For many years, educators and psychologists have attempted to define the strength of the relationship between self-concept and school performance., A productive approach may be to investigate academic self-efficacy. In the present study, data were collected for students at an alternative high school on the Measure of Academic Self-Efficacy (MASE), Intellectual Achievement Responsibility Questionnaire (IAR), number of weeks spent in the program, and various descriptive and behavioral measures. Correlations were computed to attempt to demonstrate that participation in an alternative program analogous to participant modeling is associated with increases in academic self-efficacy and internal attributions for educational events, and that these gains are associated with improved academic outcomes.

by Cheuk Fung Ting. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 96-107.

梅浩濱. / 複印打字本. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Fu yin da zi ben. / Includes bibliographical references (leaves 142-150). / Mei Haobin. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 論文提耍 --- p.ii~iii / 謝 辭 --- p.iv / 附表一覽表 --- p.vii~ix / 附圖一覽表 --- p.x / Chapter 第一章 --- 緖論 --- p.1~43 / Chapter 一、 --- 導言 --- p.1 / Chapter 二、 --- 問題說明 --- p.5 / Chapter ( 甲） --- 美育的基礎及作用 / Chapter ( 乙） --- 美育與價値敎育 / Chapter ( 丙） --- 香港學校在中四級開設美術科及音樂科的現況 / Chapter 三、 --- 研究動機及目的 --- p.32 / Chapter 第二章 --- 文獻引述 --- p.44~67 / Chapter 一、 --- 學生對音樂、美術的態度和興趣之研究 --- p.44 / Chapter 二、 --- 藝術敎育對學生所產生的影響之研究 --- p.48 / Chapter 三 、 --- 敎育工作者對藝術敎育的態度之研究 --- p.49 / Chapter 四、 --- 一般價値觀之硏究 --- p.51 / Chapter 五、 --- 自尊和自我概念之研究 --- p.54 / Chapter 第三章 --- 研究設計與實施 --- p.68~88 / 硏究範圍 --- p.68 / Chapter 二、 --- 研究假設 --- p.69 / Chapter 三、 --- 研究對象與取樣 --- p.70 / Chapter 四、 --- 研究工具 --- p.74 / Chapter 五、 --- 研究程序 --- p.77 / Chapter 六、 --- 研究限制 --- p.78 / Chapter 七、 --- 名詞釋義 --- p.80 / Chapter 第四章 --- 結果分析 --- p.89~106 / Chapter 第五章 --- 討 論 --- p.107~130 / Chapter 第六章 --- 建議與結論 --- p.131~141 / Chapter 一、 --- 建議 --- p.131 / Chapter 二、 --- 結論 --- p.137 / 參考書目 --- p.142~150 / 附錄 / Chapter 一、 --- 高中學生美育價値導向及自尊量表 --- p.159 / Chapter 二、 --- 美育價値觀每項平均得分比較圖 --- p.160~166

When cultural values differ, it is difficult for people not to judge one another's behavior on the basis of their own individual and/or cultural values. Given the profound differences in Russian and American culture, the question of what happens when these two cultures interact comes to mind. The purpose of this study was to describe the relationship of culture specific orientation, coupled with a two week sojourn in Russia on the sojourners' perceptions of cultural values. The sojourners were high school athletes participating in the first part of a Russian - American Track and Field Exchange. In order to ascertain the students' value orientations, each student completed six Value Orientation Worksheets. Before the pre-departure orientation the students' completed two worksheets composed of fifteen questions, one according to their own cultural values, and one for their perception of Russian cultural values. The students completed two additional worksheets after the pre-departure orientation sessions, and two worksheets ten months after the sojourn. Analysis of the post-orientation worksheets suggests that the orientation sessions had a greater impact on the students' reported perceptions of their own cultural values than in changing their reported perceptions of Russian values. Unlike the post-orientation responses, an analysis of post-sojourn responses indicated that the sojourn experience appears to have had a comparable affect on the students' reported perceptions of their own cultural values and their reported perceptions of Russian cultural values. Post-sojourn worksheets revealed that agreement among the students after the shared orientation sessions was not a reliable predictor of agreement after the sojourn. In many cases, the individuality of the sojourn experience appears to have overcome the shared informational orientation training. Continued research in this field is needed to determine whether or not the tendencies uncovered in this study can be generalized to include a wider population, specifically - American high school student/athletes traveling abroad for a short term sojourn.

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This study analyzed three different groups’ perceptions of 21st Century literacy and technology. The three groups were juniors and seniors at two large urban high schools, juniors and seniors in teacher education programs from four mid-west post-secondary schools, and the four deans of education at four post-secondary schools. A mixed methods research design was used including a survey of student groups and interviews of all four deans and representatives of each of the schools. Findings included differences in perceptions of each of the groups as well as differences in access and use of technology. The implications for teacher education and future research in the area of 21st Century literacy are included. / Department of Educational Leadership

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M.Ed. / The purpose of this study was to investigate grade eleven Biology learners' conceptions of what academic learning in the school situation is, and how learning takes place in general and particularly in Biology. Educational phychologists, remedial educators, primary and secondary school educators, parents and learners are often confronted by the question: How do learners learn? Berry and Sahlberg (1996:20) argue that to be able to learn how to learn, learners should have some basic conceptual understanding of the answer to the question: What do we mean by learning? As a result of the excessive emphasis on rote learning and memorization, which seems to be a general practice in most South African schools, this study argues that learners' conceptions of learning (what learning is and how learning takes place) could be a contributing factor to the problematic nature of learning of natural sciences. Learners often experience difficulties with learning and studying. Common experience suggests that many attempts to assist learners to learn how to learn, fail. This may be ascribed to a variety of factors, one of which could be the learners' conception of what learning is and how they learn (Wood, 1988:75). In-depth, semi-structured individual interviews were used as the primary source of data collection and naïve sketches were used as an additional source. In this study, the approach that was followed for data analysis was mainly based upon the constant comparative method suggested by Maykut and Morehouse (1994:124-148). From the analysis of the data 21 categories were identified from which five main patterns (A to E) evolved, as indicated, each consisting of a number of categories. Pattern A: Conceptions of learning are interrelated and interdependent and appear to be on a continuum. In this study, scholastic academic learning was conceptualized as: prior knowledge, knowledge, rote learning, memorization and application. Pattern B: Learning is a complex and domain-specific process, implying that different subjects or learning areas should be learned differently. Pattern C: Learning is strategic. Pattern D: Perceptions of instructional context and evaluation requirements influence learning. Pattern E: Learning and studying are of a personal and idiosyncratic nature. iv.The implications of the findings can be summarized as follows: It is of the utmost importance that educators provide opportunities for learners to discuss their own conceptions/perceptions of learning in terms of learning in general and learning of specific subjects. This dialogue will assist learners to reflect on and become aware of their learning strategies, as well as their deficiencies and needs, therein. It is my contention that learners' conceptions/perceptions of what learning is and how they learn should initially be utilized in any intervention, which is meant to assist and guide learners to learn-how-to-learn. It is the fundamental responsibility of educators to guide individual learners to learn how to learn, utilizing subject specific metacognitive learning or study strategies, integrated with the subject content. Therefore, it is important that educators should assist learners to understand that learning Biology entails more than mere memorization and that it should not be seen merely as a learning subject.

D.Ed. / The aim of this theses is to find out whether there is any relationship between learners' attitudes and learning difficulties in mathematics: To investigate whether learning difficulties in mathematics are associated with learners' gender. To establish the nature of teachers' perceptions of the learning problem areas in the mathematics curriculum. To find out about the teachers' views on the methods of teaching mathematics, resources, learning of mathematics, extra curricular activities and multiracial schools