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Thematische Bibliographien / Observation ( Educational method) / Dissertationen

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Dissertationen zum Thema „Observation ( Educational method)“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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1

Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.

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2

Ngai, Siu-ting. "A case study of peer observation among primary school teachers." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35522720.

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3

Damons, Thirza. "An analysis of teacher's skills in the identification of learners with behavioural and emotional problems." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012183.

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This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findin

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Henninger, Jacqueline Chryar. "The effects of knowledge of instructional goals on observations of teaching and learning /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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5

Norris, Karen S. Wilhelm Ronald Wayne. "Making sense of teaching a holistic approach to teacher reflection about practice /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11018.

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6

Hanna, Helen Jean. "A Case Study of Instructional Improvement through Peer Observation in a Suburban High School." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1252.

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This two-year case study investigated the effects of a peer observation process in a high school on the six selected areas listed below. Peer observation is a process to improve instruction by having teachers observe and critique other teacher's videotapes of classroom teaching. 1. Changes in norms and expectations for sharing instructional ideas among teachers. 2. The perceived value of self-evaluation of videotapes and related peer discussions about teaching. 3. The perceived value of peer feedback exchanges for instructional improvement. 4. The use of other teachers as models for effective

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Davies, Kim. "Teachers' implicit theories of intelligence and their relationship to performance feedback and teacher efficacy /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17962.pdf.

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8

Willey, Leslie Swanda. "An examination of the literacy curriculum decisions and actions of two beginning teachers enrolled in a university teacher induction program /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074455.

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9

Linde, Göran. "On curriculum transformation explaining selection of content in teaching /." Uppsala : HLS förlag, 1993. http://catalog.hathitrust.org/api/volumes/oclc/33104518.html.

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10

Ngai, Siu-ting, and 魏少婷. "A case study of peer observation among primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35522720.

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11

Wolfe, Judith W. "An examination of observer skills as an indicator of teacher appraisal training effectiveness in North Carolina: an exploratory study." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54465.

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The purpose of this study was to examine the effectiveness of the Teacher Performance Appraisal Training Program in North Carolina by analyzing the skills and techniques used by three observers in performing an "appraisal cycle" of five video-taped classroom teachers. Four research questions were addressed: What impact does training have upon observer perceptions of the prescribed functions of teaching and the appraisal process? How consistent are observer's processes of data collection and analysis? How consistent are observer ratings of teacher performance? Does the system discriminate among

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Watkins, Cynthia R. A. "Factor analysis of observed data for students served in programs for the behaviorally disordered /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737855.

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13

Strand, Krista Lynn. "An Investigation into Intermediate Grades Teachers' Noticing of the Mathematical Quality of Instruction." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2709.

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The Mathematical Quality of Instruction (MQI) is an important feature of a classroom mathematics lesson. Before teachers can strengthen the MQI of their own lessons, however, teachers must first be able to notice MQI-related features of instruction. The purpose of this dissertation is to investigate intermediate grades teachers’ MQI-related noticing as they go through a ten-week research-based MQI professional development (PD) program. Specifically, this dissertation is guided by two research questions: (1) How do individual teachers’ noticing of MQI-related features of instruction shift as th

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Norris, Karen S. "Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11018/.

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The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The particular focus included how teachers make sense of observational data during a post-observation, reflective dialogue; how teachers reflect on classroom observational data; and how the holistic reflection experience impacts teachers' pedagogical pra

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Stenger, Mary Jennifer. "The impact of observational learning on preschoolers' cooperation in an ultrasound swallowing study." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1177018753.

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16

Ben-Omar, Boubker. "Formation des enseignants à l'autonomie didactique et observation de classe: cas des professeurs de philosophie. Contribution à une méthodologie de l'observation des interactions verbo-cognitives." Doctoral thesis, Universite Libre de Bruxelles, 1990. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213102.

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17

Buxarrais, Estrada Maria Rosa. "Anàlisi dels processos educatius en base a la metodologia observacional: la interacció entre iguals." Doctoral thesis, Universitat de Barcelona, 1991. http://hdl.handle.net/10803/670234.

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Nos proponemos analizar hasta qué punto la metodología observacional puede contribuir a la obtención de conocimiento a cerca de los procesos educativos. Para ello hemos construido un sistema de categorías para analizar un tipo de relación educativa: la interacción entre iguales. La tesis consta de dos partes diferenciadas. la primera supone el estudio de la educación como relación, concretando en la relación educativa educando-educando; y la justificación de la metodología observacional como método que contribuye a aumentar el conocimiento científico de la teoría de la educación. En la segu

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Molete, Bakae. "Perceptions of the gap between theory and practice in the preparation of English language teachers at the Lesotho College of Education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1007682.

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The distinction between theory and practice can be traced back to Aristotle (384-322 B.C). Theory has been seen as the preserve of the academician who, through research, produces knowledge for the practitioner to use in his/her practice. This research sets out to investigate perceptions of the respondents with regard to the extent to which theory is applicable in practice. It does this in the context of teacher training at the Lesotho College of Education, (LCE), a teacher training college in Lesotho. In this research project; a case study of 5 students from the LCE who had been on teaching pr

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Warnock, Teresa Georgeanne. "School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062801/.

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The problem of the study was determining the supportive conditions related to instructional rounds (rounds) to understand better what conditions may allow for sustained systemic improvement over time. Three Texas school districts were studied to understand the perceptions of district leaders, principals, teacher leaders, and teachers with regard to the sustainability of instructional rounds as a systemic improvement practice, the supportive conditions necessary for sustainability, the salient characteristics that differentiated rounds from other improvement practices, and the potential of rou

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Crabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.

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21

Mateu, Serra Mercè. "Observación y análisis de la expresión motriz escénica. Estudio de la lógica interna de los espectáculos artísticos profesionales: Cirque du Soleil (1986‐2005)." Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/132584.

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Los objetivos generales de la tesis se centran, por una parte, en sistematizar la información sobre las prácticas expresivas en la disciplina praxiológica, y, por otra, en profundizar en la lógica interna del circo a través de una compañía de circo contemporáneo. La parte teórica y discursiva de este trabajo se desarrolla a lo largo de los tres primeros capítulos, que constituyen un marco teórico de elaboración personal creado a propósito para la tesis, y que constituye una de sus aportaciones más relevantes. El primero de los capítulos está dedicado a situar el concepto que subyace en el co

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Sutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.

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Generally in today’s classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the early days of 1-room schools, various teaching styles have been developed to accommodate a changing world. As the curriculum has broadened through the years, individual student needs have remained the focus as teachers have become more and more accountable for student learning. The purpose of this qualitative study is to investigate or identify how successful teachers manage their classrooms. It defines key student behavior issues th

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Yi, Shiya. "Adult Education and Full-time Professionals' Problem Solving Skills: Insights From the Survey of Adult Skills." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108763.

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Thesis advisor: Henry I. Braun<br>Sponsored by OECD, PIAAC represents the first attempt to assess adult problem solving in technology-rich environments (PS-TRE) on an international scale that is comparable cross-culturally and cross-nationally. The objectives of this study are to study (1) the distributions of PS-TRE proficiency scores across 14 selected countries and (2) within each country, the associations between PS-TRE proficiency scores and the different formats of adult education and training (AET) participation. Using data on full-time professionals (at least 25 years old) from these c

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Borders, Christina Marie. "Direct Observation as a Decision Method for Evaluating Inclusionary Classroom Participation of Children with Mild Hearing Impairment: A Pilot Study." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242410154.

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25

Kelly, Karinsa Michelle. "Science Journals in the Garden: Developing the Skill of Observation in Elementary Age Students." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1536.

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The ability to make and record scientific observations is critical in order for students to engage in successful inquiry, and provides a sturdy foundation for children to develop higher order cognitive processes. Nevertheless, observation is taken for granted in the elementary classroom. This study explores how linking school garden experience with the use of science journals can support this skill. Students participated in a month-long unit in which they practiced their observation skills in the garden and recorded those observations in a science journal. Students' observational skills were a

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Bellara, Aarti P. "Effectiveness of Propensity Score Methods in a Multilevel Framework: A Monte Carlo Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4635.

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Propensity score analysis has been used to minimize the selection bias in observational studies to identify causal relationships. A propensity score is an estimate of an individual's probability of being placed in a treatment group given a set of covariates. Propensity score analysis aims to use the estimate to create balanced groups, akin to a randomized experiment. This study used Monte Carlo methods to examine the appropriateness of using propensity score methods to achieve balance between groups on observed covariates and reproduce treatment effect estimates in multilevel studies. Spec

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Mayes, Garry W. "Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699870/.

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The focus of this study is to determine how closely self-report perceptions of technology integration skills align with the observations of an external evaluator. Participants were elementary and secondary teachers in a north Texas school district. The district is in the process of implementing a one-to-one initiative using a major vendor’s tablet devices. The study utilized both quantitative survey methodology, and a qualitative observational tool to record learning activities in the K-12 classroom. For the quantitative phase, three validated single-item self-report instruments were administe

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Ali, Heba. "How Can English Teaching Benefit from Students’ Extramural English in Secondary School 7-9?" Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40852.

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Abstract This empirical study investigates how students in secondary school 7-9 learn the English language outside of school, in an informal setting, and how they can benefit from it in a formal setting in school. The usage of digital technology is more common nowadays amongst youngsters than it used to be before. Digital technology has become a part of young people’s daily lives, whether it is for social media, schoolwork, gaming or blogging. Most students in Swedish secondary schools have their own computers, mobile phones, and have the opportunity to borrow an iPad from school, if needed.

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Apter, Brian. "A large-scale quantitative investigation of teacher-feedback and students' on-task behaviour as associated indicators of the social-emotional climate for learning in academic lessons in UK secondary schools using a systematic observation method : 'MICRO'." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/99763/.

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Systematic observations by 33 psychologist-observers of 228 lessons in 28 UK secondary schools were included in this study. A new method: the Mixed Interval Classroom Observation (MICRO) schedule was used to collect data about teachers’ use of 4 different types of verbal feedback and make associations with the proportion of students’ time in academic classes that they were following teachers’ directions and were ‘on-task’. Key findings from 27 UK secondary schools included: students were significantly less ‘on-task’ than students in UK primary schools; secondary school teachers used low freque

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Mendes, Ana Isabel Nunes. "De pequenino se motiva o menino: Motivação para a aprendizagem no 1º ano do ensino básico." Master's thesis, Instituto Superior de Psicologia Aplicada, 2003. http://hdl.handle.net/10400.12/684.

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Dissertação de Mestrado em Psicologia Educacional<br>Esta investigação propõe-se analisar e caracterizar, a motivação das crianças do 1° ano do Ensino Básico, verificando a coincidência entre as percepções destes com as dos seus professores. A Escala de Motivação utilizada para os alunos adaptou as "Provas de Motivação" de Deborah Stipek (1997). As percepções dos professores foram avaliadas por um Questionário similar. Por sua vez, os resultados estatísticos foram obtidos pela aplicação de outras ferramentas teóricas, nomeadamente o reste de Wilcoxon, o teste de Mann-Whitney e o Coeficiente d

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Hishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.

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This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.

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大谷, 尚., та Takashi OTANI. "学校教育におけるコンピュータ利用を対象とした質的研究のためのコードワードの機能と特性の検討". 名古屋大学教育学部, 1996. http://hdl.handle.net/2237/9406.

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Tronchoni, Albert Héctor. "Estudio observacional de la comunicación multimodal en el aula universitaria: contextos y estructuras de participación discursiva en las sesiones magistrales." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668501.

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El propósito de llevar a término una investigación para mejorar la calidad de las sesiones expositivas-magistrales impartidas en el aula universitaria mexicana se ha concretado en un estudio evaluativo de baja intervención concebido en el marco metodológico de la observación sistemática que incorpora la perspectiva mixed-methods. El abordaje teórico- empírico se sustenta en los estudios de interacción instruccional y en el marco general de un enfoque pragmático, discursivo y simbólico de la comunicación humana. El diseño observacional implementado es nomotético, puntual con seguimiento intrase

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Cerezo, García Mª Lourdes. "Investigación sobre la relación entre las directrices curriculares relativas a la enseñanza de la lengua inglesa y su aplicación en el aula (1º Bachillerato)." Doctoral thesis, Universidad de Murcia, 2007. http://hdl.handle.net/10803/10818.

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Es una tesis analítico-descriptiva, con finalidad diagnóstica, en la que se describe el enfoque didáctico que debe aplicarse en la enseñanza de la lengua inglesa, según las directrices curriculares: el enfoque comunicativo. Se describe la metodología empleada para la investigación: observación en el aula. Por otro lado, se describe y analiza un corpus de actividades recopilado a partir de la observación de clases de inglés, presentando los datos en tablas en aras de mayor objetividad y para facilitar su sistematización, y también en formato descriptivo. Finalmente, tras la descripción y el aná

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Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.

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The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity betw

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Lasky, Susan Gail. "Development of the activity setting observation system, with a focus on contextualization." Diss., 1997. http://catalog.hathitrust.org/api/volumes/oclc/38872415.html.

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"Making meaning through History: scaffolding students' conceptual understanding through dialogue." University of Technology, Sydney. Faculty of Education, 2003. http://hdl.handle.net/2100/274.

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This study aims to articulate a theory of teaching that accounts for both the cognitive development of the learner and the social context in which learning occurs. It contributes to discussions about a socially constructed theory of pedagogy that can inform classroom practice. It explores firstly the role of the teacher in supporting students' conceptual understanding and secondly the importance of dialogue as a means of apprenticing students into the discourse of a subject discipline. The sociocultural notion of 'scaffolding' and the way in which various 'scaffolding' strategies support stude

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Rollins, Elizabeth Rose. "(Re)storying Horizons: White Kindergarten Teachers’ Enactment Of The Language And Literacy Curriculum In A Predominantly-white Working-class North Carolina Mountain Community Public School." Thesis, 2020. https://doi.org/10.7916/d8-y0kq-zv50.

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The early childhood curriculum is too-often based on narrowed/ing conceptualizations of “literacy” and “language,” which negatively position nonacademic (read: nondominant) literacy and language practices and result in schools failing and further marginalizing working-class children and families across racial identifications. It is therefore pertinent to (re)conceptualize language and literacy by interrogating dominantly-positioned academic practices. Exploring early childhood teachers’ sense- making and enactment of the curriculum elucidates how nonacademic practices are (under)valued in and

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Chang, Huey-por. "The effect of levels of cooperation within physical science laboratory groups on physical science achievement." Thesis, 1991. http://hdl.handle.net/1957/36167.

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The purpose of this study was to investigate the effect of the levels of group cooperation on students' achievement during a series of physical science laboratory activities. Six intact seventh grade physical science classes taught by two teachers, with each teacher instructing three classes, were selected from two middle schools. For each teacher, one of the classes was taught with a traditional approach (no cooperative goal structure). The other two classes were assigned to a cooperative goal structure (role assignment and non-role assignment). For the role-assignment class, each student was

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Mhlongo, Ruston. "The development of observational and allied skills in the teaching and learning of natural sciences." 1996. http://hdl.handle.net/10500/17457.

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Ngema, Sebenzile Helga. "An exploration of grade 11 teachers' conceptions of practical work in physical sciences within the national curriculum statement (NCS) curriculum." Thesis, 2011. http://hdl.handle.net/10413/7435.

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The introduction of the National Curriculum statement (NCS) in Further Education and Training (FET) phase in 2005 had a great impact on classroom practice, resulting in a shift to Outcomes Based Education (OBE). The Physical Sciences curriculum created challenges for Physical Science teachers. The Learning Outcome (LO)-1 recommends that scientific inquiry and inquiry based practical work be taught in Physical Sciences lessons. However, much remains to be understood regarding teachers’ pedagogical content knowledge (PCK) in inquiry based practical work. This study explored the conception of pra

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Baowaidan, Lamis Mamdouh A. "The Effects of an Observational Intervention on Audience Control by Peers in Preschool Children with Developmental and Language Delays." Thesis, 2016. https://doi.org/10.7916/D8NV9J85.

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I tested the effects of an observational intervention on observing responses, denial responses, and audience appropriate behaviors in 9 preschool children with developmental and language delays. The participants were 8 males and 1 female aged 3-5 years, who were selected from a preschool program that implemented a behavior analytic approach to all instruction. All participants had fluent listener and speaker repertoires and emitted mands, tacts, and sequelics with adults. The children were selected to participate because they displayed little to no awareness of, or interactions with their peer

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Mbati, Lydia Sophia. "Exploring media blends for constructivist learning in open and distance e-learning (ODeL) environments." Thesis, 2013. http://hdl.handle.net/10500/13724.

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There is a paramount need for online university education to effectively contribute in the development of students' ability to construct and create new knowledge. Online learning should thus go beyond the production of knowledge for knowledge's sake, but should result in relevant and meaningful learning on the part of the online learner. In addition, online learning ought to result in the application of knowledge to practice. While gains made by constructivism and observational learning are well documented, research addressing online media blends that best encourage constructivis

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Chidziva, Justine. "Peer observation on the pedagogical content knowledge of grade 11 novice teachers of statistics in a circuit." Diss., 2017. http://hdl.handle.net/10500/23522.

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This study focused on the peer observation of teaching [POT] on the pedagogical content knowledge [PCK] of mathematics novice teachers in the teaching of grade 11 statistics. A case study research method was conducted on this qualitative study. Two mathematics novice teachers were purposively selected from a population of five novice teachers from a circuit in Mpumalanga Province. Data were collected using semi-structured interviews, classroom observations and document analysis. Pre-lesson and post-lesson semi-structured interviews were conducted to obtain information about each teacher’s view

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BENEŠOVÁ, Jitka. "Vyučovací a výchovné činnosti učitele tělesné výchovy se žáky a jejich využívání ve vyučovacích jednotkách tělesné výchovy na základních školách na Budějovicku\\." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-51061.

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The theme of diploma thesis concerning teaching and educational activities of a physical education teacher is very extensive. It comprises a great number of phenomena. For this reason this diploma thesis only concentrates on the teaching and educational methods that physical education teachers use in basic schools in the České Budějovice region. The diploma thesis mainly deals with quantitative illustration of observed phenomena. We applied a short-term observation method to determine the results. The research was executed in 7 basic schools and 20 teachers and 40 physical education classes we

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VLČKOVÁ, Karolína. "Řešení badatelských úloh žáky 1. stupně základní školy." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-394519.

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Diploma thesis analyzes pupils' ability to solve inquiry based tasks in biology lessons with regard to original problem solutions and application of theoretical knowledge. The thesis also analyzes in what types of tasks are pupils more successful and what type of problem solution they prefer. The practical part contains four worksheets with inquiry based tasks, which were created and presented to primary school pupils for the purposes of this thesis. The next part of the thesis is a summary of pupils' solutions, which are discussed at the end of the thesis.

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Cordeiro, Madalena Maria Moleiro Oliveira. "O processo de avaliação em intervenção precoce e as práticas de apoio educativo no jardim de infância: Da teoria à prática." Master's thesis, 2004. http://hdl.handle.net/10400.12/442.

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Dissertação de Mestrado em Psicologia Educacional<br>O estudo que apresentamos enquadra-se no âmbito da Intervenção Precoce, da avaliação e das práticas de intervenção em contextos educativos do pré-escolar. Procurámos analisar a coerência no processo de avaliação, planeamento e implementação de programas de intervenção com crianças com necessidades Educativas Especiais, entre os 3 e os 7 anos de idade e suas famílias, tentando estabelecer um paralelo com algumas das correntes teóricas que fundamentam a Intervenção Precoce e com alguns dos princípios orientadores das práticas de qualidade em

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Banda, Patricia Thifulufhelwi. "Utilisation of training programmes by health advisers." Diss., 1999. http://hdl.handle.net/10500/18058.

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Most of the training programmes received by the health advisers in the Gauteng health promotion directorate, are delivered in a lecture form, whereby trainers prepare their presentations according to themes chosen by management, without the involvement of trainees. After training, the health advisers adopt the same attitude with the individuals they educate. This study describes how participatory research was carried out to investigate how health advisers in the Gauteng Province experience and utilise these training programmes. It articulates the roles of the researcher and participants

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Kadiyala, Aparna. "Botswana student teachers' views on the nature of science and scientific method: a critical reflection." Diss., 2005. http://hdl.handle.net/10500/2523.

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The assumption of the present study is that teachers should possess an adequate understanding of the nature of science and scientific method and hence this aspect was investigated. The empirical research carried out with Secondary School teacher trainees at Botswana colleges of education showed the following: Subjects possess an adequate understanding of some aspects of the nature of science and several aspects of the scientific method. They however do not have an adequate understanding on certain aspects of the nature of science. An association was found between the nature of science, type

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Wisdom, Nathan J. "Meta-Didactical Slippages: A Qualitative Case Study of Didactical Situations in a Ninth Grade Mathematics Classroom." 2014. http://scholarworks.gsu.edu/msit_diss/132.

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Research on the mathematical behavior of children over the past forty decades has considerably renewed and augmented the body of evaluative tests of the results of learning (Lester, 2007). Research however, has provided very little knowledge about the means of improving students’ performance on these tests. Nevertheless teachers, students, and others are being pressured to improve students’ performance, but in order to concentrate on basic skills, the learning itself is made more difficult and slower. The combination of requirements has led to a variety of uncontrolled phenomena such as meta-d

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