Spelling suggestions: "subject:"a.teaching - china - long long."" "subject:"a.teaching - china - long hong.""
251 |
The contributions of a school resource centre to the improvement of the teaching of Chinese language in Hong KongWu, Yin-ha, Ena., 胡燕霞. January 1981 (has links)
published_or_final_version / Education / Master / Master of Education
|
252 |
A study of collaborative learning in biologyChan, Sing-fai., 陳星輝. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
|
253 |
A case study of the strategy that low-performance form five students employed in reading narrative writingsWong, Wai-ping, Agnes., 黃慧萍. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
|
254 |
Information technology and empowerment in information society: use of computers amongst senior personsFung, Yat-chu., 馮一柱. January 2003 (has links)
published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy
|
255 |
A comparative study of two programme designs in skills training for mentally retarded adults in day activity centreChu, Wai-kin., 朱偉健. January 1989 (has links)
published_or_final_version / Social Work / Master / Master of Social Work
|
256 |
The factors affecting enrolment in adult education junior English courses: implications for administrationYoung, Tim-tsan, Alan., 楊添燦. January 1994 (has links)
published_or_final_version / Education / Master / Master of Education
|
257 |
Sex differences in English learning in junior secondary school in Hong Kong. / CUHK electronic theses & dissertations collectionJanuary 2006 (has links)
Female students are found to have much higher English achievement and most of the learning process parameters, including Formal Motivation Intensity, opinion on MOI (medium of instruction) in English lessons, attitude of interest, attitude of essential, attitude towards bilingualism, motivation for learning English, Instrumental Orientation and Communicative Orientation. / Girls out-performed boys in reading at the age of 15 in all 43 countries included in a credible study by the Organization for Economic Cooperation and Development (OECD) and UNESCO. Male underachievement generally alarms educators. In Hong Kong, proficiency in English language more or less assures a better future, higher academic path and job security. Is there any sex difference in English language achievement in secondary three? If so, what are the factors and causes in the learning process responsible for this difference? / In accordance with the above findings, it is suggested that more effort should be put to stimulate boys to establish their learning goals, to arouse their interest and develop positive attitudes towards learning English; to activate their intrinsic motivation for learning English. Interventions at policy level are needed. / In the causal relations between English achievement and learning process parameters, female and male students show significant differences. The causal path from Motivation to S3 English Achievement is 0.43 (t-value = 34.52) in females and 0.37 (t-value = 28.65) in males. It means when controlling Motivation, females can have higher achievement in S3 English. The causal path from Instrumental Orientation to Motivation is 0.67 (t-value=31.80) in females and 0.79 (t-value=29.33) in males. The causal path from Communicative Orientation to Motivation is 0.40 (t-value=20.32) in females and 0.27 (t-value=10.72) in males. It also means that when controlling Instrumental Orientation, male students can have higher Motivation of learning English. If Communicative Orientation is controlled, female students can have higher Motivation of learning English. / The present study aims at exploring the sex differences in English learning achievement, and in the learning process parameters in secondary 3. Gardner's socio-educational model serves as the theoretical model for multi-causal path analysis. The English learning achievement is related to motivation and then to learning orientations. According to local researches about English learning, Instrumental Orientation is added to Gardner's model for multi-group comparison. / The total effect from Instrumental Orientation to S3 English achievement is 0.13 (t-value=11.69) in females and 0.05 (t-value=4.24) in males. Total effect from Communicative Orientation to S3 English achievement is 0.08 (t-value=9.68) in females, and 0.02 (t-value=3.87) in males. / Fung Kam Yin. / "November 2006." / Adviser: Tsang Wing Kwong. / Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3277. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 357-378). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in English and Chinese. / School code: 1307.
|
258 |
香港敎師公會的政策議論. / Hong Kong General Teaching Council: a policy discourse / CUHK electronic theses & dissertations collection / Xianggang jiao shi gong hui de zheng ce yi lun.January 2001 (has links)
余惠冰 = The Hong Kong General Teaching Council : a policy discourse / Yu Wai Bing. / 呈交日期: 2000年8月. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 257-271) / 中英文摘要. / Cheng jiao ri qi: 2000 nian 8 yue. / 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. / Yu Huibing = The Hong Kong General Teaching Council : a policy discourse / Yu Wai Bing. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 257-271) / Zhong Ying wen zhai yao.
|
259 |
Search behavior of heads of aided secondary schools in the medium of instruction decision.January 1987 (has links)
by Lai Hon Kwong. / Chinese title in romanization: Xianggang zi zhu zhong xue jue ce guo cheng zhong di sou suo xing wei. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 133-136.
|
260 |
The influences of parenting styles and teaching styles on school adjustments of children and adolescents: an empirical study in Hong Kong. / Parenting and teachingJanuary 2003 (has links)
Chan Wai-Lok. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 46-58). / Abstracts in English and Chinese ; questionnaire also in Chinese. / Abstract --- p.i / 擇要 --- p.ii / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vi / List of Figures --- p.vii / List of Appendices --- p.viii / Chapter Chapter 1: --- Introduction --- p.1 / Parenting Style --- p.1 / Effects of Parenting Style on Misbehavior --- p.3 / Effects of Parenting Style on Academic Performance --- p.4 / Paradox in Chinese --- p.5 / Summary on Parenting Style --- p.9 / Teaching Style --- p.10 / Effects of Teaching Style on Misbehavior --- p.12 / Effects of Teaching Style on Academic Performance --- p.13 / Teaching Style in Chinese --- p.14 / Summary on Teaching Style --- p.15 / Interaction Effects of Parenting and Teaching Styles --- p.15 / Parental Influences and Teacher Influences on Children and Adolescence --- p.17 / Summary --- p.18 / Chapter Chapter 2: --- Method --- p.20 / Participants --- p.20 / Measures --- p.20 / Parenting Style --- p.20 / Teaching Style --- p.21 / School Misbehavior --- p.22 / Academic Performance --- p.22 / Procedures --- p.23 / Chapter Chapter 3: --- Results --- p.24 / Time 1 Analysis --- p.24 / Means & Correlation --- p.24 / Hierarchical Regression Analysis --- p.25 / Across Time Analysis --- p.27 / Correlation --- p.27 / Direct Effect Analysis --- p.28 / Indirect Effect Analysis --- p.30 / Chapter Chapter 4: --- Discussion --- p.34 / References --- p.46
|
Page generated in 0.1038 seconds