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The validity of the student attitude scales in the second IEA science studyCheung, Kwok-cheung. January 1984 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references. Also available in print.
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The viability of the occupational interest rating scale for Hong Kong secondary school pupils age group 14-18 /Cheng Tong, Shuk-yau, Helen. January 1980 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 114-119). Also available in print.
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Students' attitudes toward putonghua in two selected Anglo-Chinese secondary schoolsLeung, Sau-yue, Christina. January 1986 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references. Also available in print.
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Responses to delinquency in Hong Kong secondary schools towards an integrative approach /Chun, Ping-kit, Roxco. January 2006 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
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The effects of different evaluative feedback on student's self-efficacy in learningChan, Chung-yan, Joanne. January 2006 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
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Sex education programme in a catholic boys' schoolHui, Nga-man, Jasmine. January 2006 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
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An evaluation of the effectiveness of a school-based Chinese extensive reading curriculum for junior secondary students Jiao ben chu zhong Zhong wen ke wai yue du ke cheng de shi shi cheng xiao /Sin, Man-fai. January 2007 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.
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"They don't know what they are missing!" eighth grade students reading and responding to multicultural texts /Delbridge, Karen Lynn Morgan. January 2006 (has links)
Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on Dec. 18, 2007). Includes bibliographical references (p. 126-140).
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Characterization of high school students' preference for teacher raceHooper, C. Michelle 28 June 2000 (has links)
Racial integration of the Louisiana public school system had a devastating
effect on its number of Black teachers. The state has yet to recover from this
reduction, as fewer Black college students pursue education degrees. This study
reports on whether or not the lack of Black educators has influenced high school
students' racial preferences for a teacher. The study's theoretical framework
places racial preference within the context of racial identity theory, and filters
student response through these lenses. The research project was conducted
during the 1999-2000 academic year. It involved 170 Louisiana high school
students from four parishes across the state. The student sample consisted of
Black, White, and Other participants (self-described) with both genders
represented. Qualitative research methods were used for data collection and
analysis. Results indicate approximately one-third of students, Black and White,
have racial preferences for a teacher. Based on student response, it is believed
that exposure to a racially diverse teaching staff may have influenced individual
racial identity, affecting racial preference. Implications for university teacher
education programs and public school systems are discussed. / Graduation date: 2001
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On wings of eagles : a look at self-regulation of how high school students manage their learning with a student-centered curriculumHarper, Julia O. L. 21 February 1997 (has links)
The purpose of this qualitative study was to determine how high
school students managed their learning while working within the guidelines
of a student-centered approach to teaching and learning. Data collected
included interviews, questionnaires, participant observations, and Kolbe
Conative Index scores supplied by the school. Seven teachers and forty
students were interviewed. Student interviews were based on Zimmerman's
(1995) self-regulation questionnaire. Teachers were interviewed using the
Survey on Teaching Roles (Woolfolk, 1995).
Analysis of the questionnaire on self-regulation was clustered into four
categories representing Zimmerman's (1995) learning strategies. The open-ended
questions dealt with strengths and weaknesses of the program and
were analyzed for recurring themes. Patterns drawn from these categorized
data sets were then triangulated with the Kolbe Conative Index for
confirmation.
It was concluded that the more productive students used four specific
learning strategies: (1) organizing and transforming information, (2) goal
setting and planning, (3) seeking help from peers, and (4) seeking help from
adults. Less productive students were weak in two or more of these learning
strategies along with one of two action modes as identified on the Kolbe.
Students weak in Fact Finding or Follow Thru as identified by the Kolbe and
that used all four learning strategies covered themselves with having the
skills to learn. These same students talked about a fatigue factor involved in
a student-centered approach. All students shared the importance of knowing
themselves as learners and how that was a process learned over time. They
also talked about the importance of the teacher-student relationship.
Graduates of this program shared the perception that a student-centered
curriculum provided more opportunity to develop the skills necessary for
self-regulation than a traditional high school program. / Graduation date: 1997
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