Taiwan has undergone significant social change, particularly in the last forty years, due to economic and industrial growth. Career development intervention is increasingly urgent in helping students face upcoming challenges. This study investigates the implementation and perceived helpfulness of career development interventions in Taiwanese comprehensive high schools. A total of 153 questionnaires were mailed, and a total of 119 guidance directors responded to the questionnaire, resulting in a response rate of 78 percent. Results indicated that Advising career interventions were the most school-implemented interventions and were perceived as the most helpful interventions by guidance directors, followed by Awareness, Curriculum, and Field career interventions. Limitations of the study and implications for guidance programs and for future research in the area are given. / Graduation date: 2004

Thesis (Ph. D. in Leadership and Policy Studies)--Vanderbilt University, May 2007. / Title from title screen. Includes bibliographical references.

Thesis (M.S.W.)--University of Hong Kong, 2003.

Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: Susan L. Miller, Dept. of Sociology. Includes bibliographical references.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 120-131).

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Catherine Matthews; submitted to the School of Education. Includes bibliographical references (p. 158-188).

The aim of the research is to explore the impact factors that the students of the private high school may consider. By so doing, we can understand the significant points that the private high school students may consider on the one hand and whether there exists any differences among the impact factors of choosing school from their diversity of backgrounds on the other hand. The survey is used in the research as the methodology; a survey tool is designed as ¡§The Impact Factors of the 12th and the 13th Grade Students in School Choosing.¡¨ The participants of the research are the 12th and the 13th grade students in a private school in Kaohsiung City. The data obtained would be further analyzed in terms of descriptive statistics, t-test, one-way ANOVA, and so on. The research discovers that: I. The ¡§curriculum and teaching factor¡¨ is the most significant among the impact factors of the private high school students in their school choosing. II. In the item of ¡§key person¡¦s factor¡¨ of the private high school students in their school choosing, ¡§my own choice¡¨ is the most significant. III. In the item of ¡§curriculum and teaching¡¨ of the private high school students in their school choosing, ¡§teacher¡¦s hardworking¡¨ is the most significant. IV. In the item of ¡§school counseling factor¡¨ of the private high school students in their school choosing, ¡§the peers¡¦ good relationship¡¨ is the most significant. V. In the item of the ¡§environmental equipment factor¡¨ of the private high school students in their school choosing, ¡§the air conditioning in the classroom¡¨ is the most significant. VI. In the item of ¡§the school marketing factor¡¨ of the private high school students in their school choosing, ¡§the reasonable tuition¡¨ is the most significant. VII. The science-majored private high school students consider the ¡§counseling factor¡¨ and the ¡§school marketing factor¡¨ more than the humanities-majored students do. VIII. The male private high school students consider the ¡§curriculum and teaching factor¡¨ and the ¡§counseling factor¡¨ more than the female students do. IX. The private high school students whose father¡¦s education is ¡§more than graduate school¡¨ consider the ¡§counseling factor¡¨ more than those whose father¡¦s education is ¡§college or university¡¨ do. X. The private high school students whose mother¡¦s education is ¡§college or university¡¨ consider the ¡§key person¡¦s factor,¡¨ ¡§curriculum and teaching factor,¡¨ and ¡§counseling factor¡¨ more than those whose mother¡¦s education is ¡§less than the (vocational) high school¡¨ do. XI. The private high school students whose mother¡¦s education is ¡§less than the (vocational) high school¡¨ consider the ¡§school marketing factor¡¨ more than those whose mother¡¦s education is ¡§more than graduate school¡¨ do. XII. The private high school students who live in ¡§the suburban area¡¨ in their school choosing factors consider ¡§the environmental equipment factor¡¨ more than those who live in ¡§the urban area of Fongshan District¡¨ do. According to the results, the research attempts to propose student recruiting strategies for the private schools.

No description available.

Achievement goal research in physical education (PE) settings relies heavily on the traditional dichotomous achievement goal framework. Few studies use the trichotomous or 2*2 achievement goal model to explore and examine high school students?? achievement goals and behaviors in PE settings. Additionally, few studies to date have examined social and achievement goals simultaneously for high school students in PE settings. The purposes of this study were to: (1) examine whether the trichotomous and 2*2 achievement goal models reported in university undergraduate classrooms are appropriate in high school PE classes and (2) examine achievement goals and social goals simultaneously to see how they impact students?? persistence/effort toward physical education. The results revealed that the 2*2 model is appropriate for high school students in PE settings and provides a better fit to the data than the trichotomous model. The results also revealed that social responsibility goals represent the greatest contributor to students?? persistence/effort toward physical education. This is followed by masteryapproach goals, mastery-avoidance goals, and performance-approach goals. Performance-avoidance goals and social relationship goals did not significantly affect students?? persistence/effort toward physical education. Based on the findings, we advocate using both achievement and social goals when examining student motivation and achievement in high school physical education.

Thesis (M.A.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iv, 116 p. : ill. Includes abstract. Includes bibliographical references (p. 106-108).