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Social aspects of integration of children with profound hearing impairment in Hong Kong primary schoolsPang Lau, Seung-man, Bessie. January 1990 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 73-79). Also available in print.
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An evaluation of the streaming of students to secondary fourMak, Shing-chit., 麥成捷. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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Teaching reading using small flexible-skills grouping and whole classroom instruction a study of project : FIRST /McCaw, Donna S. Davis-Lenski, Susan. Braun, Joseph A., January 2001 (has links)
Thesis (Ed. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 20, 2006. Dissertation Committee: Susan Davis-Lenski, Joseph Braun (co-chairs), Anthony Lorsbach. Includes bibliographical references (leaves 115-139) and abstract. Also available in print.
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The effects of streaming on the formation of subculture in a secondaryschoolSo, Wing-keung., 蘇永強. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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A comparison of the perceptions of teachers assigned to teach higher and lower ability groupsHung, Siu-tong., 洪少棠. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of the philosophy and practices of grouping for instruction at Panama Grammar Elementary SchoolUnknown Date (has links)
Education has given much attention to problems involved in grouping boys and girls for instruction. This emphasis is evidenced through the considerable space in professional literature which has hen devoted to this problem. Even so, the matter remains an issue in that considerable disagreement persists. However, there seem to be some general principles that have come to be commonly accepted. The writer, in her position of teaching boys and girls, faces this problem continuously. Thus, she has a keen interest in discovering more effective ways of meeting problems involved in grouping boys and girls for instruction. In order to satisfy this interest the writer has chosen her own school situation as a point of study. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 30-31).
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Ability grouping in Harare Secondary Schools : its effect on instruaction, learning and social stratificationChisaka, Bornface Chenjerai 11 1900 (has links)
This study describes my experience 111 the research 1 conducted in two Harare
secondary schools in which the interpretive ethnographic qualitative research
methodology was used. The objective of the research was to assess the infuence of
ability grouping on learners, given that ability grouping is a common practice in
Zimbabwean schools. In particular, this study sought to find out how this practice
affected classroom instruction, learner performance and the social relationship among
learners.
This study was conducted over three months at each of the schools, during which
time formal interviews with teachers, administrators and learners, were conducted.
These were complemented with informal conversations, where relevant comments
were noted. Observation and limited participation in the two schools were also
employed as means of collecting data. Analysis of documents was also done to
supply more data about the practice and how it was implemented.
As customary with qualitative research, I, as the researcher, was the instrument for
data collection. Data were analysed by identifying themes which emerged from the
statements of the respondents, and interpretation was done using the mechanism of
thick description of what the respondents said and did during the interviews and
observation, and what the documents had to say about this practice.
I, as researcher, concluded from this study that ability grouping had a negative effect
on classroom instruction for the low ability groups, since teachers tended not to
prepare thoroughly for them. There was also a tendency among high ability groups
to look down upon the low ability groups and to stigmatise them as "those who do
not want to learn." Naturally this created a counter reaction from the low ability
groups, making social relationships between members of the groups sour. l, as
researcher, recommend a re-examination of this practice by the schools, with a view
to either discontinue it or to work out mechanisms to remove the negative factors. / Educational Studies / D. Ed. (Didactics)
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The study of the different grouping arrangement ICT supported cooperative learningChan, Hung-kit., 陳雄傑. January 2003 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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The implementation of ability grouping in the subject of English in S2and S3: a case study in Hong KongLo, Tung-ying., 盧東英. January 2006 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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Factors Influencing Difficult Special Education Referral RecommendationsLuckey, Robert E. 08 1900 (has links)
The present study is concerned with selected factors that may strongly influence classroom teachers to refer young children for possible placement in special classes when the children are functioning near the borderline for placement on the basis of intelligence test scores. Particular attention was given to the contribution of student attributes (i.e., sex, ethnic background, socioeconomic status, and classroom behavior) and teacher attributes (i.e., age, sex, ethnic background and teaching experience) to the referral patterns of teachers. Also considered were the size of school enrollment, school locale, and interactions among student, teacher, and school variables. It was concluded that the teachers in the population studied responded to the case histories on the basis of certain selective biases. However, the relationship of these biases to referral decisions was less obvious and considerably more complex than has been suggested previously in the professional literature. At the same time, the presence of any bias in the referral process seemingly warrants careful consideration and points to the -need for greater emphasis in pre-service and in-service training programs upon the objective evaluation of students as an integral part of educational planning.
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