賴錫恩. / "2006年12月" / 論文(哲學碩士)--香港中文大學, 2006. / 參考文獻(leaves 86-92). / "2006 nian 12 yue" / Abstracts in Chinese and English. / Lai Xien. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 86-92). / Chapter 第一章： --- 緒論 / Chapter 1.1 --- 引言 --- p.1 / Chapter 1.2 --- 研究背景 --- p.4 / Chapter 1.3 --- 研究目的及重要性 --- p.5 / Chapter 1.4 --- 研究問題 --- p.6 / Chapter 第二章： --- 文獻回顧 / Chapter 2.1 --- 「課程統整」的發展 --- p.7 / Chapter 2.2 --- 「課程統整」的定義、取向及原則 --- p.9 / Chapter 2.3 --- 實施「課程統整」的模式 --- p.13 / Chapter 2.4 --- 兩岸實施「課程統整」的情況 --- p.16 / Chapter 2.5 --- 本港實施「課程統整」的情況 --- p.17 / Chapter 2.6 --- 多學科統整模式的再思 --- p.21 / Chapter 2.7 --- 教師對課程革新的憂慮 --- p.22 / Chapter 2.8 --- 三種診斷憂慮的工具 --- p.25 / Chapter 2.9 --- 課程革新中的介入支援 --- p.26 / Chapter 第三章： --- 研究方法 / Chapter 3.1 --- 研究設計背景 --- p.32 / Chapter 3.2 --- 行動研究的定義及發展 --- p.32 / Chapter 3.3 --- 行動研究的特質 --- p.34 / Chapter 3.4 --- 行動研究的模式 --- p.36 / Chapter 3.5 --- 研究設計及理論架構 --- p.37 / Chapter 3.6 --- 研究對象 --- p.39 / Chapter 3.7 --- 研究工具及資料搜集 --- p.40 / Chapter 3.8 --- 資料分析 --- p.43 / Chapter 第四章： --- 研究結果 / Chapter 4.1 --- 預備階段的憂慮 --- p.45 / Chapter 4.1.1 --- 資訊性層面的憂慮 --- p.46 / Chapter 4.1.2 --- 管理層面的憂慮 --- p.47 / Chapter 4.1.3 --- 後果層面的憂慮 --- p.48 / Chapter 4.2 --- 預備階段的介入支援及回嚮 --- p.49 / Chapter 4.2.1 --- 資訊性層面的介入支援 --- p.49 / 介入支援的回嚮 --- p.50 / Chapter 4.2.2 --- 管理層面的介入支援 --- p.50 / 介入支援的回嚮 --- p.51 / Chapter 4.2.3 --- 後果層面的介入支援 --- p.52 / 介入支援的回嚮 --- p.53 / Chapter 4.3 --- 實施階段的憂慮 --- p.54 / Chapter 4.3.1 --- 管理層面的憂慮 --- p.55 / Chapter 4.3.2 --- 後果層面的憂慮 --- p.57 / Chapter 4.4 --- 實施階段的介入支援及回嚮 --- p.58 / Chapter 4.4.1 --- 管理層面層面的介入支援 --- p.58 / 介入支援的回嚮 --- p.58 / Chapter 4.4.2 --- 後果層面的介入支援 --- p.59 / 介入支援的回嚮 --- p.59 / Chapter 4.5 --- 總結階段的憂慮 --- p.61 / Chapter 4.5.1 --- 資訊性層面的憂慮 --- p.62 / Chapter 4.5.2 --- 管理層面的憂慮 --- p.63 / Chapter 4.5.3 --- 後果層面的憂慮 --- p.63 / Chapter 4.5.4 --- 再關注層面的憂慮 --- p.64 / Chapter 4.6 --- 總結階段的介入支援及回嚮 --- p.65 / Chapter 4.6.1 --- 資訊性層面的介入支援 --- p.65 / 介入支援的回嚮 --- p.65 / Chapter 4.6.2 --- 管理層面的介入支援 --- p.66 / 介入支援的回嚮 --- p.66 / Chapter 4.6.3 --- 後果層面的介入支援 --- p.66 / 介入支援的回嚮 --- p.67 / Chapter 4.6.4 --- 再關注層面的介入支援 --- p.67 / 介入支援的回嚮　　　 --- p.67 / Chapter 第五章： --- 討論 / Chapter 5.1 --- 教師憂慮的反思 --- p.69 / Chapter 5.1.1 --- 評鑑層面的憂慮 --- p.69 / Chapter 5.1.2 --- 資訊性層面的憂慮 --- p.70 / Chapter 5.1.3 --- 管理層面的憂慮 --- p.71 / Chapter 5.1.4 --- 後果層面的憂慮 --- p.72 / Chapter 5.1.5 --- 再關注層面的憂慮 --- p.73 / Chapter 5.2 --- 介入支援的回嚮及反思 --- p.73 / Chapter 5.2.1 --- 教師工作坊的設計 --- p.73 / Chapter 5.2.2 --- 變革推動者的角色 --- p.74 / Chapter 5.2.3 --- 家校合作的重要性 --- p.74 / Chapter 5.2.4 --- 針對性的介入支援 --- p.75 / Chapter 5.2.5 --- 全體參與介入支援 --- p.75 / Chapter 5.2.6 --- 學校方面的配合 --- p.76 / Chapter 5.2.7 --- 令教師改變信念 --- p.76 / Chapter 5.3 --- 教師背景與憂慮的關係 / Chapter 5.3.1 --- 有課統經驗vs沒有課統經驗 --- p.76 / Chapter 5.3.2 --- 角色的轉變 --- p.77 / Chapter 5.3.3 --- 教師的背景 --- p.77 / Chapter 第六章： --- 總結 / Chapter 6.1 --- 研究的源起 --- p.78 / Chapter 6.2 --- 研究的結果 --- p.78 / Chapter 6.2.1 --- 教師的憂慮 --- p.78 / Chapter 6.2.2 --- 介入支援的效能 --- p.80 / Chapter 6.2.3 --- 教師背景對憂慮的影響 --- p.82 / Chapter 6.3 --- 研究的啟示 --- p.83 / Chapter 6.4 --- 研究的限制 --- p.84 / Chapter 6.5 --- 建議 --- p.85 / 參考書目 --- p.86 / 附錄　 --- p.93

江光榮. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 173-189) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Jiang Guangrong. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 173-189) / Zhong Ying wen zhai yao.

孫旭花. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 185-194). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. 185-194). / Sun Xuhua.

The problem of this study was to determine if the mathematics achievement of at-risk students using computer-assisted instruction (CAI) differed significantly from other groups of students.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Anne Haas Dyson. Includes bibliographical references (leaves 234-245) Available on microfilm from Pro Quest Information and Learning.

The main purposes of this study were to determine if there were (a) correlational relationships between academic self—concept (ASC), general self—concept (GSC), attendance, (ATT), socioeconomic status (SES), and academic achievement (AA) among grades 7 to 11 students in a band—controlled school in Northwestern Ontario; and, (b) if academic self—concept, global self—concept, attendance, and socioeconomic status were predictors of academic achievement. The population sample was 70 Native students; 20 in grade 7, 27 in grade 8, 13 in grade 9, 4 in grade 10, and 6 in grade 11. The results showed: (1) significant correlational relationships between (a) ASC and GSC and SC and ATT for the grades 7—9 students; (b) ASC and ATT for the grades 10-11 students; and, (2) academic achievement was not predicted by any of the variables. Future research concerning Native education is suggested.

The main purposes of this study were to determine if there were (a) correlational relationships between academic self—concept (ASC), general self—concept (GSC), attendance, (ATT), socioeconomic status (SES), and academic achievement (AA) among grades 7 to 11 students in a band—controlled school in Northwestern Ontario; and, (b) if academic self—concept, global self—concept, attendance, and socioeconomic status were predictors of academic achievement. The population sample was 70 Native students; 20 in grade 7, 27 in grade 8, 13 in grade 9, 4 in grade 10, and 6 in grade 11. The results showed: (1) significant correlational relationships between (a) ASC and GSC and SC and ATT for the grades 7—9 students; (b) ASC and ATT for the grades 10-11 students; and, (2) academic achievement was not predicted by any of the variables. Future research concerning Native education is suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The literature review shows that gender inequality in computer use exists today. The inequality begins at birth with society giving boys and girl's roles that they have to play. One possible solution to gender inequality in computer use is to put a gender equity program in place at public schools. Such a program would have to be woven into teaching practices and school activities to strengthen girls' confidence and their ability to achieve in computers.

A comparison of white and colored schools in Rusk county found that educational opportunities for colored students was unequal. A plan for improving the colored schools of the county is set forth.

"This paper presents a survey of the physical health status of twenty-seven first grade boys and girls in the Paxton Elementary School. Keen interest on the part of the writer in this problem has been felt for a number of years. Because of this interest the writer planned and carried out the health study reported here. The central purpose of this study is to gain keener insight into the health needs of first grade pupils in Paxton Elementary School. On the basis of this understanding to plan more effective experiences that will improve the health of these boys and girls"--Introduction. / Typescript. / "July 22, 1952." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 36-37).