侯志瑾. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 135-147). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Hou Zhijin. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang zhong wen da xue, 2002. / Can kao wen xian (p. 135-147).

Abstract not available

The purpose of this qualitative study was to determine from the treated students' perspective what teacher behaviors facilitate recovery and what teacher behaviors inhibit recovery. Study participants included 16 high school students who had completed treatment for alcohol and drug dependency in grades 9-12, and 112 teachers. Students and teachers were interviewed to better explain the phenomenon from their perspectives. Data gathered from student interviews, student journal recordings, observer notes, and teacher interviews were used as corroborating data. The constant comparative method was used to analyze data (Glaser & Strauss, 1967).Five major themes emerged from the data analysis explaining the effects of teacher behavior on students who had completed treatment for drug and alcohol dependency. The data were segmented into themes using a bi-polar structure. These themes were: (1) student performance; (2) student communication; (3) student relations: security; (4) student: affective; and, (5) authority: student behavior. These themes yielded student identified causal conditions, intervening conditions, and action/reaction strategies that either inhibited or facilitated recovery.The data showed students did not have neutral feelings; they had either negative or positive feelings about their personal interactions with teachers or their observations of teachers' interaction with other teachers and/or other students. Teacher behaviors which resulted in negative student behavior consequences in each of the five major theme categories were not helpful to students and inhibited their recovery. Teacher behaviors which resulted in positive student behavior consequences in each of the five major theme categories helped students and facilitated their recovery.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lisa A. Dieker. Includes bibliographical references (p. 121-136).

The number of students dropping out of school is reaching crisis proportions. Compensatory alternative high schools are successful intervention programs for dropout prevention and school social workers offer services in these schools to support students at-risk of dropping out of school. The potential benefits of meditation as an intervention for this population have not been studied and this study explores the potential benefits of mindfulness meditation as a cognitive-behavioral strategy to help alternative high school students improve social and behavioral functioning. Participants were 35 alternative high school students in Grades 10 through 12 (N = 35; 19 boys and 16 girls). The research design in this study used both quantitative and qualitative methodology. Concept Mapping, a mixed-method approach, developed by Trochim (1989) allowed quantitative statistical analysis of qualitative data. In addition, teacher ratings and narrative qualitative data were also collected and analyzed. Concept Mapping yielded eight clusters reflecting the conceptual domain of student perceptions of the changes from the mindfulness meditation intervention: Improved Stress Management, Enhanced Self-Awareness, Enhanced Emotional Coping, Enhanced Ability to Pay Attention, Improved State of Mind, More Time Spent Being Calm, Improved School Climate, and Enhanced Student Engagement. Particularly important for students was the potential for meditation to relieve stress and to improve school climate. Students may value certain meditation benefits over others based on gender, age, or grade. Student behavioral and emotional strengths showed a statistically significant increase following the intervention as evidenced by teacher ratings on the Behavioral and Emotional Rating Scale (BERS-2)/Teacher Rating Scale. The mean for the Pre-Intervention ratings of students (M = 90.03, SD = 11.42) was lower than the mean Post-Intervention ratings of students (M = 100.60, SD = 13.28), t(27) = -3.97, p < .001. Qualitative analysis yielded two overarching themes: the benefits and the challenges of mindfulness meditation for students. Meditation is a cognitive-behavioral intervention that allows vulnerable students to enhance psychosocial, cognitive, and behavioral strengths. / text

This study is an exploration of the possibility of pedagogical partnership between low socioeconomic public high school principals and their classroom teachers for the purpose of advancing critical thinking skills and critical consciousness development in their students. This study will explore the viability of these partnerships through the perspectives of associate superintendents, principals, and teachers. The exploration will seek to determine the participants’ willingness to partner pedagogically, their readiness to advance critical thinking and critical consciousness development in their students, and their perception of district and state policies that might help or stand in the way of such development. / text

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This survey study utilized two self-report questionnaires for the purpose of clarifying the interdependent relationship among the following variables: (a) the academic aspirations of junior and senior secondary school students (b) their knowledge about British Columbia public college and university general academic admission criteria, (c) the geographical location of the students (urban or rural). Over all, the students who participated in the study showed high academic aspirations, but little awareness of the nature of post-secondary admissions policies. Few students were fully aware of the open admissions policies of their local community colleges and most students incorrectly identified most of the non-academic items (such as attitude and fitting in socially) as being important for admission. Students with post-secondary academic aspirations and urban students were more aware of the academic expectations of their local universities and colleges. Among males, grade nines, and students not planning to attend college or university, rural students were less knowledgable than urban students about post-secondary admission criteria.

A Comprehensive Career Needs Survey was designed to assess the career needs of junior high and senior high school students. The survey consisted of questions regarding students, teachers, parents, counselors and administrators evaluation of career education and support needs in Southern Alberta. Due to the recent research that suggests that adolescent perceptions of their needs, often differ from teacher or parent perceptions, it was important to examine how adolescents perceive "career" and "occupation" and how this perception evolves overtime and through developmental stages. Quantitative results show that the themes of "occupation" and "career" do not differ significantly across grade level, nor are there any prevalent themes within grade levels. However, the results of the qualitative research suggest that the way in which individuals think about these themes does evolve throughout developmental stages. Based on this research, it is suggested the Career Education begin earlier, be more integrated and comprehensive. In addition, increased adolescent involvement in future needs assessments is also recommended. Implications for teachers and counselors will be discussed. / ix, 108 leaves ; 28 cm.