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Ariss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.
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Hensley, Nikki. "Teacher Perceptions of Blended Learning to Support 21st Century Learners." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3821.
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The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that utilizing a blended learning methodology impacted pedagogical beliefs, practices, and student learning. Based on the research questions guiding this study, data was collected from individual, in-depth interviews with fifteen educators. Twelve participants were classroom teachers and three participants were school administrators. The analysis of this data identified the following commonalities regarding teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners: knowledge and understanding of effective instructional practices, enhancing instruction with the strategic use of technology, personalizing learning, technology-enabled assessments to support instruction, engaging and empowering learners, and relevant professional development and support. These results can benefit educators in adapting effective instructional practices to reach all learners.
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Hamman, Liezel Dina. "Exploring differentiated teaching in a Grade 4 classroom." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86364.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Societies are becoming more diverse and multicultural. Therefore both in South Africa and internationally, the education system must constantly be restructured to accommodate a diversity of learners; focusing on each learner’s unique learning abilities and needs. Given the benefits of differentiated teaching for effective learning, this study aimed to explore the use of differentiated teaching strategies and procedures to improve my teaching practice. Consequently, it also aimed to explore the influence that this may have on supporting the learners’ learning by focusing on their interests, readiness levels and learning preferences. This research study was based on a social constructivist perspective that views cognition, learning and instruction as intertwined. The study was embedded within a paradigm of praxis, with an action research as research design while a qualitative research methodology was employed. Purposeful sampling was used to select nine of my grade 4 learners to act as participants for the grade 4 class. Data was collected in the form of reflective drawings, a focus-group interview and accompanied activities, and a research journal. Furthermore, the data was analysed, using a thematic analysis coding scheme, to identify and interpret significant themes. The research findings indicated that the differentiated teaching strategies and procedures enhanced my grade 4 learners’ learning as they realised their own strong points and learning potential. The teaching strategies also demonstrated the potential to facilitate the development of my learners’ knowledge of their own interests and learning preferences and allowed them the incentive to develop a sense of self efficacy. In addition to this, the research process demonstrated the ability to support me in fulfilling my role as primary supporter in the learning support network and enhance my teaching practice. The information gained from this study will be used to inform my future teaching practice. I now realise the value of employing differentiated teaching strategies and procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes may benefit from the information gained from this research study, for improving teaching practice. Findings attained from this study also have the potential to inform future cycles of action research or alternatively to be used for other research within the field.
AFRIKAANSE OPSOMMING: Die samelewing raak gaandeweg meer divers en multikultureel. Die onderwysstelsel, beide in Suid-Afrika en internasionaal, moet daarom voortdurend geherstruktureer word om te verseker dat die diversiteit van leerders geakkomodeer word deur te fokus op elke leerders se unieke leervermoëns en -behoeftes. Gegewe die bewese voordele van gedifferernsieërde onderrig, het hierdie navorsingstudie gepoog om die gebruik van gedifferensieerde onderrigprosedures en strategieë vir die verbetering van my onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed wat gedifferensieerde onderrigprosedures op die ondersteuning van my leerders se leerproses het, na te vors deur te fokus op hulle belangstellings, gereedheidsvlakke en leervoorkeure. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat kognisie, leer en onderrig as geïntegreerd beskou. Die studie het van ʼn kwalitatiewe navorsingsmetodologie gebruik gemaak en is binne 'n paradigma van praksis (‘praxis’) ingebed, met aksienavorsing as navorsingsontwerp. Doelgerigte steekproefneming is gebruik om nege van my graad 4 leerders te kies om as deelnemers namens die graad 4-klas op te tree. Data is in die vorm van leerders se reflektiewe tekeninge, 'n fokusgroep-onderhoud met bygaande aktiwiteite, en 'n navorsingsjoernaal ingesamel. Verder is die data met behulp van 'n tematiese koderingskema geanaliseer om belangrike temas te identifiseer en te interpreteer. Die navorsing het aangedui dat die gedifferensieerde onderrigprosedures en strategieë wat gebruik is, my graad 4-leerders se leerproses versterk het, aangesien hulle bewus geraak het van hulle eie sterkpunte en leerpotensiaal. Die onderrigstrategieë het ook die potensiaal getoon om die leerders se bewustheid van hulle eie belangstellings en leervoorkeure te ontwikkel, en hulle is ook toegelaat om ʼn sin van bekwaamheid te ontwikkel. Benewens hierdie aspekte, het die navorsing ook getoon hoe gedifferensieerde onderrigprosedures my kan ondersteun om my rol as primêre hulpverlener in die leerondersteuningsnetwerk te vervul en my onderrigpraktyk te verbeter. Die inligting wat met die navorsing verkry is, sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om gedifferensieerde onderrigprosedures in my lesse te gebruik, asook die belangrikheid van refleksie op my onderrigproses en die inagneming van die uniekheid van elke leerder in my klas. Onderwysopleidingsinstellings kan die inligting deur hierdie navorsing verkry gebruik vir die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, kan die inligting ook toekomstige siklusse van aksienavorsing toelig en met vrug vir verdere navorsing in die veld gebruik word.
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Bush, Mary Amber. "Differentiated Educational Strategies in the Elementary Art Classroom." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1640.
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Fandino, Emily Christine. "The importance of differentiated instruction to student involvement, motivation, and learning." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3404.
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This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.
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Yannuar, Nurenzia. "Exploring Learners' Autonomous Abilities in Blogs Designed for Independent Learning." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275668497.
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Carr-White, Nicola. "Towards an evidence-informed differentiated learning consolidation process to support classroom instruction." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2421.
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Despite many years of teaching experience, the differentiation and consolidation of classroom learning presented challenges for the researcher. In response, a Differentiated Learning Consolidation Process (DLCP) was developed through informal classroom-based action research over several years. Using low cost and accessible resources, it developed into a manageable supplementary intervention to support individual student needs and the retention of classroom instruction. Increasing interest from colleagues led the researcher to provide professional development on the instructional design and implementation of the DLCP. Through this experience, it became apparent that the DLCP theoretical assumptions were largely unknown. The current study was pursued to identify the theoretical components of the DLCP and determine if and how they could be aligned with evidence informed research. A simplified realist review was employed as it provided the opportunity to triangulate theory, the researcher’s contextual experience, and the investigation of the DLCP instructional design. The study determined that the DLCP was situated within the field of cognitive psychology, aligning with cognitive load theory and the new theory of disuse. Within the context of the DLCP, spaced practice, retrieval practice, interleaved practice and strategies associated with metacognitive development were investigated to identify maintenance or modification of the instructional design. The findings of this analysis may support teachers to differentiate and consolidate classroom instruction. Additionally, the DLCP may hold potential as an instrument for classroom-based research on variables related to its theoretical constructs.
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Walker, Gabrielle Mary. "Exploring a designed liminality framework: Learning to create future-orientated knowledge." Thesis, Walker, Gabrielle Mary (2019) Exploring a designed liminality framework: Learning to create future-orientated knowledge. Masters by Research thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/53717/.
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The anthropological theory of liminality is increasingly entering discussions surrounding complexity in contemporary organisations, although conversation continues to be shrouded in anthropological intellectualism and scholarly debate. Liminality is represented by a three-tiered liminal framework and is an intense iterative change process documenting people’s movement from a state of relative structure to a new state of development. Despite incremental movements towards a practice-orientated discussion, liminality is not currently readily translatable from its anthropological origins to meet organisational needs. Indeed, research remains focused on discrete aspects of the liminal concept and debates focus on precise definitions, rather than how best to establish or facilitate a safe and relevant contemporary liminal experience.
This research collates, synthesises and articulates the parameters of a practice-based liminal framework. Scenario planning was identified as a reliable crucible for a pursuit of a practice-based liminal framework, as an established collaborative strategic planning practice with many real-life facilitator accounts of transformative outcomes in businesses. When practiced with the purpose of challenging mindsets, scenario planning facilitators purposefully curate different worldviews. A high degree of turbulence is intentionally provoked to challenge and catalyse cognitive change for groups creating multiple potential futures in foresight spaces.
Despite similarities between scenario planning and liminality, the differences in scholarship, research approach, and rhetoric necessitated that this research occurs at a mid-point between organisational studies and the social sciences. The overarching guiding research question was: What are the foundations of a practice-based framework for liminal spaces? This question was addressed using an empirical concept analysis approach that drew on extant literature and data from a scenario-informed strategic planning consultancy project undertaken with top management at a nation-wide health care organisation in Australia.
Findings showed that the organisation had pre-existing attributes and a successful designed liminal space was already primed. The organisation has a history of longitudinal strategising, apt risk-taking, and an ability to respectfully engage in difficult and raw conversations. The data also identified how tacit signals from the CEO supported the devolving of his “power” to support the emergence of liminal space. Additionally, internal liminal supporters acted as intermediators supporting the client organisation and consultants, an important component in this contemporary example.
This study contributes to the theory-practice discussion and draws attention to the role of the facilitator and the psycho-social nuances required across a liminal transition. A five-phased designed liminal framework demonstrates how facilitators undertake role changes throughout a project in response to the different cognitive demands from individuals. Facilitators require a range of versatile psycho-social competences to meet individual needs and evoking, challenging, holding and/or enhancing constructive debate in groups requires different competences.
This research contributes to wider debates on liminality practice, tools and competences for facilitators (non-liminars). The findings offer many foundations to future research that will focus on the cognitive needs of creating unique knowledge, and the liminal experience. The framework speaks directly to facilitators who guide groups to create future-orientated knowledge within business contexts. This research translates to other professional environments where relationships and up-levelling play a role, such as, education, coaching and mentoring.
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Letizia, Elizabeth. "Will differentiated learning centers result in improved literacy skills in the kindergarten classroom? /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.
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Sabb-Cordes, Morelisa Lakisha. "Teachers' Perceptions of Differentiated Learning for At-Risk Second-Grade Students in Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2271.
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Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying theoretical framework was drawn from constructivist theory, observation theory, and social development theory. The study questions were on teachers' perceptions of the best form of differentiation, improved reading based on peer socialization in face-to-face instruction, and benefits and limitations of a computer-based approach. The study was a single case study design, with qualitative data from 10 participants; the tools included an attitudinal questionnaire, focus groups, and interviews. Data sources were triangulated and analyzed for emergent themes. The results showed that teachers perceived differentiation as a positive approach to meeting students' needs with a preference for a face-to-face approach because it provided direct contact with the student, but computer-based approach had an advantage in compiling data. The teachers faced challenges using face-to-face instruction, including time management, planning, administrative support, and lack of professional development opportunities. The challenges led to a recommendation for professional development. This study supports positive social change in that educators may apply the results to their efforts to develop student skills in reading, fluency, and comprehension, thus increasing students' opportunities for success and productivity in society.
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Swift, Kristie M. "The effect differentiated instruction in social studies has on student performance." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf.
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Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.
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The purpose of this project is to address the need from helping English learners to improve their oral expression. The research mainly focuses on oral expression stategies with which students can overcome their fear of speaking in public and be better understood in society. Sample curriculum/lesson plans included.
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Lee, Judy Raven. "Learning when using an instructionally designed mediated lecture compared with traditional lecture." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184385.
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This study focused on the differences in the knowledge gained between instructionally designed mediated lecture instruction and traditional lecture instruction. The sample used in this study consisted of 107 new hospital employees required to attend an orientation. The experimental group consisted of 43 subjects and the control group consisted of 64 subjects. Each group was given a pre-, post- and post-delayed knowledge test and an attitude test. The following hypotheses were tested: (H₀1) There will be no differences in post-test scores between groups. (H₂) There will be no differences in post-delayed test scores between groups. (H₃) There will be no differences in attitudes between groups. An analysis of covariance was computed on the data to test hypothesis one and hypothesis two and a one-way analysis of variance to test hypothesis three. The results indicated no significant differences on post-test scores and Hypothesis One was retained. Hypothesis Two was rejected as a significant difference indicated an increase in knowledge retained over time by the experimental group. Hypothesis Three was rejected with the experimental group reacting much more favorably to the mediated lecture. The conclusions reached as a result of this study were that both groups were learning, regardless of the method of instruction. Also knowledge was retained over time much better by the experimental group when the information was presented in the instructionally designed mediated format. Finally, the favorable response by the experimental group to the mediated lecture indicated a preference for this teaching format. Recommendations for additional investigations were discussed.
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Quattrone, Tracy A. "Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study." Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493227926028171.
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McMillan, Andrea. "The relationship between professional learning and middle school teachers' knowledge and use of differentiated instruction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/871.
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Self-efficacy beliefs, a component of Bandura's social cognition theory, provided the basis for this study of teachers' participation in professional learning. Training and positive experiences increase teacher efficacy, or the level of effort and persistence educators are willing to exert as they teach. The purpose of this quantitative study was to examine the relationship between teachers' participation in differentiated instruction (DI) in-service opportunities and teachers' knowledge and frequency of use of DI. It was hypothesized that middle school teachers' levels of DI training would be related to teachers' knowledge and use of DI in the classroom. An anonymous survey was used to collect data from 79 teachers. Regression analyses revealed that teachers' levels of DI training were not positively related to teachers' knowledge of DI, but there was a positive relationship between teachers' familiarity and use of content, process, product, and DI strategies. Teachers' education levels influenced their use of DI; however, teachers' experience levels did not. ANOVA was used to compare teachers' use of DI across grade levels, and results indicated that grade levels taught did not affect teachers' use of DI. Descriptive analyses indicated that most teachers were familiar with DI and used many of the DI techniques often; however, most reported that they learned how to differentiate using methods other than staff development. Many teachers reported that they would be willing to participate in future DI training. DI staff development is recommended as a way to educate teachers in additional DI methods. Implications for positive social change include increased DI training opportunities for teachers that can result in increased self-efficacy and instructional changes that can help improve student achievement.
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Lunsford, Kristin Joy. "Challenges to Implementing Differentiated Instruction in Middle School Classrooms with Mixed Skill Levels." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5021.
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Implementing differentiated instruction in classrooms with students who have mixed skill levels often results in teachers facing many challenges. The purpose of this qualitative case study was to explore social studies teachers' perceptions of the challenges they faced when implementing differentiated instruction in classrooms with mixed skill levels and what teachers perceived they needed to help overcome these challenges. This project study was guided by the conceptual frameworks of constructivism from Piaget and Bruner along with the theoretical framework of Vygotsky's zone of proximal development. The research questions focused on the viewpoints of teachers on implementing differentiated instruction in their classrooms, what challenges they faced when implementing differentiated instruction in a social studies classroom with mixed skill levels, and what support teachers need to overcome these challenges. Data were gathered using structured interviews of the 10 individual teachers chosen through purposeful sampling from a school in metro-Atlanta, Georgia. Data were transcribed and analyzed using coding by highlighting common words to identify themes to answer the research questions. Data analyses revealed that teachers needed professional development that defined what differentiated instruction is, how to implement it, and how to get to know their students better, as well as time to observe other teachers implementing differentiated instruction. A professional development plan was developed to help meet these needs for teachers. Implications for social change include an improved understanding of differentiated instruction and how to support teachers to overcome the challenges of implementing differentiated instruction. This may lead to better instruction and more academic success for all students which may lead to better assessment scores.
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Flatt, Crystal Adonna Lee. "The Effect on Learning of Geographic Instruction Designed for Students' Verbal and Spatial Abilities." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331196/.
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The purpose of this study was to compare student scores on geographic skills in the experimental group with student scores on geographic skills in the control group after adjustment was made in teaching methods and learning materials for verbal and spatial ability for students in the experimental group. Hypotheses tested at the .05 level were as follows. 1. Females would score higher than males on a criterion measure of verbal ability. 2. Males would score higher than females on a criterion measure of spatial ability. 3. Experimental/verbal students would score higher on a geography skills posttest. 4. Experimental/spatial students would score higher on a geography skills posttest. 5. The experimental group would score higher than the control group on a geography skills posttest. The sample was 150 high school United States History students in a medium-sized North Texas school district. Analysis of covariance was used to analyze results of the study of six classes after fifteen days of instruction in physical geography concepts. Experimental classes received geographic instruction directed to verbal and spatial abilities; control group classes received traditional geographic instruction which utilized textbook, lecture, and whole-group instruction. Three high schools participated in the study. Conclusions were that males and females did not differ significantly on verbal and spatial abilities. Values between pretest and posttest for both experimental and control groups were significant, but when adjusted for the covariates of verbal and spatial ability, control/verbal learners' posttest scores were significantly higher than experimental/verbal learners' posttest scores. Spatial/ experimental learners' posttest scores and spatial/control learners' posttest scores were compared, and the result was no significant difference when cell means were adjusted for the higher spatial/experimental learners' spatial ability. The practice of teaching geography through the use of textbook and whole-group instruction resulted in larger learning gains than the practice of using different materials directed toward different learning styles within the same classroom and with no textbook.
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Langley, M. L. "Secondary English Teachers' Perceptions of Differentiated Instruction for Limited English Proficient Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/496.
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In a suburban high school, an average of 50% of limited English proficient (LEP) students did not meet the required standard on the 9th grade literature and composition end of course test (EOCT), and an average of 46% of LEP students did not meet the required standard on the American literature and composition EOCT in the years 2008-2011. LEP students were expected to meet the same standards as their native-born peers in order to pass courses and ultimately graduate. Using the professional learning community (PLC) model and the concept of differentiated instruction, the purpose of this qualitative case study was to investigate how 7 regular education English teachers from 2 different schools described the ways they differentiated instruction for LEP students in their regular education classrooms. Data were collected by using open-ended questions, member checking, and reviewing documentary data they related to professional development on differentiation and then analyzed by transcribing and coding for emerging themes. Findings revealed that the participants wanted to have meaningful professional development where differentiated instruction is modeled for them in their content area with the time to implement and collaborate on the effectiveness of the lessons. Results of the project study will be shared at the local schools to encourage teachers to see the benefits of differentiated instruction with LEP students. This study has the potential for social change for English teachers, by revealing how to integrate differentiation, help students increase scores on required standardized tests, and thereby maximize their students' learning potential.
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Weller, Judah. "Differentiated concerns of principals regarding mainstream programs for learning-disabled youngsters in Yeshivot and day schools /." Ann Arbor, Mich. : UMI, 2000. http://wwwlib.umi.com/dissertations/preview/9973136.
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Bott, Ann-Marie Krueger. "Computer-Aided Self-Access Pronunciation Materials Designed to Teach Stress in American English." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd903.pdf.
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Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.
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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.
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Ball, Tamara B. "Explaining as participation : A multi-level analysis of learning environments designed to support scientific argumentation /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.
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Castro, Naomi Elena. "Measure Twice, Cut Once| Community College Learning Communities Designed for Career and Technical Education Students." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841293.
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The purpose of this sequential, explanatory, mixed methods study was (a) to investigate the degree to which Career Technical Education (CTE) students in selected California Community College (CCC) believe that the core components of learning communities (LCs) designed for traditional, academic track students exist in LCs designed for CTE students; (b) to determine which of the core components, if any, are perceived by students as most beneficial, for CTE LCs; and (c) to explore any additional components that students might believe to be essential for LCs designed for CTE students.
In the first phase of this study, the Online Survey of Students’ Experiences of Learning in a LC, developed and implemented by the National Resource Center for Learning Communities, was administered to a cross section of 75 current CTE LC students from three California Community Colleges to determine the perception of implementation of the core components of a LC. In phase two, survey respondents were able to opt-in to a focus group or interview designed to determine which of the core components, if any, were most beneficial and to explore their experience in the LC to emerge any critical components not included in the survey instrument. Thirty-five survey respondents participated in six focus groups on campus.
The findings of this study support the following conclusions. Study participants in this study found all four components of a successful learning community integrated curriculum, innovative instruction, engagement and supportive services, present in their learning community designed for Career and Technical Education. Students found supportive services to be the most important component in their learning community, followed by engagement. Supportive services are perceived by students to be key to successful participation, retention and success of survey participants. Specific personnel, peer mentors, teaching assistants, coordinators, counselors and instructors, represent the greatest source of support and means for engagement connecting students to the larger campus community as well as to supportive services. A career focus in the learning community helps students persist and succeed in their learning community and serves as a point of engagement.
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McConnell, Chelsea M. "Social-Emotional Learning and Literacy: A Literacy Curriculum Designed to Support Children's Self-Awareness Skills." Otterbein University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1619555796381852.
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Vaughn, Elizabeth Susan. "A study contrasting differentiated and cooperative learning styles and their relationship to motivation of K-5 students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002vaughne.pdf.
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Collier, Douglas. "A comparison of two models designed to teach autistic children a motor task /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63342.
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Kilic, Eylem. "The Effects Of Cognitive Load In Learning From Goal Based Scenario Designed Multimedia Learning Environment For Learners Having Different Working Memory Capacities." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611404/index.pdf.
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ABSTRACT
THE EFFECTS OF COGNITIVE LOAD IN LEARNING FROM GOAL BASED SCENARIO DESIGNED MULTIMEDIA LEARNING ENVIRONMENT FOR LEARNERS HAVING DIFFERENT WORKING MEMORY CAPACITIES
Kiliç, Eylem Ph.D., Department of Computer Education and Instructional Technology Supervisor: Assoc. Prof. Dr. Zahide Yildirim December 2009, 201 pages The purpose of this study is to investigate the effects of principles aiming to reduce extraneous cognitive load in learning from goal based scenario designed multimedia learning environment for learners having different working memory capacities. In addition, the effects of goal based scenario and the principles of cognitive load theory on students&rsquo
perception, motivation and satisfaction has been explored. Two versions of the multimedia were developed for this study. In the first version (+CLT), the principles such as split attention, multimedia, modality, redundancy, coherence and signaling was applied. In the second version (-CLT), these principles were violated. Mixed method was used and two studies were conducted for this study. The first study was conducted with 82 ninth grade students from one of the Anatolian High School in Ankara. However, the participants&rsquo
working memory capacities were found very close to each other. Therefore, the second study was conducted with 54 11th grade students having different working memory capacity from the same school. The result of the first study showed that the cognitive load principles aim at reducing extraneous cognitive load increased learning gains, decreased invested mental effort and affected students&rsquo
motivation and satisfaction in positive ways. On the other hand, when cognitive load principles were not considered, this decreased learning gains, increased invested mental effort and affected students&rsquo
motivation and satisfaction in negative ways. The result of the second study showed that the only difference between high and low WMC students found on the number of errors made in sequencing meiosis sub phases in favor of the first version (+CLT). This might be explained by the task characteristics in that the difference between high and low WMC individuals can be observed when task demanded attention. It can be concluded that students benefited from the cognitive load principles reducing extraneous cognitive based on the findings of both studies.
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Reilly, Jane Pindar. "Effects of a cognitive-behavioral program designed to increase the reading comprehension skills of learning-disabled students." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618532.
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The purpose of this study was to evaluate the effectiveness of a cognitive-behavioral approach to reading comprehension instruction. An important component of the intervention was a training course for teachers designed to communicate a conceptual framework for understanding the comprehension deficits of learning disabled (LD) children.;The sample included 39 elementary and middle school students who were identified as learning disabled. Intact classes were assigned to the treatment or control group. The nonequivalent control-group design was used, and data was examined using analysis of covariance. Dependent variables were reading comprehension as measured by the Gates-MacGinitie Reading Tests and locus of control as assessed by the Nowicki-Strickland Locus of Control Scale. Two null hypotheses were tested to determine whether differences between the treatment and control groups were significant at the.05 level of confidence.;The data analysis found that students in the cognitive-behavioral treatment showed significant improvement in reading comprehension when compared to control group students who were exposed to their normal routine of reading instruction. The treatment did not affect the locus of control variable.;Recommendations include replication of the study in diverse school systems in order to assess generalizability and delayed posttesting to determine the maintenance of treatment effects. Efforts to increase locus of control may need to be implemented in multiple settings with frequent demonstrations of the role of effort in determining outcomes.
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Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.
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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces.
This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
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SILVA, MAURICIO ADELINO DA. "THE QUILOMBOLA SOCIAL MOVEMENT OF SANTA RITA DO BRACUÍ: LEARNING IN MILITANCY AND THE URGENCY OF A DIFFERENTIATED CURRICULUM." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36408@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEsse trabalho está inserido na linha de pesquisa Saberes Históricos em Diferentes Espaços de Memória, do Programa de Pós-Graduação em Ensino de História (ProfHistória). Tem como objetivo principal identificar caminhos para um possível currículo para uma educação escolar quilombola, em especial de História, na Escola Áurea Pires da Gama. É importante partir da compreensão de que o movimento social quilombola, de uma forma geral, e o movimento social de Santa Rita do Bracuí, em particular, têm uma dimensão pedagógica que demanda uma educação diferenciada: uma educação quilombola. Esse tema se torna urgente no tempo presente onde as burocracias educacionais buscam uniformizar os espaços escolares com a justificativa de estarem democratizando o acesso ao conhecimento. Por outro lado, vários grupos sociais, dentre os quais os quilombolas, exigem uma educação diferenciada que atenda às suas demandas sociais. Uma Educação quilombola pressupõe pensar um currículo quilombola, ou seja, um currículo que leve em consideração interesses e saberes da comunidade quilombola de Santa Rita do Bracuí.
This work is part of the Historical Knowledge in Different Spaces of Memory research line of the Post-Graduate Program in Teaching History (ProfHistória). Its main objective is to identify ways for a possible curriculum for quilombola school education, especially of History, at the Áurea Pires da Gama school. It is important to start from the understanding that the quilombola social movement, in general, and the social movement of Santa Rita do Bracuí, in particular, has a pedagogical dimension that demands a differentiated education: a quilombola education. This issue becomes urgent in the present time when the educational bureaucracies seek to standardize school spaces with the justification that they are democratizing the access to knowledge. On the other hand, several social groups, among which the quilombolas, require a differentiated education that meets their social demands. A quilombola Education presupposes thinking of a quilombola curriculum, a curriculum that takes into consideration the interests and knowledge of the quilombola community of Santa Rita do Bracuí.
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Williams, George Edward. "The effects of computer assisted language learning and specially designed academic instruction in English on second language acquisition." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2954.
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The purpose of this study was to compare the effectiveness of two methods of instruction for second language acquisition. The first method used a computer based software program known as English Language Learning Instructional System (ELLIS). The second method used Specially Designed Academic Instruction in English (SDAIE).
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Itwaru, Poorandai. "Teachers' Understanding of Culturally and Linguistically Differentiated Instruction for English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3613.
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A large school district in the northeastern United States struggled with teaching middle school English Language Learners (ELLs) to succeed in reading and writing. The purpose of this qualitative study was to investigate teachers' perceptions regarding what they could do to increase academic achievement for ELLs. The conceptual framework emerged from Weimer's learning-centered teaching, which aligns with Dewey's social constructivism. Ten purposefully sampled teachers agreed to be interviewed in the attempt to answer the research questions about instructional strategies teachers believed were best to deliver culturally and linguistically appropriate instruction for ELLs and what teachers believed could be done to improve ELLs' classroom engagement and motivation for increased academic achievement. Analysis and open, thematic coding of semi-structured interviews, classroom observations, and teachers' lesson plans were used to create seven themes, including differentiated instruction, background knowledge, challenges and difficulties, home-school connection, technology for diverse learners, administration and faculty collaboration, and professional development. Findings included participants' desire for meaningful professional development where differentiated instruction is modeled to address the cultural and linguistic needs of ELLs. The project was created to deliver this training for all teachers at the site, focusing on culturally and linguistically differentiated instruction, sheltered instruction, and collaborative learning. The findings and project may promote positive social change by improving instruction for culturally and linguistically diverse learners at the local site and similar school districts. Higher academic achievement would provide better opportunities for ELL students.
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Lewis, Scott Edwin. "An evaluation of a pedagogical reform designed for college chemistry teaching with large classes." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001472.
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Schuman, Miriam. "The formative evaluation of a curriculum designed to reduce subclinical eating disordered behavior in young girls /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11751666.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Includes tables. Typescript; issued also on microfilm. Sponsor: Isobel Contento. Dissertation Committee: Jeanne Brooks-Gunn. Includes bibliographical references (leaves 246-260).
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Mildenhall, Paula. "An exploratory case study using an expert learning process designed to promote number sense in a year 6 classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/663.
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Tonneson, Virginia Caine. "Teacher instructional practices designed to meet the individual learning needs of mathematically gifted/talented students in middle school Algebra I." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1550154179.
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Sweetman, John Raymond. "The assessment of a self-study course designed to develop mentoring commitment and competency among Australian Baptist church leaders." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.
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JeffreyHugh, Gamble, and 蓋傑富. "Differentiated Instruction Using Student-designed Physical and Digital Games for Fostering 21st Century Skills and Learning Motivation in Multiple Domains." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/11378860390574821413.
Full textAbstract:
博士國立成功大學
教育研究所
102
The purpose of the study was to investigate the effectiveness of student-designed games on elementary students’ 21st century skills (5Cs): creative thinking, critical thinking, complex problem solving, communication, and collaboration, as well as learning motivation. In order to evaluate the instructional intervention, a quasi-experimental design was adopted over the course of 30 weeks, including six weeks of testing at three measurement occasions (pretest, midtest and posttest). The independent variable was student-designed games with six levels: student-designed art games (XP_Art), student-designed English games (XP_Eng), student-designed physical education games (XP_PE), digital game based learning integrating Art, English, and physical education (DGBL), short term (three weeks per semester) digital game based learning combined with non-game-based constructivist learning activities (CG), and constructivist learning with no exposure to digital game play or design (CONT). The quasi-experiment took place over the course of two semesters and involved 168 fifth-grade students. Six classes were randomly assigned to the three treatments, two comparison groups or a control group. Quantitative data were analyzed using an overall MANCOVA, followed by one-way MANCOVAs for dependent variables with subscales, or one-way ANCOVAs for those without subscales. Furthermore, for dependent variables with midtest scores, two-way ANOVAs were conducted to evaluate within-group effects and between-group effects, in regards to occasion. Qualitative data, including student and teacher feedback, and class observations, were used to interpret and provide explanations for the quantitative findings, where appropriate. As well, student reflection essays were evaluated using content analysis in order to assist in the interpretation of the quantitative results, in terms of the frequency of terms relevant to the dependent outcomes of this study. The hypothesized advantage for student design of games over the control and comparison conditions was found for the majority of learning outcomes. The experimental groups outperformed the other conditions in terms of figural and verbal creativity, kinesthetic creativity (with the exception of XP_Eng), critical thinking and complex problem solving (with the exception of XP_PE), communication (with the exception of XP_Eng), and collaboration. This significant advantage for the experimental groups was found despite the fact that the control and comparison groups also made improvements between the pretest and posttest due to a high quality, collaborative and constructivist approach to instruction, rather than lecture-style approaches which are oftentimes adopted for control conditions. Mixed results were found for learning motivation, with initial improvements for groups which engaged in digital game play (DGBL and CG). However these improvements were not sustained between the midtest and posttest. Key elements of the experimental procedures which were deemed to have a positive effect on the 5C dependent variables relate to social constructivist elements of student-designed games, the differentiation of instruction for the experimental groups, and the unique requirements of game design. Sustained use of constructivist strategies, such as the social context for learning, the construction of an authentic and desirable product, and the provision of scaffolding through instructor support, tools, and collaborative learning, contributed substantially to the success of the experimental groups, particularly in terms of higher order thinking skills. Likewise, the differentiation of learning allowed learners diversity in materials and methods, a self-paced learning environment, and opportunities to form their own groups. Other elements of game design, such as the construction of rules, use of narrative, and taking the player’s perspective, provided the challenge required to promote higher order thinking, communication, and collaboration. Finally, recommendations for practitioners and limitations and suggestions for future studies are also provided.
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"Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-01-2003.
Full textAbstract:
ABSTRACT
The primary purpose of this study was to explore teachers’ perceptions of Aboriginal student achievement in six Saskatchewan public community schools in urban, rural, and Northern settings. Three of the schools were elementary schools, and three were high schools. Data for the study were obtained by means of teacher semi-structured interviews, and a teacher survey designed expressly for this research. The research opportunity sought to “explore in the context of selected Saskatchewan community schools, teachers’ perceptions of Aboriginal achievement, the unique and contextualized features that govern Aboriginal learning, and the efforts of teachers to enhance Aboriginal student learning.”
Historically, Aboriginal student achievement has been viewed through a deficit lens. To gain a positive perspective of this phenomenon, a constructivist paradigm, a social justice theory of change governed by an ethos of appreciative inquiry were employed using a Mixed Methods Research design. Specifically, a two phase exploratory methodology where a qualitative phase followed by a quantitative one was used to best inform the research perspective. A multi-case study approach for each school and division was deemed the most effective means of exploring teacher conceptualizations of the manner and conditions under which Aboriginal students best learn.
A total of nine teachers were interviewed and 28 responded to the teacher survey instrument. Member checks of the interview data were undertaken and statistical data using both Excel for Windows as well as SPSS statistical programs were employed for survey data analysis. Owing to the small survey sample, the author advises that caution be used when considering the survey results. However, it is hoped that refinement of the survey tool and its use in later research will prove to be of benefit in understanding the phenomenon of Aboriginal student achievement. A peer data analysis panel was convened to thematically analyse the four open-ended questions contained in the survey.
Findings for this study indicated teachers valued the work of collaborative teams, supportive school learning environments, differentiated instruction, assessment for learning, professional development, and culturally responsive instruction and curriculum and school/division alignment to enhance Aboriginal student achievement. The study found that perceptions of Aboriginal and non-Aboriginal teachers differed where Aboriginal student achievement was concerned. As well, participants felt that heightened Aboriginal student achievement could be fashioned by determined student engagement in their academic work. Finally, participants believed that parent and community engagement in schools and the academic life of their children would also enhance Aboriginal student learning outcomes.
It is hoped that this study will serve as a point of initiation for more research into the phenomenon on a wider basis in order to generate greater understanding of the means by which Aboriginal students may flourish within public schools in Saskatchewan and potentially elsewhere.
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Sie, Shang-Ru, and 謝尚如. "Mathematics Learning Achievement of Designed Multimedia Courseware on Students with Learning Disabilities." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/71910858789108461209.
Full textAbstract:
碩士國立中興大學
應用數學系所
100
The mathematics is a foundation of science, the application of mathematics is often used in life. However a lot of scholars often learn helpless and it is hard to interesting. Mathematics is more difficult for students with learning disabilities. Although many publishers produced a lot of multimedia courseware, they are too abstract and difficult for students with learning disabilities. Since multimedia packages difficult to modify, researcher designed multimedia courseware for students with learning disabilities and divided students to tow groups.Then the study aims to explore the impacts of desined multimedia courseware on learning achievement of students with learning disabilities . Subjects are 12 junior high school students who are resource room students in Nantou .They were divided tow groups .First one group were 8 students and studied mathmatics with desined multimedia courseware. Another group were 4 students and studied mathmatics without desined multimedia courseware (Traditional teaching methods). Research findings are as follows： 1. Desined multimedia courseware can effectivel y enhance mathematics learning achievement on students with learning disabilities. 2. Traditional teaching methods can not effectively enhance mathematics learning achievement on students with learning disabilities.
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Weng, Hui-Ting, and 翁惠婷. "The Effect of Differentiated Instruction on Fifth Graders’ English Learning Achievement and Learning Attitude." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/00990352470022799643.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
103
This research aims to investigate whether differentiated instruction, as compared to traditional teaching, are helpful for 5th grade EFL learners to improve their language achievement and learning attitudes. Two fifth grade classes from northern Taiwan took part in this quasi-experimental study. Twenty-eight students were taught with English differentiated instruction (experimental group) and twenty-six were taught with traditional English teaching (control group). The experimental instruction lasted for seven weeks, three times a week. The experimental group was conducted the “Cambridge Young Learners English Test Starters’ Sample” as the grouping basis. Both groups took the “English Achievement Tests” after three instructional units and filled out the “English Learning Attitudes Questionnaire” before and after the instruction. Besides, the experimental group filled out the “English Differentiated Instruction Learning Attitudes Questionnaire” after the instruction. The data were then analyzed with independent-samples t test, paired-sample t test, descriptive statistics and qualitative analysis. The major findings of this study were as follows: I.English differentiated instruction group did not perform significantly better than traditional English teaching group in the post English Achievement Tests and, though positive. There were no significant difference in the two groups in terms of their English Learning Attitudes. II.Students’ attitudes toward English differentiated instruction were positive. Based on the results of this study, some suggestions were given for the teachers who are interested in the implementation of English differentiated instruction and for further research.
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Chueh, Ching-Lu, and 闕境呂. "MULTIMEDIA LEARNING MATERIALS OF MODEL MAKING DESIGNED FOR MAKERS." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/kmvx9u.
Full textAbstract:
碩士大同大學
工業設計學系(所)
106
Multimedia learning materials use text and images to convey content (Mayer, 2001). The aesthetic of images is appealing, humorous, introspective, and focused (Tversky, B. et al., 2002). In recent years, with the development of Internet technology, multimedia learning materials are gradually becoming an important medium through the Internet. They can transmit teaching and learning to all corners of the globe through the Internet in digital (Hsia, J.W., Tseng, A.H., 2005), which cannot be ignored the trend of. Whether it is the department of industrial design at Tatung University or the teaching of machine tools offered by maker space, multimedia has not yet been used to assist in teaching. Using multimedia learning materials to assist teaching, whether for students of industrial design or makers, is a new possibility of spreading knowledge of model making. This creation is based on theory of "flipped classroom" as a teaching theory to produce multimedia learning materials. To make more users accessible to this series of videos, the creation sets the target audience not only to who is relevant subjects in design disciplines such as industry design, product design, architecture but also to anyone who transforms their ideas into real. This creation focuses on the composition of instructional films of machine using.
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Wu, Yong-Ling, and 吳詠翎. "Effects of Differentiated Instruction on Eighth Graders’ Learning Outcomes in English." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/32vhgv.
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碩士國立清華大學
課程與教學碩士在職專班
106
This study examined effects of Differentiated Instruction (DI) on eighth graders’ learning outcomes in English, including the learnig achievement, the learning motivation and eighth graders’ response toDI. The participants consisted of 30 eighth graders in the experimental group with DI and 30 eighth graders in the control group with whole group teaching. The experiment lasted for six weeks in a junior high school in Hsinchu County. The measuring instruments included an English achievement test designed by the researcher and an English learning motivation scale (Hsu, 2004). The data was conducted by pre-test study, post-test study, delayed post-test study, questionnaire and the student interview transcripts. The results are as follows: 1.DI and the whole group teaching both improved eighth graders’ English reading achievement. There is no significant difference on post-test between DI and the whole group teaching, but DI has slightly significant difference over the whole group teaching on delayed post-test. 2.DI has significant difference among high-achievers, middle-achievers and low-achievers while the whole group teaching has significant effects on middle-achievers and low-achievers. 3.There was no significant difference between DI and the whole group teaching. However, both DI and the whole group teaching improved eighth graders’ English reading achievement on word-recognition, vocabulary, grammar, and passage reading. 4.DI and the whole group teaching both have effects on the change of grouping for middle-achievers. 5.DI didn’t improve eighth graders’ English learning motivation. 6.Most of the students showed positive attitudes toward DI.
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Yu, Pei-Chun, and 余沛錞. "A Study of Differentiated Factor Analysis of Mandarin Learning and Teaching." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/y5jwwg.
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博士臺北市立大學
教育學系
107
Learning a new language is challenging in many perspectives. Learning Mandarin − a domain spoken language in Asia − has caused many international students, non-native Mandarin speakers, to step back. Most concerns have been focused on difficulties of Mandarin language system itself such as tones, grammar structures, character writings and usage of terms and phrases. However, Mandarin language learners’ embedded learning difficulties have been overlooked in the literature review. This study aims to investigate potential factors that crucially influence learners’ Mandarin proficiency performance and to exam how these factors correlate with each other. Two phases of research framework were designed and implemented. In phase one, four critical factors, including foreign language learning anxiety, tolerance of ambiguity, foreign language learning strategies and classroom community were tested among 36 participants. Results showed that the variables of language learning anxiety and tolerant of ambiguity were highly correlated with Mandarin performance and these two variables best predict female learners’ Mandarin performance. No significant predictor was found among male learners; it is suggested that potential factors affecting Mandarin learning may vary from those affecting female learners. In terms of variable correlation, male learners have shown that with higher anxiety in learning Mandarin, they tend to use learning strategies more effectively in assisting learning process while female learners have shown a negative correlation between learning anxiety and Mandarin performance which indicated that learning anxiety may indirectly decrease learning outcomes. In phase two, with differentiated instructions focusing on differentiating process implementation, 46 participants were involved. The results found a significant difference between pre-tests and pro-tests scores. It is indicated that DI has significantly influenced to enhance better learners in learning Mandarin. With statistical support, these findings have provided valuable suggestions for educators and learners in Mandarin language learning and teaching in the university context.
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Deters, Kelly M. "Investigating a computerized scaffolding software for student designed science investigations." 2008. http://proquest.umi.com/pqdweb?did=1730191281&sid=13&Fmt=2&clientId=14215&RQT=309&VName=PQD.
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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.Title from title screen (site viewed September 08, 2009). PDF text: viii, 92 p. : col. ill. ; 2 Mb. UMI publication number: AAT 3352767. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Liu, Fang-Chi, and 劉芳琪. "An Effectiveness of Moodle E-Learning Services Designed for Geometry Learning in Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/91333451797472959546.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士在職專班
98
Online learning is one of the biggest breakthroughs of the education history in the 21st century, as well as its convenient networks and enormous databases are enable the digital learning to be an important education policy in the developed countries at present. This study will use a free software, namely Moodle learning platform prevailing in academic community to explore geometry courses integrated in the mathematics discipline. Firstly, it is designed for “Geometry E College” digital online learning courses in the mathematics discipline for the 2nd Grade of the elementary schools, and this system will be used for the integrated teaching; the quasi-experimental teaching research method in the integrated courses teaches pupils in two groups: experimental group of 64 pupils to have integrated teaching model in the Moodle learning platform, and a control group of 64 pupils to have non-online information integrated teaching model, and lastly after the geometry unit teaching, the control group and the experimental group will have mathematics results test on the examination paper “Geometry Concept Results Test “prepared by the researcher. SPSS statistical software is used to analyze the learning effects of the Moodle online learning platform, and the statistical findings on independent sample T test are as follows: 1. In regard to learning effects of different teaching models: Experimental group records substantial level of results; where low and mid-results groups record more substantial average variation, showing that pupils in mid- and low-results groups will be more interested in learning and more likely to increase learning efficiency in online learning platform teaching model than non-online information integration model. 2. Gender difference influence on learning efficiency: Experimental group boy pupils and girl pupils do not record substantial level of results, then compare the experimental group with the control group, The boy pupils group records substantial level of learning effects, while the girl pupils group does not record susbstantial level of results, showing that the experimental teaching model is interesting boy pupils more, thus encouraging them to learn and increase learning efficiency, therefore, online learning platform teaching model is conducive to shorten the geometry concept development difference between the boys and the girls pupils in the 2nd grade of elementary schools.
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Xiao, Ruo-Ting, and 蕭若婷. "Effects of Self-Designed Experiment and Discussion Strategy on Science Learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/t2f3xw.
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碩士國立臺北教育大學
自然科學教育學系
107
This study aims to investigate the effects of scientific concepts, scientific inquiry ability and the circumstances of self-designed experiment, science attitude with independent experiment design and discussion strategies. Quasi-experimental research was conducted in this study. “Air” and “Dissolution” are the teaching units. The research is for the 135 third-grade students in elementary school, including of 53 students as the control group and 82 students in 4 classes as the experimental group who were taught with independent experiment design. The 82 experimental group students were classified into experimental group A (N=41) and experimental group B (N=41). The group A were taught with group discussion strategy; the group B were taught with whole-class discussion strategy in science class. The research instruments include “Science achievement concept test” which can evaluate air and dissolution concepts , “Science inquiry ability test” which can measure four scientific inquiry scale of “Observing and identifying”, “Planning and executing”, “Analyzing and finding”, “Discussing and communicating” and “Science attitude scale” had been proved with validity and reliability. Statistics method used including paired Sample t-test, one-way analysis of covariance and two-way mixed analysis of variance applied with the qualitative data analysis of worksheets and interview records of the students. The results of the study found that: 1. Scientific concepts learning outcome: through self-designed experiments, students can develop the ability to construct knowledge and improve the effect of scientific concept learning. 2. Scientific inquiry ability learning outcome: (1) Self-designed experiments can improve the effect of scientific inquiry ability and show a significant difference in “Observing and identifying” and “Discussing and communicating” two scientific inquiry scale. (2) The group discussion has a mutual acceptance and support process compared to the whole-class discussion strategy, which can enhance the scientific inquiry ability. 3. Science attitude circumstances: self-designed experiments can maintain a good scientific attitude by reserving opportunities for independent inquiry. 4. Self-designed experiments circumstances: (1) Strengthening “learning transfer” by repeating practice can improve the effect of self-designed experiments. (2) Through the influence of the group, the completion of the self-designed experiment content can be improved.
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"Interactive-Constructive-Active-Passive: The Relative Effectiveness of Differentiated Activities on Students' Learning." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15076.
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abstract: From the instructional perspective, the scope of "active learning" in the literature is very broad and includes all sorts of classroom activities that engage students with the learning experience. However, classifying all classroom activities as a mode of "active learning" simply ignores the unique cognitive processes associated with the type of activity. The lack of an extensive framework and taxonomy regarding the relative effectiveness of these "active" activities makes it difficult to compare and contrast the value of conditions in different studies in terms of student learning. Recently, Chi (2009) proposed a framework of differentiated overt learning activities (DOLA) as active, constructive, and interactive based on their underlying cognitive principles and their effectiveness on students' learning outcomes. The motivating question behind this framework is whether some types of engagement affect learning outcomes more than the others. This work evaluated the effectiveness and applicability of the DOLA framework to learning activities for STEM classes. After classification of overt learning activities as being active, constructive or interactive, I then tested the ICAP hypothesis, which states that student learning is more effective in interactive activities than constructive activities, which are more effective than active activities, which are more effective than passive activities. I conducted two studies (Study 1 and Study 2) to determine how and to what degree differentiated activities affected students' learning outcomes. For both studies, I measured students' knowledge of materials science and engineering concepts. Results for Study 1 showed that students scored higher on all post-class quiz questions after participating in interactive and constructive activities than after the active activities. However, student scores on more difficult, inference questions suggested that interactive activities provided significantly deeper learning than either constructive or active activities. Results for Study 2 showed that students' learning, in terms of gain scores, increased systematically from passive to active to constructive to interactive, as predicted by ICAP. All the increases, from condition to condition, were significant. Verbal analysis of the students' dialogue in interactive condition indicated a strong correlation between the co-construction of knowledge and learning gains. When the statements and responses of each student build upon those of the other, both students benefit from the collaboration. Also, the linear combination of discourse moves was significantly related to the adjusted gain scores with a very high correlation coefficient. Specifically, the elaborate type discourse moves were positively correlated with learning outcomes; whereas the accept type moves were negatively correlated with learning outcomes. Analyses of authentic activities in a STEM classroom showed that they fit within the taxonomy of the DOLA framework. The results of the two studies provided evidence to support the predictions of the ICAP hypothesis.Dissertation/Thesis
Ph.D. Curriculum and Instruction 2012
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Chang, Ying-Lan, and 張英嵐. "A Case Study of Differentiated Instruction for the Recorder Learning of Ninth Graders." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/erbbgk.
Full textAbstract:
碩士國立臺灣師範大學
音樂學系
107
The main purpose of this study is to explore the effect on recorder learning of ninth graders by teaching with differentiated instruction. The researcher designed the course based on Carol Tomlinson’s theory to teach students with different levels how to play the recorder. The course was carried out in six weeks, and the teaching method adopted was popular songs. Eighty-four ninth graders of junior high school in New Taipei City were selected as the participants of this study. By analyzing the assessments of students on playing the recorder, the feedback sheets of students, and the teaching journals, the findings of this study are summarized as follows. 1. Teaching method with differentiated instruction has effect on learning the recorder in junior high schools, and through the music selection and appropriate grouping to achieve. 2. Cooperative learning in class indeed boosts the confidence and the motivation of students. Besides, students make progresses in learning basic skills to play the recorder individually or with others. 3. According to different learning styles of students in different classes, songs to learn in class are chosen by students themselves. Thus, students have more interests and motivation in class. Finally, based on the results, some suggestions are discussed and proposed as reference for future studies.
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Yen, Tzu Kung, and 嚴子剛. "NEUROCONTROLLER DESIGNED WITH RULE EXTRACTED BY USING A GENETIC BASED MACHINE LEARNING AND REINFORCEMENT LEARNING SYSTEM." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/70124064134860436788.
Full textAbstract:
碩士大同工學院
電機工程學系
85
In this thesis, we will integrate Genetic Based Machine Learning,Reinforcement Learning and neural network techniques to develop a noman, no supervisor, no reference model, and complete evolution neuralnetwork controller. We propose a novel system for rule extraction oftemporal control problem and presents a new method of designingneurocontrollers. The primary extracted rules are called micro rules. A further refinement of the extracted rules is achieved by applyingadditional genetic search and reinforcement to reduce the number of micro rules. This secondary extracted rule is called macro rule. That process results in a smaller set of macro rules which can be used to train a feedforward multilayer preceptron neurocontroller.