Dissertations / Theses: 'Senior high school/ secondary school learners'

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Mekgwe, Nnananyana Khutsafalo Erminah. "The career planning needs of senior public secondary school learners in Gaborone, Botswana / Nnananyana K.E. Mekgwe." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4646.

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Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices. The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital. Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes. The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine: * the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves; * the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners. A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study. The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender. The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

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Magabane, Patricia Marylyn Kwena. "An investigation of alcohol abuse among teenage learners :a case study of Lebitso Senior Secondary School, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2009. http://hdl.handle.net/10386/912.

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Thesis (M.Dev.) --University of Limpopo, 2009
There is dearth of information about the extent of alcohol abuse by teenagers, focusing mainly on the volume and the frequency of alcohol intake by teenagers especially in a rural setting. Most notable contributions are descriptive in nature and rely on cross-sectional analysis, with little specific focus on rural teenage alcohol abuse. To bridge the gap, this study quantifies the extent of alcohol abuse by teenagers in rural areas by means of a case study in Lebitso Senior Secondary School situated in Mopani District of Limpopo Province. STUDY DESIGN A mixed approach was used with the quantitative method taking the upper hand because of the nature of the variables for the hypotheses formulated which required statistical procedures. Simple random sampling was used as the study was characterized by the representation of the learners of one senior secondary school to represent the homogeneous nature of teenagers in a similar setting, in Limpopo Province. RESULTS The study population consisted of 251 male and female teenage learners of Lebitso Senior Secondary School. In the exploration of alcohol abuse by teenagers, the availability of liquor outlets in respect of the teenagers’households, and the socio-economic status of their families were revealed to have a bearing on their abuse of alcohol. 93% of teenagers had liquor outlets near their places of residence. The study has also shown that 87% of male learners and 13% of female learners had access to finances, which influenced their behaviour towards the abuse of alcohol. CONCLUSION Among the recommendations were that Education, Health, Safety and Security Sectors were to join hands in order to come up with preventative measures to deal with this problem.

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Shapange, Ismael. "An investigation into the types of classroom tasks senior secondary school (grade 11 and 12) mathematics teachers give to their learners : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017356.

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This interpretive case study was undertaken to investigate the nature of classroom tasks that teachers give to their learners and to gain insights into how they choose these tasks. It was carried out at two secondary schools in the Okahao circuit of the Omusati region in Namibia. The schools range from Grade 8 to Grade 12. This study focused mainly on teachers who teach Mathematics at senior secondary phase (Grade 11 and 12). The research participants were of four mathematics teachers – two from each school. The study was designed around two phases. Phase one consisted of video-recording of lessons, and phase two consisted of interviewing the teachers. The main purpose of the study was to ascertain the types and nature of tasks that teachers give to their learners and to gain insights into how they chose these tasks. The research adopted a combination of both qualitative and quantitative approaches. The study revealed that the participating teachers provided a near equal amount of lower level cognitive tasks and higher level cognitive tasks. It further revealed several factors that influence teachers when selecting the types of tasks they give to their learners. These factors include curriculum requirements, types of learners and their experiences, and learners’ contexts.

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

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Mui, Lai-kuen Evelyn, and 梅麗娟. "An investigation on the effectiveness of the use of different vocabulary teaching strategies on second language learners' vocabularyacquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29650586.

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Ho, Man-bo, and 何萬寶. "To investigate the effects of identity construction on L2 learning motivation through learners' stories in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36757202.

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Tse, Kwok-wai Alice, and 謝幗慧. "The effects of teacher feedback on the composition revision of second language learners: a case study of ninesecondary 4 students under different feedback conditions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31653108.

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Cheung, See-wan. "Secondary 4 remedial students' attitudes towards the fostering of learner autonomy through a task-based group project." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31927580.

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Duisberg, Stephanie. "High school heritage learners of Spanish: An investigation of language attitudes." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289789.

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This study explored language attitudes of high-school-level heritage learners of Spanish. Five varieties of Spanish and English, namely, standard Mexican, non-native and local Southern Arizona Spanish, code-switching, and Chicano-accented English were presented to heritage learners using audio-recorded voice samples. Evaluations were recorded on semantic differential scales designed to reflect two distinct attitude dimensions, solidarity and socio-intellectual status/prestige. In addition to quantifying language attitudes, the study attempted to establish correlations with demographic factors. Demographic surveys and student interviews further yielded information to develop a current description of heritage learners in a formal, classroom setting. Teacher interviews provided insights into program structure and teacher preparation. The ultimate pedagogical goal of this investigation was to define implications for heritage language instruction and for the preparation of teachers for this relatively new, yet growing field. A total of 238 students from programs for Spanish heritage learners in ten schools encompassing four districts, public and private, took part in the study. Structure and practices of heritage programs were found to differ widely, with teachers exercising considerable discretion over curriculum. Students were found to be 90% recently arrived or second-generation students of Mexican, mostly Sonoran, background. Students expressed largely instrumental motivation for their pursuit of Spanish in school and 85% planned to pursue higher education. Results indicate significant differences in students' attitudes between the normative and vernacular language varieties tested. In this academic setting, students' attitudes reflected a distinct preference for more standard varieties. The English test variety was ranked below these and above the vernaculars. Student-participants also showed sensitivity to fine distinctions in register and style. Gender of both speaker and listener were shown to affect language attitudes. Students' habits of language use, in particular the extent of outside reading and radio listening in Spanish, were significantly correlated with more positive language attitudes toward standard varieties. These habits also correlated with higher proficiency levels. These results engendered three salient implications for teaching and teacher preparation: the need to enhance students' outside reading and listening habits, the need to extend students' familiarity with divergent speech styles, the necessary inclusion of sociolinguistic underpinnings in teacher preparation.

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Zhang, Pengchong. "Comparing different types of EFL vocabulary instruction for Chinese senior secondary school learners of English." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77933/.

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The primary aim of the study was to explore the teaching and learning of vocabulary through listening among 137 senior secondary school EFL learners in China. A quasiexperimental, mixed method design was adopted comparing incidental vocabulary learning through listening (Control Group) with different types of Lexical Focus-on-Form delivered to three treatment groups: post-listening vocabulary explanations in the L2; codeswitched explanations; and explanations providing additional cross-linguistic information (contrastive Focus-on-Form, CFoF). The second aim of the study was to investigate whether learners’ listening comprehension developed alongside their vocabulary. Finally, the study explored what strategies were used by learners in response to the vocabulary instruction in each of the three experimental conditions. The data collection procedure, involving a classroom intervention, lasted three months. Learners completed aural vocabulary tests at pre, post and delayed post-test and listening assessments at pre and post-test. The three treatment groups also completed an additional final vocabulary delayed post-test. Stimulated recall interviews were conducted finally with twelve learners from the three treatment groups. The findings first indicate that for short and long-term vocabulary acquisition, the three treatment groups significantly outperformed the Control group. Gains for the CFoF group were significantly greater than for the L2 and codeswitching groups. Additionally, the codeswitching group significantly outperformed the L2 group for short-term but not for long-term acquisition. Regarding whether the vocabulary learning varied according to learners’ general English language proficiency, findings reveal that compared with lower-level learners, higher-level learners benefited more from the L2-only and the CFoF vocabulary explanations for shortterm vocabulary learning. Additionally, analysing the learning by word classes and for collocations, results on the one hand indicate that collocations and nouns tended to be better acquired than verbs and adjectives, on the other hand suggest that the learning of collocations and single words by the learners who received CFoF vocabulary explanations was significantly better than those from the L2 and codeswitching group. Furthermore, regarding the impact of different repetitions on vocabulary retention, findings confirm that target lexical items receiving nine repetitions were significantly better retained than those receiving seven, five or three repetitions. Looking at the impact of vocabulary intervention on learners’ listening comprehension, findings indicate that the L2, codeswitching and Control group showed significant pre to post-test improvement in listening comprehension, with most progress for the Control group. However, the CFoF group did not make significant progress and their performance was significantly worse than the Control group’s at post-test. Finally, the qualitative analysis regarding the strategies used in response to the vocabulary instruction suggest that learners used L2 listening comprehension strategies to understand the listening input as well as employing vocabulary learning strategies to guess the meaning of the unfamiliar lexical items and to further remember these items. In addition, in general, higher proficiency level learners tended to use more different strategies than low proficiency level learners. Moreover, although certain patterns of strategy use were shared by both higher and lower proficiency level learners within each treatment condition, higher proficiency level learners tended to use these strategy patterns in a more active way, compared with lower proficiency level learners who employed the strategies in a passive manner. The thesis concludes by discussing these findings in relation to theories of vocabulary acquisition and listening comprehension, as well as their implications for pedagogy, the limitations of the study and areas for future research.

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Griffey, Gretchen Johnson. "Increasing the social connection between immigrant English language learners, school staff, and peers in the high school setting." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/GGriffeyPartI2006.pdf.

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Lee, Ching-ying Alice. "The communicative strategies of secondary ESL learners in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22226849.

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Cooper, Lisa. "Building home-school partnerships with parents of English language learners in a high school community| A mixed methods phenomenological study of one high school in Southern California." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685321.

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The purpose of this mixed methods study was to examine home-school partnerships practices between the high school community and English Language Learner (ELL) parents. More specifically, this study examined the experiences and benefits, if any, of ELL parents who participated in 1 or more of the following four ELL parent engagement practices implemented at 1 high school in Southern California during the 2009-2012 school years: 1. ELAC Parent education meetings; 2. ELL Parent Handbook; 3. ELL Parent Orientation Day; 4. ELL Guidance Counselor.

The convergent parallel mixed methods design allowed for qualitative data of parent interviews and quantitative data of student performance scores to be used in parallel, analyzed separately, and then summarized separately, looking for contradictions or relationships between the 2 data sets. A total of 7 parents participated in the interview process. The parent interview responses were coded to highlight key words and statements, forming them into emerging themes in regard to the 4 implemented parent engagement practices. The quantitative data of student performance scores on the California English Language Development Test (CELDT), Math California Standards Test (CST), and English language arts CST were compared among the students whose parents participated in 1 or more of the engagement practices to the total population of identified ELL students at this one school site during the 2009-2012 school years. The quantitative data also compared ELL student performance scores from the year prior to the implementation of the parent engagement practices.

The findings of this study support the following conclusions. Existing ELL parent engagement practices are viewed by ELL parents as valuable; however, new means need to be explored to benefit a larger number of parents. ELL parents benefit from and place higher value on practices that provide opportunities for 2-way communication. ELL parents value sharing their personal experiences with other ELL parents in support of student learning. Specifically designed ELL parent engagement practices prompted parents to communicate with their children. Lastly, parent participation in 1 or more of the 4 implemented practices may have contributed to greater student success.

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Mann, Simon. "Putting assessment for learning into pratice a collaborative approach involving senior secondary school students and teachers /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41897146.

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Wedeen, Robbie. "Overcoming the barriers| Success stories of English learners in a U.S. high school." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687880.

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A disproportionate number of high school dropouts are Latino immigrant students with emergent English language skills. Statistically, students that meet these demographic characteristics are more likely to drop out of high school before receiving their diploma. Thus, these same students will then enter the workforce ill equipped for job advancement or the requirements of postsecondary education.

A set of negative experiences, referred to as the process of marginalization, may occur in high school, leaving these students alienated and less confident of success than their English-speaking peers. This study used a qualitative research method approach to investigate the factors that lead some high school students to drop out and others to persevere and to become academically successful. This situation was explored by trying to understand Mexican and Central American immigrant students' perceptions of and reactions to possible high school marginalization processes and how this process effects their academic success in 11th and 12th grades.

More specifically, this dissertation study employed a qualitative design to develop a case study of students and a school and community profile. Several instruments used in the study included a sampling and eligibility questionnaire, a semistructured questionnaire, and an open-ended Interview with high school Latino immigrant youth to examine their perceptions of the process of marginalization and the resiliency factors that they used to overcome them. Based on the study's results, several recommendations are made for schools to reform the negative impact of marginalization and increase feelings of empowerment and inclusion for this group

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Campbell, Sheri Y. (Sheri Yuvonne). "Educating Special Needs Students: Gifted and Honors Programs at the Senior High School Level." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500287/.

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This research sought to discover whether minority and economically disadvantaged students are underrepresented in gifted and honors programs. Another goal was to ascertain attitudes of students and teachers currently participating in gifted and honors programs regarding: admission criteria; adequacy of teacher preparation to meet special needs of gifted and honors students; levels of needs satisfaction of gifted and honors students; perceptions of students and teachers about program modification.

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Yau, Yuk-lin Bianca. "The careers of a sample of senior graduate masters and mistresses in Hong Kong aided secondary schools implications for school administration /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626937.

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Bastaki, Maria. "Model United Nations in Greece : senior high school students' perspectives on global citizenship." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7840/.

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A Model United Nations School Conference is a brief role-play simulation, during which senior high school students take on the roles of delegates in various UN Committees. This thesis presents the findings from a qualitative longitudinal research study which followed 26 MUN senior high school delegates, in Athens, Greece, during their preparation and actual participation in three consecutive MUN conferences, from December 20 I 1 to March 2013. The research explored and exposed the MUN participants' perspectives on global citizenship in terms of knowledge, values , attitudes and skills the students saw themselves as developing, in light of their prolonged engagement in MUN. A range of data collection techniques were used, including participant observation and semi-structured interviews where the photo-elicitation technique was employed. The research in this thesis suggests that the senior high school students who participated in MUN were able to identify global citizenship as a potential citizen status, which entailed the acquisition of global knowledge, development of a sense of moral concern about and responsibility for addressing global issues, and a commitment to take collective action for a sustainable future. It also demonstrated that students had varying conceptions of global citizenship , mostly depending on the length of their engagement in MUN. The students who participated in all three MUN conferences related their experience to their development as global citizens, in terms of preparation for active citizenship in the future and a stimulus' for changing their own attitudes and perspectives in this regard. Preparation for and participation in this role play simulation seemed to have provided an ideal opportunity for the students to develop independent research and critical thinking skills, as well as public speaking, team working and problem-solving in an engaging, active learning, out-of-school environment.

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Chan, Hoi-yan, and 陳凱茵. "English-Cantonese code mixing among senior secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29675480.

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

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Chung, I.-Fang. "A study of English learning attitudes and perceptions among senior high school students in Taiwan." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2449/.

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This three-phase, sequential mixed methods study explores two aspects of communicative language teaching in Taiwanese senior high schools. Firstly, it examines the extent to which the communicative approach is implemented in the English classroom in Taiwan and secondly it investigates the attitudes of senior high school students towards their learning of English at school. This research study employed the dominant-less dominant mixed method design, with a combination of a dominant qualitative approach and a less-dominant qualitative data aggregation procedure. Results from the focus group interviews are mostly consistent with those of the classroom observations. The findings revealed that the traditional approach, which focuses on the teaching of vocabulary, grammar and the explanation of the textbook contents, still prevailed in the English classroom. Teachers’ classroom practices reflected students’ current learning purpose, which is to achieve good exam results, as revealed in the focus group interviews. The questionnaire survey found that despite their pressing need to “pass exams”, the majority of students had positive attitudes communicative activities in class, believing that the best way of learning English is to be able to use it in real situations outside of the classroom. Nevertheless, students exhibited contradictory attitudes in that they showed inhibitions about speaking or participating actively in class, even though they had the belief that English is best learned through speaking. Finally, the data analysis revealed that some variables, such as “gender” and “major”, played important roles in influencing learner attitudes towards English learning at school. On the other hand, there was little relationship between the variables “programme” and “mother tongue” and learner attitudes in this study.

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Njambatwa, Mluleki. "Teenage fathers as learners in a Butterworth Secondary School: implications for sex education." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006294.

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Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.

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Chen, Szu-An. "Using mixed methods to explore L2 motivation : a study of Senior High School English learners in Taiwan." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3131/.

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This mixed-methods research aims to explore two aspects of student motivation in the Taiwanese senior-high-school context. Firstly, it investigates students’ motivational orientations for studying English after the education reform policies were launched in 2002. Secondly, it examines the fluctuating nature of student motivation and the perceived motivational factors which might cause changes in motivation. As well as this, the present study attempts to compare and contrast student motivation in different school grades (year one versus year three). This study employed a three-phase sequential exploratory mixed-methods design, with a combination of prioritized qualitative and supplementary quantitative research approaches to studying L2 motivation. The semi-structured interview guide and the item pool of the questionnaire were developed through four preliminary interviews in Phase One. Qualitative data were gathered through the interview study in Phase Two by conducting 33 individual interviews with 26 students and seven English teachers in one local senior high school in southern Taiwan. The preliminary analysis of the interview data was then used to modify and finalize the questionnaire distributed in the survey in Phase Three. A total of 428 senior-high-school students in grade one/three responded to the questionnaire which was designed to describe motivational features and motivational changes of a bigger student sample under investigation. The research results reveal that the majority of students study English because of instrumental orientation. There is no major difference between first- and third-grade students in light of seven classifications of L2 motivation. Gardner’s modified concept of integrativeness can be applicable to Taiwanese senior-high-school students today. Also, the recently-proposed L2 Motivational Self System by Dörnyei can explain student motivation through a self perspective to a great extent. Based on the questionnaire reports, the ideal L2 self shows the least significant difference between male and female students involved in the study. In addition, the ought-to L2 self found in this study presents some local features which are different from its original theoretical concept. As for changes in motivation, the research findings indicate a variety of motivational factors with diverse influences on the students’motivation when they learn English in senior high school, such as teachers, parents, peers, exams, test scores, social encounters with foreigners, learning experience, and the development of future goals. Another major finding shows that exams exert a rather complex influence on student motivation in the Taiwanese senior-high-school context.

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Mann, Simon. "Putting assessment for learning into pratice: a collaborative approach involving senior secondary school studentsand teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41897146.

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Sandholtz, Carrie Dalton. ""Making it Real": The Effect of Hispanic Peer Tutors on High School Spanish Learners." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8687.

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This mixed methods study investigated the effects of a pilot peer-tutoring program for high school students between L1 Spanish-speaking tutors and Spanish second language (L2) tutees during Fall Semester 2018 (16 weeks). The purpose of this research was to explore the impact the peer-tutoring program had on the language acquisition, motivation to learn, intercultural sensitivity, and number of Spanish-speaking friendships of the L2 Spanish learners. The study consisted of a matched-group comparison and a qualitative exploration of reflective surveys completed by the participants in the pilot program. The experimental group (n=32) received a treatment of 20 minutes of peer tutoring each class period and the control group (n=41) received no treatment. Results of language acquisition data suggested that, though not statistically significant (p=0.119), the experimental group showed language acquisition gains that are noteworthy. The experimental group showed a 60% greater increase in the oral proficiency score over the control group in a pre-test/post-test analysis of an identical oral proficiency test. Results from the motivation data showed a marked decrease in motivation of the experimental group as compared to the control group. Results from the intercultural sensitivity assessment showed a statistically significantly higher end score on the behavioral scale and a higher end score on the attitude scale of the experimental group vs. the control group. Results from the quantitative data indicating pre and post number of Spanish-speaking friends showed no increase in number of Spanish speaking friends for the experimental group vs. the control group. However, qualitative data showed that 25% of the experimental group reported making a new Spanish-speaking friend after the treatment. Future research needs to consider how peer tutoring as compared to reciprocal peer tutoring among L2 learners with higher proficiency may impact these results.

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González, Rosa I. "Survey research to assess secondary school teachers' disposition and readiness for teaching mathematics to English language learners." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Al-Ahmadi, Fatheya Mahmood. "The development of scientific thinking with senior school physics students." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/241/.

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Thesis (Ph.D.) - University of Glasgow, 2008.
Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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Nilsson, Anna. "Extramural English or School? : A Quantitative Study of What Factors Influence Swedish Senior High School Students’ Variety of English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201400.

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This essay focuses on studying senior high school students’ usage of and attitudes towards American and British English. It also investigates what influences for the students’ use of English and attitudes towards the two varieties can be found in school and outside of school, and how that affects the students’ own variety of English. The study has been carried out using a questionnaire as method and the results have been analyzed through theoretical perspectives. The results show that American English is the favored variety of the two, both in usage, attitudes and influences outside of school. However, a majority of the students states that they use a mixed variety consisting of both American English and British English. The results show that this is also the most commonly variety actually used by the students. A mixed variety is what a large part of the students express is being taught in school as well. This shows that the teaching of English in Swedish schools today follow the directions in the policy documents set up by the National Agency of Education stating that communicative skills are desirable. A mixed variety is accepted and there are no restrictions concerning variety used.

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Yu, Ho-wai. "Preparation for the new senior secondary liberal studies curriculum the perception of school practitioners in a direct subsidy scheme school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203360.

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Guzzone, Paul Martin. "Teachers' Preferences in Selecting Senior High School Principals in New York Public Schools| A Discrete Choice Experiment." Thesis, Long Island University, C. W. Post Center, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425638.

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Noticeably absent from prior research on the selection of high school principals is empirical evidence about the factors that teachers consider in recommending candidates for high school principalships. This study gave teachers a voice about factors that should be considered in selecting high school principals. A discrete choice experiment was conducted with 219 tenured (or previously tenured), public school teachers in Grades 9-12 in New York State. Teachers were asked to choose a single hypothetical candidate from 10 sets of 3, where each candidate was described by 6 candidate-specific characteristics: teaching experience, administrative experience, education level, instructional skills, managerial skills, and interpersonal skills. Case-specific variables (i.e., teacher-participant characteristics) in the analysis included teaching experience, education level, and school needs level. A single-class, alternative-specific conditional logistic regression (asclogit) found 4 statistically significant candidate-specific factors: previous administrative experience, instructional leadership, managerial experience, and interpersonal leadership ability. Teaching experience and holding a doctorate were not statistically significant factors in the asclogit model. The asclogit found 2 statistically significant case-specific factors (i.e., having an advanced certificate or doctorate, and being in a high-needs school), both of which affected teachers’ views about candidates’ instructional leadership. Latent class conditional logistic regression (lclogit) found that all 6 candidate-specific variables except holding a doctorate were statistically significant across 3 distinct latent classes and that holding a doctorate had a statistically significant negative effect only in Latent Class 3. No statistically significant case-specific factors were found by lclogit. The study concluded that greater attention needs to be given to the views of teachers in principal-selection processes.

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Lai, Hon-fai. "A comparison of the perceptions of Hong Kong junior and senior secondary students on memorizing and understanding in learning science." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37605562.

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Irwin, Michael Padric. "An investigation of online threat awareness and behaviour patterns amongst secondary school learners." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1002965.

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The research area of this work is online threat awareness within an information security context. The research was carried out on secondary school learners at boarding schools in Grahamstown. The participating learners were in Grades 8 to 12. The goals of the research included determining the actual levels of awareness, the difference between these and self-perceived levels of the participants, the assessment of risk in terms of online behaviour, and the determination of any gender differences in the answers provided by the respondents. A review of relevant literature and similar studies was carried out, and data was collected from the participating schools via an online questionnaire. This data was analysed and discussed within the frameworks of awareness of threats, online privacy social media, sexting, cyberbullying and password habits. The concepts of information security and online privacy are present throughout these discussion chapters, providing the themes for linking the discussion points together. The results of this research show that the respondents have a high level of risk. This is due to the gaps identified in actual awareness and perception, as well as the exhibition of online behaviour patterns that are considered high risk. A strong need for the construction and adoption of threat awareness programmes by these and other schools is identified, as are areas of particular need for inclusion in such programmes. Some gender differences are present, but not to the extent that, there is as significant difference between male and female respondents in terms of overall awareness, knowledge and behaviour.

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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.

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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.

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Farmer, Jean L. "Language choices of English L1 learners in a Western Cape high school." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2586.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.
This research focuses on the language repertoire, patterns of language use and language preferences of learners from Afrikaans homes, who are registered in the English first language classes in a particular Western Cape High School. Out interest is in how a profile of the linguistic resources of such learners and the context in which their linguistic identity develops may contribute to a perceived process of language shift in the bilingual/multilingual community where they learn and live. SCHOOL A is multi-racial and multi-lingual, with a large component of "coloured" learners living in a nearby predominantly-Afrikaans community. The thesis investigates the linguistic preferences and patterns of language choice and language use of the selected group of learners across various domains, notably at home, with relatives, at school, with peers and in their religious communities. Data from various sources is presented and discussed in detail to illustrate the variety of language skills of English L1 learners between the ages of 15 and 17 in Grades 10 and 11. This will give an impression of how multilingual a given section of the local high school population is. The profile tests whether home language or academic language has a greater influence on the later language choice of learners whose parents use Afrikaans as home language and who have English as LOLT, meaning that these learners possibly possess considerable skills in at least two languages. The data was collected by means of limited access to school records, questionnaires filled out by learners, interviews with a number of learners and a couple of parents of such learners. This gives a very good impression of which languages learners know, which they used most, which they prefer where the choice is between English/Afrikaans bilingualism, English only, Afrikaans only, or codemixed Afrikaans/English). The thesis reports on the linguistic repertoire and preferences, and also on reasons given by learners and parents for their selection of one or more of the various community languages in the different domains. Consideration is given to the possible accommodation of these learners as first language users of English which is largely a second language in the community, by other community members and institutions such as school and church. The critical interest of this thesis is to determine the nature and extent of perceived language shift in this selected community of learners at a particular Western Cape high school, and to consider whether such a shift is indicative of a more extensive process of marginalization of Afrikaans in a community that historically had a strong Afrikaans identity.

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Richardson, Lisa Kathryn. "The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312498.

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The purpose of this qualitative case study is to describe how students' talk unfolded during literacy learning experiences in an English Language Development (ELD) classroom of students in grades 9-12. NAEP data indicates that "less than 10 percent of 17 year olds, regardless of race/ethnicity or SES, are able to comprehend complex texts" (Lee & Spratley, 2010, p. 2 ). And if we look at the literacy practices of secondary school students in general, despite increasing attention on adolescents' literacy practices, there continues to be compelling evidence that there is little to no growth in literacy proficiencies in high school (Lee, 1995).This ten-week study was conducted using ethnographic methods of data collection to develop deeper understandings of students' literacy practices and participation as students of literature. Data for this study included classroom observations, which were analyzed using constant comparative analysis (Strauss & Corbin, 1990) and discourse analysis (Gee, 2005). The students in this study were all students for whom English was an additional language and who attended high school in a mid-size urban high school in the southwest. Data included 20 class periods of video clips. Findings indicated that students engaged in specific literacy practices during these small group interactions. Students' talk indicated that their practices included: metacognitive awareness and conversation, cognitive strategy use, and persistence with difficult text. This study extends the research by providing an illustration of what students do when they are offered the opportunity to make meaning of challenging text.

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Tyumre, Nocawe. "Challenges faced by high school managers in dealing with pregnant learners in their schools: a case study of selected high schools in the Idutywa district, Eastern Cape Region." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1007300.

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The purpose of the study was to investigate the challenges faced by high school managers in dealing with pregnant learners in their schools and also ways of dealing with such challenges in selected Senior Secondary Schools in the Idutywa Education District (IED) in the Eastern Cape Province. The study mainly focused on rural schools. Qualitative research method was used and a Case Study design was used to conduct the study. The sample constituted of 16 high School Management Team (SMT) members from the four chosen high schools. An interview schedule designed by the researcher was used to gather data. The collected data were analysed using codes, segments, categories and themes. The researcher interpreted the data and the findings of the study showed that pregnancy changed the behaviour of female learners as a result, School Management Teams (SMT) found it difficult to deal with pregnant learner behaviours in terms of punishing them or expelling them due to South African Schools Act (1996). The study showed that, the School Management Teams in the four selected high schools felt that there should be parental involvement in schools when dealing with learner behaviours. The study showed that pregnant learners dropout of school before they completed their matriculation and they returned anytime after giving birth and SMT had no choice but to accept them even if they returned in the middle of the year. The study further showed that teachers had to assist pregnant learners by organizing catch up programmes so that they produce good results at the end of the year. According to the findings of the study it was clear that pregnancy really affected school policies in terms of learner discipline, learner absenteeism, school dropout and learner overall results. The researcher recommended that, the Department of Education should formulate a policy on pregnant learners that will not allow pregnant learners to attend school while being pregnant in order to assist School Management Teams in schools. The formulated policy should allow School Management Teams to expel pregnant learners in school.

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Lee, Yeung-chun Eddy. "Assessing and fostering senior secondary school students' conceptions and understanding of learning through authentic assessment." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264434.

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Yau, Yuk-lin Bianca, and 邱玉蓮. "The careers of a sample of senior graduate masters and mistresses in Hong Kong aided secondary schools: implications for school administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626937.

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Yu, Ho-wai, and 余可維. "Preparation for the new senior secondary liberal studies curriculum: the perception of school practitioners in adirect subsidy scheme school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203360.

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Liliequist, Malin. "Motivation among English L2 learners in Sweden : A comparison between high and low achievers in Upper Secondary School." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29967.

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The aim of this study was to find out what attitudes students of English at Upper Secondary School have to the classroom teaching, in relation to the grade they are expecting in the current course. Furthermore, the question was whether the high achievers, also referred to as “top grade” students, felt more motivated than the low achievers, also referred to as “lower grade” students. In order to answer the research questions, the phenomenon motivation first had to be examined by studying findings by different scholars. The study was carried out with a questionnaire as the instrument. It was filled in by 86 students at a freeform Upper Secondary school in the middle of Sweden. The questionnaire asked questions about the difficulty of the course, the students’ motivation for the tasks given and also what impact the teacher had on the students’ progress. 19 high achievers were identified in the study, and 8 low achievers. The results showed that the high achievers show more positive results on attitudes and motivation in all areas. They expect higher grades and they express an interest in more areas than the low achievers do. On the other hand, no difference was found between the groups when it comes to the way they rate their interest in learning English. Similarly, students in both groups understand the need for English in their future life and careers. The results suggest that both groups are driven by instrumental motivation. The results of the present study correspond to those found in earlier studies by different scholars.

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Elder, Damian Jina'. "Content Area Teacher Practices for Middle School English Language Learners." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5185.

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The number of English Language Learners (ELLs) entering content area general education classes is on the rise and there is a lack of understanding concerning what content area teachers are doing to provide instruction to ELLs. ELLs throughout a southeastern state are making very little progress despite the resources put in place by the district. The purpose of this qualitative case study was to explore the instructional practices and perceptions of 5 middle school content area teachers, who educate ELLs in general education classes. Differentiation, as defined by Tomlinson and the World-class Instructional Design and Assessment (WIDA,) frameworks were combined to create the framework of this study. The research questions addressed how middle grades teachers use WIDA standards and practices in content area classes when differentiating and scaffolding lessons for ELLs in a rural school in a southeastern state. A total of 5 participants volunteered to participate in an open-ended questionnaire, interviews, and observations of classroom teaching methods. The data were analyzed and coded to find emerging themes. The findings of this case study suggested that teachers used differentiation, but that it was not directed by the WIDA standards. The findings also suggested a need for professional development to help the teachers better understand how to use the WIDA Can Do Descriptors to provide differentiated and scaffolded lessons for ELLs. As a result of the findings, a 3-day professional development was created with the implementation of a professional learning community to support content area teachers of ELLs. This study supports positive social change by providing an avenue that will ensure equity in instruction for ELLs and all stakeholders.

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Gallagher-Brett, Angela. "'Cool' but 'nerve-wracking'? : an exploration of language learners' motivational perspectives on speaking in an English secondary school." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/349429/.

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This study has explored the motivational problem of speaking among language learners in an English secondary school. It set out from the premise that learners’ speaking is an important aspect of language learning but it is beset by a series of motivational difficulties, including lack of knowledge of oral progress, lack of awareness of how to improve, lack of confidence in speaking and an inability to say what they want to say. There has been little research into motivation in specific language skills among learners in UK schools despite evidence that speaking is associated with low levels of achievement. This study has sought to shed some light on this difficult aspect of language learning from the students’ perspectives. The study was conducted in a large, mixed comprehensive school in South East England in 2006-2007 and involved qualitative case studies of classes of students aged 11 to 14. Information was elicited by means of questionnaires, diaries and interviews. Performance data on students was also obtained from teachers (pseudonyms are used throughout when referring to the school, the teachers and the students). Although the study is small-scale, a series of key themes emerged from the data, which could help to inform developments in language teaching, research and policy. The findings of the study suggest that speaking is affected by a series of complex individual and social motivational variables that are not well understood but are, nonetheless, a source of tension for some learners.

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Runnalls, Cristina. "The secondary mathematics experiences of English language learners." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6266.

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In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component of the learning experience, and likely to affect students’ perceptions of the classroom environment and themselves, as well as interactions with teachers and peers. This concern remains critical to consider in secondary mathematics, where language demands are high, but teachers may not be trained to attend to both language and content in the mainstream classroom. The present research used data from the High School Longitudinal Study of 2009 to investigate the secondary mathematics experiences of ELL and non-ELL students in two studies conducted at distinct levels: student and teacher. At the student-level, hierarchical linear modeling was used to compare the effects of several student variables on both access to and achievement in mathematics, as well as how these effects differed between ELL and non-ELL students. Findings indicated that both mathematics self-efficacy and interest in early coursework were positively related to access to and achievement in mathematics, and these relationships were significantly stronger for ELL students. Conversely, positive perceptions of the learning environment and classroom engagement were often related to gains in outcomes for non-ELL students, but decreases for ELL students. This study highlighted several key factors of the secondary mathematics experience that behaved differently for ELL and non-ELL students. Implications of these findings are further discussed in Chapter 2. At the teacher-level, hierarchical linear modeling was used to compare the effects of teacher experience, classroom practices, and perceptions of departmental support on the access to and achievement in mathematics of their students, and how these effects differed between ELL and non-ELL students. Findings indicated that more conceptually-oriented teaching practices were beneficial to both students, with greater gains long-term for both ELL and non-ELL students. Procedurally-oriented teaching was beneficial to ELL students in nearly all cases, but detrimental to non-ELL students’ mathematics outcomes. The effects of perceptions of departmental support varied, with mixed effects for some (e.g. principal support) and detrimental effects for others (e.g. sense of responsibility). Implications of these findings are further discussed in Chapter 3. Finally, Chapter 4 discusses overarching themes across studies at both levels, summarizing the results with regards to student variables, teacher variables, and student-teacher-school relationships. Implications for administrators, teachers, and teacher educators are discussed.

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Lam, Yin-wan, and 林燕雲. "Senior secondary students use of web-logs in writing Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37198361.

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Slater, Alan. "How do school managers view and use data to help improve student achievement at their school?" Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711732.

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Leung, King-hang. "Errors and syntactic transfer in English relative clause formation : a case study of senior Hong Kong secondary school students /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31573411.

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Case, Cynthia Katherine. "Expressive writing and academic discourse: Bridging the gap for high school second language learners." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1940.

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Lee, Yeung-chun Eddy, and 李揚眞. "Assessing and fostering senior secondary school students' conceptions and understanding of learning through authentic assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960327.

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Choi, Kwan-yee, and 蔡君儀. "Developing knowledge building discourse in Chinese language and culture for senior high school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30156749.

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Lee, Ching-ying Alice, and 李靜瑩. "The communicative strategies of secondary ESL learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944620.

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Dissertations / Theses on the topic 'Senior high school/ secondary school learners'

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