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1
Liau, Michael. "Factors Influencing Senior Secondary School Retention in Malaysia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1441.
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In this thesis a model to predict whether Form Five students in six secondary schools in Malaysia would continue with their Form Six studies and maintain their career aspirations was tested and the influence of motivation as a mediating variable was examined. There are two public examinations in Malaysia, which are not only important to the students themselves but also to their parents and to the employers who will be seeking credentials. The aspirations of students for their future careers are dependent on their performance at the Form Five public examination and the second Form Six public examination. This study sought to examine whether their performance at the Form Five examination was affected by their family background, goal commitment, school achievement, school commitment, social integration, and academic integration, and to examine whether these factors could separately or together influence a student's motivation to enter Form Six and later pursue tertiary education. Questionnaires were administered to 377 Form Five students before their Final Form Five examinations. Interviews were conducted after the administration of the questionnaires and after the release of the Form Five examinations results, some months later. Statistical analysis making use of the SPSS/PC statistical package and the Windows for SPSS was used, and it was found that the theoretical model did predict which students would proceed to Form Six and which would leave school at the end of Form Five.
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Matsoga, Joseph Thoko. "Crime and School Violence in Botswana Secondary Education: The Case of Moeding Senior Secondary School." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1070637898.
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Lecha, Moiteelasilo Dickson Ngamula. "The causes and extent of school dropout in Botswana public senior secondary schools." Thesis, Boston University, 2005. https://hdl.handle.net/2144/32789.
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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process.
This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education.
The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence.
The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age).<br>2031-01-01
4
Worger, Robert G. "Collegiality in secondary school senior management teams : substance or rhetoric?" Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424625.
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Gamble, Maria. "Digital enhancement of senior secondary dance assessment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2426.
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This research examined the use and effects of digital technology in supporting and enhancing practical high stakes assessments in a senior secondary dance course in Western Australia (WA). The participants comprised twenty students from one school who were enrolled in ATAR Dance for 2016/17 and ten WA secondary dance education experts. A mixed method embedded design allowed for the analysis of both qualitative and quantitative results to gain perspective and understanding of using digital technology to facilitate the current Western Australia Certificate of Education (WACE)/Australia Tertiary Admissions Rank (ATAR) dance examination as well as the preparation for it and marking of it. An existing assessment application prototype from Edith Cowan University was used and further developed into the dance assessment application (the DAapp) in the study.
Student participants were asked to perform their usual school based practical dance assessment, whilst the markers were asked to assess the performances in either live (traditional format of examination) or digital (using the application to view the captured performances) contexts. An alternate interview was also administered to the students as part of a workshop where they (and their classroom teacher) explored the ways in which the technology might be used to support the examination, the preparation for it and marking of it. The study was enriched by a survey and focus group interviews.
Amongst the participants was a shared desire to use technology where possible to support and enhance learning as well as increase a shared understanding of the assessment challenges. While the teachers and markers were bound by historical practices, viewpoints, and the dominant summative model, they were willing to explore new possibilities. Not only does this research contribute to an under researched area of assessment, it provides strategies to enhance the preparation of and enactment of assessment in dance performance.
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Lam, Wai-Keung. "Implementation of investigative study in new senior secondary school physics curriculum /." View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?PHYS%202006%20LAM.
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Cavanagh, Robert F. "The culture and improvement of Western Australian senior secondary schools." Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11830.
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The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions of the nature of schools and the processes by which they can be improved.Examination of research on school effectiveness revealed that student learning outcomes were consequential on the values and norms of the staff of schools. These values and norms constitute the culture of a school and govern the professional activity of teachers. School culture can be contrasted with the formal school organisation in which the work of teachers is prescribed by explicit rules and regulations. Viewing schools from a cultural rather than organisational perspective requires conceptualising the school as a learning community. A learning community is bonded together by common expectations about the roles of teachers and the learning of students. The predominant consideration is the educative mission of the school and not the requirements of the formal organisation. Organisational development is viewed as cultural transformation. The improvement of the school is facilitated by the growth of a school culture which is supportive of the professional needs of teachers and the educative needs of students.The study utilised a developmental mixed-method research approach to investigate the nature, temporal stability and improvement of the culture of local senior secondary schools.A quantitative instrument was developed to measure aspects of school culture identified in the school effectiveness literature. The School Cultural Elements Questionnaire (SCEQ) provided a measure of the level of teacher efficacy, emphasis on learning, collegiality, collaboration, shared planning and transformational leadership in local schools. The SCEQ data were supplemented by data from a ++<br>stratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.
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Cavanagh, Robert. "The culture and improvement of Western Australian senior secondary schools." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/2189.
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The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions of the nature of schools and the processes by which they can be improved.Examination of research on school effectiveness revealed that student learning outcomes were consequential on the values and norms of the staff of schools. These values and norms constitute the culture of a school and govern the professional activity of teachers. School culture can be contrasted with the formal school organisation in which the work of teachers is prescribed by explicit rules and regulations. Viewing schools from a cultural rather than organisational perspective requires conceptualising the school as a learning community. A learning community is bonded together by common expectations about the roles of teachers and the learning of students. The predominant consideration is the educative mission of the school and not the requirements of the formal organisation. Organisational development is viewed as cultural transformation. The improvement of the school is facilitated by the growth of a school culture which is supportive of the professional needs of teachers and the educative needs of students.The study utilised a developmental mixed-method research approach to investigate the nature, temporal stability and improvement of the culture of local senior secondary schools.A quantitative instrument was developed to measure aspects of school culture identified in the school effectiveness literature. The School Cultural Elements Questionnaire (SCEQ) provided a measure of the level of teacher efficacy, emphasis on learning, collegiality, collaboration, shared planning and transformational leadership in local schools. The SCEQ data were supplemented by data from a stratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.
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Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.
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This study focuses on the writing of senior students in the subject
English at an ACT secondary college. Several features of the ACT
education system are relevant. There is a high retention rate, so the
sample is a broad one. The curriculum is school based, as is assessment.
There are separate courses for those seeking tertiary entrance (TE) and
those seeking to complete their education at Year 12 (Accredited).
The theoretical basis of the study is provided by the work of a number
of linguists with an interest in school language, in particular Graham
Little. 255 samples of writing have been analysed, taking account of the
function and forms of language. The function, or meaning, has been
analysed in terms of content, abstraction, purpose and audience.
The writing in the Accredited course is evenly distributed between the
human and material worlds, three quarters is informational and one
quarter Imaginative. The level of abstraction shows a predominance of
reporting and generalising. Writing in the TE course is 60% concerned
with the human world and reaches higher levels of abstraction such as
speculation and hypothesising. The audience is academic. Compared with
earlier findings, this study shows more human content and higher levels
of abstraction.
Language functions through selective use of forms. The aspects of form
analysed are vocabulary, abstraction of noun phrase, sentence length and
sentence sequencing. Figures produced were largely consistent with
earlier studies; however the TE group shows higher syllable counts,
greater abstraction of noun phrase and longer sentences than the
Accredited group. Creative writing brings the groups closest together.
Handwriting, spelling and punctuation are examined. Handwriting is
always legible, spelling close to 98% correct and 84% of full stops are
correctly used. A small number of scripts produce most of the errors in
both spelling and punctuation.
The achievement of students as revealed by this study of writing is
consistent with earlier studies although the students represented here
demonstrate higher levels of abstraction. The curriculum contains more
human content and is commendably comprehensive, although there is
less poetic and expressive writing than might be expected.
This form of language analysis is recommended for its concentration on
the language actually produced in class, the insights it provides for
teachers and the information it provides for meaningful public
discussion of education.
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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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Leonard, Rachel Elizabeth. "Exploring theories of belonging held by senior leaders in a secondary school." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3388.
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This practitioner research sought to explore the way in which the senior management of a school for children with behaviour, social and emotional difficulties understood student belonging at school. Belonging is considered to be an important component in emotional well-being and protective of mental health. However, attempts to explore belonging at school have been frustrated by the use in the literature of a range of allied concepts, including relatedness, engagement and school connectedness, and research approaches which over-focus on self-evaluative methods and the correlation of data. A theory of change approach was initiated to explore the management team’s understanding of belonging and to support planning for interventions to develop student sense of belonging. Semi-structured interviews were completed with the school senior management team over 4 phases of research covering three years, and theories of change developed. However, the implementation of the theories in the school was unsuccessful, and the direction of the research had to be reviewed. The theory of change framework was, instead, used as an analytic tool along with thematic analysis of the data corpus. The management team’s understanding of belonging appeared to fall into two areas; belonging as experience, which focused on the subjective experience of belonging and belonging as transition which focused on the development and changes of the student and the community (the school) as belonging develops. It was also suggested that the management team considered that student sense of belonging at school could be developed through good relationships with staff and by making the school more accessible and attractive to students. Further conclusions were drawn about the way students are perceived by the school management team, and the failure to include the students in the research process. It is suggested that there are particularly challenges for educational psychologists carrying out research in schools where there are pre-existing relationships with staff.
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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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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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<p> 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.</p><p>
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Pedersen, Josefine. "The Colonial Era in the Gambian Secondary School History Teaching." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1991.
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<p>The aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times?</p><p>The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony?</p><p>In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed.</p><p>The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter.</p>
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Hepburn, Henry. "The English language learning strategies of senior secondary school students in Hong Kong." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30973.
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In Hong Kong, the demand for school leavers with effective English skills has been exceeding supply for some time. Attempts to redress the problem by schools have been hampered by the lack of research evidence which would help produce more students with the required/relevant skills, hence recommendations e.g. Education Report No. 4 (1987) that more research should be undertaken into effective English learning strategies. This study seeks to extend, within a Hong Kong context, the research devoted to factors involved in successful language learning. It investigates the relationship between attitude/motivation, language learning strategies and achievement in English of Form 7 students in nine Hong Kong senior secondary schools (N = 476), selected from Bands 1 /2 and 4/5. Several instruments were used: a questionnaire; a language competence rating scale; interviews with 13 teachers and 42 students, identified by their teachers as high/low achievers (HA/LA); plus student think-aloud tasks. The quantitative data were analysed by a variety of multi-variate techniques while the transcribed interview data were analysed for representative statements to illuminate the research questions. The analyses identified the language learning strategies significantly associated with competence and also indicated several problems: lack of exposure to English, the learning demands of an exam culture and the lack of adequate facilities in the classroom. Clear differences emerged between the HA's and the LA's in attitude, motivation and choice of language learning strategies. The HA's were more active and ready to see problems as challenges whereas the LA's were more passive and gave up quickly when a problem surfaced. The factors that make for a successful learning plus a language learner profile, which may remain specific to Hong Kong, are outlined and indicate the role of attitude, motivational orientation and language learning strategies adopted to cope with the vicissitudes of language learning.
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Stathakos, John. "The relationship between physical activity and academic achievement in senior secondary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29178.pdf.
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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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Bailey-Morrissey, Claudette. "An exploration of the lived experiences of black women secondary school leaders." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/an-exploration-of-the-lived-experiences-of-black-women-secondary-school-leaders(bdee800d-5551-43b8-8eff-7199a6231083).html.
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This research study investigates the lived experiences of eight Black women senior secondary school leaders (hereafter referred to as Black women senior leaders) so as to elucidate their understanding, perceptions and experiences of senior leadership. Educational reform has taken place in England during the Thatcher, Major, New Labour and Coalition governments, leading to significant changes in secondary schools in England. These changes have resulted in new leadership roles, challenges and high levels of accountability. Moreover, the role of headteachers and senior leaders have been widely researched and discussed (Brundrett, 1999; Bush et al. 2006; Lumby and English, 2009; Leithwood, 2009, 2012), yet the experiences of Black women senior leaders is absent from the literature, which has focused on the experiences of Black minority and ethnic teachers and leaders (Powney et al. 2003; Bush et al. 2006; Coleman and Campbell-Stephens, 2010; Johnson and Campbell-Stephens, 2014) A social constructionist, interpretivist paradigm was adopted for this thesis and, using an intersectionality lens, the complexities of Black women senior leaders’ multiple identities and experiences were explored. Sixteen transcripts were generated from two semistructured interviews with the participants and my own, to explore how their race; gender; and, social class intersect to shape their leadership perceptions, beliefs and behaviours. Moreover, this research study is interested in gaining a better understanding of how Black women senior leaders develop their personal and professional identities; the value they place on formal and informal leadership preparation, development and learning approaches; and, how they maintain professional relationships with colleagues. The key findings are presented under the three research questions where Black women senior leaders’ narratives elucidate the lessons they have learnt throughout their senior leadership journeys, which provide insights into their experiences, offering practical advice to help other Black women and colleagues considering senior leadership.
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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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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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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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Phillips, Auburn. "Perceptions of women-specific senior secondary curricula in Western Canada." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Women and Gender Studies, c2011, 2011. http://hdl.handle.net/10133/3115.
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Perceptions and experiences of a women-specific curriculum (Women’s Studies
course) taught in a Western Canadian high school constitute the focus of this study. The
available sample of fifteen adolescent girls and three professional women were
interviewed, individually and in small focus groups. Supplemental data were obtained
through an online survey completed by seven additional previous student respondents.
Research literature that shaped the study includes Women and Gender Studies, Education (Adolescent Development and Identity, Curriculum Studies, Anti-oppressive
Education), and Feminist Sociology. Benefits and challenges of integrating women-specific curricula into high school are discussed with the recommendation that such courses are needed in senior secondary education in public schools.<br>viii, 201 leaves ; 29 cm
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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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Riazat, Nasima Shaheen. "Case study of middle and senior leader working relationships in a secondary school in England." Thesis, Open University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.700289.
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This study is a small 'real-time' snapshot to illuminate participant perceptions. The extent of which 'talk' of sharing whole school decision-making occurred in practice in School A was explored from a middle and senior leader perspective. A grounded theory case study approach was used and a small sample of four middle leaders, three senior leaders, and a headteacher were interviewed from School A in the North of England. The interview data was triangulated through observations, documentary analysis of documents, such as agendas and minutes of meetings, before being analysed and compared against existing academic literature. Two important overarching theoretical concepts of 'relationships between middle and senior leaders' and 'organisational culture' emerged which underpinned the sub-concepts of 'balkanization', 'collaboration', 'capacity building', 'job role', and 'hierarchy'. The findings show a culture of transactional leadership is operating in School A and an ethos of balkanization indicates middle leaders are working in individual departments. There is a belief amongst the middle leaders that their involvement in whole school decision-making is contrived, however, the data also indicates that middle leaders may not readily accept whole school decision-making as part of their wider role. Research outcomes, which emerged from the data, suggest possible ways forward for School A to increase and embed collaborative decision-making between middle and senior leaders within the existing transactional school culture.
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Smith, Randall N. "Distributed learning for students at Belmont Senior Secondary and Port Renfrew, in School District #62." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ49216.pdf.
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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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Leung, Shui-ho, and 梁瑞好. "Relationships between perceived learning environment and participationmotivation of senior secondary school girls in physical activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959593.
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Cheng, Wing-kei Joe, and 鄭永基. "Curriculum evaluation of a pilot project for senior secondary studentsin a school for social development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37315729.
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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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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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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.<br>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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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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Mohamed, Gishma. "Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020347.
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During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.
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Boys, Ben. "A phenomenological investigation of Windhoek Senior Secondary school principals' perceptions and experiences of their leadership roles." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003583.
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Namibia, having been a former colony of South Africa, was equally subjected to apartheid laws and practices. Independence, achieved in March 1990, signaled the dawn of a new era of access, equity, quality and democracy in the Namibian education sector. A unified system of educational administration, management, and control was established. The whole educational corps, especially the principals of all our schools, is expected to implement this new system as agents of change. In terms of the vision for a new Namibia, therefore, school principals are seen as occupying positions of central importance. This notion resonates strongly with recent and contemporary leadership thinking. However, a number of concerns prevalent in schools - particularly, increasing student underperformance, worsening disciplinary problems, increasing teenage pregnancy and HIV/AIDS pandemic, teacher qualification, decreasing teacher motivation, lack of training including induction for principals, inadequate support from the top (lack of a support system) and insufficient parental involvement in school matters – make the task of running schools extremely challenging and increasingly complex. How do principals experience these challenges and deal with the complex situations? How do they perceive their role, particularly in light of national aspirations and leadership theory? These are questions I think need to be explored. My research goal was to gain an understanding of Windhoek senior secondary school principals’ perceptions and experiences of their leadership role. My focus was on three purposively selected Windhoek senior secondary school principals representative of both the Namibian ethno-cultural diversity and gender. Data was collected through interviews. I found that the situations in which the principals found themselves during the pre- and post independent periods mainly determined their leadership style and behaviour, however, that did not deter their vision for the transformation of the society, as the ultimate objective and essence of their leadership. The appropriate practicing of their leadership role was being hampered by lack of induction and training, lack of a support system and insufficient parental involvement.
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Cheung, Hing-yan Hensel, and 張興仁. "Using ICT in the teaching and learning of secondary senior form statistics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256181.
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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.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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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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Govender, Vasuthavan Gopaul. "The need for a multicultural approach to mathematics curriculum design for the senior secondary school phase: a case study conducted at the Woolhope Secondary School, Port Elizabeth." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003559.
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Multicultural countries such as England have recognised the need to multiculturalise their mathematics curricula to cater for the needs of all ethnic/cultural groups, to encourage racial harmony and have pupils of a specific culture learn about, and accord respect to, another culture (Duncan, 1986;Dyson, 1986; Gilbert, 1984). However, in South Africa, a multicultural country with its large Black majority, such an approach has not been given the necessary attention. Laridon (1990) has criticised the way in which curriculum development in mathematics is conducted in South Africa. He describes it as a "top-down" approach and based on input from non-representative samples of teachers and not taking into account the needs of all cultural groups in South Africa. He criticises the manner in which topics are added to or removed from the syllabus and calls this "syllabus tinkering". With a number of, mostly English medium, schools opening their doors to all races, it is possible that certain cultural groups are at a disadvantage when compared with others if modifications to the syllabus, to accommodate their needs, are not made. This study is a small scale case-study, conducted at Woolhope Secondary, a predominantly Indian school, but with a significant number of Black pupils (approximately 25%). The study focusses on the need for a multicultural approach to mathematics curriculum design. The views of the senior mathematics pupils and mathematics teachers are considered in this regard, and together with the relevant literature, broad guidelines for a multicultural mathematics curriculum design in South Africa are suggested.
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Adolphus, Telima. "Investigation of school-based factors affecting the enrolment and attainment of senior secondary school physics students in Rivers State, Nigeria." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15562/.
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This study addresses the question what school-based factors influence enrolment and attainment in physics in the senior school certificate examinations in Rivers State, Nigeria? In Nigeria, low enrolment in physics is coupled with concerns about levels of attainment. One outcome of this situation is interest in effective teaching and learning in the subject in Nigeria. Purposive sampling was utilized to select 8 schools in high and low performing local government areas of Rivers State to ensure boys’, girls’ and co-educational schools were represented. All 14 physics teachers in the schools participated in the study, together with 248 physics students and 116 non-physics students. A mixed methods research design was adopted for the study. The research instruments comprised questionnaires for teachers and students, interviews, classroom observations and a Physics Attainment Test developed specifically for the study. Descriptive statistics and correlations were utilised for quantitative data analysis alongside qualitative data coding and analysis. The study found that teachers’ qualifications, resource availability and utilization and the teaching strategies that teachers adopt all significantly influence students’ physics enrolment and attainment. However, particularly for attainment, teachers’ years of teaching do not significantly influence student attainment. Also, there was no significant difference in the correlations of teacher and resource factors with attainment and enrolment by gender. The study proposes a number of recommendations. To boost students’ interest in physics, teachers need to present content in ways that connect physics ideas to the everyday experiences of students. Policy makers should consider making the study of science compulsory in all classes in secondary schools with the introduction of ‘science for arts’ for the non-science oriented students. Of particular importance is the need for a consistent and conscientious government policy to provide schools with qualified physics teachers and science laboratory facilities.
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Phiri, Francinah Liseko. "An investigation into the making of subject choices from middle school phase to senior secondary phase." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-05182005-145856.
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Davies, Michael, and res cand@acu edu au. "The Search for Success in a Charismatic Environment: senior teacher’s responses to high stakes testing in academically successful Christian Brothers’ schools." Australian Catholic University. Education (VIC), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp193.19032009.
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In Australia, traditionally a wide range of measures have been used to identify academically successful schools. The mix of these measures has varied from state to state. But recently, added to this mix, and perhaps becoming the most influential factor, has been the examination results of senior students. These have become far more available to the prospective parents and governing bodies. They are used to gauge the ranking of the school, and to whether parents can expect their children to gain entry into the more prestigious tertiary programs available. But these scores are also being used to rank staff, and in turn, the ‘quality’ of staff becomes yet another factor in identifying an academically successful school. In other words, the notion of high stakes testing is gaining wide spread use across all forms of schooling in Australia, including State, Independent and Catholic schools. This thesis is about teachers in academically successful Christian Brothers’ schools. It is an interpretive study that seeks to understand how these teachers respond to this form of assessment: high stakes testing. Their responses include emotional responses, how they change their teaching style and how they feel about teaching in Christian Brothers’ schools striving for academic success. In this research I interviewed teachers and administrators at three academically successful Christian Brothers’ schools in three different states in Australia. I developed three cases from these interviews and document searches, one drawn from each school, that indicate the range of issues that emerged, for them, as teachers in academically successful Christian Brothers’ schools. The specific use of high stakes testing was found to be very different in each of the schools. One school used high stakes testing as an accountability measure for staff, another used it as an accountability measure for students, and the third had no history of using high stakes testing. The study concludes that academic excellence can be achieved in Christian Brothers’ schools whilst remaining faithful to the ethos that underpins these schools: the Charism of Edmund Rice. Significant factors in the determination of the successful implementation of high stakes testing in these schools were found to be: the effect of senior management; influence of the media; the influence of culture; and changing culture and the nature of the schools. The thesis concludes with a blueprint for a hypothetical Christian Brothers’ school to follow that may lead to academic success.
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Cheng, Wing-kei Joe. "Curriculum evaluation of a pilot project for senior secondary students in a school for social development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37315729.
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Lado, Longun Moses. "The Attitudes of First Year Senior Secondary School Students toward Their Science Classes in the Sudan." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305207110.
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Leung, Shui-ho. "Relationships between perceived learning environment and participation motivation of senior secondary school girls in physical activities." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887132.
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Hamatwi, Isak. "Exploring teacher leadership: A case study at a senior secondary school in the Ohangwena region, Namibia." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/1275.
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Leadership has been for long thought to centre on the actions of a positional head of the organisation crafting the vision and influencing followers’ behaviour based on his/her charisma and legal authority in a quest to achieve the set goals (Christie, 2010). However, contemporary views “emphasise leadership as relational” (Van der Mescht & Tyala, 2008, p. 226) and focuses more on the practice while taking form “in the interactions between leaders and followers” (Spillane, 2005, p. 146). Looking through the lens of distributed leadership and using the Grant’s (2008; 2012) model of teacher leadership as a data analytical tool, this research study aimed to explore the enactment of teacher leadership at a secondary school in the Ohangwena region, Namibia. The motivation of this research study was twofold; one, it was due to my personal interest in getting a deeper understanding of what constituted teacher leadership as a concept which is gaining momentum in the educational leadership discipline; two, it was due to the evident knowledge gap existing on the concept of teacher leadership as there seemed to be very less research done on the concept. Using observation schedules, survey questionnaires, semi-structured interview schedules and analysing documents as data collecting tools, the study was geared towards answering four research questions which were driving the study, namely; i) In what ways do teachers participate in the leadership activities of the school? ii) What is the nature of the relations of these leadership activities? iii) What factors that may constrain the leadership activities of these teachers? iv) How do the principal and the School Management Team (SMT) encourage teacher leadership at the school? The study was of a qualitative nature located in the interpretive paradigm. A purposive sampling method was used to select research participants The findings of the study indicated that the research participants had a general understanding of what teacher leadership entails. Teachers enacted leadership across the four zones of Grant’s (2008; 2012) model of teacher leadership, though with very limited teacher leadership enactment in zone four. Zones one, two and three proved to be the popular media of teacher leadership enactment wherein teachers led in their classrooms enforcing discipline, serving as guides and caregivers to their learners (zone one). Teachers then extended their leadership outside their classrooms where they served as decision makers, curriculum developers for knowledge enhancement through reflective teaching and sport coaches (zone two). In Zone three, teachers led in committees’ structures, as mentors of learners, policy makers and as models of good practice. Zone four was the least media of teacher leadership. The data pointed to a host of factors that prevented teachers to assume leadership at the case study school, namely; ignorance and fear for accountability, policy and regulatory limitations, time limitations, limited skills and teachers as barriers to teacher leadership in terms of apathy, lack of confidence, negative attitude and anti-social behaviours as well as professional jealous. Nevertheless, the principal and the SMT emerged as catalysts for teacher leadership at the school as they enabled teacher leadership in a number of ways, namely, through delegation, motivation, free choice, open engagement, moral support and interdependence leadership practices. In the final analysis, the findings revealed that, leadership at the case study school was manifested as spontaneous collaborated leadership practices through institutionalised practices embarked upon with intuitive working relationships.
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Sin, Tak-wah, and 冼德華. "An empirical study on the difficulties of senior secondary students inlearning PASCAL programming." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958230.
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Oghu, Comfort Fubara. "Principals' Perceptions of Student Performance on the Nigerian Senior Secondary Certificate Examination." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3315.
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Failure of high school students on the Senior School Certificate Examination (SSCE) in Nigeria is severely limiting the number of students qualified to enroll in college. The purpose of this multiple case study of 6 high schools in southern Nigeria was to describe principals' perceptions of student performance on the SSCE and the principals' influence on school climate, teacher expectations and approaches, and student performance. The theories of reasoned action and planned behavior provided the framework for the study. The research questions focused on the extent to which principals developed and sustained a school climate that supported positive outcomes. Qualitative data on principals' perceptions were gathered using semistructured interviews with 48 lead teachers and 6 principals. Data derived from textual transcripts, document reviews, and the results of a cross-case analysis were categorized and developed into themes such as student-related issues, family socio-economic status, and the education system. The results showed students' socio-economic challenges and principals' concerns about the SSCE. Effective principal leadership and positive school climate were essential to enhancing teacher expectations and approaches and were linked to improved student performance in high-performing schools. These findings and implications can inform professional development programs for principals that emphasize a holistic approach, support students' socioeconomic experiences and academic needs, and gather parents' views on best practices. The potential for social change includes improved principal leadership and contributes to higher achievement on the SSCE and increased college enrollment.
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Schürmann, Leon. "An investigation into the use of weather type models in the teaching of South African climatology at senior secondary school level." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1015948.
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The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
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Hosking, Patricia. "Investigation of the current feedback practices and underlying influences of a senior mathematics teacher." Thesis, Queensland University of Technology, 2001.
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This study investigated the feedback practices of an experienced year eleven Mathematics B teacher. Key documents such as the Senior Syllabus in Mathematics B (Board of Senior Secondary School Studies (BSSSS), 1992), A National Statement on Mathematics for Australian Schools (Australian Education Council (AEC), 1991)and the Assessment Standards for school Mathematics (National CS)_uncil of Teachers of Mathematics (NCTM), 1995) called for the use of feedback to improve student learning. Examination of the literature demonstrated the need for research investigating the implementation of feedback procedures in the classroom. The limited existing literature examining teachers' actual use of feedback suggested the related factors of mathematics assessment, teaching practices and classroom culture need to be considered. Due to the absence of definitive literature describing teachers' use of feedback in the classroom, an exploratory, interpretive, qualitative approach was adopted. The descriptive case study of one teacher provided the depth of investigation necessary to describe the teacher's feedback practices and to illustrate the factors influencing these practices. There was found to be a close relationship between the nature of the classroom culture and the type of feedback that was used. In this classroom the focus of feedback on marks, the correct solution and examination recommendations demonstrated the value placed on achieving the correct solution during assessment. The classroom culture was not conducive to the provision of informative feedback or its use by the students. In its place was a definite culture of marks, tacitly agreed upon by both the teacher and the students. The depth of description of the case enables teachers to compare the context of the case to their personal situations and to make judgements about heir own feedback practices. Future research may investigate the conditions necessary for a culture where feedback is valued. Alternatively the theoretical feedback procedures may be investigated to examine how they may be implemented in a culture valuing marks and the correct solution.
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Ho, Kwok-pui. "An exploratory study of the reasoning of junior and senior secondary students concerning environmental issues." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890967.
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