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The Influence of Engagement with Graphic Narrative Text Formats on Student Attitudes Towards the School LibraryStephens, Wendy Steadman 12 1900 (has links)
Comics, graphic novels, and manga differ appreciably from textual narrative formats, and materials with increasingly visual elements have found their way into progressive and student-centered library collections. But many educators and librarians still resist inclusion of graphic narratives in school libraries and devalue the reading practice of students who prefer more visual texts. Using the framework of radical change, which posits that both text conventions and reader expectations for text are increasingly multimodal as they possess characteristics of evolving digital media, this study considered the relationship of the characteristics of text individual students prefer, particularly those they select from the school library, and their attitudes towards aspects of reading practice as evidenced through the Adolescent Motivation to Read Profile instrument. Survey data was supplemented with circulation history from the library management system to inform a correlational study punctuating attitudinal differences based on reader preferences. Findings include high school students who engage with graphic narrative text formats reporting more favorable views of libraries and reading. There is a demonstrable distinction in attitudes between students who prefer more visual text when compared with peers with more traditional print affinities. Student engaging with graphic narrative texts also report more frequent engagement with text overall. These demonstrated relationships should help to legitimize the inclusion of more graphic narrative text formats in school library collections.
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The Relationship Between a Program of Career Education and the Career Maturity of Eighth-Grade StudentsDean, Doyle W. (Doyle Wayne) 08 1900 (has links)
The purpose of this study was to determine the relationship between career education and the career maturity of eighth-grade students as measured by the Attitude Scale and the Competence Test of the Career Maturity Inventory. A posttest only experimental design was used for the study. The subjects were selected from a population of eighth-grade students in a suburban school district in north central Texas and randomly assigned to treatment and control groups. The treatment group had a career education class for forty-five minutes each day for eighteen weeks. The control group selected an additional elective. Multiple t tests were used to test the hypotheses of the study. The hypotheses were grouped into the areas of maturity of career attitudes, maturity of career competencies, sex and career maturity, school and career maturity, and teacher and career maturity.
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Schooling experiences of Xhosa speaking learners as a minority in a high school: implications for supportSingh, Suzanne Angelique Maria 03 1900 (has links)
Thesis (MedPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The South African Schools Act (DoE, 1996) formalised access to quality education for all by granting learners access to any school regardless of social, economic, race and cultural backgrounds. This saw many black families in South Africa enrolling their children into former white schools with the perception that these schools were better resourced and that their children would therefore receive a better education. The purpose of the study is therefore to enhance understanding of the experiences of the Xhosa learners as a minority in a former Model C school and to evaluate the life experiences of the learners within the context of the school system and how these experiences may be influencing their academic success. An eco-systemic theoretical framework guided the approach and orientation to the study undertaken by the researcher. This framework enabled the researcher to contextualise the study within the interacting systems that indirectly and directly influence the life experiences of the participants.
The study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. The participants in grade 9 to 11 (two per grade) were purposively selected to participate in the study. Two methods of data collection were used, namely six individual semi-structured interviews and one focus group interview. Qualitative content analysis was used to analyse the data.
The research findings indicate that the major reasons for poor academic performance of this minority group are linked to discriminative attitudes and feelings of inadequacy. When learners experience the school as a safe place in which they have a sense of belonging, they are more motivated to learn. Working towards the creation and sustainment of this safe environment, which adequately supports the needs of the learners, requires genuine and continual collaboration between the interacting systems within the context of the learners. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Skolewet (DoE, 1996) het toegang tot gehalte onderwys vir almal gewettig deur toelating aan leerders tot enige skool te verleen, ongeag van hulle sosiale-, ekonomiese-, rasse- en kulturele agtergronde. Baie swart gesinne in Suid-Afrika het dus hulle kinders in voormalige wit skole geplaas, met die persepsie dat hierdie skole beter toegerus is en dat hul kinders beter onderrig sou ontvang. Die doel van hierdie studie was dus om die ervarings van die Xhosa-leerders, as 'n minderheidsgroep in 'n voormalige Model C-skool, beter te verstaan en om die lewenservarings van die leerders binne die konteks van die skoolstelsel te evalueer asook die moontlike invloed op hul akademiese suksesse. 'n Eko-sistemiese, teoretiese raamwerk het die benadering en oriëntasie van die studie, wat deur die navorser onderneem is, gelei. Hierdie raamwerk het die navorser in staat gestel om die studie binne die interaksie-sisteme, wat 'n direkte en indirekte invloed op die lewenservarings van die deelnemers kan hê, te kontekstualiseer. Die studie se navorsingsmetodologie kan beskryf word as 'n basiese kwalitatiewe navorsing, ingebed binne 'n interpretatiewe (verklarende) paradigma. Twee deelnemers per graad, vanaf graad 9 tot 11 is doelgerig gekies om deel te neem aan die studie. Twee metodes van data-insameling is gebruik, naamlik ses individuele semi-gestruktureerde onderhoude en een fokusgroep onderhoud. 'n Kwalitatiewe inhoudsanalise is gebruik om die data te ontleed. Die navorsing dui daarop dat die vernaamste redes vir die swak akademiese prestasie van hierdie minderheidsgroep gekoppel is aan diskriminerende houdings en gevoelens van ontoereikendheid. Wanneer leerders die skool as 'n veilige plek van geborgenheid en toebehorenheid ervaar, is hulle meer gemotiveerd om te leer. Die skepping en vestiging van hierdie veilige leefwêreld, wat die behoeftes van die leerders voldoende ondersteun, vereis ware, voortdurende samewerking tussen die sistemiese interaksies binne die konteks van die leerders.
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A study of the effect of anxiety in a drama-oriented second language classroomFung, K. W., 馮健慧. January 2005 (has links)
published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics
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Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude.Marole, Makgomo Victoria January 1994 (has links)
No description available.
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A relação entre a experiência do vivido e o processo de construção das representações dos jovens de ensino médio hoje / The relationship between the lived experience and the process of construction of high school youth’s representations todayLins, Maria Cecilia de Almeida e Silva Estellita 12 August 2018 (has links)
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Previous issue date: 2018-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aimed to verify how the lived experience in an educational space, the Pró-Saber SP Institute,
contributes to the construction of a process of subjectivation rooted in the critical awareness of oneself
and the world. This research was carried out from the perspective of the psychology of education in
light of the Social Representations phenomenon (MOSCOVICI, 1978). The study was carried out with
high school youngsters of public State Schools located in a community in the city of São Paulo.
Initially, a survey of the school’s challenges in this stage of conceptualizing the young person who
attends it was made. Then, questions related to the specificities of nocturnal high school attendance
were pointed out. The chosen methodology was participant observation in a State School of the
community and the accomplishment of distinct focus groups: A) with young people who partake in the
Pró-Saber SP Institute experience; and B) with young people who do not partake in this experience. The
discussions in the focus groups were observed by the researcher in scenes from the school routine
during the examined period. The data found were categorized into four axes of meaning: empathy,
complexity in the analysis of reality, feelings and emotions towards the problematic and signs of
protagonism. It was identified that the group partaking in the Pró-Saber SP Institute experience differs
in the construction of these axes when compared to the group of those who do not partake. The results
show that there is little space in school today for the youth to awaken the awareness of their rights / Este trabalho teve como objetivo verificar como a experiência do vivido em um espaço de educação, o
Instituto Pró-Saber SP, contribui para a construção de um processo de subjetivação enraizado na
consciência crítica de si e do mundo. Esta pesquisa foi realizada sob a perspectiva da psicologia da
educação à luz do fenômeno das Representações Sociais (MOSCOVICI, 1978). O estudo foi realizado
com jovens de Ensino Médio de Escolas Estaduais localizadas em uma comunidade na cidade de São
Paulo. Inicialmente, fez-se um levantamento dos desafios da escola nessa etapa de ensino conceituando
o jovem que a frequenta. Em seguida, apontaram-se questões relativas às especificidades do Ensino
Médio noturno. A metodologia escolhida foi a observação participante em uma Escola Estadual da
comunidade e a realização de grupos focais distintos: A) com jovens que participam da experiência no
Instituto Pró-Saber SP; e B) com jovens que não participam dessa experiência. As discussões nos
grupos focais foram observadas em cenas retiradas pela pesquisadora do cotidiano escolar durante o
período pesquisado. Os dados encontrados foram categorizados em quatro eixos de sentido: empatia,
complexidade na análise da realidade, sentimentos e emoções frente à problemática e sinais de
protagonismo. Identificou-se que o grupo que participa da experiência no Instituto Pró-Saber SP se
diferencia na construção desses eixos de sentido do grupo daqueles que não participam. Os resultados
revelam que há pouco espaço na escola para que o jovem hoje desperte sua consciência dos seus
direitos
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中國大陸高中生海外留學高等教育的專業選擇及影響因素研究. / Study on Mainland Chinese high school students' choice of major in overseas higher education and their affecting factors / CUHK electronic theses & dissertations collection / Zhongguo da lu gao zhong sheng hai wai liu xue gao deng jiao yu de zhuan ye xuan ze ji ying xiang yin su yan jiu.January 2008 (has links)
Based on the findings, this study posits some implications for China's overseas education policy and suggests future study directions, as well as identifies its own limitations. / Findings of this study show that mainland Chinese senior secondary students' choice of major for overseas higher education can be explained better by human capital theory. Students are more inclined to choose the major that has higher expected rate of return to overseas higher education. The choice of major is in fact a behavior looking for higher investment return, or for better overseas employment prospects which would increase the probability of capturing the expected rate of return to overseas higher education. / Over the last 50 years, overseas higher education in the world has developed rapidly. Existing literature shows that overseas higher education can promote the economic development of developing countries, and overseas higher education graduates of different majors may have different roles in economic development. / The study employs multinomial logistic regression in the statistical analysis of the data. Major findings of the study are as follows: (1) Two economic factors---senior secondary students' expected rate of return to overseas higher education, and perceived overseas employment prospects---significantly affect students' choice of major for overseas higher education; while other two factors---students' perceived domestic employment prospects, and consumption preferences---have no significant effect on students' choice of major. (2) The choice between each pair of majors are either significantly affected by students' expected rate of return to overseas higher education or perceived overseas employment prospects to overseas higher education, except for the pair of Engineering vs. Business Administration. (3) The interaction effect between students' expected rate of return to overseas higher education and family location, and the interaction effect between students' academic ability and family income, significantly affect students' choice of major for overseas higher education. (4) Some information factors also significantly affect students' choice of major. (5) Students' gender, academic ability, family income, parents' education, and family location also significantly affect their choices of major. / The study is based on the data set of a research project entitled "Seeking Higher Education Abroad: Student Choices and Reasons in China", funded by the Research Grants Council in Hong Kong and conducted by Professor Hung Fan-sing of The Chinese University of Hong Kong as the Principal Investigator. The data consists of the results of a questionnaire survey successfully conducted in early 2007 to 12,961 senior secondary students in seven cities in mainland China. / This study employs human capital theory to analyze mainland Chinese senior secondary students' choice of major for studying higher education abroad, and the main factors affecting their choices. / 劉揚. / Advisers: Fan-sing Hung; Yue-ping Chung. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1865. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 147-157). / 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. / Abstracts in Chinese and English. / School code: 1307. / Liu Yang.
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Holland's model: students' personality types and occupational attitudes.January 1981 (has links)
by Chung Choi Man. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1981 / Bibliography: leaves 63-68.
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A comparison of sex knowledge, sex attitude and self-acceptance between two groups of secondary (form two and form four) students.January 1988 (has links)
by Tsang Man-king. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 101-108.
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香港中三學生之科學態度與課室群性環境: 家庭群性環境的相關硏究. / Study of the relationship between home and classroom environments and the attitude of form 3 students towards science / Xianggang zhong san xue sheng zhi ke xue tai du yu ke shi qun xing huan jing: jia ting qun xing huan jing de xiang guan yan jiu.January 1985 (has links)
鄭秀萍 = A study of the relationship between home and classroom environments and the attitude of form 3 students towards science / Cheng Sau Ping. / 據手稿本複印. / 論文(碩士)--香港中文大學硏究院敎育學部. / 參考文獻: leaves 250-267. / Ju shou gao ben fu yin. / Zheng Xiuping = A study of the relationship between home and classroom environments and the attitude of form 3 students towards science / Zheng Sau Bing. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Includes bibliographical references (leaves 250-267). / 圖表目次 --- p.viii / 論文提要 --- p.xix / Chapter 第一章 --- 導言 --- p.1 / 問題背景 --- p.5 / 研究動機與目的 --- p.14 / 研究的意義 --- p.17 / Chapter 第二章 --- 文獻評述 --- p.21 / 測量態度的意義 --- p.21 / 學生所感受到的課室社會群性環境與態度 --- p.27 / 學生所感受到的家庭群性環境與科學學習 --- p.41 / 學生所感受到的家庭群性環境與態度 --- p.46 / 學生性別與其對科學所持態度的差異 --- p.58 / 初中學生升讀高中後所持科學態度的轉變 --- p.69 / 修讀「綜合科學」課程的目的 --- p.73 / Chapter 第三章 --- 研究方法 --- p.77 / 重要名詞闡釋 --- p.77 / 假設 --- p.98 / 研究工具 --- p.100 / 預試程序 --- p.112 / 研究對樣與取樣 --- p.122 / 研究程序 --- p.126 / 資料分析 --- p.127 / Chapter 第四章 --- 結果與討論 --- p.130 / 三類量表的信度 --- p.130 / 科學態度量表的因子結構 --- p.136 / 課室群性環境量表的因子結構 --- p.146 / 家庭群性環境量表的因子結構 --- p.158 / 相關矩陣 --- p.167 / 科學態度與課室群性環境的單項相關 --- p.167 / 科學態度與家庭群性環境的單項相關 --- p.173 / 男生與女生所持的科學態度比較 --- p.179 / 多項迴歸分析 --- p.188 / 課室群性環境與科學態度的關係 --- p.210 / 研究限制 --- p.230 / 建議 --- p.233 / Chapter 第五章 --- 摘要 --- p.236 / 文獻參考 --- p.250 / 附錄 / Chapter 一 --- 科學態度量表 --- p.268 / Chapter 二 --- 課室群性環境量表 --- p.272 / Chapter 三 --- 家庭群性環境量表 --- p.274 / Chapter 四 --- 教育研究問卷 --- p.278 / Chapter 五 --- 教育研究問卷答案 --- p.286
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