To see the other types of publications on this topic, follow the link: Classroom processes.
Dissertations / Theses on the topic 'Classroom processes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Classroom processes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Cockburn, A. D. "An empirical study of classroom processes in infant mathematics education." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374687.
Full text
2
Fang, Der-Long. "A study of pedagogical processes and interaction in the primary classroom." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359456.
Full text
3
Presmeg, N. C. "The role of visually mediated processes in high school mathematics : a classroom investigation." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355279.
Full text
4
Shamim, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397452.
Full text
5
Nilsson, Oskar, and Patricia Hay. "Group works impact on the cognitive learning processes in the ESL classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31601.
Full textAbstract:
AbstractThis empirical research thesis examines the role group work impacts towards the traditional practices in the classroom when developing language skills, and encouraging children to communicate inside the Swedish ESL classroom. For this study we examined the theoretical standings of the socio-cultural views in the classrooms and what the group researchers say about the practice of working inside the classroom through group work. We did this through a method called qualitative analysis where we sent out questionnaires to our target group, and then from these results had a written interview with a Swedish teacher working in an ESL classroom. Since the Swedish curriculum (2011) does not bring up any forms of how to work with language development only explains that it should be learned through interaction we choose to examine how teachers work in the ESL classroom with group work. In the discussion part of this paper we will present our findings from a social learning point of view and present our findings in accordance with Vygotsky’s socio-cultural theories.
6
Shamin, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Thesis, University of Leeds, 1993. http://etheses.whiterose.ac.uk/495/.
Full textAbstract:
The thesis presents a descriptive-interpretive account of teacher-learner behaviour and classroom processes in large ESL classes in Pakistan. The fieldwork for the study was done in 6 secondary schools in Karachi, Pakistan; a total of 232 classes of varying size were observed; furthermore, 20 teachers and 21 groups of learners from the same classes were interviewed. The major findings of the study are as follows: 1) Numbers seem to be necessary but not sufficient for defining class size. Other factors which influence participants' perceptions of class size include participants' previous experience, the average class size in the immediate educational context, the size of the room and the ease or difficulty of doing certain activity types in the classroom. 2) Participants tend to view their difficulties in teaching-learning in large classes in relation to the ease in doing the same kinds of activity types in classes of a smaller size. 3) All teachers use a set of 'core' activity types and accompanying teacher-learner behaviours in their classrooms, irrespective of the size of their classes. This indicates the presence of a shared culture of teaching and learning in school classes in Pakistan which cuts across the variable of class size. On the other hand, though enhancing activity types are used by different teachers in both larger and smaller size classes, individual teachers seem to find it more difficult to use enhancing activities in larger as compared to smaller classes. 4) It seems that teachers do not change their teaching style if two (or more) classes are perceived by them to be in the same 'size category' in regard to their threshold levels of class size. 5) In large classes, the location of the students in the front or the back of the classroom seems to affect the pattern of teacher-learner interaction and the degree of learner participation in the classroom. This, in turn, has consequences for the classroom behaviour, and the motivation and learning of students at varied locations in the classroom.
7
Yi, Jong-il. "Comparing strategic processes in the iBT speaking test and in the academic classroom." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27653.
Full textAbstract:
The study developed from realisation that there is no information available about strategies or processes in the iBT speaking scoring rubrics, although ETS (Educational Testing Service) claims that the iBT speaking test is designed to measure strategic processes, which is one constructs of academic proficiency. Therefore, the study investigates which strategic processes are used to complete given speaking tasks. This would provide evidence to help in the evaluation of the validity claims proposed by the test designers. Six Korean participants, studying at English-medium universities, completed 2 independent tasks and 2 integrated tasks both in a test and in their class. Participants’ speech samples were collected during the performances and stimulated recall verbalisation was conducted after they had completed the tasks. Speech samples were coded into five categories: approach, compensation, cognitive, metacognitive strategies and feelings. Consequently, the study examined how strategies reported through stimulated recalls were present in actual speech. The findings showed that metacognitive strategies were used most frequently under both conditions. Fair-level speakers employed more strategies in the test, while good-level speakers used more strategies in the class. Moreover, integrated task types elicited more strategy use for both conditions. Speakers reported that they felt significantly more negative under test conditions than in the class. More importantly, two conditions shared 67.74% of the strategy types, and 84% of the strategy types used in the test were also used in the classroom, which may strengthen the validity of the iBT speaking test in terms of strategy use. Finally, evidences of strategy use were identified in actual speech, which can open the way to operationalised strategy use assessment in speaking test. However, the figure of evidenced strategy use was very low: 5.28% and 2.66% respectively in the test and in the class. It is recommended that future research be carried out with a large number of participants in order to generalise strategy use in speaking performance. Moreover, further studies might be conducted to examine the significance of observable strategic evidence in speech, to inform decisions to include strategies in the scoring rubrics.
8
Bao, Chiwen. "Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages." Thesis, Boston College, 2009. http://hdl.handle.net/2345/2505.
Full textAbstract:
Thesis advisor: Juliet B. SchorDespite decades of research and efforts to reform schools, racial disparities in educational opportunities and outcomes, often referred to as the "achievement gap," persist and concerns about students' math learning and achievement continue. Among researchers, educational practitioners, and the wider public, explanations for these ongoing problems usually point to structural influences or individual and cultural factors. For example, structures of schooling (e.g. school funding, organization and curriculum) and those outside of school (e.g. family background and neighborhood characteristics) become focal points for understanding educational inequalities and places for intervention. In terms of explanations that look to individual influences, teachers and students are either targeted for their inadequacies or praised for their individual talents, values and successes. Regarding students in particular, racial inequalities in academic outcomes often become attributed to students', namely black and Latino/a students', supposed cultural devaluation of education and their desires to not "act white" and academically achieve. Together, these explanations lead to the assessment that possibilities of teaching and learning are predetermined by a host of structural and individual influences. But how is the potential to teach and learn at least partially actualized through everyday processes? Moreover, how do these processes, which simultaneously involve structures and individual agents, lead to the production or disruption of racial disparities? To explore these questions, I investigated processes of teaching and learning in one well-funded, racially diverse public high school with high rates of students' passing the statewide standardized test, many students going onto prestigious colleges and universities, and enduring racial inequalities in academic achievement. I conducted fieldwork over three years in 14 math classrooms ranging from test preparation classes to honors math classes and interviewed 52 students and teachers about their experiences in school. Through analyzing the data, I find that what happens within the classroom walls still matters in shaping students' opportunities to learn and achieve. Illustrating how effective learning and teaching and racial disparities in education do not simply result from either preexisting structural contexts or individuals' virtues or flaws, classroom processes mold students' learning and racial differences in those experiences through cultivating or eroding what I refer to as students' sense of academic agency and teachers' sense of agency to teach. For students, that sense of agency leads to their attachment to school, identification with learning in general and math in particular, engagement, motivation and achievement. As classroom processes evolve in virtuous or vicious cycles, different beliefs about students (e.g. as "good kids" or "bad kids") importantly fuel the direction of these cycles. Since racial stereotypes often influence those beliefs, students consequently experience racial advantages and disadvantages in classroom processes. As a result, some students fail to learn and achieve not because they fear "acting white," but because they do not always get to experience classroom processes that cultivate their sense of being agentic in the classroom space, a sense that is distinctly racialized
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
9
Anderson, Donald B. "The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7638.
Full textAbstract:
This phenomenological study explored a common essence of collective class actuation (CCA) among six seminary teachers in a Western state. CCA is an optimal learning state of a class collective. Data were gathered through interviews, observations, and a focus group. Data analysis yielded themes, textural and structural descriptions, an overall essence, and a model explaining the processes of buy-in and actuation.
Findings indicate that seminary teachers seek to actuate their classes by leading them toward agentic, collective buy-in. This requires management of two social environments: the internal social environment (the heart) and the external social environment. The internal social environment is comprised of a sense of collective relevancy and a sense of collective trust. If both of these collective beliefs are present, students may be more likely to buy into the purpose and activity of the class collective. The external social environment relates to classroom sociality, which can be too high (hypersocial) for learning, or too low (hyposocial) for learning. These teachers therefore describe seeking to keep their classes in the sweet zone of learning by simultaneously maintaining high engagement and high focus. Both social environments (internal and external) affect one another and influence buy-in and actuation for deep learning. Participants manage the complexities of both environments by maintaining a splendid mix of learning and enjoyment, thereby generating an optimal learning experience.
10
Mullin, John Joseph. "Civil Archaeology: using the Research Processes of Anthropology as a Classroom for Critical Thinking." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539626158.
Full text
11
Humez, Andrea Loren. "Elementary School Principals’ Perceptions of Mathematics Instruction and its Role in their Teacher Evaluation Processes." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104761.
Full textAbstract:
Thesis advisor: Laura M. O'DwyerThis mixed-methods study analyses data from interviews with 29 principals in four school districts, to describe patterns in the principals’ values concerning high-quality mathematics instruction and in the aspects of instruction they noticed when observing short videos of elementary school mathematics classes. Principals valued many aspects of instruction, including elements of general pedagogy, teachers interacting with content and students, content-related pedagogy, students interacting with content, and evidence of student outcomes. As a group, principals noticed the same types of instructional elements that they valued, as well as other, less-commonly-valued elements. Hierarchical linear models were used to compare ratings given to teachers by their principals on three aspects of instructional effectiveness, to scores from video- and student-test-score-based measures of corresponding constructs. Mathematical Quality of Instruction, Classroom Assessment System™ and value-added scores each accounted for unique portions of variance in teachers’ scores on a composite principal rating scale, showing that the underlying “high-quality mathematics” construct measured by principals had some elements in common with each of the other three constructs. However, substantial variance remained unaccounted for, suggesting that principals’ concept of high-quality mathematics also comprises elements not measured by any of the other three instruments
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
12
Roble, Amanda J. "Unpacking the Formative Assessment Processes of Secondary Mathematics Teachers Who Use Wireless Networked Classroom Technology." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440375025.
Full text
13
Street, Karin Elisabeth Sørlie. "Students' mathematics self-efficacy : relationship with test achievement and development in the classroom." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:3fb3778c-eb8f-4e27-8082-96cc0d53828a.
Full textAbstract:
Self-efficacy is individuals' judgments regarding their capabilities to carry out future tasks or challenges. These judgments of capability are related to important learning behaviours such as effort and persistence, performance, and choice of career path. In order to support students' continued engagement with and learning of mathematics, it is important to consider how students make sense of their mathematical experiences as well as the relationship between students' mastery experiences and mathematics self-efficacy. In this thesis I address important gaps in the literature in regard to the conceptualisation of the self-efficacy construct, the relationship between self-efficacy and mathematics performance, the stability and change of self-efficacy when learning new topics in mathematics, and self-efficacy development over a series of lessons in mathematics across cycles of self-efficacy and mastery experiences. The thesis included two phases of data collection and analysis. The first phase involved students in grades 5, 8, and 9 (N = 756) and included measures of students' self-efficacy and national test performance. The second phase involved students in grades 6 and 10 (N = 181) and included repeated measures of students' self-efficacy and mastery experiences from a series of lessons in mathematics, when students were introduced to new topics. I analysed the data using different methods, including confirmatory factor analyses to investigate the structural validity of my measures, and structural equation models to investigate stability and change over time, and relationships between constructs. Major findings from the analysis include the following: students considered levels of difficulty when appraising their experiences in mathematics and when forming their self-efficacy; students' test performance predicted their self-efficacy one year later, but not the other way around; the mean-level of students' self-efficacy grew significantly across lessons when students were introduced to new topics, even as the rank-order of their self-efficacy remained highly stable; and there was a reciprocal relationship between students' self-efficacy and their mastery experiences, where substantial effects from both constructs on gains in the other construct remained stable across a sequence of lessons in mathematics. The findings have important implications for how we conceptualise self-efficacy, mastery experiences, and their relationship over time. Furthermore, the findings from my thesis have implications for teacher practice. In order to support adaptive self-efficacy, teachers need to consider the experiences students have with mathematics, not just the skills they learn. If teachers themselves gain knowledge about how individual students make sense of their mathematical experiences, they can support students' appraisals of these experiences, and prevent maladaptive cycles from occurring. In short, students need support not just to develop their mathematical skills, but also to develop adaptive appraisals of their mathematical experiences, in order to form self-efficacy beliefs that are reflective of each student's potential to learn mathematics.
14
Cravens, Tammie R. "Effective Technology Strategies Teachers Use in the Urban Middle Grades Mathematics Classroom." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/85.
Full textAbstract:
The 21st century mathematics classroom looks and operates differently than it did half a century ago. Not only are teachers expected to facilitate activities rather than lecture, they are also expected to utilize technology. The National Council of Teachers of Mathematics established the technology principle to guide teachers into this practice in 2000. Today there are middle school mathematics teachers who use technology effectively in the classroom. However, there is a dearth of literature in this area on how they select and use technology. The purpose of this qualitative study is to understand the process by which these teachers select and use technology in their classroom. Activity theory and teacher thinking process model provided a conceptual framework for this study. The guiding research questions are: (1) How do successful urban middle grades mathematics teachers, who use technology effectively, describe their teaching practices? (2) What are the strategies teachers use when integrating technology effectively in the classroom?
Using a case study approach, the researcher collected data over 4 months from 3 urban middle school teachers – one on each grade level 6th, 7th, and 8th. Data sources included lesson plans, semi-structured interviews, and classroom observations. Findings revealed that teachers consider the types of learners when deciding what technology is appropriate to use. Teachers also preview technology prior to using it in the classroom. Emerging themes were grouped in five categories to describe how teachers plan and implement technology effectively. They are preparation, engagement, assessment, communication, and evaluation. The research findings give strategies to support teacher’s decisions about using technology for all types of learners and how to be effective in every phase of learning – whether it is introducing a lesson, remediating skills, or assessing knowledge. These findings also enable stakeholders to make informed decisions about technology in their school so that teachers will be able to elevate the quality of instruction with appropriate technology resources. Extended research should measure the impact that technology has on student learning. The likelihood of teachers using technology and using it more often would increase at a faster rate if there is evidence that the growth of student achievement occurs more rapidly when using technology.
15
Cooperkline, Jessica. "School absenteeism, disruptive classroom behavior, and negative family processes in a sample of court-involved youth." Connect to resource, 2009. http://hdl.handle.net/1811/37072.
Full text
16
Alves, Paula Pereira. "O papel do jogo nos processos de aprendizagem de crianças hospitalizadas." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/119.
Full textAbstract:
Submitted by Igor Matos (igoryure.rm@gmail.com) on 2016-10-21T16:06:37Z
No. of bitstreams: 1
DISS_2015_Paula Pereira Alves.pdf: 2252496 bytes, checksum: d25b715a86ae0676de4f9b6bd96ee261 (MD5)Approved for entry into archive by Igor Matos (igoryure.rm@gmail.com) on 2016-10-21T16:06:55Z (GMT) No. of bitstreams: 1 DISS_2015_Paula Pereira Alves.pdf: 2252496 bytes, checksum: d25b715a86ae0676de4f9b6bd96ee261 (MD5)
Made available in DSpace on 2016-10-21T16:06:55Z (GMT). No. of bitstreams: 1 DISS_2015_Paula Pereira Alves.pdf: 2252496 bytes, checksum: d25b715a86ae0676de4f9b6bd96ee261 (MD5) Previous issue date: 2015-12-17
CAPES
O presente estudo buscou compreender o papel do jogo, situando-o como elemento mediador, nos processos de aprendizagem em crianças hospitalizadas no espaço específico da brinquedoteca e da classe hospitalar, a partir de um olhar sobre a infância e o desenvolvimento. Para tal, buscou-se: analisar a relação entre o jogo e os processos educativos na classe hospitalar; compreender os motivos que levam a criança a brincar durante as aulas na classe hospitalar; e analisar como o jogo situa-se na forma de elemento mediador nos processos de aprendizagem na classe hospitalar. A brincadeira pode ser compreendida como uma atividade livre que permite à criança vivenciar papéis sociais, construir conceitos sobre si e sobre o mundo, desenvolver sua personalidade e compreender a cultura na qual está inserida. Em uma situação de hospitalização na infância, muitas mudanças podem ocorrer na rotina da criança e da família. Tratar dessa questão significa lembrar que a criança hospitalizada enfrenta, em geral, constrangimentos variados, em virtude da rotina desgastante ou da privação das atividades infantis. Esta pesquisa inseriu-se no modelo de investigação de abordagem qualitativa do tipo etnográfica e envolveu nove crianças com idade entre 5 e 11 anos internadas no Hospital Universitário Júlio Muller e que frequentavam a classe hospitalar e a brinquedoteca. As ferramentas metodológicas utilizadas foram: entrevista semiestruturada, observação participante e análise documental. O período de coleta de dados foi de seis meses. A partir dos dados coletados, foram definidas duas categorias de análise de acordo com temas relevantes que surgiram no processo. Neste trabalho foi possível observar que o espaço da classe hospitalar é muito mais amplo do que o espaço físico da sala de aula, delimitada à realização de atividades pedagógicas, sendo que os processos de aprendizagem das crianças ocorriam em todo o espaço hospitalar. A brinquedoteca se mostrou como um espaço de aprendizagem, lazer e desenvolvimento, sendo o jogo precursor e mediador de diversos processos entre as pessoas que ali frequentam, favorecendo o desenvolvimento de vínculos, à aprendizagem de regras, o alcance de novas experiências e o enfrentamento às situações de doença e hospitalização.
This study sought to understand the role of the game, placing it as a mediating factor in the learning process in children hospitalized in the specific area of the playroom and hospital class, from a look at the childhood and development. To this end, it sought to: analyze the relationship between the game and the educational processes in the hospital class; understand the reasons that lead the child to play during lessons in class hospital; and analyze how the game is in the form of mediating element in the learning processes in the hospital class. The game can be understood as a free activity that allows the child to experience social roles, build concepts about themselves and about the world, develop their personality and understand the culture in which it operates. In a hospital situation in childhood many changes can occur in the child and family routine. Address this issue means remembering that the hospitalized child faces generally varied constraints, due to the exhausting routine or deprivation of children's activities. This research was part of the qualitative research approach model of ethnographic and involved nine children aged between 5 and 11 years admitted to the University Hospital Júlio Muller and attending hospital class and playroom. The methodological tools used were: semi-structured interviews, participant observation and document analysis. The data collection period was six months. From the collected data, we defined two categories of analysis in accordance with relevant themes that emerged in the process. In this work it was observed that the space of the hospital class is much broader than the physical space of the classroom, bounded to carry out educational activities, and the children's learning processes occurring around the hospital space. The toy was shown as a space for learning, leisure and development, being the forerunner game and mediator of various processes among people there attend, favoring the development of linkages, learning rules, the scope of new experiences and facing the illness and hospitalization situations.
17
Kim, Ha Young. "Analysis of different class sizes on decision making processes and teaching behaviors of highly experienced teachers (HETs) and less experienced teacher (LETs)." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4643.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains vi, 159 p. : ill. Includes abstract. Includes bibliographical references (p. 154-159).
18
Powers, Jennifer Ann. ""Designing" in the 21st century English language arts classroom processes and influences in creating multimodal video narratives /." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1194639677.
Full textAbstract:
Thesis (Ph.D.)--Kent State University, 2007.Title from PDF t.p. (viewed Mar. 31, 2008). Advisor: David Bruce. Keywords: multiliteracies, multi-modal literacies, language arts education, secondary education, video composition. Includes survey instrument. Includes bibliographical references (p. 169-179).
19
Thomas, Krystal R. "Ethnic Racial Identity, Social Transactions in the Classroom, and Academic Outcomes." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4772.
Full textAbstract:
Using a transactional framework, this study explored social relationships in the classroom as mediators of the association between ethnic-racial identity and academic outcomes. Participants were 101 5th graders of diverse backgrounds who completed computer-based questionnaires about their friendships, ethnic-racial identity, and academic engagement. Teachers reported on closeness and conflict in the student-teacher relationship. Relationships in the expected direction were evident between the public regard and centrality dimensions of ethnic-racial identity and social relationships as well as with academic outcomes. Further, path analyses revealed that the relationship between the public regard and cognitive engagement was mediated by student-teacher closeness. Gender differences were evident for pathways to grades; such that for boys’ public regard was indirectly related to their language arts grades through cognitive engagement. The current study highlighted the varied effects of ethnic-racial identity and classroom relationships’ on academic outcomes particularly for boys.
20
Rentzsch, Katrin. "The Devaluation of High-Achieving Students as "Streber": Consequences, Processes, and Relations to Personality and the Classroom Context." Doctoral thesis, Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-65668.
Full textAbstract:
In der vorliegenden Arbeit wurde einem Phänomen nachgegangen, das bislang nur wenig wissenschaftliche Beachtung erfahren hat: der Stigmatisierung von leistungsstarken SchülerInnen als Streber. Da sich bislang kaum Forschung mit der Streber-Etikettierung beschäftigt hat, wurde in der vorliegenden Arbeit versucht, anhand quantitativer Studien ein umfassendes Bild von der Etikettierung, ihrer Prozesse und ihrer Konsequenzen zu erfassen. In diesem Rahmen wurde folgenden Fragen nachgegangen:
1) Welche individuellen Faktoren sagen die Etikettierung als Streber und die Stigmatisierung anderer SchülerInnen als Streber vorher?
2) Welche Prozesse liegen der Stigmatisierung als Streber zugrunde?
3) Mit welchen Konsequenzen geht die Stigmatisierung einher?
4) Welche Faktoren tragen zur sozialen Akzeptanz von SchülerInnen mit herausragenden schulischen Leistungen bei?
Die vorliegenden Befunde deuten darauf hin, dass es sich dabei um ein relevantes Phänomen handelt, welches mit individuellen Faktoren nebst schulischen Leistungen verbunden ist, durch den Klassenkontext determiniert wird und zudem mit aversiven Konsequenzen für die Betroffenen einhergeht. Neben dieser eher negativen Konnotation zeigen die Befunde aber auch auf, dass es Möglichkeiten zum Umgang und zur Lösung gibt. Mit der vorliegenden Arbeit konnte ein wichtiger Schritt zur Schließung einer Forschungslücke getan werden. Nichtsdestoweniger zeigen die Befunde auch, dass für eine allumfassende Erklärung des Phänomens Streber weitere Forschung dringend benötigt wird.
21
Dion, Elaine A. Neuleib Janice. "Integrating the creative processes of published authors into the classroom the impact of manuscript study on student writing /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311283.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1992.Title from title page screen, viewed January 31, 2006. Dissertation Committee: Janice Neuleib (chair), Rodger L. Tarr, Ray Lewis White. Includes bibliographical references (leaves 211-230) and abstract. Also available in print.
22
Tomback, Robert M. "Characteristics of classroom contexts, self-processes, engagement, and achievement across the transition from middle school to high school." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6661.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
23
Khalsa, Gurupreet K. "Dialogical Classroom Processes in Remediation of Writing Self-efficacy, Epistemic Beliefs, and Academic Identity in Underprepared College Freshmen." Thesis, University of South Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738303.
Full textAbstract:
Colleges all over the country struggle to assist underprepared students that are admitted with inadequate writing skills. Underprepared students entering a university have decided to pursue a college education, but because they are not ready for the writing demands of college, they are assigned to developmental courses, sometimes based on a single test score. They are novice writers and have yet to master the language, discourse patterns, and critical analysis that are typical of writing in the academic domain. They typically do not identify themselves as belonging to an academic community.
The challenge of all developmental writing courses is to help the students make the transition from being novices to being more practiced. Unfortunately, most developmental writing courses focus on grammar reviews. Instead, students need to build an identity as legitimate members of an academic community, with valued voices and the skills to communicate in a new domain.
Improving students’ dialogical interactions seemed to be the key. Underprepared students may come from backgrounds where dialogical interactions, the foundation of academic thinking and writing, have not been emphasized, either at home or in school.
This study explored the experiences of novice writers in a developmental freshman writing class in which dialogical interactions were the core of student activities. In this study, students participated in guided dialogical interactions exploring complex societal issues and practicing academic discourse structures. While learning about writing, they were also actively engaged in dialogues that advanced their understanding of how academics communicate. Bakhtin (1981), a Russian literary critic in the mid-twentieth century, defined dialogism as the foundation of human experience. People learn about the world, construct identities, and learn to navigate in different and unfamiliar domains by engaging in reflective conversation with others.
Results suggest that students’ confidence for academic writing and sophistication of some dimensions of epistemic belief improved after experiencing dialogical processes.
24
Evanshen, Pamela, and Janet Faulk. "The Use of the Primary Classroom Environment as a Teaching Tool to Support Student’s Engagement in Inquiry Processes." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4358.
Full text
25
Höschel, Friederike. "“Doing Gender” in the music classroom: Analytical short film (ASF) about “Doing Gender”-processes in the Bavaria-Lesson." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34639.
Full textAbstract:
The Chapter shows the phenomenon of “Doing Gender” taking place in a part of the Bavaria-Lesson. And what is more, it shows, that boys are “doing girl” and girls are “doing boy”. The chapter doesn’t offer implications for music educators explicitly, but shows an Analytical Short Film (ASF) serving as evidence.
26
Wynhoff, Olsen Allison S. "A Longitudinal Examination of Interactional, Social, and Relational Processes within the Teaching and Learning of Argumentation and Argumentative Writing." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373883265.
Full text
27
Tan, Esther [Verfasser], and Frank [Akademischer Betreuer] Fischer. "Effects of differently sequenced classroom scripts on transformative and regulative processes in inquiry learning / Esther Tan. Betreuer: Frank Fischer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2015. http://d-nb.info/111246560X/34.
Full text
28
Li, Kai-ming, and 李啓明. "A study of the quality of classroom communication processes of experienced teachers and novice teachers in primary schools in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957286.
Full text
29
Matsela, Simon. "An investigation into some causes of cognitive deficiencies among high school pupils in the learning of differential calculus and implications for further study." University of the Western Cape, 1994. http://hdl.handle.net/11394/8433.
Full textAbstract:
Magister Educationis - MEdLittle attention is usually given to the disadvantaged pupils' lack of problem solving skills and thinking skills needed for successful learning of differential calculus. Factors like what makes (disadvantaged) pupils not function (cognitively) very well are usually overlooked. The only factor considered by (some) teachers being only to comment on the impairments that already exists. That is for example labelling students as unintelliqent "foolish" or "dull". In some cases the blame is placed fully on the system (Government and its hidden agenda). While others blame the environment in which the pupils live without finding what impact the situations have on the learners' cognition. There is a need to know where and what causes cognitive impairment in general. This study looks at the domain of differential calculus. This research therefore sets out to find what the causes of cognitive deficiencies are in the learning of differential calculus. To find out some of the causes 67 High School pupils and 40 first year University students completed the questionnaires, 34 pupils wrote the differential calculus test, 10 final year matric teachers ,also contributed some information about some causes of cognitive deficiencies and how they could possibly be remedied. 4 first-year university mathematics students and 7 high school pupils were involved in the thinking - aloud interviews. The interviews were audio-taped and then subjected to a protocol analysis. Special references to this study were made to the works of Feuerstein, Perkins and Sternberg Thus in general the research set out to answer the following questions: 1. Which problems do pupils think they have with regard to learning differential calculus? 2. Which cognitive deficiencies or difficulties do pupils have in the learning of differential calculus? 3. What role do motivation and affective processes and other non-cognitive processes have in the learning of differential calculus? 4. Is there any relationship between the pupils' cognitive deficiencies, motivation and affective processes as well as the problems they think they have with regard to learning differential calculus? 5. What perception do practising teaching have on the above? 6. Is there any change or changes for first year university mathematics students? 7. Which instructional strategies can be used to rectify such deficiencies? 8. What are the implications and recommendations for further study? .... It was found that there are many cases of deficiencies among high' school pupils. These can briefly be summarised as follows: lack of effective institutional processes, poor socio-economic and political climate for blacks, inadequate research (thinking aloud) among the pupils. Finally the list of 28 recommendations and implementation for further study were suggested. These 28 recommendations were further divided into 5 general headings that teachers could experiment with in the classroom and school.
30
Waldbuesser, Caroline. "Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1556573843625795.
Full text
31
Baytak, Ahmet Land Susan M. "An investigation of the artifacts, outcomes, and processes of constructing computer games about environmental science in a fifth grade science classroom." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4543/index.html.
Full text
32
Taylor, Alan Richard. "Relationships between classroom processes and student performance in mathematics : an analysis of cross-sectional data from the 1985 provincial Assessment of Mathematics." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27672.
Full textAbstract:
The purpose of this investigation was to examine, through the use of survey data, relationships between inputs of schooling and outcomes, as measured by student achievement in mathematics. The inputs of schooling were comprised of a number of variables grouped under each of the following categories: students' and teachers' backgrounds; students' and teachers' perceptions of mathematics; classroom organization and problem-solving processes. Outcome measures included student achievement on test total, problem solving and applications.
A related question involved exploration of the
appropriateness of using cross-sectional survey data to make
decisions based on the relationships found among the input and
output variables. To address this question, results from a
subsequent longitudinal study, which utilized the same
instruments, were examined first with post-test data and second
with the inclusion of pre-test data as covariates.
Data collected from teachers and students of Grade 7 in the 1985 British Columbia Assessment of Mathematics were re-analysed in order to link responses to Teacher Questionnaires with the students' results in teachers' respective classrooms. Responses were received from students in 1816 classrooms across the province and from 1073 teachers of Grade 7 mathematics.
The data underwent several stages of analysis. Following the numerical coding of variables and the aggregation of student data to class level, Pearson product-moment correlations were calculated between pairs of variables. Factor analysis and multiple regression techniques were utilized at subsequent stages of the analysis.
A number of significant relationships were found between teacher and student behaviors, and student achievement. Among the variables found to be most strongly related to achievement were teachers' attitudes toward problem solving, the number and variety of approaches and methods used by teachers, student perceptions of mathematics, and socio-economic status.
Results also show that student background, students' and teachers' perceptions of mathematics, classroom organization and problem-solving processes all account for measurable variances in student achievement. The amount of variance accounted for, however, was higher for achievement on application items, measuring lower cognitive levels of behavior, than on problem-solving items which measured cognitive behavior at the critical thinking level.
Through examination of the standardized beta weights from the cross-sectional and longitudinal models, it was found that prediction of change in achievement based on corresponding change in classroom process variables was similar for both models. Differences, however, were found for variables in the other categories.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
33
WIner, Michael Loyd. "Fifth Graders’ Reasoning on the Enumeration of Cube-Packages in Rectangular Boxes in an Inquiry-Based Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281978828.
Full text
34
Sweeney, Denise Mary. "How university teachers and students use educational technology in university classroom contexts to optimise learning : a study of purposes, principles, processes and perspectives." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40871.
Full textAbstract:
There is an expectation that university teachers have a good understanding of the value of educational technologies in learning and teaching as well as be able to incorporate them effectively into their teaching (Carter et al, 2011, Higher Education Academy, 2011; Sharples et al, 2016). However, according to key literature (Conole, 2004; Kennedy et al, 2011; Laurillard, 2007; Selwyn, 2007; Walker et al, 2016) the extent to which educational technologies have impacted on teaching and learning practices is considered to be minimal. While universities have invested heavily in educational technologies for teaching purposes, institutional virtual learning environments are predominately being used as a vehicle for information transmission and document repository (Armellini et al, 2012; Walker et al, 2016). The research I report here investigated the thinking and conceptions behind how Bryn, a university teacher, used educational technologies to optimise the quality of his students’ learning. I also report on the thinking and decision making behind how 15 of his students used educational technologies to optimise the quality of their university learning. The analysis of the data collected suggests that there is an evolution occurring in how university teaching staff are thoughtfully integrating educational technology into programmes and satisfying the majority of students with this development. It was also identified that influences of educational technology on student learning are mediated by students’ disposition towards learning and the task and social contexts of their learning. It is recommended that those students who are pioneer users of educational technology and ahead of the university teacher’s curve be incorporated into the planning and evaluating of experiences of learning and teaching in educational technology-mediated classroom contexts and be appointed as learning coaches to those students who are somewhat bewildered and frustrated by educational technology use.
35
Tang, How-Kong. "Social learning of strategic leadership : the role of classroom-based leadership training/education in the 'becoming' processes of senior police commanders as strategic leaders." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11053/.
Full textAbstract:
This is an empirical study that aims to gain a deep understanding of the ‘becoming’ processes of senior police commanders as strategic leaders, particularly the role of classroom-based leadership training/education in those processes. The context examined in this study is the Hong Kong Police Force (the Force), which has a working strength of around 33,000 staff including 28,000 sworn officers. The 18 participants were all commissioner rank officers, most of whom joined the Force in the 1960s-1970s. This study adopts a constructivist ontological assumption and an interpretive paradigm. Using an adapted grounded theory methodology, the research data collected through in-depth interviews were deconstructed, analysed and reconstructed to allow a sophisticated understanding of their strategic leadership development processes. The central theme, i.e., social learning is both a key feature of those processes and an important facet of classroom-based leadership training/education, is grounded in the lived experiences shared by the participants. The findings of this study show that while the participants learned to become leaders from many different sources, classroom-based leadership training/education played a significant role in their ‘becoming’ processes. More specifically, compared with other sources of learning, classroom-based training/education provided them a safe learning environment that facilitated co-creation of knowledge with other course participants, activating all three levels of learning, i.e., the single-loop learning involved in acquiring new knowledge, the double-loop learning involved in broadening one’s breadth of thinking, and the triple-loop learning (transformational learning) involved in acquiring a new self-identity. This study also identifies a number of important factors that might have affected their learning outcomes including the background of co-participants, mode of delivery, venue location and personal leadership experience of the teachers. Based on these findings, the author argues that strategic leadership development is a complex social learning process involving both cognitive and affective domains, and that the common practice of focusing primarily on the former by mainstream leadership researchers reflects questionable ontological and epistemological assumptions.
36
Regenhardt, Bessie, and Lina Wall. "An Explorative Study of English Learning in Second Language Classrooms." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31842.
Full textAbstract:
Denna studie undersöker hur elever upplever lärandet av engelska som andraspråk jämfört med hur lärare upplever elevers lärande. Undersökningar visar att elever har olika inlärningsstilar och preferenser för dessa. Detta betyder i så fall att elever använder olika metoder för att lära. Studien fokuserar på hur elever upplever och reflekterar kring sin inlärning och sina inlärningsmiljöer samt att de ger förslag på förbättringar som de önskar göra. Lärare ger också sina synpunkter på vad de tror fungerar bäst för elevers inlärning och vad de tror att elever anser om sina inlärningsmiljöer. Studien är explorativ och genomfördes med hjälp av enkäter, de innehöll frågor som var "open-ended". Enkäterna delades till elever och lärare i tre klasser på en högstadieskola. Resultatet av studien visar att för att lärande skall infinna sig, måste det finnas en ömsesidig förståelse för inlärningsprocessen mellan lärare och elever. Slutligen visar studien att elever har oilka preferenser när det gäller inlärningsstilar och därför bör lärare vara medvetna om dessa för att kunna facilitera elevers inlärningsprocess.This study looks at how pupils perceive and their learning of the English language, juxtaposed to what the teachers believe about the pupils’ learning. Sometimes, it is taken for granted that the methods and the way a teacher goes about teaching pupils is the best way to go about a lesson. However, research shows that pupils tend to have a learning style preference which means that a method that works for one pupil is not necessarily the one that works for other pupils. The focus in this study is on how pupils feel about their learning and their learning environments as they give suggestions on improvements they wish to make. The teachers also discuss means they believe work best for their pupils and what they think their pupils feel about their learning environments. The study is an explorative one and was carried out through the use of questionnaires with open-ended questions. The questionnaires were distributed to pupils and their teachers in three English classes at one upper secondary school. In conclusion, it is discussed that for any learning to take place, there has to be a mutual understanding of the learning process. This study brings to light that pupils have learning preferences, therefore teachers have to be aware of these in order to facilitate the learning process.
37
Kaiser, Brigette A. "The Impact of Collaborative Talk During Writing Events In a First Grade Classroom: A Qualitative Case Study." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1404210562.
Full text
38
McGuinness, Andrea Lynn. "Online Discussion Boards Foster Critical Views In Students' Research Writing." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311267109.
Full text
39
Gustavsson, Lennart. "Language taught and language used : dialogue processes in dyadic lessons of Swedish as a second language compared with non-didactic conversations." Doctoral thesis, Linköpings universitet, Tema Kommunikation, 1988. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-35339.
Full textAbstract:
The purpose of the research reported in this monograph has been twofold. First, it aims at contributing to an inquiry of the ways in which language and context are intertwined. Second, it aims at giving a characterization of a specific communicative event, second language teaching. The study starts out from a broad social-theoretical perspective, inspired by language game theory and ethnomethodology, as well as Goffman's (1974) 'frame analysis' and the work of Ragnar Rommetveit (1974, 1987). Levinson's (1979) notion 'activity type' is used in exploring how relevance criteria and frames of interpretation vary with the context of the activity in which language is used. The empirical material for the study consists of eight dyadic lessons of Swedish as a second language in grades 4-6 of the Swedish comprehensive, compulsory school. As material for comparison, the pupils, 10-12 year old boys from the Middle East, also participate in two non-didactic conversations around tasks defined by the research team, one together with his teacher of Swedish, one together with a class-mate of his. The first of the three empirical studies is a qualitative, discursive analysis of salient dialogue processes in language teaching activities. Abrupt shifts and breaks in the dialogue, misunderstandings, and lack of tuning between the conversational parties are interpreted as results of a tension between language at two levels in the language lesson. The dialogue in the language lessons of the corpus is characterized by an ambivalence between two perspectives on language, the ordinary, everyday perspective on language as a means for constructing and conveying messages versus the 'level 2 perspective', where language is seen as anabstract system of decontextualized linguistic items. The two other empirical studies are quantitatively oriented. In the first of these, important differences in dialogue processes, concerning dynamics, coherence and fluency are found between the lessons and the non-didactic conversations, as well as between different activities within the confines of a lesson. One of the most important results is that the teacher's interactional dominance seems to be systematically related to the content of lesson activities. The results of the last study suggest that in lessons, and especially language lessons proper, the pupil is givenfewer opportunities for talking and, also, that he refrains from taking the opportunities actually given to him. The main significance of the research is the demonstration of the dynamic character of linguistic communication and of the way in which linguistic meaning is the product of utterances being embedded in activities on which activity-specific premisses for communication are brought to bear. Also, the second language teaching situation is characterized as connected with particular communicative practices that are imbued with a certain degree of ambivalence and ambiguity.
40
Rentzsch, Katrin [Verfasser], Astrid [Akademischer Betreuer] Schütz, Astrid [Gutachter] Schütz, and Udo [Gutachter] Rudolph. "The Devaluation of High-Achieving Students as "Streber": Consequences, Processes, and Relations to Personality and the Classroom Context / Katrin Rentzsch ; Gutachter: Astrid Schütz, Udo Rudolph ; Betreuer: Astrid Schütz." Chemnitz : Universitätsbibliothek Chemnitz, 2012. http://d-nb.info/1213738555/34.
Full text
41
Scott-Wilson, Rina. "An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96130.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The special needs community is in the midst of a philosophical and physical shift from a segregated system to an integrated system, not only in placement, but more importantly, in terms of learning and affording learners with special needs access to mainstream curricular materials. Mathematical modelling, or challenging mathematics problems solved in small groups, is part of the Australian mainstream curriculum. The purpose of the study was to investigate the way special needs learners learn mathematics from a modelling learning environment. To do this, it was necessary to identify the critical characteristics of the best practice in teaching and learning for learners with special needs, and the critical features of modelling. One theory of learning that has the capacity to promote special needs learners' interaction with mathematical modelling is Feuerstein’s theory of Structural Cognitive Modifiability. A hypothetical learning trajectory was designed for special needs learners at middle school according to general design principles from theory, which was adapted to the learning characteristics of the class. The learning environment comprised of three challenging modelling tasks, together with recommended implementation and support conditions in the classroom. Specifically, the research sought to investigate the ways in which special needs educators can support the higher reasoning processes of special needs students during modelling through design in general, and through mediation specific to each learner. The research took the form of a qualitative study, combining the phases of design-based research with a multiple case study approach. Three cases were analysed in depth. Empirical data were collected through a range of qualitative methods, which included data from student files, field observations, video and audio recordings, focus group interviews with students, and the input of various collaborators across the different phases of planning, design, implementation, and revision. Data were coded and analysed inductively according to emerging patterns and themes. Findings suggest that the use of modelling was successful when implemented with certain characteristics defined in the literature, and that it enabled learners to learn mathematics and also to develop additional outcomes such as social skills and language. During this study, learners' higher-order reasoning was supported through dynamic assessment and subsequent mediation.
AFRIKAANSE OPSOMMING: Die onderwysgemeenskap vir leerders met spesiale behoeftes bevind hulle in die middel van filosofiese en fisiese verskuiwings van 'n geskeide sisteem na 'n geïntegreerde sisteem. Dit omvat die plasing van leerders, maar meer belangrik ook die bemoontliking van toegang van hierdie leerders tot hoofstroom kurrikulêre materiale. Wiskundige modellering, en uitdagende wiskundeprobleme wat deur leerders in klein groepies opgelos word, is deel van die Australiese hoofstroomkurrikulum. Die doel van die studie was om die wyse te ondersoek waarvolgens leerders met spesiale behoeftes wiskunde in 'n modelleringsomgewing leer. Dit is gedoen deur die belangrike kenmerke van beste praktyk vir onderrig en leer in spesiale onderwys, asook die kritiese kenmerke van modellering, te vind. Een leerteorie wat die interaksie van leerders met spesiale behoeftes met wiskunde bevorder, is Feuerstein se teorie van Strukturele Kognitiewe Modifieerbaarheid. 'n Hipotetiese leertrajek was ontwerp vir leerders met spesiale behoeftes op middelskoolvlak. Empiriese data is deur 'n reeks kwalitatiewe aksies: data van studentelêers, veldwaar-nemings, video en klankopnames, fokusgroeponderhoude met studente, asook die insette van verskeie medewerkers oor die verskillende fases van beplanning, ontwerp, implementering en hersiening gegenereer. Die spesifieke leerkenmerke van hierdie leerders volgens algemeen-teoretiese en lokaalgekontekstualiseerde ontwerpbeginsels is nagekom. Die leertrajek het bestaan uit drie uitdagende modelleringsprobleme met aanbevole implementering en ondersteuningsriglyne in die klaskamer. Die navorsing het spesifiek gesoek na wyses waarop hierdie leerders se hoër beredeneringsvaardighede deur hul onderwysers, volgens elkeen se eie behoefte gedurende modellering, deur ontwerp in die algemeen en mediasie in die besonder, ondersteun kan word. Die navorsing, 'n kwalitatiewe studie, was gekombineer met fases van ontwikkelingsgebaseerde ontwerp wat uitgespeel het in 'n veelvuldige gevallestudiebenadering. Drie gevalle is in diepte ondersoek. Data was induktief gekodeer en geanaliseer volgens ontluikende patrone en temas. Bevindinge wys uit dat die gebruik van modellering suksesvol was wanneer die implementering volgens spesifieke kenmerke in die literatuur was. Dit het leerders instaat gestel om wiskunde te leer asook om addisionele uitkomste soos sosiale vaardighede en taal te ontwikkel. In hierdie studie is hoër-orde denke ondersteun deur dinamiese assessering en voortspruitende mediasie.
42
Nyström, Eva. "Talking and taking positions : An encounter between action rsearch and the gendered and racialised discourses of school science." Doctoral thesis, Umeå universitet, Matematik, teknik och naturvetenskap, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1135.
Full textAbstract:
This thesis concerns processes of power relations in and about the science classroom. It draws on action research involving science and mathematics teachers in the Swedish upper secondary school (for students between 16 and 19 years). For the analysis, feminist post-structuralism, gender, and discourse theories (e.g. Butler and Foucault) are combined with critical action research methodology (e.g. Carr and Kemmis) and discourse analysis (e.g. Wetherell and Hall). The aim of the study is to make visible processes of inequality and to investigate how these are constructed in ‘talk’ or discourse about teaching and learning. The study grew out of teachers’ actions/small-scale projects in their own classrooms and so the study also investigates if and how action research can contribute to making visible, challenging and changing unequal practices and discourses of dominance. The first part of the thesis deals with this process and the analysis suggests that post-structural critiques of language and discourse are helpful in enabling actions to challenge inequities in the science classroom that currently exist. Five different articles constitute the second part of the thesis, two of which explore and survey research literature and argue for a need for more studies which investigate critically how science is shaped by specific social, cultural and historical contexts. Additionally, it is argued that it is important to focus not only on measuring differences among students but also on investigating how difference is constructed and how inequities can be challenged. The experiences and bodily feelings of what ‘race’ can do to gender (and vice versa) in a specific situation are recounted and examined in the third article which also invites different positions and complexity into the research field. The next two articles investigate how power and knowledge are produced, resisted and challenged in teacher and student talk within the action research project. The analysis draws on different discourses in contemporary Swedish society; for example a science discourse which produces school science (and its teachers and students) as high status, a gender equality discourse, a gender difference discourse, and an immigrant discourse which produces ‘immigrant students’ as problematic. Analysis of teacher talk reveals, for example, that long-established hierarchies and taken-for-granted values of school subjects in relation to gender reproduce advantage for some teachers but not for others, that teachers participate in the gendering of science subjects, and that changes in the teaching of science are resisted. Also students are located inside and outside the discourses they draw on, which qualifies or disqualifies them as ‘proper’ science students. Different borders are highlighted to show how students attach meaning to gender, social class, and ethnicity in different situations. Sometimes borders are produced inside bodies (the notion of the gendered brain, for example) and sometimes between cultures or according to family background. Resistance to dominant discourses is also visible in students’ talk and the ways in which teachers and students reproduce borders and exclusion in the science classroom through their practices. The analysis points out the need to initiate new research which can deconstruct among others, discourses of femininity and masculinity, the ‘immigrant student’ and school science.
43
Văcăreţu, Ariana-Stanca. "Math lessons for the thinking classrooms." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81033.
Full textAbstract:
Teaching mathematics means teaching learners to think – wrote Polya in How to Solve It? 1957. This paper intends to offer mathematics teachers suggestions for incorporating reading, writing, and speaking practices in the teaching of mathematics. Through explicit examples and explanations we intend to share ways of engaging students in
deep learning of mathematics, especially using and producing written and oral texts. More specifically, we plan to broaden and deepen teachers’ understanding of strategies for guiding students’ thinking so that they grasp mathematical concepts and processes, and also bridge the divide between mathematical processes, and written and oral communication. This paper presents a core math lessons which provides numerous opportunities for the students to get actively engaged in the lesson and think about the new concepts, algorithms
and ways of solving problems/ exercises. The lesson was designed for the 7th graders (13 year-olds). It was chosen to illustrate teaching
by using reading and writing for understanding math processes. The teacher’s reflections after the lesson and some samples of the students’ work and feedback are included in the paper. The material in this paper is based on the author’s own extensive teaching experience; and her work in the Reading and Writing for Critical Thinking project in Romania.
44
McMeeking, Susan Ann. "Task processes in secondary examination classrooms." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317399.
Full text
45
Tafur, Jimenez Luis. "Assessment of a hybrid numerical approach to estimate sound wave propagation in an enclosure and application of auralizations to evaluate acoustical conditions of a classroom to establish the impact of acoustic variables on cognitive processes." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/398545/.
Full textAbstract:
In this research, the concept of auralization is explored taking into account a hybrid numerical approach to establish good options for calculating sound wave propagation and the application of virtual sound environments to evaluate acoustical conditions of a classroom, in order to determine the impact of acoustic variables on cognitive processes. The hybrid approach considers the combination of well-established Geometrical Acoustic (GA) techniques and the Finite Element Method (FEM), contemplating for the latter the definition of a real valued impedance boundary condition related to absorption coefficients available in GA databases. The realised virtual sound environments are verified against real environment measurements by means of objective and subjective methods. The former is based on acoustic measurements according to international standards, in order to evaluate the numerical approaches used with established acoustic indicators to assess sound propagation in rooms. The latter comprises a subjective test comparing the virtual auralizations to the reference ones, which are obtained by means of binaural impulse response measurements. The first application of the auralizations contemplates an intelligibility and listening difficulty subjective test, considering different acoustic conditions of reverberation time and background noise levels. The second application studies the impact of acoustic variables on the cognitive processes of attention, memory and executive function, by means of psychological tests.
46
Machado, Ana Margarida Chiavaro. "Tablets na educação infantil: tecnologia em sala de aula e seus benefícios para o processo de alfabetização." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3630.
Full textAbstract:
Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-25T12:58:39Z
No. of bitstreams: 1
Ana Margarida Chiavaro Machado.pdf: 1800471 bytes, checksum: 987d0c7fa37a17aad185c9b04f58fd33 (MD5)Made available in DSpace on 2015-05-25T12:58:39Z (GMT). No. of bitstreams: 1 Ana Margarida Chiavaro Machado.pdf: 1800471 bytes, checksum: 987d0c7fa37a17aad185c9b04f58fd33 (MD5) Previous issue date: 2014-12-08
Nenhuma
Esta pesquisa tem como principal objetivo favorecer a alfabetização através da inserção de tecnologia na educação infantil. Constitui-se em um estudo qualitativo e quantitativo, fundamentado em observações de aulas e testagens com alunos de Nível B do Colégio Israelita Brasileiro, de Porto Alegre/RS. Foi realizada uma coleta de dados em 2011, e assim foi possível observar o desempenho em relação à leitura e escrita. Este acompanhamento prosseguiu em 2012, em um trabalho piloto com o uso do tablet na aula, em 2013, com algumas inserções do dispositivo, e finalizado em 2014, em um trabalho efetivo da inclusão das tecnologias. Teóricos como Fortuna (2001), Kishimoto (2001), Huizinga (2004), Amante (2011), Tapscott (2010), Huizinga (2004), Levy (1999), Ferreiro (1999), Vygotskty (1991), sustentam o embasamento das afirmativas apresentadas sobre lúdico, tecnologias educacionais e alfabetização. A análise dos dados revelam que tablets em sala de aula podem favorecer o processo de letramento de alunos de 5 a 6 anos, pois ampliam as situações lúdicas, bem como o contato com o ambiente letrado, percebendo-se dessa forma, a tecnologia como forte aliada do professor na estruturação de estratégias inovadoras e eficientes na aprendizagem.
This research have the main objective to promote literacy through the process of insertion of mobile technology in early childhood education. It constitutes a qualitative and quantitative study, based on classroom observation and testings with students in Level B at Colegio Israelita Brasileiro, Porto Alegre / RS. Data collection started in 2011, and it was possible to observe the students development about literacy. This monitoring continue in 2012, in a accomplished pilot work with tablet, in 2013, followed by some initiatives using technologies, and finished in 2014, with an effective work for the inclusion of this technology in the school. Theorists like Fortuna (2001), Kishimoto (2001), Huizinga (2004), Amante (2011), Tapscott (2010), Huizinga (2004), Levy (1999), Ferreiro (1999), Vygotskty (1991), support the basis of the presented statements about playful, educationals technologies and literacy. The analysis of data from field diaries and student assessment revealed that the inclusion of tablet in the classroom can favor the literacy process of 5-6 year-old students and also expand the play situation and also contact with the literate environment. We perceived the technology as a strong ally of the teacher in structuring innovative and effective strategies in learning the written language.
47
Evanshen, Pamela. "Non-Graded, Multiage Classrooms: Structural Processes That Actually Work." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4467.
Full text
48
Aubrey, Carol. "Teacher and pupil subject knowledge and the processes of mathematical instruction in reception classrooms." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3937.
Full textAbstract:
The overall aim of the Project was to investigate teachers' pedagogical subject knowledge, in particular, through examination of the co-ordination and utilisation of teacher and pupil knowledge in the complex environments of reception classrooms. Phase One and Two (orientation and overview) concerned the design, piloting and revision of criterion-referenced instruments to assess children's informal mathematical knowledge and included preliminary interviews with four reception teachers to consider their pedagogical thinking and decisionmaking.Phase Three and Four (focused exploration) aimed to capture teachers' pedagogical subject knowledge, exemplified in teacher-pupil interactions, as it moved in varied, yet planned and structured ways towards specific goals. Background biographical information obtained from teacher interview and measures of children's mathematical knowledge allowed consideration of the relationship of teachers' subject knowledge and knowledge of their pupils' competence to teaching goals and classroom processes. It was concluded that at the heart of teachers' pedagogical subject knowledge lies subject content knowledge and knowledge of their pupils' conceptions. The observed diversity in practice among the different teachers and their apparent lack of awareness of the rich informal knowledge brought into school - of counting, recognition of numerals, representation of quantity, addition,subtraction and social sharing, appropriate language of measurement and selection of criteria to sort objects - raises some questions with respect to the adequacy of teachers' subject knowledge. The interaction between the processes of assessment of children's prior knowledge and instruction, however, was demonstrated by the way teachers presented tasks and were able to assess the extent to which children could answer questions about content and apply knowledge strategically. This finding poses some challenge to the notion of assessment as a single event or the stable notion of match.Complex views about children's learning were not necessarily translated into practice suggesting that without clear subject content knowledge neither sophisticated theories concerning children's learning nor scaffolded approaches will necessarily lead to effective teaching. Building up a case knowledge concerning teaching processes which this Project has stimulated may be one way to increase our understanding of subject knowledge for teaching and the development of professional practice. Furthermore the interest already generated in the documentation of children's rich informal mathematical knowledge suggests that providing teachers with increased knowledge of children's mathematical thinking may offer another means to enhance their pedagogical subject knowledge.
49
Janse, van Rensburg Joalise. "Fostering critical thinking dispositions in the Technology classroom." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80448.
Full textAbstract:
The purpose of this study was to investigate and describe how technology teachers
foster a positive disposition towards Critical Thinking (CT) in their learners. One of
the general aims listed in the South African National Curriculum Statement (NCS)
specifically calls for the use of CT to enhance learners’ ability to identify and solve
problems. In the Curriculum and Assessment Policy Statement (CAPS) for
technology, CT is required to successfully solve problems during the design process.
The design process, which is central to technology, thus offers many opportunities to
nurture CT should teachers be willing to exploit them.
CT consists of two components, namely, CT skills and CT dispositions. CT skills refer
to the cognitive abilities of a person, while CT dispositions are concerned with an
individual’s internal motivation to think critically. A fair amount of research regarding
CT focuses on CT skills. The limited research available on CT dispositions reports
mostly on its definition, classification, and assessment. The paucity of literature on
CT dispositions suggest that teachers cannot draw from existing literature to inform
their practice regarding the ways in which one could foster a willingness to think
critically. This study, therefore, aimed to improve our understanding of the strategies
used by technology teachers to promote CT disposition. The conceptual framework
for this study was based on Facione’s (2011) seven dispositions towards CT, and
was augmented by a description of the design process in technology education. The
premise for using this framework is based on the assumption that if an individual is
positively disposed towards CT, they will be inclined to critically solve the problems
encountered during the design process in technology. The design process further
presents the opportunity to nurture CT dispositions.
This study engaged in a qualitative research approach and a multiple case study
design to investigate how technology teachers foster CT dispositions in their
learners. To this end, 10 senior phase technology teachers were purposefully
selected and interviewed. The interviews comprised open-ended questions about
each disposition to gain an in-depth understanding of the strategies that teachers use
in their classroom. Five of these teachers were then observed for one design-based
lesson to explore how these strategies are actualised in the technology classroom. The analysis of the interview data indicated that the participants used a variety of
strategies to foster all the CT dispositions. These strategies were also noted during
the observations, with no new strategies being revealed. The strategies included the
use of assessments, discussions, the classroom environment, examples, feedback,
modelling, questioning and resources. It was found that the participants used four
main strategies as initial actions that acted as a platform for, or led to the use of
supporting strategies to foster all of the CT dispositions.
Through this study, some strategies that were identified in the literature regarding the
nurturing of CT, its skills and dispositions were confirmed. Other strategies were
identified as relating to the principles for teaching CT dispositions, while two
strategies were recognised that were not mentioned in the literature. It is
recommended that further research be conducted on the effectiveness of these
strategies, learners’ experience of the strategies, and that longer periods of
observation be done to include the facilitation of the entire design process.
The research on CT dispositions up until this point has not suggested or described
explicit strategies to specifically foster the dispositional component of CT. The
findings and conclusions of this study are also not considered as the final answer to
this paucity of literature, it does, however, pose as a departure point for further
investigation and development.Dissertation (MEd)--University of Pretoria 2020.
pt2021
Science, Mathematics and Technology Education
MEd
Unrestricted
50
Olovsson, Tord Göran. "Det kontrollera(n)de klassrummet : bedömningsprocessen i svensk grundskolepraktik i relation till införandet av nationella skolreformer." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102925.
Full textAbstract:
The aim of this thesis is to investigate the assessment process in Swedish compulsory school practice, and the changes that occur in relation to the introduction of national school reforms. The fieldwork forming the basis of the thesis was conducted in year five and year six classrooms between 2011-2013, a period during which new national syllabuses with knowledge requirements, grades in year six and extended national tests were introduced. The thesis consists of four articles, the first of which explores how the assessment process is put into practice in a year five classroom and how it is understood by the students and one of their teachers. The fieldwork on which the first article is based was conducted prior to the introduction of the above-mentioned reforms. The second article investigates the assessment process in two different year five classrooms in two schools, after the introduction of the new syllabuses but prior to the introduction of grades in year six and extended national tests. The third article investigates changes in the assessment process in the same two schools. The fieldwork was conducted in year five and year six, in relation to the introduction of grades in year six and extended national tests. The fourth article addresses how changes in the assessment process have affected students’ learner identities. The empirical material was collected during four fieldwork periods in three schools, chiefly through classroom observations, interviews and student essays. The analysis in the thesis is based primarily on Basil Bernstein’s (e.g. 2000) theoretical framework but also on the theoretical concepts of Torrance and Pryor (1998). The study shows that the reforms are exerting a significant influence on the assessment process in the investigated classroom practices. Teachers monitor their students’ performance more closely and students strive to acquaint themselves with what is expected of them. It also appears that the focus is increasingly on students’ performance in relation to the steering documents, that the more regulated practices restrict teachers’ and students’ autonomy and that the assessment process in the two schools investigated in both year five and year six are becoming increasingly similar. Furthermore, the study shows that students tend to pay more attention to their school work, while at the same time experiencing more negative pressure to perform. In the concluding analysis and discussion sections, connections are drawn between prevailing education policy and the reforms, as well as their influence on classroom practice, students and teachers.