This study was made to examine how successful elite Swedish equestrian athletes perceived their transition from junior to senior level. The objectives were a) to examine Young Riders perceived demands, resources and barriers in the transition to elite seniors, and b) to examine the riders’ coping strategies, perceived quality and lessons learned from the transition. The study involved six informants (n = 6), including three females and three males (1 event rider, 2 show jumpers and 3 dressage riders). Participants were between 25-31 years of age (m = 27). A semi-structured interview guide was developed for equestrian sport and based on the Athletic Career Transition Model (Stambulova, 1997, 2003) and the Develomental Model (Wylleman & Lavallee, 2004). The results show that participants perceived emotional support as an important resource and had the ability to set long term goals. They used problem focused- and approach-cognitive coping strategies in a successful way in order to manage their perceived demands and barriers during their transition to the senior level.

The Multiple Schemes for Entering Secondary High Schools and the Basic Achievement Tests for Junior High School Students have influenced the right of almost three hundred thousand middle school graduates each year. The schemes have become the most important educational issue so far since they change apace, and bring huge dispute and problems, comparing to the former Senior (Vocational) High School Joint Entrance Exam. The main topic of this study is " The Multiple Schemes for Entering Secondary High Schools." We mainly use history research method, with the assistance of history review method, to examine the development and history of our multiple schemes for entering secondary high schools domestically. The four purposes of this research are, firstly, to understand the development and history of the multiple schemes for entering secondary schools in our country. Secondly, we analyze a series of practical contents and working conditions in the multiple enrollment programs. Thirdly, we discuss gains and losses of the multiple schemes for entering secondary high schools and its combined programs. Fourthly, we propose improvement suggestions for the multiple schemes of entering secondary high schools. According to the results of the study, we gain the following conclusions: 1.The enrolment system of multiple schemes for entering secondary high schools shows multiple appearances and multiple functions. (1)The Multiple Schemes for Entering Secondary High School is the most enormous reform of our secondary admission system in these years in Taiwan. (2)The ways of enrolment go toward multiple evaluations and it helps cultivate students' basic abilities, multiple intelligence and promote balance development of five ethics. (3)Taking care of both excellent and average students, it can helps students learn happily, grow healthily and also develop their talents freely. (4)It helps practice the system of separating examination and recruiting students, develop the function of choosing schools and students with autonomy. (5)It strengthens the relationship and helps its educational development between Senior (Vocational) High School and Junior High School. (6)The Basic Achievement Tests, the center of Multiple Enrolments, are the biggest, the most extensively standardized test and including the most students in our educational history. (7)The Multiple Schemes for Entering Secondary High School have become the new emphasis of living and learning to our middle school education. (8)The tests in each subject in the Basic Achievement Tests are connected to life, and with flexibility and high quality. Thus, it gets many positive notes from junior high school students and teachers. 2.Here come several problems of the multiple schemes for entering secondary high schools. (1)Moving admission systems doesn't take ethics of policy into consideration. (2)The policy of Multiple Schemes for Entering Secondary High Schools has become a super "Research of Action " educational reform. (3)The Multiple Schemes for Entering Secondary High Schools depart from the spirit of multiple evaluations. (4)The education reform of admission system should not stop at the point of its technical amendment. (5)The Multiple Schemes for Entering Secondary High Schools becomes another kind of Joint Entrance Examination; the value of having superstition on star schools is still the difficulty of practicing the Multiple Schemes for Entering Secondary High Schools. (6)9-year Joint Curricula Plan for Elementary and Junior High Schools that belongs to curriculum reform is behind, but the reform of Enrolment system, which belongs to curriculum evaluation, is ahead. The reforming procedure is upside-down, increasing the difficulty of moving the Multiple Schemes for Entering Secondary High Schools. (7)We short of educational funds in middle schools, so it is hard to achieve balance and build school features between the country school and city school. That will also be harmful to the competitive abilities of our middle schools. (8)Using the grades of Basic Achievement Tests as the only criteria for entering senior and vocational high schools is misused. We offer the following suggestions toward the problems of findings in this research paper: (1)The construction and amendment of the Multiple Schemes for Entering Secondary High School should return to the thinking direction of educational essence and standpoint and should never go back to the old way of Joint Entrance Examination. (2)The Multiple Schemes for Entering Secondary High School are the main criteria of education reform. Thus, the ministry of education should be careful, clear and stable to the policy planning. (3)Make the Basic Achievement Tests as a reference criteria of admission ways for entering secondary high schools, bur not the only criteria. (4)Simplify and synthesize the two admission ways of "Application for Admission" and "Selection for Admission," and have the "Application for Admission" become the main stream in our admission system. (5)We should continually discuss to synthesize and simplify the pattern of recruiting students, "The Multiple Schemes for Entering Senior and Vocational High School" and "The Multiple Schemes for Entering Junior College." (6)The ministry of education should establish the specialized test-making institute and the center of registered distribution as soon as possible. (7)The ministry of education should plan to balance the educational level of secondary school in each area and make secondary high school education exquisite. (8)We suggest to continually strengthen the constructions of test questions in the Basic Achievement Tests and the work of deepening and extending test questions, in order to elevate qualities of test questions. (9)It should be an inevitable trend to take academic performance at junior high school into consideration gradually in the Multiple Schemes for Entering Secondary High School after full preparations. (10)We should aggressively discuss to synthesize the three big recent schemes of educational reform," The Multiple Schemes for Entering Senior and Vocational High Schools", "The Schemes for Joining Senior and Vocational High Schools in each community" and "9-year Joint Curricula Plan for Elementary and Junior High Schools." Also, we should move 12-year compulsory education actively in order to construct excellent environment of secondary education and develop great multiple schemes for entering secondary high schools.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to identify the educational stressors that are the predominant sources of teacher distress and burnout, discover and classify the common and persistent distressful situations in the educational environment, and illustrate a variety of coping strategies that can be practically implemented at the secondary school level. The analyses of data were accomplished through the statistical use of t-tests, one-way analysis of variance tests, and qualitative exposition. The sample consisted of 446 secondary school instructors, selected senior high school and junior high school respondents from five high schools and five junior high schools in the Tucson area. The examination of 54 educational stressors was conducted under the auspices of six research hypotheses which identified the variables on which senior high school teachers and junior high school teachers differed. The independent variables that were investigated were: sex (male and female teachers), teaching experience (0 to 4 years of completed teaching experience, 5 to 9 years of completed teaching experience, 10 to 16 years of completed teaching experience, and 17 to 38 years of completed teaching experience), age (21 go 30 years of age, 31 to 40 years of age, 41 to 50 years of age, and 51 to 67 years of age), marital status (married, single, widowed, divorced, and separated), and types of college degrees (bachelor's, bachelor's plus, master's, and master's plus or doctorate). An additional 63 educational stressors were named by the secondary school participants and listed in the study. For the purpose of this study the researcher developed the Teacher Stress Survey which was given to the 10 Tucson secondary school teaching faculties. The survey consisted of five parts: (1)15 demographic items, (2)54 educational stressors and their degrees of discomfort, (3)common and persistent distressful educational situations in the secondary school environment, (4)the coping strategies used to reduce or dispel the stress in the distressful educational situations and their levels of effectiveness, and (5)more appropriate or better coping strategies that might have been used. Over 70% of the secondary school instructors responded. The immediate crises' situations involving teaching materials and personnel seemed to be more distreeful to junior high teachers than high school teachers whose primary concerns were centered on the school's misuse of power and authority and the teacher's struggle with inadequate salary and unrealistic educational expectations. The 20 educational stressors identified by female teachers involved all areas of the educational spectrum--from paperwork to the future of education--while male teachers evinced concern with the lack of adequate salary and inconsistent educational methods and philosophies. The teachers with the least experience showed the most distress, particularly in the areas of school policy and populace. The teachers with the most experience were concerned about teacher representation, salary, and materials. The oldest teachers had the greatest distress in their lack of control over assignment, salary, and subject matter as well as their feelings of lack of self-esteem through professional stagnation. The marital status of the teachers did have a significant effect derived from their dissatisfaction with salary, the power of the school board and the superintendent, lack of teaching materials, lack of job security, the derogatory public view of education, and the paperwork overload. The teachers with the least amounts of educational preparation had the greatest distress in school policy formulation and ineffective parental support while the secondary school teachers with the advanced degrees were most distressed about the assignment of school duties.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

The author makes an analysis of the measures to be taken into account to promote mining activities, with special emphasis in the area of exploration as the main activity in the mining industry. Therefore, the present article focuses on everything that made such activity from its main actors to the considerations to take into account in its regulation and the effectiveness of it. Finally the author presents his conclusions focusing on the importance of generating investment and therefore expedition to implement the best mechanisms in the mining sector. / El autor hace un análisis acerca de las medidas a tomar en cuenta para promover las actividades mineras, poniendo especial énfasis en el área de la exploración como actividad principal de la industria minera. De tal forma, que el presente artículo se centra en todo aquello que compone dicha actividad, desde sus principales actores hasta las consideraciones a tomar en cuenta para su regulación y la eficacia de la misma. Finalmente el autor expone sus conclusiones centrándose en la importancia que genera la inversión y por tanto la expedición para implementar los mejores mecanismos en el rubro minero.

This study examined the effectiveness of the LEAST Approach to Discipline with junior high school teachers having behaviorally disordered pupils in their classes. The sample consisted of twenty junior high school teachers who were paired on the basis of quantity and problem severity of behaviorally disordered pupils in their classes. Each matched pair was split and randomly assigned to the experimental and control group. Treatment consisted of eight hours of training in the LEAST approach. Subsequently, each experimental teacher was observed in class and given feedback regarding his application of the LEAST approach. The control group received no treatment. Following treatment, a two-month data collection period ensued. During this time data was collected for both groups on seven dependent variables. Specifically these were (1) teacher deviancy management skills, (2) pupil perception of the classroom environment, (3) pupil compliance, (4) office referrals, (5) teacher-parent conferences, (6) pupil absences and (7) non completed assignments.

The problem with which this study is concerned is the analysis of the status of continuing education-community service programs within the public junior-community colleges of the state of Texas as these programs are viewed (1) from the areas of funding, faculty and facility allocations, (2) from the areas of the educational and professional preparation and responsibility of the leaders who are assigned to direct these programs, and (3) from the area of community involvement in program planning. Based on the problem a survey was developed; 142 administrators responded (61.2 per cent).

Prior to the development of interactive television, schools that were either geographically isolated or financially restricted were often unable to provide courses that may have been essential for students. Interactive television has helped such school districts provide appropriate courses for their students. Because student self-efficacy is a significant indicator of student success, the relationship between distance learning and students' self-efficacy requires research. The problem of the study was to examine the impact of site location in a distance learning environment on student self-efficacy in Spanish instruction. The participants in this study were junior high school students enrolled in distance-learning Spanish classes at two junior high schools in a north central Texas independent school district. All of the students were taught by the same instructor. The age range of the students was from 11 to 14 years of age, and all students were in either the seventh or the eighth grade. Students took a modified version of the Motivated Strategies for Learning Questionnaire at the end of each treatment. Using the counterbalanced design, each subject was matched to themselves. T-tests for nonindependent samples were used to compare the two treatments. The findings indicate that there is no significant difference in the level of student self-efficacy by site location. The findings in this study support the use of distance learning as a medium for Spanish instruction at the junior high school level. Because of the strong statistical relationship between self-efficacy and student performance, teachers and administrators can reasonably believe that site location will not hamper their students' success.