondary school teacher-librarians, that the subject headings set down by the Australian Schools Catalogue Information Service (ASCIS) do not cover topics in senior sourses of study. NSW HSC Economics was chosen to test this perception.
Terms were extracted from three textual sources (syllabus, textbook and examination papers) and checked against the subject headings in the ASCIS Subject Headings List. A comparison was made between terms which matched exactly, those which were only partially matched and those which had no match. The linguistic complexity of the term (single-word or multi-word) and the number of textual sources using the term were also taken into account.
The results showed a varying degree of match between textual terms and subject headings. Single-word terms found in more than one textual source were much more likely to be found in the subject headings than those from only one textual source. Multi-word terms were found less frequently than single-word terms, but were also more likely to be found when they came from more than one textual source. There was a large number of partial matches in this group, and these were found to be more general in concept than the textual terms.
Most of the terms were found, but the general nature of the partial matches and the lack of adequate cross references may cause problems in subject analysis and retrieval.
5
Barron, Kenyon M. "The relationship between NCLB variables and selected variables with high school subject area test scores." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06282007-171330.
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Myers, Ian, and n/a. "The relationship between pupil control ideology and subject faculties in ACT government high schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061027.123030.
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The purpose of the study was to establish that a
relationship existed between teacher Pupil Control
Ideology (PCI) and membership of a practical subject
faculty or of a humanities subject faculty in ACT
government high schools. It was hypothesized that
teachers in practical subject faculties and teachers
of practical subjects would be custodial in their
PCI. Teachers in humanities subject faculties and
teachers of humanities subjects would be humanistic
in their PCI. A subsidiary purpose was to replicate
earlier research findings of a relationship between
PCI and years of teaching, sex, position in the
school administration, and type of school.
The PCI Form was administered to a population sample
of 116 teachers from five high schools in the Belconnen
area of Canberra. The results were subjected to t-test
and one-way analysis of variance. Statistically
significant relationships were observed between PCI
and teacher variables of subject faculty, subject
taught, and sex of teacher. Earlier findings for other
variables were not replicated.
The direction of findings was surprising. Teachers
in practical subject faculties and of practical
subjects were more humanistic than humanities
faculty and subject teachers. Female teachers were
more custodial than male teachers. An analysis of
variance showed no interaction effect between
variables sex and faculty, and sex and subject taught.
More research on possible causes of the relationships,
such as student attitude to subject, and teacher
sense of achievement, is needed before the findings
can have practical application.
7
Al-Hakami, Ibra. "An empirical study of Saudi secondary school students' achievement motivation, attitude toward subjects, perception of classroom environment and teaching aids, in relationships to academic achievement in three school subjects." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:3864.
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Low levels of academic achievement among secondary school students, especially in Islamic Religious Science, Arabic Language and English Language, have become a matter of concern to Saudi society in recent years. Educationalists have, based largely on hearsay or theoretical assumptions, blamed students' low achievement motivation and poor attitudes, and rigid teaching methods.This study investigates the affective responses of Saudi secondary students towards Islamic Religious Science, Arabic Language and English Language; relationships between academic achievement and affective variables; and teachers' perceptions of students' academic achievement and affective responses, and of their own teaching methods and use of teaching aids.The samples were students (n = 1,224) of all third year classes in eight secondary schools in Taif, Saudi Arabia; and their teachers of Islamic Religious Science, Arabic Language and English Language (n = 49, 49 and 39 respectively).Students' achievement motivation, attitude toward subject, and perceptions of the classroom environment and of teaching aids, were measured using a questionnaire designed by the researcher. Data on their academic achievement in Islamic Religious Science, Arabic Language and English Language were obtained from the Ministry of Education. Interviews were conducted with eight teachers of each subject and, based on content analysis of their responses, a multiple-choice questionnaire devised for administration to a further 113 teachers.Students' scores on affective variables were low to moderate. Teaching aids were perceived as little used, and little variety in teaching methods was reported. Academic achievement was not correlated with any other variable. Further investigation suggested that teachers' assessments of student academic achievement are unreliable.The findings of the study have implications for teacher training, objective-setting, curriculum design and student assessment. There is a need for revision of the national curriculum and assessment system, in which the U.K.'s TGAT model may be a useful guide.
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Segredo, Mirta R. "The Relationships between Elementary School Principals' Emotional Intelligence, Leadership Style and School Culture." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1457.
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The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture.
The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture.
Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade.
These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.
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Andrews, Jane Mary. "Relationships between motor and sensory function in the proximal gut, appetite, & nutrients in healthy human subjects." Title page, contents and summary only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09pha567.pdf.
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Bibliography: leaves 206-251. The motor and sensory interactions between nutrients and proximal gut in humans are not well understood, despite the pivotal importance of these interactions on appetite, absorption and thus, nutrition. In part, this lack of knowledge results from technical difficulties in studying motor function in the human gut. In particular, the inability to continuously measure intraluminal flow with any degree of temporal resolution, has impeded progress in this field. The studies described in this thesis focus on nutrient-gut interactions, and also on the development of novel methodologies aimed at advancing the understanding and interpretation of the relationships between intraluminal pressures and flows.
10
Finn, Margaret M. "Relationships between central office administrators and building principals in effective school districts /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809053.
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Riegle, Pamela B. "An analysis of the relationships between Indiana home-school families and public-school superintendents." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117118.
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The purpose of this study was to document relationships that exist between Indiana public-school superintendents and Indiana home-school families. The study examined if public-school superintendents' perceptions of home schooling and their perceptions of current Indiana home-school regulations influenced their relationships with home schoolers. Further, the study explored home-schooler perceptions of Indiana regulations on home schooling.For the superintendent questionnaire, the entire population of Indiana school district superintendents in office during the 1996-1997 school year was polled. Of the 297 superintendents polled, 192 responded to the initial mailing and three more to the follow-up resulting in a total of 195 responses- a return rate of 66%. The desired population for the home schoolers was all home-school families in Indiana. Based on the Indiana Department of Education estimate of 5500 home-school families registered with them, 550 questionnaires were mailed to home-school families with a 26% return rate.The following conclusions were drawn based on the findings in the study.1. Indiana public-school superintendents probably have a weaker relationship with the home-school parents in their school district than they believe. While nearly 65% of the superintendents believed they had at least a fair relationship with the home schoolers in their district, only 35.5% of the home-school parents believed their relationship with the superintendent was at least fair.2. Home schoolers desire more interaction with the public schools than they are receiving.Twenty percent of the home schoolers who did not have access to services at their local school wanted access to classes and textbooks from their local school district.3. Indiana superintendents are not knowledgeable about reasons parents choose to home school their children. Superintendents believed religion was a reason for home schooling in significantly larger numbers than the home-school parents (86% superintendents verses 55% of home-school parents). Superintendents did not recognize home-school parent concerns such as safety concerns, concerns with academics and problems with public schools.4. All Indiana public schools need a board-approved policy concerning home-schooled students in their district.5. There are children in Indiana receiving little or no education through home schooling.6. Home schoolers in the present Indiana study, for the most part, are representative of home schoolers across the United States.7. While the public perception of home schools has improved significantly in the last decade, superintendents' perceptions of home schools have changed little. Superintendents' perceptions of home schooling were virtually unchanged from the Lindley study completed in 1985. Superintendents believed home schools should have to participate in mandatory testing of students, certification of home-school teachers and should have mandatory registration with the state of Indiana.Department of Educational Leadership
12
Johnson, Peggy E. "Exploring relationships and interactions between district leadership and school leadership teams." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3296858.
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Thesis (Ed. D.)--University of California, San Diego, San Diego State University and California State University, San Marcus, 2008.Title from first page of PDF file (viewed March 25, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 296-304).
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Stockslager, Kevin M. "Relationships Between Participation in Athletics and Substance Use Among School Students." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3674.
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Substance use among high school students has become an increased concern for administrators, parents, and community members. Previous research has demonstrated relationships between adolescent substance use and numerous negative outcomes. This study investigated the relationship between athletic participation and substance use using self-report data from a sample of 139 high school students. Specifically, the current study examined the relationship between frequency and setting of participation in athletic activities (e.g., football, baseball, soccer) and multiple types of substance use (e.g., alcohol, tobacco, marijuana, other illicit drugs) in adolescents. The results of this study indicate that nonathletes reported significantly more marijuana use than athletes when gender, ethnicity, SES, and grade were controlled for in the analyses. Additionally, there was a significant relationship between students‟ grade and substance use. Specifically, 12
th grade students reported significantly higher rates of alcohol use than 10th grade students. Implications for school psychologists and directions for future research are presented.
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DIAS, DIEGO CORREA LIMA DE AGUIAR. "HUMAN RIGHTS IN THE CLASSROOM: TEACHERS UNDERSTANDING OF THE ALLIANCE BETWEEN THEIR SCHOOL SUBJECTS AND HRE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32243@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Este trabalho buscou oferecer uma contribuição para a educação em direitos humanos (EDH). Para isso, tentou somar às pesquisas anteriores, ao captar a percepção de educadores já sensibilizados para o campo, e não de atores da comunidade escolar eventualmente distanciados do tema. Partindo de uma abordagem qualitativa de pesquisa, selecionaram-se quatorze professores de variadas disciplinas escolares e uma pedagoga, com os quais foram realizadas entrevistas semiestruturadas. Buscou-se apreender, sobretudo, quais seriam, na percepção deles, as articulações possíveis entre as suas respectivas disciplinas e a EDH, assim como de que maneira eles as colocariam em prática. O material obtido foi analisado por meio do software Atlas.ti, à luz dos referenciais teórico-metodológicos da EDH (ANDRADE e LUCINDA, 2011; ARAÚJO, 2013; CANDAU e SACAVINO, 2010, entre outros), bem como de documentos internacionais e nacionais que versam sobre a matéria. Entre outros resultados, verificaram-se algumas possibilidades de articulação temática entre as disciplinas e a EDH, especialmente sob a perspectiva temática de classe, raça e gênero. Além disso, notou-se que a construção dessas pontes depende muito mais de uma contextualização vetorizada pela EDH do que de determinados conteúdos programáticos. No que se refere às práticas pedagógicas, observou-se um movimento de fuga da dinâmica escolar tradicional, tendo sido relatadas alternativas metodológicas especialmente marcadas pela arte. Por fim, foram indicados vários desafios à tarefa de educar em direitos humanos, tais como a conjuntura política atual, as condições precárias de exercício do magistério e a cultura escolar, com especial destaque para o perfil da equipe pedagógica.
This study aims to offer a contribution to Human Rights Education (HRE). In order to do so, it tried to capture the perception of those educators who have already come into contact with the HRE, instead of those who may be apart from the subject. In particular, the study aimed to understand the possible articulations between the teachers subjects and HRE, as well as how they would put them into practice. From a qualitative research approach, semi-structured interviews were conducted with fifteen specialist teachers from different secondary school subjects, as well as with one primary school teacher. The material obtained was analyzed in light of HRE s theoretical and methodological references (ANDRADE and LUCINDA, 2011; ARAÚJO, 2013; CANDAU and SACAVINO, 2010), besides key international and national documents on the subject. The results of the analysis indicate several possible relations between school disciplines and HRE as perceived by the interviewed teachers, especially regarding themes such as class, race and gender. Important findings also include the observation that the construction of such connections depend much more on a HRE-oriented contextualization of themes than on specific syllabus content. With regard to teaching practices, it was possible to identify a general avoidance of traditional school dynamics, which were usually replaced by art-based activities or lessons. The study concludes by pointing to manifold challenges faced by human rights educators, such as the current political situation in Brazil, the precarious conditions of teaching in the country, and issues related to school culture and climate. Regarding the latter, great emphasis was laid on school staff s profile.
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Ayers, Penny Marie Portwood Sharon G. "School-based mentoring examining the link between the quality of mentoring relationships and school connectedness /." Diss., UMK access, 2005.
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Thesis (M.A.)--Dept. of Psychology. University of Missouri--Kansas City, 2005."A thesis in psychology." Typescript. Advisor: Sharon G. Portwood. Vita. Leaf 57 bound in before leaf 56. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 53-56). Online version of the print edition.
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Figg, Candace Balch. "Relationships between selected elementary teachers' beliefs and educational technology use /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004263.
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Myers, Michael Bernard. "Perceptions of relationships between school-based management, program quality and student achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23042.pdf.
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Mainali, Bhesh. "Investigating the relationships between preferences, gender, and high school students' geometry performance." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6315.
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In this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013–2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students.
For the purpose of statistical analysis, students' preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students' visuality scores ranged from -12 to +12. The visuality scores were used to assess students' preference for solution methods. A standardized test score was used to measure students' geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students' geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students' geometry performance was significantly higher than male students' geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods.Ph.D.
Doctorate
Education and Human Performance
Education; Math Education Track
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Sagett, Beth Baker Paul J. "Relationships between the positive behavior interventions and supports approach and school climate." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128287.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.
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Hitt, Sara Beth, Charles L. Wood, and Angela I. Preston. "Positive Connections: Building Relationships Between Teachers and At-risk High School Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4061.
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Presenters will share Positive Connections, a school-wide intervention that addresses educational outcomes of secondary students at risk for school failure by (a) providing a list of at-risk students, (b) prompting staff and student interaction, (c)helping to create support teams, and (d) providing opportunities for early intervention and dropout prevention.
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Green, Tekeela Shonta. "Relationships between the Coordinated School Health Program and Childhood Obesity in Tennessee." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/263.
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Childhood obesity rates have increased nationwide, but rates of childhood obesity are higher in Tennessee (TN). The Coordinated School Health (CSH) Program is a multicomponent approach designed to improve academics and health in children in Tennessee; however, researchers have not evaluated the 8 components of the plan and the impact it has on weight in children. The purpose of the study was to determine if a relationship existed between the Coordinated School Health Program and obesity in children. The conceptual framework for this study was Bandura's social cognitive theory. One hundred forty CSH coordinators in TN were surveyed and the results were analyzed using multiple regression to determine the relationship between the 8 components of the CSH program and obesity rates in children in TN. Nutrition service was the only component that was statistically significant. According to study results, many districts had been exposed to the coordinated school health program and had some components in place, but the program was not seen as a priority by school administration, which affected the successful implementation of the program. The findings from this research can be used to help school officials determine how to better integrate the components of the Coordinated School Health program into the existing curriculum, allot time and resources for implementation strategies, hire the appropriate staff, and/or determine which component needs more focus. Determining which component(s) should have more emphasis creates potential for social change by reducing obesity in children, which will likely reduce the chance of those children becoming obese adults.
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Patton, Daya. "Predictive Relationships Between School Counselor Role Ambiguity, Role Diffusion, and Job Satisfaction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6260.
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Lack of clarity about professional roles and responsibilities of school counselors has resulted in role ambiguity and role diffusion among this group of professionals. Role ambiguity and role diffusion contribute to job dissatisfaction. The purpose of this quantitative correlational study was to examine whether role ambiguity and role diffusion predicted school counselor job satisfaction after controlling for years of experience as a school counselor, and to examine whether role ambiguity, role diffusion, and job satisfaction differed for school counselors at the elementary, middle, and high school levels. The theoretical framework was role theory, which conceptualizes how job roles within organizations serve as boundaries between individuals and organizations. Survey data were collected from 86 school counselors at the elementary, middle, and high school levels. Results of linear regression analysis indicated that role ambiguity and role diffusion were significant predictors of job satisfaction after controlling for years of school counselor work experience. Results of discriminant analysis indicated no significant differences in school counselor role ambiguity, role diffusion, and job satisfaction based on school level. Findings may be used to advocate for aligning school counselors' duties and responsibilities with the training and education they receive, which may enable school counselors to be more satisfied in their jobs. The social change implication is that school counselors who are satisfied with their jobs could more effectively serve the children, schools, and communities in which they are assigned.
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Aghazadian, Megan Alicia. "Willing to go the distance relationships between school characteristics and school choice in DC public schools /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/455328804/viewonline.
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Harris, Jodet-Marie Morreau Lanny E. "Relationships between violent experiences and academic performance in public schools." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633394.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau (chair), Thomas Caldwell, Eddie Glenn, Nick Maroules, William Tolone, Mark Fleischer. Includes bibliographical references (leaves 114-136) and abstract. Also available in print.
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Penny, Andra Jones. "The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278813/.
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The purposes of this study were to explore the leadership styles and personality types of Texas elementary administrators. The Leader Effectiveness and Adaptability Description-Self (LEAD-Self) assessed the leadership style and adaptability of the administrators. The four identified styles were Telling/Directing, Selling/Coaching, Participating/Supporting, and Delegating. The MBTI measured 16 combinations of 4 personality types which included Extrovert or Introvert, Sensing or Intuition, Thinking or Feeling, and Judging or Perceiving.
The sample was 200 Texas elementary administrators: 100 with early childhood certification and 100 without early childhood certification. A chi-square test of independence was utilized.
Findings included: (a) A majority of Texas elementary administrators in both groups had a Selling/Coaching or Participating/Supporting leadership style; (b) Leadership adaptability scores of both groups were equivalent; (c) Most Texas elementary administrators had Introvert/Sensing/Thinking/Judging and Extrovert/Sensing/Thinking/Judging personality types; (d) Administrators with early childhood certification had a higher percentage of Intuitive personality types, while administrators without early childhood certification had a predominance of Sensing types; (e) A large percentage of administrators which had Participating/Supporting leadership styles had Feeling personality types; (f) No significant relationship between leadership styles and personality types was found in either group; and (g) No significant relationship between leadership adaptability and personality types was found in either group. Recommendations included: (a) further study to investigate the role of gender in leadership style and personality type; (b) further study to determine if elementary administrators have higher adaptability scores than secondary administrators; (c) further study to determine if elementary administrators have different leadership styles than secondary administrators; (d) further study to determine if elementary administrators have different personality types than secondary administrators; (e) further study to determine if leadership adaptability scores accurately portray an administrator's effectiveness; and (f) provide opportunities for future and practicing administrators to assess their leadership style, leadership adaptability, and personality type.
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Dinner, Stephanie. "Relationships Between Peer Victimization, Social Skills, and Sociometric Status in School-Aged Youth." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/595652.
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This study investigated the relationships between peer victimization, social skills, and sociometric status in a sample of 224 fifth grade students in a large school district in the southwestern United States. Peer victimization and social skills were assessed using a self-report questionnaire. A peer nomination inventory was used to classify participants according to sociometric status. Social Exchange Theory guided hypotheses regarding the relationships between social skills, peer victimization, and sociometric status, with the idea that students with poor social skills are more likely to be victimized and rejected by peers. Prior research about the relationships between these variables also suggested that social skills and sociometric status would both have an inverse relationship with peer victimization. Statistical analyses did not indicate the presence of significant relationships between any of the three main variables of interest. A statistically significant difference was identified between students who were English Language Learners (ELL) compared to students who were not ELL, such that ELL students reported experiencing less peer victimization than non-ELL students. Several limitations were identified in the present study. For example, confirmatory factor analysis indicated that the data did not fit with the factor structure of the social skills measure. Exploratory factor analysis was used to identify a set of items that was subsequently used to represent the participants' social skills score. Sampling bias is also suspected. The participation rate was 47.3 percent. Participation may have been limited due to adults' objections to having students list classmates whom they Liked Least. Ideas for future research are presented.
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Hensley, Mark Robert. "Strengthening relationships between new and long term church members through the Sunday school." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p049-0453.
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Herndon, Brian Clinton. "An analysis of the relationships between servant leadership, school culture, and student achievement." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4657.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.
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Brogdon, Sherri Gorham Knezek Gerald A. "Relationships between perceptions of personal ownership of laptop computers and attitudes toward school." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9792.
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Whiteland, Susan Davis D. Jack. "Examination of learning relationships between intergenerational students in an after school art program." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9820.
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Hensley, Mark R. "Strengthening relationships between new and long term church members through the Sunday school." Online full text .pdf document, available to Fuller patrons only, 2005. http://www.tren.com.
Full textAbstract:
Thesis (D.Ed.Min.)--Southwestern Baptist Theological Seminary, 2005.Includes abstract. Includes prospectus. This is an electronic reproduction of TREN, #049-0453. Includes bibliographical references (leaves 107-110).
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Whiteland, Susan. "Examination of learning relationships between intergenerational students in an after school art program." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9820/.
Full textAbstract:
Learning relationships between intergenerational students in an after school art program provided mutual benefits for participants in Denton, Texas. This qualitative case study of older, active adults and elementary students involved in visual art experiences gives insight to a contextual learning environment that fosters lifelong learning and addresses the interpersonal issues of an aging society.
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Brogdon, Sherri Gorham. "Relationships between perceptions of personal ownership of laptop computers and attitudes toward school." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9792/.
Full textAbstract:
The feeling of ownership is a topic of research that has not been addressed as a component in the integration of technology in the K-12 classroom. The effectiveness of this abstract concept in relationship to digital computing is important in the evaluation of one-to-one initiatives in education. This paper reports findings of a research study conducted using a new ownership survey instrument I developed, the Laptop Usage Inventory (LUI). Also administered during the study was the Student Attitude Survey given in a pretest/posttest design. The instruments were administered to seventh and eighth grade students in a north Texas middle school in the 2007-2008 school year. The methodology used to evaluate the Laptop Usage Inventory consisted of Cronbach's alpha and various scaling methods. LUI scale scores were correlated with the results of the Student Attitude Survey to compare students' attitudes toward school before and after using a laptop computer for the school year. Implications for laptop initiatives and for the classroom are discussed and a future research agenda is presented.
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Wisdom-Walters, Patricia Bowen. "A Study of Relationships Between University Interscholastic League Participation and Selected School Characteristics." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277619/.
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The problem of this study was to determine whether differences exist between elementary and middle school campuses that participate in University Interscholastic League (UIL) academic activities and similar campuses that do not participate. The Texas Education Agency Academic Excellence Indicator System (AEIS) furnished data from 1993 through 1997 for this ex post facto comparative research. Using all Texas Assessment of Academic Skills (TAAS) scores for grades 3 through 8, economically
disadvantaged population data, attendance rates and campus accountability ratings, 12 hypotheses and 4 research questions were addressed.
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Misencik, Leann. "Relationships Between Auditory Temporal Processing, Language, and Reading Abilities in School-Aged Children." Thesis, Southern Connecticut State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286118.
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Previous research indicates that auditory temporal processing is related to phonological processing abilities in individuals with reading difficulties; however, additional research is needed that comprehensively investigates the relationships between specific auditory temporal processing, language, and reading skills in children. The purpose of the current study was to examine these relationships in school-aged children, using a comprehensive battery of clinically-relevant assessments. Statistically significant positive relationships were found between performance on tasks of temporal ordering and phonological awareness. No significant relationships were found between temporal resolution and phonological awareness tasks, or between temporal processing and reading tasks. This information provides additional insight into the relationship between auditory temporal processing and the phonological awareness skills that are critical for success in reading, and may contribute to the development of interventions to improve the phonological awareness abilities of struggling readers.
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Mazurek, Bethany Christine. "Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97380.
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This study is an evaluation of collaborative relationships between K-12 public and private day schools in Virginia when serving students with special needs. Research on the conditions and barriers of collaborative relationships in the educational setting is mostly centered around the dynamic between general education teachers and special education teachers when serving students with special needs.
The purpose of the study was to determine the main factors that differ between collaborative relationships that are perceived as strong to those perceived as weak. The study is guided by two research questions:
(1) What factors contribute to strong collaborative relationships between K-12 public and private day schools in Virginia?
(2) What factors are identified as areas of concern regarding weaker collaborative relationships between K-12 public and private day schools in Virginia.
The literature review explores prior research on educational collaboration while methodology addresses the research design and study procedures. Participants were 43 public school special education directors and private day school administrators across the Commonwealth of Virginia. Demographic information was provided by all participants. An online inventory was completed by those participants who had worked with a minimum of two of the opposite provider; special education directors in the public school setting were required to work with two private day schools and vice versa. Responses were recorded from each of the eight regions delineated by the Virginia Department of Education (VDOE, n.d.).
Statistical analysis did not reveal any statistically significant differences between the two groups of participants. However, results of the study indicated strengths related to the factors of membership characteristics and purpose for strong relationships. When evaluating a weak collaborative relationship, the factors of process and structure, communication and resources were the primary areas of concern. Regardless of the strength of the collaborative relationship, the resource factor was the lowest scoring factor, indicating it was the primary concern regarding collaborative relationships. This study adds to the field of special education by applying the existing research to the relationship between K-12 public and private day schools when serving students with special needs along the continuum of services.Doctor of Education
This study evaluated the collaborative relationship between public and private day schools in Virginia when serving students with special needs. Supporting research on the conditions and barriers of collaborative relationships in the educational setting is included. The study was conducted to determine the difference between relationships that are perceived as strong to those that are perceived as weak. The participants were 43 public school special education directors and private day school administrators across the Commonwealth of Virginia. An online inventory was completed by those participants who had worked with a minimum of two of the opposite provider; special education directors in the public school setting were required to work with two private day schools and vice versa. The study did not reveal any significant differences between special education directors and private day school administrators. However, results of the study indicated strengths related to the factors of membership characteristics and purpose for strong relationships. When evaluating a weak collaborative relationship, the factors of process and structure, communication and resources were the primary areas of concern. Regardless of the strength of the collaborative relationship, the resource factor was the lowest scoring factor, indicating it was the primary concern regarding collaborative relationships. This study adds to the field of special education by applying the existing research to the relationship between K-12 public and private day schools when serving students with special needs along the continuum of services.
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Wu, Yi-Jin, and 吳怡瑾. "A Study on the Relationships between Flow Experience and Academic Achievement of Subjects in Junior High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/2c3m99.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
99
The purpose of this study was to investigate the junior high school students’ flow experience of subjects. It compares the diverseness of the students among different background variables. Analysis reveals the relationships between flow experience and the academic achievement of subjects. Junior high school students was the object of this study. The questionnaire of “relationships between flow experience and academic achievement of subjects” was developed as instrument for junior high school students. A total of 1,140 questionnaires were distributed. The usable returned instrument was 1,024 and got 89.92% of return rate. Descriptive statistics, single sampling t test, independent t-test, One-Way ANOVA, and Pearson Product Moment correlation were used to analyze the data. The important findings were as follows: 1. The junior students’ flow experience in Chinese and English subject were little higher significant than intermediate point, However Mathematic was lower than it. 2. There was difference of the junior students’ flow experience in Chinese subject because of gender, family incomes and father’s education level. (1) The junior girl students had more flow experience than junior boy students. (2) Students who was high income families had more flow experience. (3) Students’ fathers whose had master degrees or above had more flow experience than students whose fathers were at junior or below levels. 3. There was difference of the junior students’ flow experience in English sunject because of gender, family incomes and parents’ education level. (1) Junior girl students had more flow experiences than junior boy students. (2) Students from families which incomes between NT$50,001 to NT$75,000 had more flow experience than students from families of less than NT$25,000. (3) Students’ fathers whose had master degrees or above had more flow experience than students’ fathers whose were at senior, vocational, junior or below levels. (4) Students’ mothers whose had master degrees or above had more flow experience than students’ mothers whose were at senior, vocational, junior or below levels. 4. There was difference of the junior students’ flow experience in Mathematics because of gender, family incomes, parents’ education level and school locations. (1) Junior boy students had flow experience than junior girl students. (2) Students from families which incomes between NT$25,001 to NT$75,000 had more flow experience than students from families of less than NT$25,000. (3) The students would have more flow experience when their parents had higher education levels. (4) Students from midland of Taiwan had more flow experience than students from northern part. 5. There was significant positive correlation between flow experience and academic subjects achievement.
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Kao, Manchen, and 郭滿真. "Applying Data Mining on Relationship between Mathematics Performance and Other Subjects in Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/79772344765988699223.
Full textAbstract:
碩士高苑科技大學
資訊科技應用研究所
100
Grade 1-9 curriculum guidelines of mathematics list competence indicators of five themes, including number and quantity, geometry, algebra, statistics, probability and connection. Especially the theme competence, “ connection”, points out the importance of the connection between mathematics and other learning fields. It focuses on the ability to be aware of the connection between mathematics and other fields, the ability to know the mathematics knowledge and methods used in other fields, and also the ability to use symbols, signs, models, figures, and other math languages to clearly convey the relation between quantification and logic. In terms of interdisciplinary connection, mathematics language can be a useful method for communication. Undoubtedly mathematics plays an important role in the learning process of other fields. However, the researches at home and abroad about how mathematics affects other subjects are limited. In recent years, data mining technique is extensively used in all kinds of fields. Nevertheless, documents applied in educational fields are not common. Connection law in data mining technique is to find out the relation between items from a great deal of information. Mainly, it finds out the relation between information items through the frequency of the appearance of data sample. This research uses SPSS to calculate and construct relation model. It analyzes three schools of different degrees of urbanization in the south. By analyzing the students’ grades in Basic Competence Test, we can explore whether there are relations between each subject. Moreover, we can dig out the relation between subjects hidden behind scores and how mathematics affects other subjects. To improve students’ learning achievement, the research can be reference to counseling and teaching. It can also help to achieve the teaching goal of mathematics education. The research found that mathematics ability and Chinese ability are the two key points which affect the grades of social studies and science in the Basic Competence Test. Mathematics affects science the most, followed by social studies. Chinese affects social studies the most, followed by science. A suggestion for educators is that they should not only emphasize language memorizing but also focus on the role mathematics plays in the learning of social studies. Junior boys’ and girls’ grades in English and Chinese Basic Competence test are very different, the girls are significantly better than boys.
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Liu, Ya-Hui, and 劉雅惠. "The Relationship between Physical Fitness and Grades of Subjects for National Hou-Bi Senior High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/5r23k3.
Full textAbstract:
碩士南華大學
休閒產業經濟學系
102
The study was based on the three years panel data in school for regression analysis of graduating students in Tainan Hou-Bi Senior High School during year 100 and 101. It surveyed 1062 samples of 177 graduating students in year 100 and 1506 samples of 251 graduating students in year 101. It aimed to investigate the influences of physical fitness performance on academic performance in senior high school. The physical fitness performances include four courses, they’e sit and reach test, the curl – ups, standing broad jump and cardiovascular. The academic performances based on Mandarin, English and Mathematics. The results found as followings: 1. Each physical fitness performance had positive correlation with academic performances but standing broad jump. On the contrary, there’s negative correlation between the performance of standing broad jump (leg power) and the performance of Mandarin. 2. The academic performances didn’t become better or worse as the better performances appeared in physical fitness although most physical fitness performance had positive correlation with academic performances. Only better performance in Mathematics appeared with better cardiovascular performance. 3. The performance of cardiorespiratory fitness (the Run-Walk Exercise) and the performance of academic had most stable correlation. Some suggestions for schools, teachers, students and parents proposed in the study are as follows： 1. According to the research findings, the increase in physical exercise time does not cripple students’ academic performance. On the contrary, it has positive influence on their academic achievement. Therefore, parents and teachers should encourage students to take more participation in physical activities and cut down on inactive seated activities. 2. Since physical activities can promote students’ academic performance, PE class should be valued and normalized rather than being a nonessential credits. 3. Owing to different influence of physical fitness exercise on subjects, school should arrange appropriate physical fitness courses according to their aptitude. As to the cardiorespiratory bearing positive relationship toward scores of Mandarin, English and Mathematics, it is suggested to be an essential course. 4. Teachers, parents and students should adopt a self-demanding attitude and develop an ever-lasting exercise habit. Everyone should recognize that health is the foundation of life Because both excellent performance and wealth are established upon mental and physical health.
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Chia-Ying, Chen, and 陳佳吟. "The Relationship between Recreational Sport Participation and Cognition among Urban High School Students - Taichung First Senior High School Students as Research Subjects." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/54508112452178484294.
Full textAbstract:
碩士國立臺灣體育運動大學
體育研究所
101
The objective of the study is to explore the relationship between recreational sport participation and cognition among urban high school students. The study uses the students of National Taichung First Senior High School in academic year 101 as research subjects, and the research tool adopted is a questionnaire entitled “Relationship Between Recreational Sport Participation and Cognition Among Youth.” By means of cluster random sampling, 550 of the 571 questionnaires distributed were collected, with an effective return rate of 96.32%. Rigid selection yielded a total of 353 valid questionnaires. The data were then analyzed using Descriptive Statistics, One-way Analysis of Variance, and Scheffè posteriori test. The findings are as follows: I.Recreational sport participation behavior of National Taichung First Senior High School students: 1.Frequency—On average, students do moderate intensity recreational sports 2 to 3 times per week, about 31 to 60 minutes each time, mostly from 17:00 to 18:30 on weekday evenings and 12:00 to 17:00 on weekends. 2.Types of recreation—Sports are the most popular recreational activity among the students, and the most common sport category they are involved in are ball games, the top three of which are basketball, table tennis and badminton. The outdoor sports the students most frequently enjoy are walking, jogging and cycling. 3.Space—Students take advantage of the sports facilities on campus most often, and the types they prefer are outdoor ones, mainly due to easy access. The survey indicates that basketball courts on campus are insufficient and that the sports equipment students find less adequate is basketballs. 4.Companions—Most often, students take part in recreational activities with friends or classmates, and the number of people is 3 or 4. II.When the variables of different backgrounds are type of parent’s recreational sport participation, distribution of free time and physical conditions, National Taichung First Senior High School students demonstrate significant differences in the education need of recreational sport participation and cognition. III.In terms of frequency, types of recreation, and companions, National Taichung First Senior High School students’ recreational sport participation behavior will have an impact on their recreational sport cognition, and part of them demonstrate significant differences. Based on the findings of this study, it is advised that parents should help students develop the habit of engaging in proper recreational sports and schools should include positive recreational sports in curriculum planning, so that high school students will adopt a healthier attitude toward recreation and thus enhance their quality of life.
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姚興南. "The Grey Relationship between Subject Test Content of House Wire Trade and the Content of Professional Subjects of Electrical Department of Technical Vocational High School in Taiwan." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/81837864570764576781.
Full textAbstract:
碩士國立臺灣師範大學
工業教育研究所
86
This research aims to explore the content construction of the written skill test in House Wire Trade. Checking list were answered by a group of experts and scholars. The results were analyzed by the Grey System Theory for generating skill test items based on professional knowledge; meanwhile, providing the relationship between skill test and professional curriculum in Vocational High School for reference. These results are shown as below: 1.The correlation analysis by Grey System Theory between the technical items of the C level skill test and its related knowledge can provide more reference for test content depended on the distribution rate and the degree of importance in the skill test. 2.In the relationship analysis, it shows that the BASIC CIRCUIT TFEORY has the highest relationship with C skill level, and the nest one goes TRANSMISSION AND DISTRIBUTION and ELECTRIC MACHINE THEORY relationship between knowledge test of House Wire Trade and professional curriculum of Vocational High School can be used as reference for instruction arrangement.
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LIN, CHIN-YUN, and 林璟筠. "A study on Relationships between Learning Performance of Computer Subject and Emotional Regulation for High School Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/hqccxz.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
106
This research focuses on understanding the status of learning performance of computer subject and emotional regulation of high school students; it discusses over the differentials in the academic performance of computer science and emotional regulation of high school students with different background; moreover, it analyzes the relationships among learning performance of computer subject and emotional regulation of high school students. This research took the high school students as major subjects and the questionnaire The learning Performance of computer jubect and emotional regulation of high school students as research tool. There were 243 valid samples were analyzed and tested by means of Descriptive Statistics, Independent t-Test, One-way ANOVA, Pearson Product-Moment Correlation etc. The research conclusions are shown as follows: 1.The learning performance of computer subject of the high school students are at a medium level and in affective domain received the highest scores. 2.The emotional regulation of the high school students are at a medium level. 3.Significant differences are found that learning performance of computer subject of the high school students with different background. 4.Significant differences are found that emotional regulation of the high school students under different gender, review after school or not and has the habit of reading technology information or not. 5.The learning performance of computer subject and emotional regulation of the high school students are significantly and positively correlated. The research recommendations and results are putting forward as references for educational administrative units, school units, computer subject educators and high school students.
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yu, Hou Pei, and 侯佩瑜. "A Study of the Relationship between Personality Traits and Learning Attitude Toward Academic Subjects - A Case of a Private Vocational High School Students in Kaohsiung." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/34993533341677057941.
Full textAbstract:
碩士國立高雄應用科技大學
觀光與餐旅管理系
99
The purpose of this study is to explore the relationship between personality traits and learning attitude of students at a vocational high school hospitality major group. The subjects are hospitality major group students at CHUNG SHAN Industrial & Commercial School. The questionnaire was submitted to subjects by convenient sampling during March 1, 2011 and March 31, 2011. Total 400 were sent and 332 were effective to reach a returned rate 83%. The contents of the questionnaire include personal information, personality traits from Goldberg (1992) and SATS-36 from Schau(2005). The data were analyzed by descriptive statistics, reliability test, item analysis, confirmatory factor analysis, independent t test and one way ANOVA. The results are as follows: 1. Personality of students of tourism department is major in extraversion while agreeableness is for students of food and beverage department. 2. There are significant different personalities in different grades or school systems. 3. There are no significant differences in personalities as to sex, family income, family members engaging in relative work, or parents’ occupation. 4. Students of different academic subjects have significantly different value of learning attitude. 5. School system and sex significantly influenced the perceived learning attitude. 6. The perceived score of the academic subjects had significant difference in learning attitude and the perceived score of professional subjects is higher than that of common subjects. 7. Personality traits have positive relationship with learning attitude and that means more positive personality traits of students will have higher learning attitude. Overall, the relationship between personality traits and learning attitude of the students of tourism department are as follows: 1. The type of Agreeableness has positive relationship with learning attitude of Mathematics. 2. The type of Conscientiousness has positive relationship with learning attitude of Introduction to Hospitality and Hotel and Restaurant Service. 3. The type of Emotional Stability has positive relationship with learning attitude of Mathematics. 4. The type of Intellect/Imagination has positive relationship with learning attitude of Beverage and Cocktail Preparation. As to the relationship between personality traits and learning attitude of the students of food and beverage department are as follows: 1. The type of Extraversion has positive relationship with learning attitude of Service Skill of the Food and Tourism, Beverage and Cocktail Preparation. 2. The type of Agreeableness has positive relationship with learning attitude of English, Mathematics, Introduction to Food and Tourism, Food and Beverage Preparation. 3. The type of Conscientiousness has positive relationship with learning attitude of Introduction to Hospitality and Hotel and Restaurant Service. 4. The type of Emotional Stability has positive relationship with learning attitude of Mandarin, English, Mathematics, and Hotel and Restaurant Service. 5. The type of Intellect/Imagination has positive relationship with learning attitude of Mandarin, English, Introduction to Hospitality, Hotel and Restaurant Service, Beverage and Cocktail Preparation.
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HOU, PEI-CHING, and 侯蓓菁. "Validation of the Relationship between Marine Leisure Education Cognition and Pro-Environmental Behaviors – Using Junior High School Students in Dayuan District of Taoyuan City as Subjects." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2744q2.
Full textAbstract:
碩士大葉大學
休閒事業管理學系碩士在職專班
105
This study adopted a questionnaire method and linear analysis to examine junior high school students of different demographic backgrounds and explore the differences in their marine leisure education cognition, subjective norms, intention, and pro-environmental behavior. The research participants were seventh, eighth, and ninth graders in Da-Yuan District, Taoyuan City in the 2016–2017 academic years. According to the class ratio of each school, convenience sampling was conducted to select students from 21 classes. A total of 560 questionnaires were distributed, with 521 valid copies returned. The results showed that the scores for marine leisure education cognition averaged 8.47, which was converted to a percentage of 65.15, indicating a medium level. Their subjective norms, intention, and pro-environmental behavior differed significantly with respect to the frequency of participation in such activities. Students who have participated in environmental activities demonstrated significantly higher scores in marine leisure education cognition and pro-environmental behavior than did those who have not participated. Furthermore, marine leisure education cognition, subjective norms, and intention were significantly and positively correlated with pro-environmental behavior; in other words, students with high levels of leisure education cognition, subjective norms, and intention demonstrated high degrees of pro-environmental behavior. The aforementioned three prediction variables effectively predicted pro-environmental behavior, explaining 48.9% of the variance. In particular, intention exerted the greatest direct effect on pro-environmental behavior, whereas subjective norms were also a crucial indirect factor. Subjective norms and pro-environmental behavior have an indirect casual relationship. In other words, under the mediating effect of intention, subjective norms have an indirect influence on pro-environmental behavior. Finally, based on the results, this study presented discussion and suggestions.
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SOUKUPOVÁ, Lucie. "Interaktivní česko-anglický výukový program k výuce regionální geografie Ameriky (státy USA) na 2. stupni ZŠ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-152972.
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The diploma thesis consists of two basic parts. In the first part the professional and popular scientific literature are analysed. Also geographical textbooks, English textbooks, magazines and other sources connected to the thesis theme are analysed. The second part of the thesis contents author´s own created proposal of the educational programme for the US countries. The educational programme puts the emphasis on the relationship between the school subjects of geography and English. It is created in the programme Smart Notebook 10 used for interactive whiteboards Smart Board, which can activate students in the lesson. The educational programme is completed with the user´s manual which describes how to work with the programme in detail and contents the results of the added worksheets.
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Beason, Shannon. "Improving relationships between school, parents, and children." 2009. http://digital.library.okstate.edu/etd/Beason_okstate_0664D_10495.pdf.
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kuang, lai hsuan, and 賴炫光. "The Relationships between Globalization and School Competitiveness in the Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/96087127375614204883.
Full textAbstract:
碩士國立臺中教育大學
教育學系
95
The Relationships between Globalization and School Competitiveness in the Elementary School Abstract The purposes of this study were to investigate the relationships between globalization and school competitiveness in the elementary schools. The main instrument used in this study was a questionnaire designed by the researcher. A total of 453 copies of the questionnaire were collected from elementary school teachers in Taichung City, Taichung County and Nantou County. The statistical methods used to analyze the results include t-test, one way-ANOVA, canonical and Pearson’s product-moment correlation analysis. The conclusions of this research are as follows: 1.According to the results of this research, globalization and school competitiveness in the elementary school reach a “mid to high”level. 2.With different background varies of teachers and different varies of school situation, the study show that there had differences. 3.For the school competitiveness, different varies of situation had difference. 4.There is a close relationship between globalization and school competitiveness
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Chang, Ju-Fang, and 張薷方. "A Study on Collaboration Relationship between Teacher Librarian and Subject Teacher in Elementary School: from Teacher Librarian’s Perspective." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/7wjme6.
Full textAbstract:
碩士國立臺灣師範大學
圖書資訊學研究所
103
It’s been five years after the implementation of teacher librarian in elementary schools in Taiwan. The important mission of this implementation is to promote library instruction and to integrate educational resources into courses by collaborating with subject teacher. This study attempts to understand the relationship between teacher librarian and subject teacher, to explore their collaboration situation and factors influencing their collaboration. In this study, primary research method is questionnaire survey and then secondary research method is focus group. The program of Teacher librarian to Promote Reading started in 2009. Up to 2014, there were total of 308 elementary schools participating in this program. The target group of this study consisted of these 308 teacher librarians. Results were summarized as follows: First, teacher librarian develops relationship with subject teacher by taking the initiative. The most collaborated subject was found to be Chinese literature. Second, teacher librarian and subject teacher had low-end collaboration by comparison. Third, administrative teacher librarian perform integrated instruction better than subject teacher librarian. Fourth, school participating in teacher librarian program for one to two years performs traditional role of teacher librarian facet is better than the school participating in teacher librarian program less one year. Fifth, collaboration is better achieved among peers sharing the same philosophy and goals and showing mutual respect and trust. Teacher librarian who hold a positive work attitude and have support from supervisors in school can also lead to better collaboration with subject teacher. Six, larger school size, lower recognition of the role of teacher librarian by subject teacher can hinder their collaboration. Lastly, there are three difficulties and problems in collaboration relationship between teacher librarian and subject teacher, including course reduction, budget cut and the role orientation of teacher librarian. Based on the results of this study, there are several suggestions. First, to facilitate collaboration between subject teacher and teacher librarian, a professional learning community can be built. Next, the role of the teacher librarian needs to be more recognized and understood by subject teacher, in order to promote opportunities of collaboration and professional development. Lastly, for the ministry of education, adjusting allocation of financial need based on school size and human resources as well as professional position for teacher librarian is needed. Future research can explore the high-end collaboration school by interview and conduct research from subject teacher’s point of view then compare with teacher librarians’ perspectives.
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Mo, Chi-Hui, and 莫啟慧. "A study of relations between high school students'' achievement on music and those on other school subjects." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/36417632159009988801.
Full textAbstract:
碩士國立臺灣師範大學
音樂研究所
92
Abstract The purpose of this thesis is to research the relations between high school students’ achievement on music and their achievements on the other school subjects, which include language, logics, art and some others subjects. There are 420 students to be researched, who come from 10 freshman classes of senior high school. The percentage of the male and female students is fifty percent to fifty percent. Scientific methods are used to analyze the relations between students’ scores of music subject and the other subjects. Over sixty percent of the subjects are found in positive relation with the music subject, while about eleven percent of the subjects are in negative relation with the music subject. Subjects of languages and art have a significantly positive relation with the music subject. Additionally, the differences of all subject scores between male and female students are researched in this thesis. According to the thesis’ results, there are some suggestions offered for officials of education, teachers and future researchers.
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Yang, Chuan-Te, and 楊川德. "A study of the relationships between primary school teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/j634cu.
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