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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Teaching reading skills in form ones of Anglo-Chinese schools in Hong Kong

Leung, Siu-hang, Therese. January 1979 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 90-93). Also available in print.
2

The educational costs of secondary schooling in Hong Kong

Kwan, Kam-por. January 1987 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 93-96). Also available in print.
3

A study of the secondary school curriculum in selected Latin American schools accredited by the Southern Association of Colleges and Schools

Lyle, E Kathryn, January 1972 (has links)
Thesis--University of Tennessee. / Vita. Includes bibliographical references.
4

A critical analysis of trends and patterns of secondary education in Jamaica.

Graham, Daisy Agatha. January 1975 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Sponsor: Gary Griffin. Dissertation Committee: Phil Lange. Includes bibliographical references.
5

Assumptions underlying major developments in the system of universal, free, public, secondary education in the United States and the high school system of the Municipality of Tel Aviv with certain implications for the future of secondary education in Tel Aviv /

Shemidaʻ, Miryam. January 1964 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Includes tables. Sponsor: David B. Austin. Dissertation Committee: Arno A. Bellack, Harry L. Brown, Jr. Includes bibliographical references (leaves 192-196).
6

A study of the secondary school curriculum in selected Latin American schools accredited by the Southern Association of Colleges and Schools

Lyle, E Kathryn, January 1972 (has links)
Thesis--University of Tennessee. / Vita. Includes bibliography.
7

Preparing for college identifying the learning and study strategies associated with varying levels of college preparedness in tenth graders /

Campbell, Carol Leanne, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.
8

A Case Study of the Effectiveness of a Summer Transition Program for First-Time Ninth Grade Students

Wickert, Jonathan Scott 14 April 2016 (has links)
<p> High schools have undertaken numerous approaches to reduce the number of first-time 9<sup>th</sup> grade students who do not move to 10th grade with their cohort. The purpose of this study was to determine if a summer program successfully transitioned 9<sup>th</sup> grade students from middle school to high school environments. Guided by the stage-environment fit conceptual framework, this study explored the effectiveness of a summer transition program at acclimating first time 9<sup>th</sup> grade students to physical, social, and academic environments. A mixed-method design was used in the study. A t test was used with a sample of approximately 400 archival 9<sup>th</sup> grader student responses to the Delaware School Climate Survey-Student. Statistical differences in familiarity with physical environments and perceptions of school climate were found between attendees and nonattendees, with attendees reporting better acclimation. A chi-square revealed greater course success for first-time 9<sup>th</sup> graders in the first marking period and lower 9<sup>th</sup> grader retention rate for attendees. Acclimation of 9<sup> th</sup> grade students as perceived by a sample of 10 teachers was explored through individual interviews and analyzed using the constant comparative method. Narratives from teacher interviews suggested acclimation to physical and social environments was greater for attendees. Study results led to development of a 1-day transition program aimed at utilizing effective transition program strategies with the entire upcoming 9<sup>th</sup> grade cohort. Long-term data collection and disaggregation is recommended to determine lasting effects of the program. Effective 9<sup>th</sup> grade transition programs may result in social change through increased promotion rates and higher graduation rates.</p>
9

What contributes to the academic success of ninth grade repeaters? A case study focused on the teacher-student relationship

Lewis, Brenda 01 April 2016 (has links)
<p> The purpose of this qualitative case study was to explore the elements that contribute to the academic success of 9th grade repeaters, with special attention toward the teacher-student relationship. </p><p> Methodology. This descriptive qualitative case study explored the factors that contribute to the academic success of the 9th grade repeaters. Participants included 5 4th-year and 5 5th-year seniors who were on track for graduation in the current year and were designated as 9th grade repeaters at the end of the freshman year. Other participants included 5 teachers and 5 counselors who taught or counseled 9th grade repeaters. </p><p> Findings. The elements that contribute to the academic success of the 9th grade repeaters emerged in 3 major themes and 14 subthemes. The identified major themes were teacher influence, family influence, and self-actualization. The subthemes included promoting confidence, providing motivation, teacher caring, building relationships, good teacher interpersonal behaviors, elimination of barriers, encouragement, inspiration, lack of parental support, goal setting, overcoming apathy, extrinsic motivators, overcoming skill deficiencies, and graduation reality check. </p><p> Conclusions. The findings of this study indicate that greatest factor contributing to the academic success of the 9th grade repeater was the teacher-student relationship, followed by family influence and self-actualization. All 3 of the participant groups (students, teachers, and counselors) believed that the teacher can influence a student toward academic success. The impact of the teacher influence on the student is further divided into 3 subthemes, which are promoting confidence, providing motivation, and teacher caring. </p><p> Recommendations. Future research could include a study conducted with 9th grade repeaters who dropped out of high school following the sophomore or junior year. With a focus on self-actualization, to see if any of the strategies for promoting self-actualization identified in this study were in place or missing from interventions provided to the 9th grade repeaters who dropped out. Additional future research could include a study conducted with the parents and teachers of 9th grade repeaters and the 9th grade repeaters to identify the barriers preventing the 9th-grade student from being successful in the 9th grade.</p>
10

Japanese University Students' L2 Communication Frequency in Positive Classroom Climate

Shimizu, Sunao 09 June 2017 (has links)
<p> The primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Cl&eacute;ment&rsquo;s (2003) theory of L2 LTC, I replicated Peng and Woodrow&rsquo;s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.</p><p> A hypothesized structural model was examined in two contexts, LTC inside the classroom and LTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 LTC. L2 LTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 LTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 LTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Cl&eacute;ment&rsquo;s (2003) model and Peng and Woodrow&rsquo;s (2010) study.</p><p> Second, D&ouml;nyei and Kormos&rsquo; (2000) study was replicated to investigate a significant difference for the four types of the students&rsquo; speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables.</p><p> Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables&mdash;teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence&mdash;supported both quantitative (Peng &amp; Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables&mdash;security of speaking, interlocutors, small group, and topic familiarity&mdash;supported qualitative studies by Cao (2011) and Kang (2005). The other two variables&mdash;point system and tests&mdash;were new variables identified in this study.</p><p> Positive classroom climate and task motivation (D&ouml;nyei &amp; Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 LTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.&rsquo;s (1998) L2 LTC model.</p>

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