Dissertations / Theses: 'Vocational school students Vocational education'

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Pattama, Roopsuwankum Klass Patricia Harrington. "Student satisfaction in Thai private vocational schools." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087873.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 1, 2005. Dissertation Committee: Patricia H. Klass, William C. Rau (co-chairs), James C. Palmer, Albert T. Azinger. Includes bibliographical references (leaves 115-120) and abstract. Also available in print.

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Chan, Kwan-tak. "Diploma disease and vocational education and training in Shanghai, China." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500761.

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Chakkrapan, Pornnimit Riegle Rodney P. Heyl Barbara Sherman. "Images of private vocational education in Thailand using the articulation model to analyze image-making among vocational students /." Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087872.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Rodney P. Riegle, Barbara S. Heyl (co-chairs), Mary Anne Moffitt, Amee Adkins, Will Ashton. Includes bibliographical references (leaves 113-116) and abstract. Also available in print.

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Chan, Pui-cheung Esther. "An investigation into the use of CMC in vocational education : a case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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Hemzik, Rebecca N. ""There's nothing wrong with me" high school students describe alienation, resistance, and alternation education /." Diss., Online access via UMI:, 2005.

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Varayuth, Pattanasiriruk Riegle Rodney P. Strand Kenneth H. "School stakeholders' perceptions of total quality improvement principles in private vocational schools in Thailand." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087871.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 19, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 158-165) and abstract. Also available in print.

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Dykzeul, Theodore. "The Effects of Career and Technical Education on High School Students." Thesis, Saint Mary's College of California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284565.

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Due to the high unemployment rate and difficulty for students to transition from education to work, this thesis looks at how Career and Technical Education (CTE) programs provide a supplement to the traditional education systems throughout the world, and can be a solution to students graduating with employable skills so they can find meaningful work. The thesis answers the question: “What are the effects of Career and Technical Education?” through a qualitative method of an open-ended survey administered to three educational organizations in Northern California. Participants included four teachers, five administrators, and 96 high school students. The results showed that CTE programs have incredible effects on students, from being life-changing to providing necessary career skills and the space to navigate college and career choice. Students, teachers and administrators recommend that CTE programs be adopted nation wide, so students can decide what career to pursue.

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Anawut, Choosup Riegle Rodney P. Padavil George. "Selected variables influencing school choice by students in private vocational schools in Thailand." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064529.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Rodney P. Riegle, George Padavil (co-chairs), Kenneth H. Strand, Mohamed A. Nur-Awaleh. Includes bibliographical references (leaves 116-119) and abstract. Also available in print.

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Staporn, Phettongkam Baker Paul J. Heyl Barbara Sherman. "A qualitative study of the migrant students at the Bangkok Metropolitan Administration Vocational Training Center." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521339.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 12, 2006. Dissertation Committee: Paul J. Baker, Barbara S. Heyl (co-chairs), John R. McCarthy, William C. Rau. Includes bibliographical references (leaves 120-125) and abstract. Also available in print.

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Sage, Linda Ann. "A study to determine the perceptions of post-secondary vocational students regarding the value of their high school counseling experience." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1097.

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Chuatong, Pongpan. "Factors associated with the problem-solving ability of high school students enrolled in vocational horticulture." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1232545106.

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Efetevbia, Ernest. "The Relationship Between Problem-Solving Skill of 11th- and 12th- Grade Vocational and Non-Vocational Education Students In A Public School /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993468586.

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Koci, Julie Lynn. "A follow-up study of vocational agriculture students graduating from Kansas high schools in 1981." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9923.

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Monahan, Michael. "Social Skills and Problem Behavior Assessment of General and Special Education Vocational Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2561/.

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The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found.

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Hogue, Darryl Emery. "Understanding Perceived Benefit for Students, Employers, and Parents Who Participate in Work-Study Programs at Fulton High School." Thesis, Western Illinois University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10934225.

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The purpose of this mixed methods case-study was to understand why students enroll in the Community Involvement work-study program, why employers continue to host students, and what are the parents’ perceptions of their child’s experience. The following research question framed this study: What is the perceived impact of the Community Involvement Program?

Five additional questions further guided this study: 1. Why do students enroll in the Community Involvement Program? 2. What impact does enrolling in a work-study program have for participating students? 3. What motivates employers to become a volunteer host site for Community Involvement students? 4. What impact do parents perceive when their son or daughter participates in the Community Involvement Program? 5. How do students enrolled in the Community Involvement Program compare to those students who are not enrolled in the program based on GPAs, attendance patterns, and postsecondary plans?

This study examined the perceptions of the students, employers, parents, the instructor and the high school principal. Qualitative methods included open-ended surveys, interviews, focus groups, and student artifacts. Quantitative methods included analyzing Likert-type survey questions and archival data (GPAs, attendance patterns, and postsecondary plans). The findings will provide those involved in the education and workforce communities with insight into why students and employers continue to enroll in and support work-study programming.

The research study concluded that students, employers, parents, the instructor and the principal all found benefit in the Community Involvement Program. The study also confirmed the positive impact on GPAs, school attendance and postsecondary enrollment noted in the previous work-study literature. Seniors enrolled in the work-study program at Fulton High School had significantly higher GPAs, fewer absences, and were more likely to enroll in a two- or four-year postsecondary program as compared to seniors not enrolled. The students also shared that they believe the Community Involvement Program provided career exploration opportunities, lessons about work environment, lessons about postsecondary planning, and the development of meaningful relationships which impacted their future. Employers host students because they want to support the school and local community, see a positive impact on their work environment, find future employees, and develop meaningful relationships with the students. Parents noted that Community Involvement Program positively impacted their child’s career and postsecondary decisions, their children learned valuable work lessons, and developed relationships with employers that impacted career and college decisions. Each of the participants including the instructor and principal suggested expanding the program to all juniors and offer the program during the summer. Recommendations based on the findings included: 1) more high schools should offer work-study programs for one or two semesters to juniors and seniors, 2) encourage employers to host and expand opportunities for students, 3) hire students who participate, and 4) promote work-study opportunities in the community and schools.

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Ruslin. "The learning experience of automotive students at a vocational school in Indonesia : perspectives of school stakeholders." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/72663/.

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In the last two decades, there has been a great concern about Vocational Education and Training (VET). This concern has been triggered by an increasing dissatisfaction on the part of educational stakeholders, practitioners and observers, as well as VET users about the outcome of VET. In the Indonesian context, VUSS (Vocational Upper Secondary School) has a key role due to its strategic relevance to the knowledge-based economy. It is aimed to produce medium-skilled operators that are needed in Indonesia as the country shifts from an economy based purely on agriculture to an enterprise and service-based one. Despite a huge investment of the government of Indonesia on the VUSS development, the outcome is still disappointing (World Bank, 2004; Depdiknas, 2010, 2011; Simanungkalit, 2013). Particularly, many observers and practitioners worry about skills of VUSS school leavers which are often inadequate and irrelevant to the needs of the labour market. The thesis examines the accounts of school stakeholders about the learning experience of the Automotive Department students in the workplace in the context of VUSS apprenticeship programme. The investigation focuses on the contribution of the learning experience of students in-school and the workplace to their vocational skills and knowledge. It also examines the influence of instructors on the learning experience of students in the workplace. The main question that guides this study is “What are the learning experiences of the Automotive Department students in the workplace?” In order to examine the research question, this study employs a case study approach within the interpretive paradigm. The data was mainly obtained through semi-structured interviews with students, teachers, and instructors. Documentary analysis is also used to understand the learning experience of the Automotive Department students in school. The data was collected and analysed in accordance with two main themes: the vocational skills and knowledge of the students and the influence of instructors. The documents were analysed according to the themes and were used to triangulate the accounts of the school stakeholders derived from the interviews. The first key findings of the study are derived from the contribution of the learning experience of the Automotive Department students in-school and their work engagement in the workplace to their vocational skills and knowledge. The study shows that at school, the students were mainly equipped with procedural knowledge about job task. This condition is mainly influenced by poor knowledge and limited understanding of teachers about the School-based Curriculum (SBC) and limited learning facilities available. It also finds that in the workplace, there is variety in the ways the students engaged in work activities, for example, learning from instructors, learning from peer(s), and learning independently. However, as such learning opportunities were limited to recurring tasks, the knowledge and skills of the students were mainly limited to simple skillsets in their field while mainly characterizing novelty performance. In addition, it shows that there was a mismatch between the learning expectations of the Automotive Department students and their apprenticeship placement. The second key findings emphasise the influence of instructors on the learning experience of students in the workplace. The study reveals that the experience and the understanding of the instructors about their position significantly influenced the way they approached and transferred their knowledge and skills to the students. It also shows that the support of the instructors to the students were mainly unorganised and informal. In addition, it finds that the instructors lacked understanding about the relevant assessment criteria which contributes to the poor skillsets of the Automotive Department students in their field. The result of the study provides a potentially useful framework for the development of a more accountable apprenticeship programme in the VUSS system. However, more studies are needed to fully understand how different factors influence the learning experience of students in VUSS.

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Putrino, Pasco John. "Workplace formation : how secondary school students manage structured workplace learning." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0004.

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[Truncated abstract] Changes in the international and Australian economies and labour markets during the 1980s and early 1990s substantially reduced employment opportunities for young people, causing higher education participation and increased school retention rates. Schools responded to these pressures and to Government policy with the development of Vocational Education and Training (VET) programs that integrate school-based learning with industry training, resulting in rapid growth in the participation of senior secondary students in such programs in recent years. Structured Workplace Learning (SWL) is an integral part of many such programs. How students manage their learning in these new environments was the focus of this study . . . The central finding of the study was the theory of ‘Workplace Formation’ that explains the processes students use to manage their workplace learning during the first year of workplacement. ‘Workplace Formation’ is comprised of five categories of processes – preparing, familiarising, committing, adapting, and building. Each category is comprised of two or more processes. While students generally proceed through each category sequentially, there is a degree of overlap between them. This general sequential progression can be disrupted if circumstances change. The extent of ‘Workplace Formation’ may vary from one student to the next. The theory of ‘Workplace Formation’ provides a new perspective on how school students manage their learning in the workplace while still at school and adds to the theoretical literature in this field. Implications of the findings for further research, and for policy and practice are discussed.

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Dominguez, Joe Manuel. "Army Junior Reserve Officers' Training Corps (JROTC) handbook for high school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1715.

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Wong, Kin-wan Anissa. "The effectiveness of school-based curriculum in enhancing vocational competencies among secondary school students with moderate mental handicaps." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669032.

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Zink, James Lynd. "Reactive behavioral patterns, generational differences and retention in online career and technical education students." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000165.

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Thesis (Ed.D.)--University of West Florida, 2009.
Submitted to the Dept. of Professional and Community Leadership. Title from title page of source document. Document formatted into pages; contains 121 pages. Includes bibliographical references.

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Schiro, Victor Raymond. "Addressing students' competencies thru portfolio evaluation." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2039.

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Hunter, Clay M. "Career Academy Students' Perceptions of School Effect, Engagement, Attendance, and Academic Achievement as Determining Factors in the Acquisition of High School Core Credits." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/78.

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The purpose of this quantitative study was to determine if there is a statistically significant relationship between the school effectiveness of students in the Business and Entrepreneurship Academy and the acquisition by these students of core subject credits within the four-year cohort timeline. This study sought to determine: (a) if there is a statistically significant relationship between the perception of engagement of students in the Business and Entrepreneurship Academy and the acquisition by these students of core subject credits within the four-year cohort timeline; (b) if there is a statistically significant relationship between the attendance of students in the Business and Entrepreneurship Academy and the acquisition by these students of core subject credits within the four-year cohort timeline; (c) if there is a statistically significant relationship between the results of the core subject Georgia End-of-Course Tests for students in the Business and Entrepreneurship Academy and the acquisition by these students of core subject credits within the four-year cohort timeline; and (d) if there is a statistically significant difference between students in the Business and Entrepreneurship Academy and students in the other Career Academies (Health and Human Services, Media and Arts Communication, and Public Service, Law and Leadership) who acquire core subject credits within the four-year cohort timeline on the variables of credit earned, grade conversion, attendance, and perception of engagement. Spearman correlation coefficients revealed that the average grade earned in the End-of-Course Tests was the only variable that was significantly correlated with credits earned. In addition, the study found a significant difference in the average grade earned in the End-of-Course Tests among the five academies at the school examined, with the STEM academy students receiving the highest scores among the five academies.

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Wallace, Ronda L. "Grit and Student Performance| A Mixed-Method Analysis of a Non-Traditional Technical High School and a Traditional High School." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036393.

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Grit, defined as the tendency to pursue long-term goals with sustained zeal and hard work, was shown to predict achievement in academic, vocational, and avocational domains. In 2009, Duckworth and Quinn found that grit predicted student effectiveness in school and the concept of grit was largely unrelated to talent. Grit provided incremental predictive validity for achievement outcomes, particularly in settings of high challenge. From the combination of persistence, self-control, and more broadly, conscientiousness, emerges the concept of grit.

The purpose of this study was to compare the relative grittiness of students from two different high school settings. The first of these was a non-traditional technical high school. The second was a traditional suburban high school. One hundred students from each high schools took the Grit-S survey to determine their level of grit. It was found that students attending the non-traditional high school and students attending the traditional high school had no statistically different level of grit. However, students from the non-traditional technical high school had an observably higher level of self-reported grit. Teachers and administrators were interviewed to determine their perceptions about grit. Qualitative analysis of their responses rendered three commonalities. The first theme was a definition of grit rooted in persistence and self-motivation. The second theme was the need for adults to model grit for the benefit of their students. The third theme was a lack of difference between the genders in perceived grit or academic prospects.

This dissertation expanded on the research of Grit and Student Performance as it relates to students who attend a non-traditional technical high school and students who attend a traditional high school. There was a lack of previous research comparing these two distinct types of high schools. After the data was gathered and analyzed no significant differences were found. This dissertation provides ideas for future research and its results may possibly change attitudes about students in both high school settings.

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Bloxom, Joan, and University of Lethbridge Faculty of Education. "What they need : delivery of career development to grade twelve students." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/144.

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Rapidly changing social and economic conditions can impart significant challenges to high school career decisions. Recent career education initiatives have been structured to support this school-to-work and school-to-post-secondary education transition. The student needs assessment focus of study allows a unique insight into the availability, delivery, and effectiveness of high school career programs. This research provides data from a nineteen-item Comprehensive Career Needs Survey, administered to 888, Southern Alberta grade 12 students. The results profile the student responses to questions on career plans after high school the meaning of occupation and career, career choice, reasons for career choice the importance of career planning, factors of encouragement and discouragement in career plans, and what would be most helpful in career plans. Questions on career hlep included the availability, use, and helpfulness of high school services, curriculum and resources, the peple helpful to career, the confidence in career plans after high school and the preferred work location. The results of this study suggest grade 12 students value career plans and the resources both people and informational, to support transitions. These students voice the need to have passion for career, and report a wide range of occupational choices. The large majority who plan post-secondary education or training expressed the need for diverse but specific career development services to support success in career. High school career development resources are available but the efficacy data suggest their under utilization or reports of not being fully helpful to career plans. An important finding is that career resources are used in the school setting but not the community. The results of this study have implications for the delivery of high school career programs and the development of the public policy on career services.
x, 149 leaves ; 29 cm.

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Lawrence, Mark Neville. "Factors contributing toward attrition of engineering students at public vocational colleges in the Western Cape." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2499.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
Currently, there is a high attrition rate amongst students who are registered at public technical and vocational education and training (TVET) colleges in the Western Cape. In this sector, attrition rate has also been referred to as ‘through-put rate’ which both mean that there is a reduction in the number of students completing a programme for a variety of reasons. This study focuses on the reasons why these students are leaving the colleges before completing the programme. Perspectives of students who registered at a technical vocational education and training (TVET) college are analysed. As a result of students dropping out of their studies, emphasis is being placed on what students are experiencing at the TVET colleges, which eventually influences their decision to drop out and become part of the TVET attrition statistics. This study provides information based specifically on the students’ experience in the National Certificate Vocational [NC(V)] civil engineering programme at the TVET college where they were registered. Reasons are provided which will clearly indicate that attrition is not only the result of the students’ inability to cope academically but that student attrition can also be the result of other factors. The topic to be addressed in this study is: Factors contributing toward attrition of engineering students at public vocational colleges in the Western Cape. This study is situated within a critical research paradigm which will allow an analysis of the reasons for attrition in civil engineering programmes at one of the TVET colleges with the ultimate aim of contributing towards social change. This study will apply a qualitative data collection approach and will make use of interviews. This study makes continual reference to the work of Vincent Tinto as he has done much research on the topic of attrition in education.

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Case, Gerald D. "Career development of gifted and regular elementary school students." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862265.

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The purpose of this research was to investigate career development of gifted and regular elementary school students. Students in grades four through six from a university laboratory school were examined by ability, grade level, and gender in several areas of interests, using the Holland (1985a) Theory of Vocational Personalities and Work Environments.The Self-Directed Search - Form E (SDS-E; Holland, 1985b) and The Occupational Alternatives Questions (OAQ; Slaney, 1980) were administered to 148 students, 34 of which had been identified as gifted. Holland (1985b) SDS codes were assigned to the SDS obtained scores and the stated occupational choices. Prestige of occupational choices were also assigned, using the socioeconomic index of Stevens and Cho (1985).Demographic variables and hypotheses were tested by MANOVA and ANOVA statistical procedures to determine the nature of relationships between variables.Results indicated overall significant main effects in the MANOVA of obtained SDS codes for the independent variables of grade, sex, and ability. Males scored higher than females on the Realistic code. Females scored higher on the Artistic and Social codes. Gifted students scored higher on the Investigative code. On the ANOVA of the differential variable, there were significant differences by grade and sex, with fifth grade students and females more highly differentiated.
Department of Counseling Psychology and Guidance Services

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Sandell, Amanda C. "Profiles of secondary vocational students enrolled in programs nontraditional for their sex." Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45889.

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Historically, vocational education has been sex-typed by program area, following patterns in the work force. Increasing enrollments and employment of females and males in fields traditionally dominated by the opposite sex is one of the goals of vocational educators. In order to do this, vocational educators need to understand the individuals who now choose nontraditional programs and why they make the choices they do. Two questions guided this study: l. How do high school students come to make the decision to enroll in vocational programs nontraditional for their sex? 2. How do these students think about their current training in relation to their future plans?

Master of Arts

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Wong, Kin-wan Anissa, and 黃健雲. "The effectiveness of school-based curriculum in enhancing vocational competencies among secondary school students with moderate mentalhandicaps." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35669032.

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Barr, Jill Sigler. "A comparison of the perceptions of entrepreneurial traits by program and gender among secondary at-risk, vocational, and college-prepartory students /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988645.

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陳佩璋 and Pui-cheung Esther Chan. "An investigation into the use of CMC in vocational education: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256144.

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Elliot, John F. "Factors related to the decisions of rural public high school students to participate in vocational education /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050226799.

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San, Miguel Manuel. "The effects of career technical education on student outcomes in a high-minority urban school district." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576649.

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The study set out to determine the effects of Career Technical Education Career Academy participation on student outcome measures in a high minority urban school district. Three research questions explored student participation in career academies and student outcomes in the area of grade point average, credit completion and/or attendance rates. The three research questions investigated in this study were: 1) What are the effects of CTE on student achievement, grade point average, credit completion, and attendance rates? 2) Does the amount of time in the CTE program affect the dependent variables of grade point average, credit completion, and attendance rate? 3) Does the CTE academy affect the dependent variables of grade point average, credit completion, and attendance rates? The quasi-experimental design, which matched Career Technical Education participants and non-participants according to various demographic variables, allowed the researcher to control for variables that usually impact grade point average, credit completion and attendance rates. The matching and labeling of CTE participants and non-participants occurred prior to students' participation in an academy. The results of this study adds to a relatively small body of research which examines the impact of Career Technical Education programs implemented in thousands of high schools across the country. Multiple regression was run and results concluded that participation in Career Technical Education significantly impacts grade point average and credit completion rates. However the amount of time in an academy only affected grade point average and the academy students participated in did not have an impact any of the student outcomes measured in this study. Further studies of similar design which measure student outcomes should be performed to confirm or deny the results of this study.

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Rudd, Peter W. "Structure and agency in youth transitions : student perspectives on vocational further education." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/805/.

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Kim, Mihyeon. "The relationship between thinking style differences and career choice for high-achieving high school students." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618842.

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The intent of this study was to study high achieving students' career decision-making associated with thinking styles and to examine factors influencing career choices. A causal-comparative research design and correlational research design were used, with a sample of 209 high school students. Data were gathered from two International Baccalaureate (TB) programs and a Governor's School Program. Students responded to two types of questionnaire---the Thinking Style Inventory, and A Questionnaire Related to Career Choices and Students' Sensitivity toward Environmental Forces.;The findings of this study demonstrated that the effect of program on different thinking styles was significant (p < .05), and the effect of gender on different thinking styles was significant ( p < .01). Also, the findings showed that an external thinking style was a good predictor for choosing the social science area for future careers. However, students with a higher external thinking style chose computer and math areas 73% less than students with lower external thinking style. Also, the findings of the study demonstrated that students' passion for a specific subject and family environment were also important factors influencing career choices of high achieving high school students.;The study suggested the importance of taking thinking styles into consideration for the career development of high-achieving adolescents. In addition, the environmental influences of parents, family, and schools are also important considerations for students' career development, along with students' inherent interest in a subject. Therefore, parents, teachers, and guidance counselors should recognize their own critical roles in shaping students' career development.

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Cox, Nancy Lynne. "Student characteristics and self-concept of secondary career and technical education students in a north central Texas region." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28407/.

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Self-concept, discussed as a scholarly topic since the time of Socrates and Plato, is an important theoretical construct in education because self-concept is considered to be a desirable trait and a facilitator of positive future behavior. The purpose of this study was to examine the relationship between the characteristics of students enrolled in career and technical education (CTE) programs and students' self-concept scores as measured by specific subscales from the Self-Description Questionnaire (SDQ). A total of 196 male and 89 female secondary students (Grades 9-12) enrolled in arts, audio/video technology and communications cluster courses in North Central Texas school districts participated in the study. Student characteristic variables of interest were age, gender, CTE program enrollment, and participation in CTE. The self-concept subscales analyzed were General, Academic, Verbal, Math, and Problem Solving. A canonical correlation analysis was conducted using the four student characteristic variables as predictors of the five self-concept variables to evaluate the multivariate shared relationship between the two variable sets. The full model across all functions explained about 23% of the variance between the variable sets. Function 1 explained 15% of the shared variance and Function 2 explained 7% of the variance that remained. This study detected a relationship between specific student characteristics and self-concept as measured on certain domain-specific first-order factors. Gender and participation in CTE were found to be related to verbal self-concept and problem-solving self-concept. Results suggest that females in arts-based CTE programs have a higher verbal self-concept than their male counterparts; male students have a higher problem-solving self-concept. Results further suggest that students with a high level of participation in CTE also have high verbal and problem-solving self-concepts.

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Ip, Tsang Chui-hing Betty. "The construct validity of the aptitude test for prevocational schools." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862770X.

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陳坤德 and Kwan-tak Chan. "Diploma disease and vocational education and training in Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962142.

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Simper, Gerald Richard. "A study of work experience schemes for students in Oxfordshire schools with particular reference to issues of gender equality of opportunity." Thesis, University of Warwick, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484454.

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Williams, Oscar M. "Black youth in vocational education: further education, labor market, civic and political participation." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39902.

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Hay, Malcolm John. "Developing Effective Online Resources to Encourage Student Engagement in Carpentry Theory: A case study of High School Carpentry students in a blended learning environment." Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/7873.

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This case study examines some key factors that influence student engagement in a blended learning environment, in particular, when using interactive online resources to learn Carpentry theory. The participants were volunteers from two parallel classes of secondary school students working toward Level 1 Building Construction and Allied Trade Skills Certificate designed for secondary schools by the Building Construction Industry Training Organisation. The participant researcher was also the teacher for both classes. Data in this case study was collected by observation, reflective journal writing, student records, group discussion and analysis of student course results. It showed that the students responded positively to the blended classroom environment and the interactive online resources developed by the researcher for this study. The blended learning environment in the classroom increased student participation, aided classroom management, and more than halved the time needed for both classes to finish the Instrumental Drawing Unit Standard 7502 while the interactive online resources enhanced student engagement and achievement in other areas of their theory. Students responded positively to the automated formative feedback and were encouraged by knowing their results instantly; working to gain top results and correct answers rather than just completing an activity by filling in the blanks. A competitive element was introduced by integrating a timer into the resources. Challenges encountered included limited access to computers and the necessity for students to share computers, a network failure which made the online resources unavailable for an extended period, and storage problems for the online resources to allow them to be accessed from the online learning environment at school and at home. This study concluded that technology can enable teachers to enhance their teaching and enrich the student learning environment through the introduction of a variety of media. Students still depended on face-to-face teacher input but, in the blended classroom environment and the online environment, the role of the teacher changed noticeably to a role of facilitator.

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Scarpello, Gary Vincent Vaidya Sheila R. "The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/492.

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Chan, Choi-ying. "The development of moral reasoning of prevocational student in Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803407X.

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Dunlop, Connie Whittaker. "Degrees of Relevance: A Basic Qualitative Study of How MBA Students Make Their Education Relevant as They Cross Boundaries Between School and Work." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28256432.

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The purpose of the study was to explore how working professionals enrolled in MBA programs make their education relevant. This inquiry was guided by the following central research question: How do students enrolled in MBA programs make their education relevant as they cross boundaries between school and work? The central research question was supported by three subquestions: What are the objects crossing the boundary between the MBA program and students’ workplaces? How do MBA students broker learning at the boundary? At what level are interactions occurring and to what end? Grounded in social constructivist epistemology, a basic qualitative method was chosen for this study. Data were collected through 18 semi-structured interviews with 10 students and eight learning partners, 18 field notes that described the context of the interview and early insights from the data collected, and 28 documents such as course descriptions and work presentations. Study participants shared a total of 39 critical incidents of learning that crossed the boundary between school and work. Data were analyzed and synthesized to produce three overall themes, which were translated into a typology of four relevance-making types, which provided the basis for 10 participant profiles. Then, patterns of content, process, and outcomes for each type of relevance-making were analyzed and synthesized. This study found that relevance-making differed by type and depended upon students’ intentions for Innovative Climbing, Identity Switching, Introspective Exploring, or Fast Founding. In Innovative Climbing, students integrated new business concepts from school at work in order to earn promotions. In Identity Switching, students changed how they saw themselves and how others saw them in order to change where they work. In Introspective Exploring, students reflected upon their experiences in ways that informed their career goals. In Fast Founding, a student rapidly introduced business concepts from school into the workplace to sustain his business venture. It was through discovering or realizing these intentions that relevance was made.

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Huang, Hui-Chuan, and 黃惠娟. "The Study of Vocational Adjustment for Students of Special Education in Vocational High School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/33673445343283705183.

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碩士
致遠管理學院
教育研究所
97
The purpose of this study was to probe the vocational adjustment situations for students from special education in vocational high school and to see whether the job coaching project could reinforce their job concepts for the students of special education in vocational high school, and enhance their capabilities of vocational adjustment through the modification and implementation of their daily records of job practice. This study employed qualitative research method by interviewing 14 research objects. The researcher adopted open-ended questions to interview employers and colleagues and then analyzed the data. In the process of interview, researcher tried to make the description in vocabularies consistent with the interviewer’s original talk to acquire a concrete and concise interview result.

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"高职院校专业投入和学生就业: 教师、课程与校企合作的影响分析." 2012. http://library.cuhk.edu.hk/record=b5549357.

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自1978年以来，中国高等职业教育经过数十年的发展，逐步从规模发展转向内涵建设，高等职业教育的质量问题日益得到关注。如何在当前的办学条件下，提高高等职业教育学生的培养质量，有效地促进高职学生就业，是当前高等职业教育内涵发展的关键所在。本文以高等职业教育的专业作为研究单位，从微观层面出发探索高等职业教育人才培养的效率问题，具有重要的现实意义。本文的主要研究问题包括：
问题一：对于高职的样本专业，课程、教师和校企合作的要素投入是如何影响样本专业学生的平均就业率（一般及实习对口就业率）？
问题二：对于样本专业而言，不同类型（公办与民办、示范与非示范）的高职院校之间教育生产效率有何差异？
问题三：省际的经济特征是如何影响样本专业的生产效率？
针对这三个研究问题，本研究利用2009年中国教育部《高等职业院校人才培养工作状态数据采集平台》的数据，采用随机前沿分析和多层线性模型等方法对2009年全国1226个制造大类的样本专业类的投入和产出数据进行了分析。得出的主要结论包括：
（1）总体上，专任教师在全体教师中的比重、专任教师中硕士及以上学历教师的比重、实践课时占总课时的比例以及反映校企合作水平的企业支持因子都对制造类专业教育的学生就业率（一般和实习对口）有显著的积极影响；顶岗实习学生占毕业生的比重对制造类专业的一般就业率有显著的正向影响，但是对毕业生的实习对口就业率呈现显著的负向影响，体现了其增进就业能力和增强求职竞争的不同功能；精品课程占总课程的比重对就业产出没有确定性的显著影响，更大可能是发挥一种信号功能，并未真正促进效率的提升。
（2）制造类专业的生产效率在不同类型的高职院校之间存在着显著的差异，并存在一定的层次性。总体上，民办、非示范高职院校的生产效率要低于公办、省级/国家级示范性高职院校。并且，民办学校中，有关专任教师的投入对就业产出的显著性影响最大，且影响效应很强；公办学校中，有关课程投入对产出有较高的显著性影响，但影响效应稍弱。这表明，民办、非示范学校因资源相对缺乏处于一种发展初期的外延式扩张阶段；而公办、示范类学校高投入、高产出的运作模式并非具备真正的分配效率，有待于从外延扩张转入内涵建设模式，不断优化中间的教学生产过程。
（3）全国范围内，制造类高职专业教育的平均一般就业率与一省的人均GDP水平呈现显著地正相关，并且该专业教育的生产技术效率随着一省人均GDP的增加而增加，这反映出职业教育和地区经济发展相互促进的关系。而一省的第二产业的比重与一省的制造类专业的实习对口就业率存在显著地负相关，这可能是制造类企业出于节省成本考虑的缘故，同时受产业结构升级的影响，加大了对技能型人才的需求。同时，全国范围内，第三产业比重较高（产业结构较优化）的地区，制造类专业的就业产出效率随之增高，从某种程度上反映了当前中国制造业开始从粗放式劳动力密集型朝向技术知识密集型转变，进而对制造类专业的人才培养提出了更高要求。
基于以上结论，笔者认为应当从加强专任教师队伍建设、开展高职课程体系的改革和创新以及深化校企合作的水平和强度等三个方面改善高等职业教育的专业投入水平。并建议应当对民办、非示范校等后进学校在资源投入上予以一定的政策保障。此外，还提出高职专业应不断改进并调整课程等教学方面的内容，以适应产业结构动态调整带来的人才需求结构的变化，以更好地服务本地经济的发展，最终提高毕业生的就业质量。
After decades of development since 1978, higher vocational education in China gradually shifts from scales and quantity expansion to internal efficiency construction. More attention is devoted to its quality and relevancy. How to improve the quality of higher vocational education and the employment of its graduates, given the current school resources, is the key concern today. Focusing on a special field of study in vocational education, this research examines the efficiency of training human resources from the micro level. It has important practical significance too. The main research questions include:
(I) In the sampled field of vocational study under this research, what are the impacts of the various inputs in curricula, teachers and college-enterprise collaborations on the employment rate of the students, general and in matched field of work ?
(II)In the sampled field of vocational study, what is the difference in educational production efficiency among the different types of higher vocational colleges, public and private, model and non-model?
(III) What is the influence of economic characteristics among the different provinces on the production efficiency of the sampled field of vocational study?
This research uses the data extracted from the “National Data Collection Platform for Higher Vocational Institutes of the Chinese Ministry of Education in 2009. It applies the methods of Stochastic Frontier Analysis and Hierarchical Liner Model for an inputs-output analysis. It focuses on a sample of 1226 programmes in the manufacture field of vocational studies offered by various colleges in different provinces. The main conclusions are:
(1) Overall, all the three major inputs, namely the proportion of specialized teachers in the vocational field, the proportion of these specialized teachers with a Master degree or above, the proportion of practice courses to total course requirement, and the enterprise support factor (reflecting the level of college-enterprise collaboration) have a significant and positive impact on the employment rate, general and matched, of graduates in the manufacturing field of vocational studies. The proportion of students taking internships (indicating degree of internship arrangement)is positively and significantly related to the general employment rate, but shows a significant and negative relationship with the matched-employment rate. This respectively reflects two different effects of internship: promoting general employability and increasing job competition. The proportion of excellent courses to total number of courses offered has no deterministic or significant effect on the employment efficiency of the programme. It seems to have only served a signal function in promoting the image of the programme.
(2) The production efficiencies among the different types of vocational colleges are significantly different and hierarchical. Overall, the production efficiency in the private, non-model vocational colleges is lower than the public, provincial / state-level model vocational colleges. However, in the private colleges, the inputs related to specialized teachers have greatest significant impacts and the effect is the strongest. In the public colleges, the inputs related to curricula show higher and significant influence instead, but the effect is relatively weak. It is probably due to the lack of resource there and they are still in their early stage of development and expansion. The public and modeling colleges are generally supposed to be operating in the high-inputs-high-outputs mode. They need to focus largely on the enhancement of internal operational efficiency in optimizing the production process rather than further expansion.
(3) The average employment rates of graduates from the manufacturing field of study are significantly different at the provincial level. They are positively correlated to the GDP per capita in local regions. Moreover, the matched-employment rate shows a significant and negative correlation with increase in the proportion of contribution to GDP by the second-industrial-sector. Presumably this is caused by the consideration of cost savings and the upgrading of the industrial structure, increasing the demand for more highly skilled labors. In the provinces with higher contribution from the third-industrial-sector, the general employment rate is high for the manufacturing field graduates. It reflects to some extent that the manufacturing sector in China is shifting from the primitive labor-intensive operation mode towards the more knowledge-intensive mode, thus setting a higher demand for human resource trained in the more advanced manufacture field of studies.
Based on above results, the study suggests that the government and vocational colleges should strengthen the development of specialized teachers, improve the relevancy of higher vocational courses, and deepen the level and intensity of college-enterprise collaboration. This is to improve the input level of higher vocational education. There should be an assurance mechanism for investment of resources in the private and non-model colleges. In addition, the content of curricula and teaching should be adjusted and updated to adapt to the dynamic adjustment of industrial structure, better serving the local economic development, and ultimately improving the employment quality of higher vocational education graduates.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
劉云波.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 111-125).
Abstracts in Chinese and English.
Liu Yunbo.
Chapter 一、 --- 研究背景与研究问题 --- p.1
Chapter (一) --- 中国高等职业教育专业建设的发展历程 --- p.1
Chapter 1. --- 20世纪80初-90年代中后期，高等职业教育的雏形阶段 --- p.1
Chapter 2. --- 20世纪90年代末-2006年，高等职业教育的快速兴起阶段 --- p.3
Chapter 3. --- 2006年以后-至今，高等职业教育的深化阶段 --- p.5
Chapter 4. --- 小结 --- p.6
Chapter (二) --- 中国高等职业教育发展及专业建设的现状 --- p.7
Chapter 1. --- 高等职业教育的发展概况 --- p.7
Chapter 2. --- 高职教育的专业结构与专业管理 --- p.11
Chapter 3. --- 高等职业院校专业发展的主要问题 --- p.15
Chapter (三) --- 研究问题与研究意义 --- p.19
Chapter 1. --- 问题的提出 --- p.19
Chapter 2. --- 研究意义 --- p.20
Chapter 二、 --- 文献综述 --- p.22
Chapter (一) --- 教育生产效率的讨论 --- p.23
Chapter 1. --- 教育投入与教育产出无关 --- p.24
Chapter 2. --- 教育投入与教育产出有关 --- p.25
Chapter 3. --- 对两种观点的总结评价 --- p.25
Chapter (二) --- 高职投入与学生就业的研究 --- p.26
Chapter 1. --- 高职投入 --- p.27
Chapter 2. --- 学生就业 --- p.32
Chapter 3. --- 院校特征及地区差异的影响 --- p.34
Chapter 4. --- 文献总结和讨论 --- p.38
Chapter (三) --- 有关生产效率的研究方法评述 --- p.41
Chapter 三、 --- 数据和研究方法 --- p.46
Chapter (一) --- 数据及基本特征 --- p.46
Chapter 1. --- 数据结构和样本选择 --- p.46
Chapter 2. --- 样本分布 --- p.50
Chapter 3. --- 变量说明及数据的基本特征 --- p.51
Chapter (二) --- 建立研究模型 --- p.60
Chapter 四、 --- 高职专业的人才培养效率分析 --- p.64
Chapter (一) --- 专业层面的要素投入-产出分析 --- p.64
Chapter 1. --- 多元线性回归分析 --- p.65
Chapter 2. --- 随机前沿分析 --- p.68
Chapter (二) --- 专业生产效率的院校分化 --- p.71
Chapter 1. --- 公办院校和民办院校的比较 --- p.71
Chapter 2. --- 示范院校和非示范院校的比较 --- p.76
Chapter (三) --- 地区背景下的高职专业的人才培养效率 --- p.80
Chapter 1. --- 多层线性分析 --- p.81
Chapter 2. --- 随机前沿分析 --- p.86
Chapter 五、 --- 实证结果和政策建议 --- p.92
Chapter (一) --- 研究结果及分析 --- p.92
Chapter 1. --- 高职专业典型投入要素的重要性 --- p.92
Chapter 2. --- 院校之间专业人才培养效率的分化 --- p.96
Chapter 3. --- 地区经济环境、产业结构的影响 --- p.98
Chapter (二) --- 启示及政策建议 --- p.99
Chapter (三) --- 研究局限与展望 --- p.101
Chapter 1. --- 研究局限 --- p.101
Chapter 2. --- 研究展望 --- p.101
Chapter 六、 --- 主要研究结论 --- p.103
Chapter 附录1. --- 专有名词解释汇总 --- p.105
Chapter 附录2. --- 《普通高等学校高职高专教育指导性专业目录（试行）》节选 --- p.107
Chapter 附录3. --- 2009年各省三次产业比重示意图 --- p.108
Chapter 附录4. --- 各投入要素的校间均值比较 --- p.109
Chapter 附录5. --- 稳健性OLS回归结果汇总 --- p.110
参考文献 --- p.111

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Huaio, Yen-Ping, and 蕭燕萍. "Contents Analysis on Life Education Curriculum for Vocational high school students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/35835051881240830412.

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碩士
淡江大學
教育科技學系
88
The aims of this research are two folds：(a) to confirm the essential contents of Life Education curriculum for vocational high school students on the basis of needs analysis；and (b) to serve as reference for the development of Life Education curriculum and associated materials for learning and teaching. Literature review as well as Delphi Technique were the research methods. Literature of life philosophy, Life Education materials for senior high school students ,curriculum development ,and needs analysis were reviewed respectively. Twenty one experts were subjects for the Delphi Technique. The conclusions of the research are： (a)The content need of Life Education between senior and vocational high school students is different with each other. (b)The need of 「Career Education」is higher than 「Ethics Education」；the need of 「Ethics Education」is higher than 「Death Education」. (c)There should be twenty five categories of curriculum contents for vocational high school students. It is hoped that this research can arouse more attention on Life Education in Taiwan.

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Chiang, Shu-Chen, and 江淑真. "The circumstance of vocational high school students in streaming educational system: life history research of twelve vocational high school students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/12875585980203967681.

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碩士
國立臺灣師範大學
教育研究所
90
The circumstance of vocational high school students in streaming educational system: life history research of twelve vocational high school students Chiang, Shu-Chen Abstract The main purpose of the research is to investigate individuals under structure constraint, and to understand how structural factors like the ratio of 3 to 7 in senior-high secondary education, gender, social class, or other factors influencing vocational high school students’ educational options in schooling. The research helps us understand one’s response to structure constraints, how vocational high school students’ feeling about schooling, as well as the factors that shape such feeling. Besides, the research helps educators appreciate the subjectivity of individual student. This research applied life history method. Six male and six female graduated with different educational destinations, vocational high school, two-year college and college degrees were chosen to be the interviewees. Findings show that: the ratio of three types of schools in the senior-high secondary education, the disparity between public and private schools, the limited access to higher education, and the tracking system in junior high school influenced students’ educational choice. Besides, female had lower educational expectation and lower options than male did. Economic and social capital affected vocational high school students’ options in this research. However, social capital wasn’t limited by economic situation. For culture capital, the research didn’t find enough evidence for discussing. One’s experiences at work rendered power of resistance or volition to structural constraints. Those who enjoyed the stability of their first job were less likely to more up in educational ladder. Schooling is described as having up-mobility functions like self-proofs, eye-opening windows. For the ones with vocational high school degree, diploma did screening them out in transferring job. Functional theory and conflict theory both can explain the function of schooling and diploma. Diploma reveals a substantial impact when individuals seeking for the first job and making job transferring. Keywords: vocational students, streaming, life history

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Mtolo, Mary-Anne Ntombizonke. "Tertiary students' perceptions of secondary school career guidance : a consumer perspective." Thesis, 1996. http://hdl.handle.net/10413/5945.

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The aim of this study was to focus on tertiary students' perceptions of career education which they received at secondary school level. It will try to determine the extent to which the role of the guidance teacher is known and also determine whether guidance as an auxiliary service is considered helpful by students. The,:sample consists of 92 male and female respondents drawn from the university and the technikon in Pietermaritzburg. The measuring instrument used is the questionnaire constructed by Skuy et al (1985) revised by Haffajee (1991) but included a number of questions were devised by the author to address the needs of her study. As a number of the questions in the questionnaire were constructed by the author, it was realised when analyzing the questionnaire that questions on parental influence were not included. Therefore, the results of this study must be interpreted with caution. The results of this study indicate that students received inadequate exposure to career guidance at school. This is linked to the fact that most of the guidance teachers themselves did not have adequate training in guidance and career guidance. The guidance periods were also used for examination subjects and also used by students as self-study or free periods. It is also indicated that most students changed their secondary school choice because the career assistance received at school was not adequate. Visits to tertiary institutions by pupils were " found helpful as it helps one in career decision-making. The results of this study indicate that guidance and career guidance should be enforced at school as this will help students to make responsible career choices. If career guidance is made compulsory at school, students will realize that uninformed career decisions made can be costly in time and in money. The results of this study also suggest that friends and guidance teachers are considered to be the most important helping agents in relation to career choice. The parents are found to have had little influence on their childrens' career choices in this study.1t is also indicated in the results of this study that environmental influences affected the respondents career knowledge. Since some limitations of this study were found, these results must be interpreted with caution and one should be cautious in applying them to a wider population.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg.

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Chang, Chiu-Lan, and 張秋蘭. "The Action Research Project on Effective Education for Vocational High School Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/v68ga3.

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Abstract:

碩士
國立東華大學
教育與潛能開發學系
107
The purpose of study discusses the counselling strategy on Love-small-group activity courses for vocational high school students, the change of student’s behavior, and the dilemma and strategy of solution on it. The method of study takes Action-research and executes small-group counselling courses nine times from 11 second-grade students (1 male and 9 females) in Solar Vocational high school for the duration of seven months. By this action-research we find the conclusions as: 1.Course designing by using instructional media (ex. play cards) lets student members narrative their love story and by providing a talk space lets them calm their emotional experiences learns to look at each other from different standing point and look at myself maturely about dealing with relationship. 2.Small group members can share their life experiences and support one another in group. In addition, they also can help one another and out of their depression gradually by accompanying. 3.With sharing different viewpoints, members can get various advices and thinking. Then the leader reinforces members about the conception of protecting by myself. 4.Setting up a way of release emotions and a positive group as support for students can let them get friendly and trustworthy partners when they are upset. Finally, we propose and provide reference materials about affection teaching for teachers in vocational high school according to the result of study.

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Jiang, Zheng-Wen, and 江政玟. "Exploration and Promotion of Solar Energy Education for Vocational High School Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/27525265019144141812.

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Abstract:

碩士
國立高雄應用科技大學
電機工程系博碩士班
105
Solar energy, which covers many technical aspects, is among the key items of national renewable energy development. It would help to cultivate future talent for the country’s solar energy industry if vocational high school students could learn the solar energy-related theory and application systemically. Aimed to conduct an in-depth investigation of solar energy education for domestic vocational high school students, this study meticulously designed a set of multimedia teaching materials for solar energy, which, together with the self-built digital learning platform for solar energy, was expected to provide domestic vocational high school students with easy-to-use and convenient auxiliary learning/teaching materials.

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Dissertations / Theses on the topic 'Vocational school students Vocational education'

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