ABSTRACT The Relationships among Demographic Variables, Intelligences, Critical Thinking, and Emotional Intelligence of Junior High School Students. The main purpose of the study was to explore the relationships among demographic variables, intelligences, critical thinking, and emotional intelligence (EQ) of Junior High School Students. The participants included 547 students (293 males and 254 females) coming from five junior high schools in Tainan and Kaohsiung City. The instruments employed in this study were the subscales of intrapersonal intelligence and interpersonal intelligence from the Multiple Intelligences Scale, The Test of Critical Thinking Skills for Primary and Secondary School Students (TCTS-PS), The Questionnaire of Dispositions Toward Critical Thinking, and The Self-Report Scale of Children¡¦s Emotional Thinking. The Self-Report Scale of Children¡¦s Emotional Thinking comprised two subscales¡Xthe intrapersonal and the interpersonal intelligence of emotion. The employed methods included Descriptive Statistics, t-test, ANOVA, MANOVA, Cannon Correlation Analysis, and Discriminate Analysis. The main findings of this study were as follows: 1. The students¡¦ development of intrapersonal and interpersonal intelligence, critical-thinking skills, critical-thinking dispositions, and emotional intelligence were above the average. 2. The females outperformed the males in both the intrapersonal and interpersonal intelligence of emotion. 3. There were no significant differences on the EQ scores among the three grade levels. 4. The higher educational level the students¡¦ parents had, the better the students¡¦ EQ were. 5. There was a significant canonical correlation between the two kinds of intelligences and the eight factors of EQ. 6. There was a significant canonical correlation between the independent variable set and the eight factors of emotional intelligence. The independent variable set included gender, grades, the parents¡¦ educational level, intrapersonal intelligence, interpersonal intelligences, critical-thinking skills, and critical-thinking dispositions 7. The level of students¡¦ EQ could be effectively predicted by their critical-thinking skills and critical-thinking dispositions. Among the three levels of EQ, the middle level was predicted with the highest accuracy. The finding revealed that high critical-thinking skills and high critical-thinking dispositions required at least an average level of EQ. Therefore, critical-thinking is essential to EQ. Finally, some suggestions for instruction and further research were proposed.

The purposes of this study were to develop a gender equality program for junior high school, to inquire the individual class students' gender consciousness-raising and to find out the relation between teaching behavior and students' gender consciousness by undergoing a semester teaching experiment. The subjects were one class (19 females, 16 males) of 10th grade students in Junior High School in Kaohsiung City as the case group. The worksheet, depth interview and class observation were used to understand the real condition of the Implementation of Gender Equality Education. ¡uGender Bias Inventory¡vwas administered to the subjects before and after the program. The collective data were analyzed by qualitative and quantitative methods. The major findings were as following: (1) lacking of specific gender equality program, students had indistinct gender consciousness; (2) the response of students presented the dominant of fatherhood; (3) the program had improved the gender consciousness-raising but was rejected by some boys; (4) students who active participated in the program yearned for those knowledge; (5) Awakening of gender consciousness was obvious in the group of girls; (6) There were significant differences between boys and girls in gender bias. Teacher teaching behavior: (1) the response of students had positive feedback on teachers and induced their introspection; (2) the positive discrimination is empowerment for the weak group in the class.

The purpose of this study was to understand the current situation of junior high school teachers¡¦ perception and actual use of services or support provided by Compulsory Education Advisory Group in Kaohsiung Municipality, and to investigate the relationship between the perception and actual use of junior high school teachers. This researcher, through this study, aimed to offer related suggestions for Compulsory Education Advisory Group in Kaohsiung city in order to improve its operation model in the future. The methodology of this study was a questionnaire survey. The subjects of the study were certificated junior high school teachers in Kaohsiung city. ¡¥¡¥Questionnaire about perception and actual use of the services or support provided by Compulsory Education Advisory Group in Kaohsiung city¡¦¡¦, which was developed based upon literature review, was adopted as tool for this survey. 700 questionnaires were issued while 569 valid questionnaires were received, with valid sample rate of 81.3¢H. The collected materials were analyzed to obtain conclusions through a variety of statistical methods, such as descriptive statistic, T-Test, One-Way ANOVA, Pearson Correlation, and Simple Regression Analysis. The main conclusions of the study are as follows: 1. Junior high school teachers¡¦ perception of services by Compulsory Education Advisory Group in Kaohsiung Municipality are below the middle level, with the highest on the domain of ¡§holding curriculum and teaching workshops¡¨. 2. Junior high school teachers¡¦ use of services provide by Compulsory Education Advisory Group in Kaohsiung Municipality are below the middle level, with the highest on the domain of ¡§holding curriculum and teaching workshops¡¨. 3. Teachers of male, social study field, with part-time administration chores and in smaller schools, have generally higher degree of perception of Compulsory Education Advisory Group¡¦s services. 4. Teachers of male, aged between 31 and 50, years of teaching between 6 and 20, social study field, with part-time administration chores and in smaller school, have generally higher degree of use of Compulsory Education Advisory Group¡¦s services. 5. There is a positive correlation between junior high school teachers¡¦ perception and actual use of services provided by Compulsory Education Advisory Group in Kaohsiung Municipality. 6. Junior high school teachers¡¦ perception of services by Compulsory Education Advisory Group in Kaohsiung Municipality has a significant prediction of their actual use, with the highest with the domain of ¡§providing teachers teaching materials¡¨. Based upon the above conclusions, the researcher offers several related suggestions to the education authority, Compulsory Education Advisory Group, junior high schools, advisory group members, and junior high school teachers as references to operate the Group more effectively in the long run.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 134-145). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Chicago, 1935. / Photolithographed. "Private edition, distributed by the University of Chicago libraries." Bibliography: p. 144-145.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 77-89).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 111-117).

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 150 p. Includes abstract. Includes bibliographical references (p. 125-134).

Although nearly forty years of research has revealed and confirmed practices related to developmental student success, many developmental programs have failed to provide effective intervention. In an effort to organize for developmental student success, Tyler Junior College restructured its developmental program to reflect the needs of their underprepared students and research proven best practices. In one year, they were able to document dramatic results in improved student success. The purpose of this research was to understand the experiences of those involved in changing this developmental program and to generate a theory which explained how they improved the program’s effectiveness. Three basic research questions guided this information gathering process: 1. What were the experiences of the administrators, faculty and support staff in improving a developmental education program? 2. What were the relationships among the experiences of the administrators, faculty and support staff in improving a developmental education program? 3. How did the perceptions of the administration, faculty and support services staff compare? By using the protocol of Interactive Quantitative Analysis, this case study provided an opportunity for those involved in making these changes to tell their stories. These rich descriptions of experiences and perceptions were synthesized into a theory that described how they improved the program’s effectiveness. When compared to related contexts, the results could be useful for making similar transitions elsewhere. / text

Residents of Arizona have looked to post-secondary education as a means of attaining status and security within the community. As a result of this, Arizona's institutions of post-secondary education have grown from a few schools serving a small percentage of the population into three universities and nine community college districts serving (in 1979) approximately 200,000 persons. This study attempts to assist those who will have responsibility for future planning, financing and goverance of Arizona community colleges by addressing two basic questions: (1) How have Arizona's institutions of higher education changed in relation to the changing needs of society? and (2) To what extent and in what ways has the base of higher education been broadened? During the nineteenth century several forces combined to bring about the creation of the two-year college. The public schools grew and prepared a larger segment of the population for higher education. Women and minority groups began seeking higher education. Universities came into existence and emphasized graduate research. Society asked for colleges closer to home so that students could attend while living at home. Two-year colleges began appearing in the latter part of the nineteenth century, and in 1902 the first public two-year college (Joliet) was founded. From its onset, this new institution served the educational needs of the local community. The most frequent reasons for funding two-year colleges during the early period of development were to: (1) keep children close to home; (2) provide a terminal education for those not capable of going on; (3) allow students to complete the first two years of college while living at home; and (4) meet specific local needs. Higher education in Arizona developed along lines similar to the rest of the nation though differences exist. The secularization movement in higher education became strong as the United States matured as a nation and Arizona was affected by the results of that movement. While colonial institutions of higher education were all founded by religious interests, Arizona had but one early institution of higher education founded by a church and it did not offer collegiate work until 1921. Two of the three state universities were founded as two-year normal schools and their students were predominantly females who were preparing for a teaching profession. The University of Arizona was founded as a land grant college to take advantage of federal funds available under the Morrill Act. Until 1920 no other institutions of higher education existed in Arizona. The Phoenix Union High School Board of Education in 1920 began offering evening college classes. That set the stage for establishment of Phoenix College as part of the high school district to provide; (1) two years of collegiate work for students who planned to transfer; (2) vocational training for students who did not plan to transfer? and (3) other subjects as would contribute to the civic and liberal education of those in the community. The period 1920-1960 was one of slow growth for the state's two junior colleges. The three four-year institutions were, however, growing rapidly. By 1958 the college age population in Arizona exceeded 100,000, yet in 1960 less than half that number was enrolled in Arizona institutions of higher education. Since 1960 enrollment in the community colleges of Arizona has grown from 6,396 in 1960 to 106,970 in the spring of 1979. The percentages of women and minorities enrolled show that the community colleges are striving to meet the needs of all segments of the population. The number of students enrolled in the community colleges as of 1979 indicate a promising future for these institutions.