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A study of teacher-student verbal interactions in a F.6 English classroomChan, Ka-lai, Christine., 陳嘉麗. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of the relationships between school teachers and college student teachers in the practicumFung, Suk-kam, Wendy., 馮淑琴. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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Verbal feedback as offered by secondary school Chinese language teachersChow, Tuen-yi., 周端兒. January 2000 (has links)
published_or_final_version / Education / Master / Master of Education
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Teacher leadership and its impact on student engagement in schools: case studies in Hong KongKatyal, Kokila Roy. January 2005 (has links)
published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy
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Housing interaction: the new college at the Chinese University of Hong Kong.January 2007 (has links)
Chen Jing. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2006-2007, design report." / Includes bibliographical references. / Some text in Chinese. / Acknowledgment / Abstract / Chapter 1.0 --- Introduction / Chapter 1.1 --- Issue and scope / Chapter 1.2 --- Modem studies of college design / Chapter 1.3 --- An alternative reading / Chapter 2.0 --- Theory Study / Chapter 2.1 --- Students activity analysis in college / Chapter 2.1.1 --- Living together / Chapter 2.1.2 --- Eating together / Chapter 2.1.3 --- Learning together / Chapter 2.1.4 --- Activating together / Chapter 2.2 --- The development of Chinese traditional college / Chapter 2.2.1 --- Combination of culture and form / Chapter 2.2.2 --- Combination of culture and nature / Chapter 2.2.3 --- Association of the courtyard / Chapter 2.2.4 --- The courtyard shows remarkable environmental advantages / Chapter 3.0 --- Project Analysis / Chapter 3.1 --- Subject analysis / Chapter 3.2 --- Site/context analysis / Chapter 3.3 --- Design process / Chapter 4.0 --- Final Design / Chapter 4.1 --- Concept diagram / Chapter 4.2 --- Plans / Chapter 4.3 --- Sections and elevations / Chapter 4.4 --- Models / Chapter 4.5 --- Final presentation / Bibliography
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班級環境及其與敎師風格和學生發展之關係. / Class environment and its relations to teacher style and student development / CUHK electronic theses & dissertations collection / Ban ji huan jing ji qi yu jiao shi feng ge he xue sheng fa zhan zhi guan xi.January 2001 (has links)
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.
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The workplace and reality under educational reform: how teachers navigate through the sea of change.January 2009 (has links)
Ho, Ching Wai. / Thesis submitted in: October 2008. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 171-179). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171 / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171
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A case study on student initiation to participate in classroomteacher-student interaction in secondary schoolLau, Hang-fong., 劉杏芳. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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An investigation into the relationship between speaking-in-class anxiety with instructor behaviour and classroom practices among Chinese ESL (English as a Second Language) first year undergraduates in a Hong Kong universityMak, Barley Shuk-yin Chan January 2003 (has links)
This study investigates the relationship of instructor behaviour and classroom practices with Chinese ESL speaking-in-class anxiety of a group of first-year university students in Hong Kong. The factors contributing to second language learning speaking-in-class anxiety (SA) are identified by means of interviews,a questionnaire and discussion. The relationship between sex, majors, students' second language (English) proficiency, self-evaluation of their first language (Chinese) and second language (L2) proficiency with SA are examined with the help of a questionnaire. A further aspect of the study explores the kinds of classroom practices and teacher behaviour that help students reduce SA by means of an experiment, comparison of data gathered from pre-and-post experiment questionnaires, participant observation, interviews, classroom activity records, audio recording and comparison of students' English oral grades before and after the experiment. Factor analysis identified five factors contributing to SA. They are - speech anxiety and fear of negative evaluation - comfortableness when speaking with native speakers - negative attitudes towards the English class - negative self-evaluation and - fear of failing the class/consequences of personal failure. Speaking in front of the class without preparation, being corrected when speaking, inadequate wait-time and not being allowed to use the first language in a second/foreign language class were also indicated by this group of first-year Chinese ESL university students as important elements leading to SA. Results suggested that teacher behaviour such as creating a warm and easy going atmosphere in the classroom, upholding teaching professionalism, providing specific help to students and providing pleasant language experience are useful to encourage spoken English in an ESL classroom. Classroom practices such as adopting appropriate tasks and activities that address varied leaning styles and strategies in the classroom, adopting appropriate modes of assessment and correction, allowing preparation in advance before asking students to speak in front of the class, providing adequate wait-time and allowing the use of the first language help lower students' SA. The thesis concludes with an examination of the methodological and theoretical implications of the study. The present research has highlighted the importance of considering the cultural elements, wait time and the use of LI in the L2 classroom, elements which have been neglected in previous anxiety research. A number of tentative and practical recommendations from the study are proposed together with suggestions for future research.
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A study of the quality of classroom management strategiesChan, Kam-man., 陳錦文. January 1992 (has links)
published_or_final_version / Education / Master / Master of Education
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