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Sadja, kam Judith. "Enseigner les concepts logiques en début d'université dans l'espace mathématique francophone : aspects didactiques épistémologiques et langagiers. Une étude de cas au Cameroun." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10224/document.
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L’objet de notre étude porte sur la logique et le langage à la transition entre le lycée et l’université dans le contexte camerounais. Au Cameroun, dans l’enseignement secondaire, les concepts de logique sont très peu explicités en classe de mathématiques, du fait que leur enseignement n’est pas prescrit par les nouveaux programmes1 officiels. Ce n’est pas le cas de l’enseignement supérieur où un cours de logique formelle sous forme de rappel, est souvent donné en début d’année. Ce cours n’est pas prescrit par les programmes, mais certains enseignants en voient la nécessité. Les résultats de plusieurs travaux ont montré que certaines des difficultés que les étudiants rencontrent dans la pratique des mathématiques proviennent d’une mauvaise maîtrise des concepts de logique. Nous faisons l’hypothèse qu’ils sont insuffisamment pris en charge pa rles enseignants dans la classe de mathématiques, qui pensent qu’ils sont disponibles chez les étudiants, du fait de leur utilisation dans la vie courante d’une part, et progressivement dans l’activité mathématique. La thèse que nous soutenons est que, pour rendre opératoire les concepts de logique chez lesétudiants nouvellement arrivés à l’université, un minimum d’explicitation de ces concepts en relation avec leur usage dans l’activité mathématique est nécessaire pour les apprentissages en mathématiques à tout le moins dans l’enseignement supérieur. Pour défendre notre thèse, nous avons divisé notre travail en deux parties. Dans la première partie, nous présentons des éléments théoriques et analytiques nécessaires à notre travail, et une revue des travaux antérieurs en relation avec notre problématique. La deuxième partie porte sur les résultats d’une expérimentation que nous avons menée avec des élèves de terminale C d’un lycée de Yaoundé 2, et des étudiants de première année de licence de mathématiques de l’Ecole Normale Supérieure de Yaoundé. Elle s’est déroulée en deux temps : nous avons fait passer un questionnaire portant sur la logique et le langage aux élèves et aux étudiants, et à la suite de ce questionnaire, nous avons organisé un module de suivi avec huit étudiants ayant passé ce questionnaire. Le questionnaire nous a permis de repérer certaines conceptions des élèves et des étudiants concernant les concepts de logique,et le module de suivi a permis de provoquer des débats qui permettaient dans certains cas d’affiner nos analyses et nous donnaient des éléments permettant d’identifier des occasions pour expliciter certaines notionsOur study focuses on logic and language at the transition between high school and university in the Cameroonian context. In Cameroon secondary education, the concepts of logic are paid little attention in mathematics classes, due to the fact that their teaching is not prescribed in the new official syllabuses3. This is not the case of higher education, where a course on formal logic is oftengiven at the beginning of the year to first year university students, with a refreshing purpose. That course is not required in the syllabus, but some teachers see the need. Several scientific studies have shown that some of the difficulties encountered by studentswhile practicing mathematics come from their poor familiarity with concepts of logic. We assume that these students are insufficiently attended to by their teachers who think that the concepts are at their reach, since they are used in everyday life on the one hand, and they are gradually used in mathematical activities, on the other hand. In this thesis, we stand for the point that, for the concepts of logic to become real operational tools to a student who begins university studies, some teaching of these concepts which should address the connections with mathematical activities is necessary, at least as a starting point in higher education studies. To defend our thesis, we have divided our work into two parts which are as follows : In the first part, we present theoretical material necessary to our work as well as other technical tools that will be needed. We also provide a review of previous studies related to our issue. The second part is on an experiment we carried out with students from the Upper Sixth class - science option - of a high school in Yaoundé (Cameroon), and with first year university students of mathematics of the Yaoundé Higher Teachers’ Training College. This experiment had two stages : Firstly, the high school students and the university students filled out a questionnaire on logic and language. Following this, we organized a follow-up module involving 8 students purposely selected from their answers to the questionnaire. This questionnaire enabled us to detect meaningful points on how high school and university students grasp the concepts of logic, and the module helped to start debates which enabled in some cases to refine our analysis, and also provided us with strategic approaches forexplaining certain concepts of logic
2
Reardon, Phyllis E. "The school to work transition of the early school leaver." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47472.pdf.
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Nampota, Dorothy Cynthia. "School to university transition : the relationship between the school integrated science curriculum and university science and technology programmes in Malawi." Thesis, University of Bath, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415771.
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Birnie-Lefcovitch, Sheldon Jacob. "Adaptation during the transition from high school to university, an examination of selected person, environment and transition perception variables." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21897.pdf.
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Toran, Marta L. "Mind the gap: a study into the transition between high school and college biology." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/toran/ToranM0811.pdf.
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Instructors of college introductory level biology courses agree that the large majority of students enrolled in these courses are inadequately prepared for the course content and coursework. One of the reasons why students are not successful in entry level biology courses (usually required for majors) is that their high school biology course failed to thoroughly prime them for college level science courses. In this study, I examine the knowledge gap between high school and college biology courses and perspectives of students, high school teachers and professors. In particular, the emphasis of this research project is on the transfer of subject content knowledge. To measure the level of student preparedness, I used a survey/pretest hybrid composed of several background questions about students' high school biology experience as well as questions designed to test student understanding of fundamental biological questions. The online survey was administered to over 3000 students in 42 randomly selected universities across six geographical regions of the United States during the first week of their introductory biology course in college. An exit poll was used towards the end of the semester to obtain student perspectives regarding how well prepared they had been for the college biology course they were about to complete. Online questionnaires and phone interviews provided insight into high school teacher and professor perspectives regarding the gap in biology knowledge transfer. The low average score on the pre-test indicates that high school graduates are poorly prepared for college biology in terms of fundamental concept knowledge. Professors agreed with this and most students surveyed at the end of their first college biology course felt that their high school biology experience had not adequately prepared them for college biology or that their teachers or the curriculum they followed could have done more to prepare them. Findings from this study also show that a lack of communication between secondary and higher education biology instructors is an important factor contributing to the misalignment between high school and college biology. Increased vertical communication between the two levels of education would enable secondary school teachers to better prepare their students for the transition to introductory college biology and give professors a more accurate idea of the expectations they can hold their students to.
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Chidzonga, Midion Mapfumo. "Transition from high school to university : perspectives of first year students at the University of Zimbabwe College of Health Sciences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95892.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Introduction: Literature shows that the transition from high school to university is fraught with challenges and that there is need to appreciate these challenges from the students’ perspectives and devise ways of assisting the students navigate them smoothly. - Aim: To explore the perspectives of first year students at the University of Zimbabwe, College of Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and propose possible ways to manage the transition phase based on the students’ perspectives. - Objectives : The objectives of this study were to determine the students’ perspectives with regards to various factors that are known to affect the transition from high school to university. - Design: An evaluative research study design was adopted using a mixed method research approach sequentially applying a quantitative and qualitative method. - Method: Four hundred and eighty six (486) self-administered survey questionnaires with 23 closeended questions were distributed to all first year students in the UZCHS. Only 16 questions were analysed for purposes of this research project. A total of 49 interviews were conducted for the in-depth structured questions interview on a randomly selected group of students from each of the programmes. - Results : The response rate was 51% (246/486) ; 81.4% of students were in the 19 to 20 years age group; 52% males and 48% females; 44.4% of the students were enrolled in the MBChB programme. The major challenges faced by the students were the heavy workload; poor counselling services; sticking to timetables; using the library; poor teacher-student relationships; poor sense of belonging; living with a diverse population Frustrations at the UZCHS were identified as arising from academic issues: examinations marks; poor facilities; inadequate high school preparation for university grades and poor feedback. Students’ financing at university was also of concern to the students. The students found the orientation week most useful. The motivation for joining the UZCHS was for career prospects, personal desires and parental influence. Preparatory information given by the UZCHS was considered adequate but not sufficiently detailed. Factors that helped students settle in were the initial reception, orientation week, and the relationships between students, staff and lecturers. The role of parents, peers and friends in settling in was also highlighted as important. - Conclusions : The students’ perspectives on transition are similar to those reported in the literature:need for pre-university information, better accommodation, improved library facilities, improved counselling services, lengthening the orientation week, more detailed information about UZCHS before admission, improve pre-university contact with students ,reduced workload in order to accommodate extra-curricular social life. Students’ preparation for life and learning at university should start during high school.
AFRIKAANSE OPSOMMING: Inleiding: Uit die literatuur is ditbaieduidelikdat die oorgang van studentevanaf die skoolnauniversiteitbaieuitdagend is. Daar is derhalwe ‘n behoeftedathierdieuitdagingsvanuit die perspektiewe van die studentebeskou word in ‘n poging om hulle op die meeseffektiewemanierteondersteunentebegelei. - Doelstelling: Die doel van hierdie studie is om die perspektiewe van eerstejaarstudente aan die Universiteit van Zimbabwe se Fakulteit Gesondheidswetenskappe (UZCHS) te ondersoek wat betref die oorgang van hoërskool na die UZCHS, en wyses voor te stel om die oorgangsfase te bestuur, gebaseer op die studente se perspektiewe. - Doelwit: Die doelwitte van hierdie studie was om te bepaal wat die studente se perspektiewe was oor die verskeie welbekende problematiese faktore teenwoordig in die oorgang van skool na universiteit. - Ontwerp: ʼn Evaluerende navorsingsontwerp is onderneem deur ʼn gemengde navorsingsmetode te volg. Dit is opeenvolgend deur ʼn kwantitatiewe en kwalitatiewe metode toegepas. - Metode: ʼn Self-administrerende vraelysopname met 23 geslote vrae is ewekansig toegepas en versprei aan vierhonderd ses- en tagtig (486) studente van die UZCHS. Slegs 16 vrae is vir die doeleindes van hierdie studie geanaliseer. ʼn Onderhoud met in-diepte gestruktureerde vrae is ook gevoer met ʼn ewekansig geselekteerde groep studente (49) van elk van die programme wat aangebied word by die UZCHS. - Resultate: Die responskoers was 51% (246/486); 81.4% van die studente was in die ouderdomsgroep 19 tot 20 jaar; 52% was manlik en 48% vroulik; 44.4% van die studente was geregistreer vir die MBChB program. Die uitdagings deur die studente ervaar was onder andere die swaar werklading, swak studente-ondersteuningsdienste, om by te bly by die rooster, die gebruik van die biblioteek, swak dosent-student verhouding, ʼn swak gevoel van behoort aan, en om deel te wees van ʼn diverse samelewing. Frustrasies by die UZCHS het hul oorsprong gehad by akademiese kwessies: eksamenpunte; uitslae en swak terugvoering. Studente-finansiering aan die universiteit was ook ʼn bron van kommer by studente. Studente het die oriëntasieweek die nuttigste gevind. Die motivering om aan te sluit by die UZCHS het verband gehou met loopbaanvooruitsigte, persoonlike behoeftes en ouer-invloed. Voorbereidende inligting verskaf deur die UZCHS is beskou is voldoende maar sonder genoeg besonderhede. Faktore wat studente gehelp het om tuis te voel was die aanvanklike ontvangs, oriëntasieweek, en die verhoudings tussen studente, personeel en lektore. Die rol van ouers, portuurgroep en vriende om hulle te laat tuis voel, is aangedui as belangrik. - Gevolgtrekkings: Die studente se perspektiewe op oorgang is soortgelyk aan dié wat in die literatuur gerapporteer word. Daar is ʼn behoefte aan beter studentebehuising en biblioteekfasiliteite en studente-ondersteuningsdienste, en meer gedetailleerde informasie oor die UZCHS voor toelating. Studente glo ook dat die oriëntasie week verleng moet word en dat die werklading verminder moet word om hul buitemuurse sosiale lewe te akkommodeer. Studente se voorbereiding vir die studentelewe en universiteitstudies behoort reeds op hoërskool te begin.
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Mutch, Carol. "The Transition from High School to University : An Analysis of Advice for Students, Faculty and Administration." 名古屋大学高等研究教育センター, 2005. http://hdl.handle.net/2237/16617.
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Slusser, Dean Charles. "The relationship between high school theatre participation and the development of workplace competencies." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/dean_c_slusser/slusser_dean_c_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Barbara J. Mallory. ETD. Includes bibliographical references (p. 120-128) and appendices.
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Liu, Hsuan-Ying, and Hsuan-Ying Liu. "Coming of Age Learning Mandarin: Chinese L2 Learners' Investment during their Transition from High School to University." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621358.
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Situated in the changing context of Mandarin learning in the United States, Mandarin these days is changing from a less commonly taught language to a more commonly offered foreign language option in American secondary schools. However, in the applied linguistic literature, "few empirical studies have focused on pre-college CFL learning" (Ke, 2012, p.98). Moreover, the transition from high school to university often entails complex social, cultural, and emotional changes (e.g., Nathan, 2006). The goal of this dissertation project, therefore, is to investigate how students' investment in Mandarin is socially and historically constructed at these three levels: personal, familial, and institutional, as they transition from high school to university. This study draws upon the theory of identity and investment (Norton, 1995) to examine how these teenage language learners are multidimensional beings with multiple desires, and how their investment is produced or reproduced from social interactions, and is subject to change. Three high school campuses were chosen, because Mandarin classes are now offered from kindergarten through twelfth grade in these schools. Six students who expressed their intentions to continue learning Mandarin in university consented to participate in this study. Data collection for this study lasted from March to December 2015, which covered these students' last semester of high school, their first semester of college, and the period between. Data were collected from interviews and monthly informal Skype chats, and supplemented with class documents. Using qualitative analysis methods, the findings show the following factors as salient to their investment in Mandarin learning at the high school stage: 1) the students' personal interest, and 2) the influence from their families and their institutions. In the university setting, these students' investment in Mandarin was mostly mediated at the personal and the institutional levels. The results reveal the identity shift from childhood to adulthood these adolescent learners experienced during the transition. Specifically, the adolescent learners became more independent in making their own decisions, and less dependent on their families, both financially and symbolically. Second, the findings also highlight how these individuals' investment in Mandarin could be constrained at the institutional level. This points to the need for L2 educators to pay attention not only to individual students' personal interests and motivations in language learning, but also to a better understanding of how students perceive their own identities and whether foreign language learning is accessible to learners institutionally.
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Barron, Kenyon M. "The relationship between NCLB variables and selected variables with high school subject area test scores." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06282007-171330.
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Kaczynski, Michelle Lynn. "An interpretive study of career development processes of adolescents attending a technical high school." [Pensacola, Fla.] : University of West Florida, 2002. http://purl.fcla.edu/fcla/etd/WFE0000063.
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Beattie, Rebecca Jane. "A comparison between middle school and high school teachers' perceptions of empowerment, teaching social skill competency, and participative leadership." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-153036.
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Knollman, Gregory. "From Adolescence to Adulthood: Analyzing Multiple Perspectives on the Transition from High School to Post-School Life through a Multi-Case Study Design." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5973.
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The purpose of this study was to explore the transition experience of three individuals with intellectual disabilities, members of their family, their former transition program coordinator, and members of their support network including current employers or support service providers. This qualitative study used Bronfenbrenner’s (1977) ecological model and Kohler’s (1996) Taxonomy for Transition to frame three case studies designed to capture the transition experience of young adults with disabilities who exited a university-based, school district funded, transition program.
Using Bronfenbrenner’s (1977) ecological perspective, which focused on a behavior or interaction of people across multiple environments, the aim was to interview individuals from the micro, meso, and exo levels within the individuals’ systems of support. The transition experience took place outside the bounds of a school and involved a broad network of support that ranged from close nuclear ties between the individual with disabilities and their family members to broader social ties between the individual with disabilities and their employer or support service provider.
A total of nineteen interviews were conducted for this study. Each interview lasted between twenty to ninety minutes in length. Individuals were asked to participate in an interview to respond to pre-scripted, open-ended questions based around Kohler’s (1996) five domains of transition within the Transition Taxonomy. The nineteen interviews were transcribed, coded and organized around themes linked to the five domains of transition: student-focused planning, student development, program structure, family involvement and interagency collaboration. In addition to the five domains of transition, five additional themes were common across members of the three case studies. These additional themes included:
• It Takes a Strong Interconnected Network
• Recognizing Narrative is Critical
• Inclusion is Important to the Community
• A Knowledgeable Transition Coordinator is Integral
• Life is Comprised of a Series of Transitions
The transition from high school to post-school life includes a focus on employment and independent living. That transition is unique and personal, but regardless of the person, a network of support is required to ensure success. The three young adults who were interviewed and around whom the case studies were developed exemplify the importance of maintaining a strong support network as you plan for and implement the transition from school to post-secondary life. Each young adult has utilized ties with family and members of their community to secure paid employment, maintain their social circles, and expand their level of independence.
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Munz, Lida Dais Dahnke. "The relationships between motivational factors and the domains of excellence in high school students." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000052.
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Dunphy, Donna L. "Folio Paper One: Collaboration skills for educators : folio paper two: Collaborative partnerships between home and school: folio paper three: Interagency collaboration in transition planning /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36112.pdf.
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Wroots, Rachel Geraldine. "What can the literacy narrative accounts of EAL students tell us about their transition from high school to university-based academic practices?" Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7952.
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Bibliography: leaves 89-95.The study explores the usefulness of literacy narratives as a tool in academic writing for revealing the perceptions and values EAL students' place on their academic writing identities. The literacy narratives highlight the multiple identities that students bring with them to the act of writing and are shaped by the questions, Who am I? Where am I going? Where do I come from? These questions probe the writers' perceptions of past, present and future academic writer identities and shifts of identity over a period of time and differences between first and third year students. In my analytical approach, I recognise the fact that writing is a social act whereby we say something about ourselves, and use it actively to affirm those values, beliefs and practices which we want to sustain, and to resist those values, beliefs and practices which we do not value (Clark and Ivanic1997).
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Chen, Yu-Hsuan. "Investigating the Motivation Factors of Food Choice During the Transition of High School into College Life among College Students Attending Western Kentucky University." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2032.
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Most individuals with chronic diseases, such as cardiovascular disease, stroke, cancer, and type 2 diabetes, were diagnosed in their late adulthood. The fact that these chronic diseases is a consequence of long-term unhealthy behaviors is often ignored. The unhealthy behaviors are often traced back to the young adulthood (age 18-25). Some young adults may participate in unhealthy behaviors, such as unhealthy diet, under the perception that they are “still young”. However, it is often overlooked that once a habit is established, it is difficult to eliminate or modify it. Furthermore, the awareness that the development of the chronic disease is a gradual progress is deficient. This enhances the perception that doing unhealthy behaviors is benign to the “young body”. Additionally, individuals in this age group start to live independently. Their existing behaviors may change due to the changes in the available resources. Lack of capability to cope with the transition from living at home to living independently has been shown to contribute to an unhealthy diet, especially among college students. Given that unhealthy diet behaviors in young adulthood often remains over the lifetime, there is a need in identifying the factors that motivate the food choices during the transition from high school into college life. The findings of this research suggest that the campus environment is not conducive to a healthy diet. When compared to the students who live on-campus, students who live offcampus (either live with or without family) reported a better dietary quality.
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Wu, Mei Han. "Vocabulary development by high-school students in Macao : a comparative study between teacher instruction and computer input." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636205.
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Ergun, Ekin. "An Investigation Into The Relationship Between Emotional Intelligence Skills And Foreign Language Anxiety Of Students At A Private University." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613611/index.pdf.
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This study aims to investigate the relationship between emotional intelligence skills and foreign language anxiety levels of students from Atilim University Preparatory School, in addition to looking at Foreign Language Anxiety (FLA) and Emotional Intelligence (EI) in relation to gender, high-school
background, foreign language background and the level of exposure to English. In the data gathering process, 436 students from a private university preparatory school participated. The data were collected in three steps. At first, the participants were given a demographic inventory in order to get some personal information for the research questions. Then, they were asked to complete the Turkish translation of Foreign Language Classroom Anxiety Scale. Lastly, they were given the Turkish adaptation of Bar-On&rsquos Emotional Intelligence Quotient Inventory. The data were analyzed by the Statistical Package for Social Sciences. To find out the differences between the male and female
foreign language backgrounds
high school types, anxiety levels and level of exposure to Englishrelated tests were used. The results revealed that for students&rsquo
foreign language anxiety levels, there are significant differences in terms of gender, foreign language background and emotional intelligence skills. For students&rsquo
emotional intelligence skills, significant differences were found in terms of gender and high school backgrounds.
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Jackson, Sabrina Boone McCarty Toni. "The relationship between perceptions held by students with mild disabilities of transition services provided in high schools and their vocational program satisfaction, academic achievement, and school attendance." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720808.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 30, 2006. Dissertation Committee: Lanny Morreau, Toni McCarty (co-chairs), Kenneth Strand, James Thompson. Includes bibliographical references (leaves 110-139) and abstract. Also available in print.
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Pathirathne, Thusitha. "Theoretical modeling of electron transfer rates between cytochrome c and small transition metal complexes a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=0&did=1760001881&SrchMode=1&sid=2&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268409541&clientId=28564.
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Gardiner, Robert B. "The relationship between teacher qualifications and chemistry achievement in the context of other student and teacher/school variables : application of hierarchical linear modelling /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ42384.pdf.
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Long, Lynn Hunt. "Relationship Between Extent of Extracurricular Participation, Employment, and Substance Use Among Middle and High School Students." UNF Digital Commons, 2004. http://digitalcommons.unf.edu/etd/288.
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This study examined the relationship between student use of substances and extent of participation in school and/or community sponsored sport or nonsport activity. The study also examined student substance use and extent of participation in sport or nonsport activity together with extent of employment.
Data were provided by 24,699 public school youths who attended grades 6 through 12 and completed the 2001-2002 Duval Secondary Substance Use and Violence Survey: Knowledge, Attitudes, and Behaviors. Frequency tables, crosstabulation, chi-square tests, and loglinear analysis were used to analyze the data.
The study found: (a) a higher percentage of respondents who participated in 11 or more hours of sport/athletic activity or nonsport activity reported using substances almost every day than did respondents who participated in 1-5 hours of activity (b) a higher percentage of students reported using alcohol almost every day when involved in greater than 20 hours of work per week and 11 or more hours of sport/athletic or nonsport participation than did those with lesser involvement in activity in conjunction with work at any level.
Extracurricular programs and student employment may function as protective factors in discouraging adolescent substance use. Extracurricular programs and student employment may also place the student at greater risk for substance abuse when such involvement exceeds 20 hours per week in work and more than 11 hours per week of extracurricular activity.
While extracurricular programs and student employment should be designed and offered to encourage widespread student participation, extent of participation should be monitored to assure healthy participation.
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Zuck, Barbara Anne. "Relationships between First-Generation College-Bound Students' Stated Intentions to Attend a 4-year College or University Directly after High School and the Engagement Factors of Students, their Parents, and their Peers." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/zuck/ZuckB0507.pdf.
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The purpose of this study was to examine the relationships between tenth grade first-generation college-bound students stated intentions to attend a 4-year college or university directly after high school and the engagement factor of students, their parents, and their peers. Data collected for the National Center for Education Statistics Education Longitudinal Study of 2002 (NCES ELS:2002) were used in this study. The population for this study was tenth grade students in 2002. The NCES ELS:2002 is a nationally representative sample of that population. The dependent variable was first-generation college-bound students' stated intentions to attend a 4-year college or university directly after high school. Twenty-two independent variables, classified by student, parent, and peer engagement factors, were used in this study. A logistic regression model developed from a backward stepwise regression analysis was used to answer the primary research question considered in this study: "What relationships exist between first-generation college-bound students' stated intentions to attend a 4-year college or university directly after high school and the engagement factors of students, their parents, and their peers?" A number of significant positive relationships were shown to exist between the dependent variable and independent variables. The results suggest that students' college entrance test plans in grade 10 and grade 11, participation in an AP program, and AP test plans appear to be important predictors of students' intentions. When considering the highest positive odds ratio among all independent variables included in this study, the results suggest that the parent engagement factor, educational aspirations for the tenth grade child: graduate from college with a BA/BS degree or higher, stands out as the strongest predictor of students' intentions. The results suggest that peer influences matter. Students who stated intentions were more likely to have friends who feel it is important to attend classes regularly, study, get good grades, finish high school, and continue their education. The results also suggest that three independent variables were not found to be predictors of students' intentions: 1) student' participation in a college preparation program; 2) parents' checking of school work; and 3) parents' financial savings for the tenth grade child's postsecondary education.
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Avila, Cheryl. "Secondary and Postsecondary Calculus Instructors' Expectations of Student Knowledge of Functions: A Multiple-case Study." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5760.
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This multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a “think-aloud” activity of the instructors analyzing the results of a function diagnostic instrument administered to a calculus class, and for the third component, the instructors responded to two quotations. As a result of this activity, themes were found between and among instructors at the three types of educational institutions related to their expectations of their incoming students' prior knowledge of pre-calculus topics related to functions. Differences between instructors of the three types of educational institutions included two identifiable areas: (1) the teachers' expectations of their incoming students and (2) the methods for planning instruction. In spite of these differences, the veteran instructors were in agreement with other studies' findings that an iterative approach to conceptual understanding and procedural fluency are necessary for student understanding of pre-calculus concepts.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Math Education
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Nel, Celeste. "Die oorgang van skool na universiteit : 'n teoretiese raamwerk vir 'n pre-universitêre intervensie." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/3175.
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Thesis (PhD (Education )--University of Stellenbosch, 2008.352 leaves, preliminary pages xxiii and numbered pages 1-329. Includes bibliography and a list of figures.
ENGLISH ABSTRACT: The South African school system is increasingly producing students who do not make the grade in higher education. Universities are concerned about the quality of the students who register as first-years at higher education institutions. The findings of various studies have clearly shown that more and more students are inadequately prepared and therefore not ready for higher education. In South Africa the problems resulting from the gap between school and university have been exacerbated by the inequalities that exist in the secondary school system, and which are still part of the legacy of apartheid. Within the context of learners’increasing unpreparedness for university studies, their difficult transition from school to university and the concomitant high drop-out figures in higher education, this study investigated the extent to which universities – with Stellenbosch University as a case in point – can contribute towards preparing students for university studies from as early as school level, and thus facilitate their transition from school to university. Taking this research question into account, the researcher investigated the extent to which specific variables played a part both in the pre-university phase and after admission. In addition, the study also focused on the extent to which students’ school background (previously disadvantaged privileged school) influences students’ preparedness, and to what extent academic standards (amongst others final examination results)are related to success in the first year at university. The research design was a case study of black newcomer first-year students who participated in a Stellenbosch University bursary project (the Merit Bursary project) in their Grade 12 year. The data generation consisted of two phases, namely a quantitative approach in the pre-university phase and a qualitative approach, after admission, in the transitional phase. The research findings have revealed that the inequalities in the South African schooling system influence the transition from school to university. The classification of schools (previously disadvantaged or privileged school) plays a crucial role in students’ preparedness and how they handle the transition from school to university. There are various academic, social, emotional, cultural and financial factors that impact on this transition. However, the factors are interdependent – no one factor can be regarded as being more important than another. Universities must adopt a holistic approach to the transition that newcomer students are required to make. It was concluded in the study that universities have a responsibility to ensure that the diminishing pool of potential students in higher education be expanded. Universities should also ontribute towards preparing prospective students more effectively so that the transition process will be less challenging. It is believed that this will also improve the throughput rate. In this regard the study proposes a theoretical framework for a pre university intervention.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skoolstelsel lewer toenemend studente wat nie die mas in hoër onderwys opkom nie en universiteite is bekommerd oor die kwaliteit van die studente wat as eerstejaars aan hoëronderwysinstellings registreer. Uit die bevindinge van verskeie studies het dit geblyk dat studente toenemend nie voldoende voorbereid en gereed is vir hoër onderwys nie. In die Suid-Afrikaanse konteks word die gaping tussen skool en universiteit vergroot deur ongelykhede in die sekondêre skoolstelsel as gevolg van die land se apartheidsgeskiedenis. In die konteks van leerders se toenemende onvoorbereidheid vir universiteitstudie, die moeilike oorgang van skool na universiteit en die gepaardgaande hoe uitvalsyfers in hoër onderwys, het hierdie studie ondersoek ingestel na die mate waarin universiteite - met die Universiteit Stellenbosch as spesifieke geval - reeds op skoolvlak ’n rol kan speel om voornemende studente beter vir universiteitstudie voor te berei en sodoende die oorgang van skool na universiteit te vergemaklik. Met die navorsingsingsvraag in ag genome, het die navorser die mate waarin spesifieke veranderlikes ’n rol speel in die pre-universitêre fase asook die fase na toetrede tot universiteit, ondersoek. In samehang hiermee, het die studie ook gefokus op die invloed van skoolagtergrond (voorheen benadeelde of bevoorregte skole) op die voorbereidheid van studente en die mate waarin akademiese maatstawwe op skool (onder meer eindeksamenresultate) verband hou met sukses in die eerste universiteitsjaar. Die navorsingsontwerp was ’n gevallestudie van swart nuwelingeerstejaarstudente wat in hulle graad 12-jaar aan ’n beursprojek (die Verdienstelikheidsbeursprojek) van die Universiteit Stellenbosch deelgeneem het. Die data-generering het uit twee fases bestaan, naamlik ’n kwantitatiewe benadering in die pre-universitêre fase en ’n kwalitatiewe benadering na toetrede in die oorgangsfase. Die ondersoek het gevind dat die ongelykhede in die Suid-Afrikaanse skoolstelsel die oorgang van skool na universiteit beinvloed. Skoolklassifikasie (voorheen benadeelde of bevoorregte skole) speel ’n bepalende rol in die voorbereidheid van studente en ook in die wyse waarop studente die oorgang hanteer. Daar is ’n verskeidenheid akademiese, sosiale, emosionele, kulturele en finansiële faktore wat ’n rol speel in die oorgang van skool na universiteit. Die faktore is egter interafhanklik van aard – geen een kan uitgesonder word as belangriker as die ander nie. Universiteite moet die oorgang van nuwelingstudente holisties benader. Hierdie ondersoek kom verder tot die slotsom dat dit ook die verantwoordelikheid van universiteite is om te sorg dat die krimpende poel potensiele studente vir hoër onderwys vergroot en beter voorbereide studente toegelaat word om sodoende die oorgangsproses te vergemaklik en deurvloeikoerse te verhoog. In die lig hiervan stel die studie ’n teoretiese raamwerk vir ’n pre-universitêre intervensie voor.
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Donevska-Todorova, Ana. "Utilizing Technology to Facilitate the Transition from Secondary- to Tertiary Level Linear Algebra." Doctoral thesis, Humboldt-Universität zu Berlin, 2017. http://dx.doi.org/10.18452/18561.
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Es ist eine weit verbreitete Wahrnehmung, dass der Übergang zwischen der Mathematik der gymnasialen Oberstufe und der Mathematik an der Universität für Studierende problematisch sein kann. Besondere Verständnisschwierigkeiten in Bereich der lineare Algebra (lA) bereiten den Studierenden die verschiedenen Herangehensweisen auf diesen beiden Ebenen. Dies lässt sich auf die strukturell-axiomatischer Herangehensweisen an die lA an der Universität, im Gegensatz zu ihrer arithmetisch-geometrischen Darstellung in der Schule, zurückführen. Dies bedingt ebenfalls Unterschiede im prozeduralen und konzeptuellen Verständnis. Ziel dieser Arbeit ist es, zu untersuchen, wie Schüler konzeptuelles Verständnis, Bezug nehmend auf die Theorien von concept definition/image in Verbindung mit multiplen Modi der Beschreibung und des Denkens von Konzepten wie Bilinearität z.B. Skalarprodukt und Multilinearität z.B. Determinanten gewinnen können. Um dies zu erreichen wurde eine substanzielle Lehr-Lernumgebung unter Verwendung einer dynamischen Geometriesoftware (DGS) entwickelt. Die Lerneinheit wurde an einem Berliner Gymnasium eingesetzt und dabei ein vollständiger design-based research Zyklus durchlaufen und eine multiple-level Datenanalyse durchgeführt. Die Ergebnisse der Untersuchung zeigen nicht nur, dass eine Erweiterung der Vorstellungen der Schüler, eine Entwicklung multipler Denkmodi und ein Gewinn tieferen konzeptuellen Verständnisses in der lA erfolgreich vermittelt werden können, sondern geben auch Einblicke in ein mögliches theoretisches Modell, mit dessen Hilfe sich diese Prozesse weiter untersuchen lassen. Weiterhin werden die interaktiven Lehr-Lernmaterialien für die weitere Verwendung im Rahmen von Lehre und Forschung zur Verfügung gestellt. Es öffnen sich neue Forschungsfragen hinsichtlich lokalen Axiomatisierens in der lA der gymnasialen Oberstufe, welches auf einer Integration geometrischer, algebraischer und axiomatischer Denkmodi, unterstützt durch DGS, basieren könnte.A common perception among researchers in mathematics education is that the transition between secondary- and tertiary level of mathematics may be problematic for the students. In particular, the exact and abstract nature of the theory of Linear algebra versus its arithmetic-geometric presentation in school appears to be difficult for the novice students. The application of properties for defining concepts at university in contrast to their usage for describing concepts in school points out a possible occurrence of obstacles for learning and discrepancies in procedural and conceptual understanding. The aim of this study is to examine how could upper-high school students develop a conceptual understanding based on concept definition and concept image in connection to multiple modes of description and thinking about concepts such as bi-linearity exemplified by the dot product of vectors and multi-linearity exemplified by determinants. In order to achieve this, I have created a specific teaching/ learning sequence in a dynamic geometry environment (DGE), then implemented it and evaluated it in a high school in Berlin, following a complete cycle of design-based research and conducting a multiple-level data analysis. The findings of the study show not only that widening students' concept images, developing multiple modes of thinking and gaining deeper conceptual understanding can successfully be mediated by dynamic geometries, but also give insights into an eventual theoretical model of how can they be further examined. Moreover, the study promotes authorized open-source interactive teaching/ learning materials for further sustainable practice and research. It opens new research questions about revisiting axiomatic approaches on local levels in upper high-school Linear algebra which may base on the integration of all three modes of description and thinking geometric, algebraic and abstract possibly facilitated by DGE.
Честа перцепција кај многумина истражувачи во областа на математичкото образование е дека транзицијата помеѓу средното и високото образование по математика може да биде проблематична за студентите. Егзакноста и апстрактноста на теоријата по Линеарна алгебра наспроти нејзината аритметичко-геометриска презентација во средното гимназиско образование се покажува како особено тешка за студентите. Примена на својствата на математичките поими за нивно дефинирање на универзитетско ниво наспроти нивното употреба за опишување на претходно дефинирани поими на училишно ниво, укажува на можна појава на тешкотии при нивното изучување и несовпаѓање на процедуралното и концептуалното разбирање на истите. Целта на оваа студија е да истражи како средношколците би можеле да развијат концептуално разбирање на поимите врз основа на концепт дефиниција и концепт слика во врска со мулти-моди на мислење, конкретно за поими како билинеарност, пр. скаларен производ на вектори, и мултилинеарност, пр. детерминанти. За да ја постигнам оваа цел, креирав наставна содржина поддржана од еден динамичен геометриски систем (ДГС) и следејќи целосен циклус на т.н. design-based research и спрoведувајќи мулти-анализа на податоци, истата ја имплементирав и евалуирав во едно средно училиште во Берлин. Резултатите од студијата укажуваат не само на фактот дека проширувањето на концепт сликите на учениците, развојот на мулти-моди на мислење и стекнувањето на длабоко концептуално разбирање на поимите можат да бидат успешно посредувани од ДГС туку овозможија и увид во еден теоретски модел за тоа коко тие можат понатаму да се истражуваат. Уште повеќе, студијата промовира авторизирани open-source интерактивни материјали за предавање и учење на содржините кои може да служат за понатамошни одржливи истражувања и развој. Студијата отвора нови истражувачки прашања за средношколската Линеарна алгебра која може да се базира на интеграција на сите три моди на мислење, геометриски, алгебарски и апстрактен, поддржан од ДГС.
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金慧君. "初中生生活壓力、因應策略與自我傷害的相關研究 = A study of the relationship between life stressors, coping strategies, and self-injury in junior high school students." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2177943.
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Hillman, Robert P. "Transition from secondary school to university." 1999. http://repository.unimelb.edu.au/10187/421.
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Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)
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Soiferman, Lisa Karen. ""University and high school are just very different" student perceptions of their respective writing environments in high school and first-year university." 2012. http://hdl.handle.net/1993/13237.
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The purpose of this study was to investigate the challenges faced by first-year students as they negotiated the transition from the wrting environment of high school to the writing environment of university. The research for the dissertation was undertaken using a mixed-method explanatory design. This yielded a description of students' perceptions of the differences between their high school writing and first-year university writing environments. The research questions were as follows: what are high school students' perceptions of their writing environment; and what differences, if any, do students perceive as different in the writing environment between high school and first-year university? A total of one hundred and forty-four Grade 12 students completed a quantitative survey asking for their perceptions of the high school writing environment, and twenty students took part either in qualitative focus groups or individual interviews. A follow-up interview was conducted with fourteen of the original twenty participants while they were in the process of completing their first term at university. The results indicated that students' perceptions were very much influenced by individual teachers and instructors and by their own expectations. Recommendations, implications for further research, and implications for program development are offered as a way to extend the knowledge in this area.
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周倢如. "A Case Study on High Scope Program of the Partnership between High School and University." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/15821455527990061708.
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碩士國立臺灣師範大學
教育政策與行政研究所
101
Recently, the development of students’“future-ready”capabilities has become the crucial issue in educational reforms around the world. Therefore, high school reinforces its education by implementing the professional resources offered by university. On the other hand, the university has to prove the applied value of knowledge through the practical cooperation between high school and university, so that we can see the importance of the partnership between this two. This case study mainly focuses on the partnership between high school and university in High Scope Program, including the participants, operations, developments, difficulties, challenges and interaction quality. The researcher chose Huan-Shui High School as the research field, high school teacher and university professor as research subjects, doing the research by interviews, observation, the document analysis and the refletive journal. The finding of this study indicates that the partnership of these participants meets the concepts of university taking the lead in High Scope program. As for the operation part, they proceeded with these operations, such as monthly meetings, capability evaluation conference and High Scope Program activities. As for the development part, the partnership underwent the constructive period of the professional guidance from university professors and the run-in period of cognitive difference to common consensus establishment. Since the cooperation between these two, they have faced lots of the difficulties and challenges, such as the differences of scientific viewpoints, subjects differentiation, habitual behaviors and the time limitation. When it comes to the interaction quality of partnership, we have seen the positive progress of interaction efficiency, and the equal relationship between both sides. However, it would be better if they could raise the quality and benefit for each other. At last, if both sides focused on the professional learning community and teachers, it would help teachers continually improve their capabilities and further consolidates their proficiency and the partnership for both sides cooperation in the system. According to the research, we can have the conclusion that the partnership of high school and university is the key point for the facilitation of High Scope Program. With regard to the developing process, the partnership underwent the constructive period and the run-in period, Moreover, the partnership encountered three challenges as what were shown in the finding. However, the interaction quality will continually transform, and help the growth of teacher proficiency. Based on the conclusion of the research, the researcher focuses on the partnership of High Scope Program and provides relative advices for the following research.
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Genge, Emma. "Initial transition from high school : decisions and aspirations of rural Newfoundland and Labrador youth /." 1996.
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Molapisi, Adelaide Tsholofelo. "A phenomenological investigation of challenges and coping mechanisms associated with the transition from high school to university." Thesis, 2009. http://hdl.handle.net/10530/959.
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A dissertation submitted to the Faculty of Arts in partial fulfillment of the
requirements for the degree of Master of Arts in Counselling Psychology at the University
of Zululand, South Africa, 2009.While entering the university is often a wonderful experience to a number of students, to some students it is very a challenging exposure to a degree where they even end up discontinuing their studies. This study was concerned with the challenges and coping mechanisms that students used as they were confronted by the university environment. The purposive sample of ten students was selected from the University of Zululand student population and they volunteered participation in the study. The research findings of this study indicated that many students found entering the university very challenging, as the environment there was experienced as impersonal, demanding, competitive and directionless. The aim of the research study was to investigate students' experiences in association with the transition from high school to university and to identify mechanisms that they used to handle the transition in question.
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LIN, CHUAN-MIN, and 林詮閔. "Analyze the relationship between high school grades and university performance by machine learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ma75n6.
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碩士逢甲大學
商學專業碩士在職學位學程
107
Education is the foundation of social and cultural development, as a result, how to teach students according to their advantages and ability to learn is the direction that we should make continuous efforts in. At the same time, in response to the era of declining birthrate and the explosion of knowledge, the social cost of education is gradually rising. However, with a high degree of teaching quality and the increase demand of applications in information tools using artificial intelligence, it is crucial to build a predictive model of learning performance by using algorithm under current social culture and technology development. This model can be utilized to further strengthen the relationship between student’s ability and development and make suitable teaching policies. In a society of declining birthrate, this will be an extremely important issue in the future. In this study, literatures analysis and expert interviews are used to analyze content validity and structural validity between learning effectiveness and evaluation factors. Then, we employ the Bayesian network to carry on scalable association model after cleaning the data. Ultimately, we try to prove the relevance models as follows: A. The relevance model between students high school scores and university performance. B. The relevance model between students’ academic scores in vari-ous subjects and university performance. C. The relevance model between a specific high school scores and university performance. D. The relevance model between students who come from certain high schools and university performance. This study is expected to provide these models and have the scalability to import time scales and number of cases. The coefficient of relevance will be served as a guideline for subsequent education policies and the supplementary measures for teaching strategies and related remedial teaching is provided by referring to “the database of high school learning” and “the learning relation of quantitative database” .
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Toffan, Adam. "A biomechanical analysis of the football quarterback pass and comparison between university and high school athletes." 2009. http://hdl.handle.net/1993/21569.
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Eddie, Yi-Chun Huang. "The Connection between Self-concept and Brand Personality: A Study on High School and University Students." 2006. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0002-1207200613023800.
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Huang, Eddie Yi-Chun, and 黃逸群. "The Connection between Self-concept and Brand Personality: A Study on High School and University Students." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/11692508260068308545.
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碩士淡江大學
企業管理學系碩士班
94
People have long been using brands to create and communicate their self-concepts. There are numerous work studied and investigated among adult consumers. We know very little about how brands are defined and expressed in high school and university students. In this thesis, I will examine how self-concept and brand personality can have influences on decision making among high school and university students, whether brands form self-concept through possession or self-concept lead to purchase of brands through possession.
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Chizewski, Michael George. "A biomechanical comparison of the long snap to punter between high school and university level football players." 2009. http://hdl.handle.net/1993/3224.
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The study compared the kinematics used to perform fast and accurate long snaps in high school (HS) and university level (UNI) athletes. The study also determined the kinematic variables related to greater release velocity and which variables are significant predictors of release velocity or total snap time* (TST) for HS, UNI, and both groups combined*. Ten HS and ten UNI subjects were recruited. The athletes were filmed with eighty-three variables measured using Dartfish TeamPro 4.5.2 software. UNI athletes had significantly greater release velocity (15.15m/s) and left elbow extension velocity (752 deg/sec) than the HS group (13.21m/s and 498 deg/sec). TST had the strongest correlation to release velocity in HS (r=-0.915) and UNI snappers (r=-0.918). HS long snappers may benefit from less elbow flexion and more knee flexion in the set position. UNI long snappers may benefit from increased left elbow extension ROM and decreased shoulder flexion at release.
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Yang, Kuoming, and 楊國明. "The Relationships between Universities with Teacher Education Programs and their Affiliated High Schools:A Case Study of National Taiwan Normal University and the Affiliated Senior High School of National Taiwan Normal University." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/97518468217458083788.
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碩士國立臺北教育大學
文教法律研究所
100
To acquire a learning environment and practice teaching opportunities for its student teachers, National Taiwan Normal University (abbreviated as NTNU, and formerly named Taiwan Provincial Normal College, founded on June 5th, 1946) incorporated Taiwan Provincial Taipei Hopin High School, and hence the Affiliated Senior High School of NTNU (also known as HSNU and originally named The Affiliated High School of Taiwan Provincial Normal College) was accidentally established on April 10, 1947, and since then, some confusing relationships have been developed, sometimes isolated but other times intimate. For example, HSNU is an NTNU-affiliated senior high school in accordance with the Organization Regulations of HSNU and therefore they seem to belong to a family in terms of their similar names, but HSNU is actually an independent senior high school like the other national high schools administratively, financially, and on personnel management. The main goal of this thesis is consequently to explore the fluid situation between NTNU and HSNU through the school history of HSNU, and to prompt both schools to take it into serious consideration how to construct reliable and lasting relationships. Some concrete suggestions are also provided for NTNU and HSNU, for universities with teacher education programs and university-affiliated senior high schools, or even for those of the kind, so that they can be pointed in a straight direction of benign future development in between. To accomplish the goal, this study has adopted the approaches of historical research, document analysis and semi-structured interview. There are seven chapters in this thesis, 1. the background of research problems, including the motivations, purposes, approaches, range, frame and limits, described in Chapter 1; 2. the history of HSNU chronicled in Chapter 2, including school’s former and incumbent principals and its milestones from1947 till now; 3. the ambiguous relationships during the previous twenty more years when principals of HSNU were appointed by the designated educational authority stated in Chapter 3; 4. the closer and then fading relationships after 1973 when NTNU itself began to assign the qualified faculty members as principals of HSNU depicted in Chapter 4; 5. the legal relations between NTNU and HSNU expounded through the relevant legal regulations and interpretation in Chapter 5, such as the legal status of HSNU, subject of rights to establish the Affiliated High School of Taiwan Provincial Normal College, legality and amendment to some specific legal issues, and appropriateness to organizing a Principal Select Committee of HSNU; 6. the general relationships between NTNU and HSNU recounted and analyzed in Chapter 6, in the hope that NTNU will take significant measures to help create positive climate in which both schools are willing to form a deep and lasting friendship and both are sure to be proud of the achievements of each other; 7. conclusions reached of both building solid relationships like siblings’ to develop in a right way and practical and practicable suggestions presented in chapter 7. Based upon the collected and processed data, suggestions have been generalized as follows: 1. A panel of faculty members from each school should be convened for discussion of relevant issues. 2. A consultative committee should be established for regular and effective communications from both sides. 3. A cooperative project on teacher training should be contracted on behalf of student teachers and both schools. 4. The status of the principal of HSNU should be promoted for the extra time and energy contributed. 5. A principal select committee of HSNU should be established for faculty members and students’ parents to be representatives in the committee.
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Chang, Wan-Jou, and 張婉柔. "Junior High School English Teachers’ Beliefs about 7th Graders’ Transition between Phonics and K. K. Phonetic System: A Case Study in Pingtung." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/d5qe83.
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碩士國立屏東科技大學
應用外語系所
106
This study aimed to explore junior high school English teachers’ beliefs about student learning phonics and K. K. phonetic system and investigate their support for 7th graders’ transition between phonics and K. K. phonetic system. Through a qualitative case study, this study interviewed six participants in Pingtung to provide the in-depth understanding and description of their beliefs and teaching strategies. In addition to the data collected from two semi-structured interviews, the researcher also collected audio files, field notes and instructional materials. The findings have shown that the teachers claimed the accuracy of pronunciation played an essential role in junior high school English pronunciation instruction; furthermore, they highlighted that they preferred using K. K. phonetic system as a means to support the 7th grade students’ transition from Phonics to K. K. phonetic system. Additionally, the results also revealed that junior high school English teachers’ past learning experiences have influenced their pronunciation instruction in summer transition courses. Finally, this study’s results have indicated that junior high school English teachers encountered some challenges in carrying out 7th graders’ transition between phonics and K. K. phonetic system such as insufficient time, lack of 7th grade K.K. phonetic system linking curriculum, no mandatory attendance for summer transition courses and students with low English proficiency. Such suggestions may provide more implications for English language teaching and research.
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Chen, An-Jung, and 陳安蓉. "A Comparison between Senior High School Athletes and University Athletes based on Sport Passion and Burnout: The Moderating Effect of Achievement Level." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/24n4g6.
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碩士國立臺北教育大學
體育學系碩士班
105
The purpose of the study aimed to investigate the difference of sport passion and burnout between senior high school athletes and university athletes with various achievement levels. Participants were composed of 404 student athletes of team sports including basketball, volleyball, korfball, tug of war, handball, and soccer in senior high schools and universities in Taiwan. The self-reported measures of passion for sport and athlete burnout were administrated. Two-way and one-way ANOVA were conducted for statistical analyses. In general, the results suggested that the harmonious passion and obsessive passion in senior high school athletes were significantly higher than those of university student athletes (5.752 > 5.439; 5.201 > 4.939, p <.05) while the level of sport burnout was significantly lower than that of university student athletes (3.512 < 3.841, p < .05). Nonetheless, after taking achievement level into consideration, international and national university athletes, as well as international and national senior high school athletes did not show significant difference in obsessive passion (5.422, 4.904, 5.189, 5.190, p > .05) and burnout (3.478, 3.980, 3.585, 3.598, p > .05). The obsessive passion in interschool university athletes is significantly lower than that of national and interschool senior high school athletes (4.409 < 5.190, 5.228, p < .05). The burnout in interschool university athletes is significantly higher than that of national and interschool senior high school athletes (4.100 > 3.598, 3.311, p < .05). The findings of this study verify that achievement level moderates the difference between senior high athletes and university athletes regarding their obsessive passion and burnout, which indicates that “lower passion for training and games, and increase of sports burnout” is not inevitable phenomenon after senior high school student athletes enter the universities in Taiwanese sport settings. The key of maintaining the obsessive passion and decreasing burnout might rely on whether university student athletes remain actively participating in international or national competitions.