Dissertations / Theses: 'Educational talks'

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Drake, Jeffrey P. "Civil Talks: Analysis of online discussions in social studies classrooms." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340970477.

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Andersson, Cecilia, and Linda Thoresson. "Några förskollärares syn på föräldrakontakten i förskolan." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8190.

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Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact. What do the educators think of their professionalism in the profession? Do educators believe that parental contact is important? And how do they work to obtain a good parent contact? The study has three questioners holder: How does teachers relate to parental contact in preschool? What do the educators think of their professionalism in the profession? And how visible educators child development and learning in daily contact with parents? We chose to do qualitative interviews with four preschool teachers at two different preschools in Sweden, to seek answers to our questions. The results of this study show that teachers have a positive attitude to parental contact, and they felt that parents should feel confident about preschool

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Mellott, Mallory. "The Effects of 'Number Talks' on Number Sense in a Second Grade Math Class." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594306261084857.

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Shaddock, Bellamy Lucinda. "Classroom Environment: Content Analysis Examining Characteristics of Classroom Environments That Affect Students' Academic Achievement." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3133.

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The purpose of this qualitative study was to extend the understanding of the characteristics of a classroom environment that impact students’ engagement in academics and therefore has the potential to positively impact student achievement scores. Data were collected through content analysis to analyze for reoccurring themes to assess how the characteristics of the classroom environment impact student’s achievement. Ten classrooms within the Kingsport City District were observed and analyzed for this study. Six research questions guided this study, and qualitative data were analyzed for reoccurring themes. Findings from this study suggest that implementing certain characteristics in to the classroom environment can positively impact students’ academic success. The development and construction of classroom environments should include such characteristics as positive discipline, well laid out and organized classrooms, accountable talks, collaborative groups, positive teacher student interaction, and learning targets. As a result of this research a recommendation for practice is that districts support the development of classrooms that would positively impact student’s achievement.

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Draper, Franklin Gno. "Recalling academic tasks." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288867.

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This study was focused on what students remembered about five middle school science tasks when they were juniors and seniors in high school. Descriptions of the five tasks were reconstructed from available artifacts and teachers' records, notes and recollections. Three of the five tasks were "authentic" in the sense that students were asked to duplicate the decisions practitioners make in the adult world. The other two tasks were more typical school tasks involving note taking and preparation for a quiz. All five tasks, however, involved use of computers. Students were interviewed to examine what and how well they recalled the tasks and what forms or patterns of recall existed. Analysis of their responses indicated that different kinds of tasks produced different levels of recall. Authentically situated tasks were remembered much better than routine school tasks. Further, authentic tasks centered on design elements were recalled better than those for which design was not as pivotal. Patterns of recall indicated that participants most often recalled the decisions they made, the scenarios of the authentically situated tasks, the consequences of their tasks and the social contexts of the classroom. Task events, in other words, appeared to form a framework upon which students constructed stories of the tasks. The more salient the events, the richer the story, the deeper and more detailed the recall of the task. Thus, authentic tasks appeared to lend themselves to creating stories better than regular school tasks and therefore such tasks were recalled better. Implications of these patterns of recall are discussed with respect to issues of school learning and assessment.

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Long, Ryan M. "Response interruption and redirection applied to life skills tasks." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739809.

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Response Interruption and Redirection (RIRD) has been demonstrated to be an effective treatment for stereotypic behavior exhibited by persons with autism spectrum disorder. The present study investigates the applicability of this intervention in the context of the classroom setting. Specifically, it investigates whether or not the intervention is as effective when it is used with a subject in the process of completing complex tasks. This research also investigates collateral effects of reduced stereotypic behavior on productivity and efficiency of task completion. While stereotypy was reduced and productivity increased across three experimental conditions, there were mixed results as to the relationship between RIRD and overall efficiency of task completion.

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Meyers, Philip Carey. "INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/65656.

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CITE/Language Arts
Ed.D.
This study was an exploration of the relevance of the generative learning theory of educational psychology to second language vocabulary learning tasks. The generative learning theory (Wittrock, 1974) predicts that people learn by generating associations between new information and prior experience and knowledge, as well as between individual new items of information. It also proposes that the educational environment, from curriculum design to individual learning tasks, should be designed to facilitate the generation of those associations that lead to learning. In order to test the theory with second language vocabulary learning tasks, five separate experiments that compared experimental conditions of varying degrees of generativeness were conducted. A pilot experiment compared different types of tasks, while the four main experiments involved manipulating generativeness across similar tasks. This study is unique in the field of second language vocabulary learning in that it isolates a single process and subjects it to rigorous experimentation across a variety of task types. Unlike many published studies comparing various types of tasks, variables such as task type, number of retrievals, and time-on-task were carefully controlled across all experimental conditions and only the variable under investigation--generativeness--was manipulated. Posttest results were analyzed using repeated-measures ANOVA and paired samples t-tests where appropriate. The findings of this study suggest that generative versions of typical learning tasks result in significantly more incidental second language vocabulary learning across all types of learning tasks (receptive, minimally productive, and productive). This study introduces novel ways in which typical classroom tasks can be modified to help learners generate associations with their existing knowledge and experience, and demonstrates how those modifications can improve the effectiveness of learning tasks.
Temple University--Theses

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Jennings, LaShay. "Number Talks: Implementation K-3." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3731.

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Terrell, Gertrude A. "Relationships Among Selected Reading, Linguistic, and Piagetian Tasks." Digital Commons @ East Tennessee State University, 1985. https://dc.etsu.edu/etd/2805.

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The purpose of the study was to determine the relationships among Piagetian levels of cognitive development, linguistic skills, and reading achievement in elementary pupils. The subjects were 212 pupils in grades K-3 at a school in Sullivan County, Tennessee. The subjects were administered conservation tests of number, quantity of matter, and length and linguistic tests of syllabication, synthesis of phonemes into words, and analysis of words into phonemes by the researcher. Scores on pre-reading skills from the reading subtests of the Metropolitan Readiness Tests and scores on meaning vocabulary, reading comprehension, and word study skills from the Stanford Achievement Test were used for reading variables. Significant correlation coefficients for the relationships among each pair of variables were moderate to high for the total group, for girls, and for boys. There tended to be high correlations of pairs of reading variables, pairs of linguistic variables, and pairs of cognitive variables. Pre-reading skills correlated well with all linguistic variables, conservation of number, and conservation of quantity of matter. The ANOVA and Newman-Keuls procedures were used to determine differences among levels. There were significant differences between each pair of age levels on reading variables for boys, for girls, and for the total group. For the linguistic variables, there were significant differences between the means of Level 1 (age 5 1/2 to 6 1/2) and Level 2 (age 6 1/2 to 7 1/2) for boys, for girls, and for the total group, but only 6 of 48 significant differences among Levels 2, 3 (age 7 1/2 to 8 1/2), and 4 (age 8 1/2 to 9 1/2). For the conservation variables, there was one significant difference between Level 3 and Level 4, but 28 of 36 significant differences among the other levels, showing much change below Level 4 on conservation skills. Girls performed significantly better than boys on reading comprehension, word study skills, and composite reading skills. Reading comprehension was significantly better for girls than for boys on Level 4. There were no significant differences on other reading subtests. There were no significant differences between boys and girls on linguistic and Piagetian tasks. The t-test was used to measure differences.

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Russell, Constance Lorraine. "Tales of whales, whalewatching as environmental education?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58952.pdf.

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Lorenzo, Carlos-Miguel [Verfasser]. "Using MMOL Platforms for collaborative educational tasks / Carlos-Miguel Lorenzo." München : GRIN Verlag, 2019. http://d-nb.info/1202781780/34.

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Lorenzo, Carlos-Miguel [Verfasser]. "Using MMOL Platforms for collaborative educational tasks / Carlos-Miguel Lorenzo." München : GRIN Verlag, 2020. http://d-nb.info/1229752579/34.

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Sharp, Laura J. "The potential of rhythm as an aid to learning and development for those with special educational needs." Thesis, Glasgow Caledonian University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251182.

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Cooper, Pete. "An Examination of Reported Motivation and Time Allocation across Five Teaching Tasks amongst Online and Onsite University Level Social Science Faculty." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842215.

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The objective of this examination was to determine if there were significant differences in reported levels of motivation across five teaching tasks, as well as time allocated to each teaching task, among online and onsite university-level social science faculty. One hundred thirty-six social science faculty members were allocated into two groups that reported teaching in either online or onsite settings. Each participant completed the WTMST measuring various types of motivation across various types of teaching tasks. A measure of estimated time spent on each of the five teaching tasks was also obtained. The two groups showed several similarities in amount of motivation across teaching tasks and types of motivation with greater motivation for teaching, class preparation and evaluation of students than administrative and complementary tasks and greater motivation for teaching than class preparation. Both groups showed greater identified regulation than intrinsic motivation and greater intrinsic motivation and identified and external regulation than introjected regulation and amotivation. However, the onsite group reported greater motivation for teaching and class preparation than evaluation of students that was not shown for the online group and the onsite group reporting greater external regulation than intrinsic motivation and greater introjected regulation than amotivation that was not shown for the online group. The onsite group reported more time teaching than evaluation of students while the opposite finding was shown for the online group. The onsite group reported more time on class preparation than the other tasks except teaching while the online group reported less time, or no difference in time, spent on class preparation compared to other tasks. Reported time estimates and motivation scores were shown to be positively correlated across teaching tasks. The patterns of motivation scores across teaching tasks and types of motivation are described relative to self-determination theory. Differences within groups in motivation scores, and reported allocation of time, across teaching tasks, and corresponding positive correlation between motivation scores and reported time estimates suggests a relationship between the distribution of required duties of faculty and their motivational experiences. The findings are discussed relative to potential future qualitative and quantitative research of college faculty motivation and time allocated to various tasks, and relative to benefits to college level faculty, administrators and faculty services, and to students, toward facilitating quality of the academic experience.

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Orozco, Graciela Leon. "The education and empowerment of immigrant Latinos through talk radio." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2600.

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This study looks to Spanish-language radio as a culturally appropriate tool for educating immigrant adults. Recognized extensively as an effective tool for educating and empowering individuals, many consider radio the medium of choice of the less literate. This descriptive study examines the only national Spanish-language talk show in public radio, Línea Abierta , to discover the educational benefits of this program and to determine whether it contributes to the empowerment of its listeners. Thirty-five Latino immigrant adults were interviewed across three states either by phone or face-to-face utilizing a standardized interview protocol. Findings are analyzed according to the ideas of John Dewey, Paulo Freire, and Lev Vygotsky. Results of the study suggest that the program, Línea Abierta , facilitates the empowerment of its listeners by (a) contributing to increased awareness and access to information; (b) enhancing the sense of community of Latinos; and (c) providing a dialogic tool that allows people to take the initiative in adapting and transforming their lives. The data indicate that the program has made a difference in the quality of peoples' lives. The data support other studies that document the importance of maintaining and building upon the home language and culture. The program, Línea Abierta , creates Vygotskian zones of proximal development by challenging immigrant listeners to co-construct knowledge through dialogue and discussion with their peers.

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Kellert, Heather McCreery. "Mining and Crafting Mathematics: Designing a Model for Embedding Educational Tasks in Video Games." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531507586198251.

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Vijayakumar, Rajarajan. "Automating curriculum management tasks /." Connect to unofficial online version of: Automating curriculum management tasks, 2006. http://minds.wisconsin.edu/bitstream/1793/18743/1/VijayakumarRaj.pdf.

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Nirode, Wayne. "An Analysis of How and Why High School Geometry Teachers Implement Dynamic Geometry Software Tasks for Student Engagement." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1345566376.

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Gustavsson, Daniel, and Eva-Lotta Lemming-Arrenius. "Utvecklingssamtal, utvecklande för vem? : Talks of development, developing to whom?" Thesis, Mälardalen University, School of Education, Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-806.

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Syftet med denna uppsats var att sätta in utvecklingssamtalet i ett större sammanhang och belysa det ur flera perspektiv och att redogöra för hur utvecklingssamtalet uppfattas av de olika deltagarna elev, förälder samt lärare. Metoden vi valt för att utföra denna undersökning är en kvantitativ enkätundersökning. Resultatet från undersökningen visade att det inte är någon större skillnad mellan informanternas syn på utvecklingssamtalet. Dock tycker vi oss kunna se tendenser till att utvecklingssamtalet används som det verktyg det är tänkt enligt skolans styrdokument. Vår slutsats blir därför att utvecklingssamtalet är utvecklande för eleven.

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Dunn, Elaine Louise. "Towards transformation in management education : telling the managers' tales." Thesis, Lancaster University, 2011. http://eprints.lancs.ac.uk/61591/.

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This thesis focuses on the experiences of twelve senior managers who participated in postgraduate management education programmes embodying a transformative intent. It is informed by primary empirical research into the learners‟ perceptions of the emotions and changes in thinking attributed to their learning experiences and the emotions and changes in practice associated with transfer of learning into their workplace. The empirical research involved twelve research subjects over a two-year period, from the 2003-05 cohorts of the Exeter Masters in Leadership Studies and the Ashridge Masters in Organisational Consulting. . The context is the contemporary debate about the alleged failings of management education which focuses on instrumental failure, ethical failure, and a disconnection between teaching and practice. Scholars have recommended and experimented with new forms of management education which challenge conventional assumptions, problematise existing knowledge, surface values and interests, embody critical reflection and facilitate experiential learning. However, research into critical adult education in the US has fuelled speculation that managers might suffer disturbing practical and emotional consequences as a result of questioning deeply held beliefs and behaving contrary to organisational norms. Educators have been urged to understand these consequences, but to date there has been little research in this area. Previous research has focused primarily on the challenges faced by educators within the learning environment. This thesis finds that critical postgraduate management education can be a site for transformative learning, that the outcomes for managers can be positive if educators provide skilled support, but that these outcomes are not necessarily gender neutral. It is argued that critical management learning discourses and practices need to balance critique with the teaching of research-informed theories for managing and organising work. This means theories informed by a new paradigm which embodies a relational understanding of human individuality, behaviour and development.

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O, Donnabhain Diarmaid. "Cross-curricular tasks in prevocational education : gateways to empowerment?" Thesis, University of Bath, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341687.

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Crist-Wagner, Keri J. "Tales of the Jir The Education of Esa Drumm." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1334850004.

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Coggin, Lara dos Passos. "Teachers, Talk, and the Institute for Transformative Education." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/204270.

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Few studies have examined educators' understandings of racial politics in schools and the larger social world through a social interactionist lens (Mead, 1934). Scholars such as Milner (2006) and Sleeter (2008) focus on improving multicultural teacher education. While understandable, this focus prevents scholars from forming a deeper, multi-dimensional picture of teacher learning, racial ideas (synthetic, conscious) and ideologies (derivative, un-examined), and social interaction. This year-long study of 15 participants in the 2009-10 Institutes for Transformative Education asks how educator discourse about the Institute contributes to this picture.Teacher life narratives have been linked to conceptions of race, class, and culture effectively (Johnson, 2002), and constructivist reflection in teacher education (Loughran, 2002) continues to command attention in current work on teacher learning. Yet the context of spoken discourse is often absent from the analysis in these studies, making it difficult to understand how contextual framing in conversation reflects and affects teachers' social mediation of racial politics in their daily practice and their civic lives. This study focuses on talk between the researcher and 15 educators, connecting the local frames of participants' stories of race in schools with state, national, and theoretical discourses.Understandings of critical multicultural education build on interactions between critical multicultural scholars including Grande (2004), hooks (1994, 2006), and Spivak (1988). Analysis of individual educator discourse can only be effective with the aid of previous work on teachers and race (Pollock, 2004, 2008), socially situated learning (Cole, et al., 1978; Guitart, 2008), racetalk in conversation (Bonilla-Silva, 2006; Anderson, 2008), conversation in social interaction (Goffman, 1959; Wooffitt, 2005), institutional theory (DiMaggio & Powell, 1983; Foucault, 1972), and educational philosophy (Freire, 1984, 1988).

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Boynewicz, Kara, Heather Lundeen, Robbie O'Shea, Jennifer Furze, Tricia Catalino, Roberta Gatlin, and Peggy Mohr. "Rapid Fire Talk in Pediatric Physical Therapy Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8343.

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Entry level and post professional physical therapy education is enhanced when learners are actively engaging with material/patients through EPA’s and the essential core competencies. Active learning strategies are educational methods where students are actively involved in their learning. Entrustable Professional Activities (EPA) guide practice based assessment for students and professionals, carrying out trustful activities with multiple competencies. An agreement on the delivery of the essential competencies with active learning strategies to enhance EPA are still up for debate. First round of rapid fire will compare the delivery of content with focus on traditional, flipped and on-line classrooms. The second round of rapid fire will discuss active learning strategies creating or assessing impactful EPA with clear take home examples. Active learning strategies will include Team Based Learning (TBL), Experiential Learning, Reflection and Patient Simulation. This will conclude with a hearty discussion on classroom structure and strategies in pediatric physical therapy education leading to more effective, gratifying, and memorable learning outcomes.

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Menon, Preetha Krishnan. "Multimodal tasks to support science learning in linguistically diverse classrooms| Three complementary perspectives." Thesis, University of California, Santa Cruz, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715256.

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English Language Learners (ELLs) is the fastest growing segment of the public school population. Today’s schools face unprecedented challenges in preparing ELLs as they lack instructional supports and fair and valid assessments to support academic learning in classroom settings. This study invokes the principles of design-based research, where both qualitative and quantitative data were triangulated and analyzed to further advance the theory of multimodality and assessment within a sociocultural perspective for linguistically diverse students in two sixth grade classrooms during a unit in photosynthesis. The main research question guiding this study: How do multimodal tasks support science learning in linguistically diverse classrooms? This question leads to three main perspectives, first I examine the two teachers’ perspectives on the use of multimodal tasks, next the students’ perspectives on the use of multimodal tasks and finally using a science and language learning rubric, which I created, I examine student learning in the classrooms based on students’ English learner status and proficiencies in English language arts, science, and vocabulary acquisition and usage. The teachers used some multimodal tasks to communicate ideas and the students created visual diagrams and comic strips to represent their understanding of photosynthesis. Results show the specific scaffolding strategies used by the teachers during the tasks, like analogies, contextualization of vocabulary use, re-representation of ideas through different modes and re-representation of modes in every task were also appropriated by the students. Rubric scoring indicated ELLs had the highest gains in the scores in the visual diagrams, redesignated students had the highest scores in the comic strip and those designated as above proficient in language arts and science had the highest scores in final visual diagram, indicating how ELL status, proficiencies in language arts and science influence the integration of science and language learning. With the advent of Next Generation Science Standards and related assessments, the findings illustrate the importance of aligning the multimodal tasks to learning goals, weaving links amongst the multimodal tasks, modeling the use of representational tasks for ELLs to integrate the understanding of science content and language and assessing students’ learning over time using visual representational tasks.

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Ansbacher, David Benjamin. "What We Talk About When We Talk About Vision: A Phenomenological Study of Principalsâ Understanding of Vision." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-11042008-152127/.

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The concept of âvisionâ in the principalship is simultaneously extremely important yet surprisingly vague in its definition and practical application. This phenomenological study investigates the ways that principals understand and use the concept of vision in their daily work and their approach to school leadership. The study examines the ways that principals understand and use vision in the daily work of the principal, considering questions of genesis of vision, cultivation of vision, and frameworks for understanding vision. The researcher conducted interviews with five recent Principals of the Year from an urban school district and concludes with a framework for a phenomenological understanding of vision based upon the metaphors used by these principals.

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Blake, Veronica Motschall 1944. "Achieving complex academic tasks through community building." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282139.

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The purpose of this qualitative study was to examine and describe complex academic tasks undertaken by adolescents and the classroom conditions supporting them. The setting for this study was one southwestern university's Summer Institute for Writing and Thinking Across the Curriculum. With students and teachers working in collaboration, the Institute intended to provide high school students with opportunities to utilize the writing process as a tool for thinking and as a means to increase their writing proficiency. Teaching writing in classroom settings has been found to be particularly challenging, and further, sometimes the complexity of writing tasks have been sacrificed for the sake of maintaining classroom order. The Institute seemed a likely environment for engaging in complex cognitive processing and thus for examining complex tasks and noting the conditions that supported them. Participant observation and interviews were the data collection methods employed. Results of the study indicated that students engaged in complex cognitive processing, gained more control over their writing and thinking processes, and produced a variety of complex individual and group products. The Institute assessment, consisting of writing samples obtained on the first and last days of the three-week Institute, demonstrated growth in writing proficiency for 74% of the students. The features that supported the successful accomplishment of complex academic work included (a) well-designed, open-ended assignments that were scaffolded within and across tasks, (b) collaboration of students and teachers in small writing groups, (c) establishment and nurturance of writing communities, (d) the sharing of leadership, (e) availability of multiple resources, (f) instructional strategies that protected a non-threatening, non-judgmental environment, and (g) instructional strategies that fostered complex thinking and problem solving. The writing community played a key role in fostering complex cognitive processing, maintaining order, and connecting students to their academic work.

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Rowland, Timothy. "Vagueness in mathematics talk." Thesis, n.p, 1995. http://ethos.bl.uk/.

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BEZERRA, ALESSANDRA CARUSI MACHADO. "NAVIGATION`S DESIGN IN EDUCATIONAL SITES FOR CHILDREN: THE EFFECTS ON TASKS PERFORMANCE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15813@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O acesso à tecnologia computacional vem ocorrendo em ambientes residenciais e escolares com objetivos não só lúdicos, mas também educacionais. Uma parcela desse processo tem sido a utilização de sites infantis educacionais por crianças em suas residências e nas escolas. Contudo, em muitas ocasiões, os usuários ficam desorientados na navegação do sistema devido a problemas de incompreensão dos elementos gráficos que sinalizam a navegação: as áreas clicáveis. Tais dificuldades podem comprometer o alcance dos objetivos pedagógicos. Dessa forma, percebe-se a importância de conhecer aspectos dos modelos mentais de usuários infantis, entendendo os processos cognitivos perante as interfaces de um site educacional e as ações geradas, ou seja, o comportamento externo do usuário durante a navegação. Esta pesquisa apresenta um trabalho de campo, no qual foram coletados dados quantitativos e qualitativos relacionados à estruturação do modelo mental do usuário durante a navegação. Realizou-se um estudo de caso no site Kiagito, parte do portal EduKbr. Posteriormente, foram comparados os modelos dos usuários aos modelos de usabilidade do sistema abordado. A pesquisa dividiu-se em duas fases: exploratória e participativa. A fase exploratória foi composta por três partes: 1) direcionada a especialistas em educação, por meio de entrevistas sobre o uso de sistemas de hipermídia na escola; 2) direcionada a professores, por meio da aplicação do método Pedactice; 3) direcionada a designers, por meio da aplicação do método Ticese. Na fase participativa, foi utilizado o método Co-descoberta com um grupo de crianças, conforme seu entendimento e seu comportamento na navegação de determinadas áreas do site Kiagito. Os dados da pesquisa levam à conclusão: reitera o valor dos processos cognitivos decorrentes do design das interfaces de sites infantis educacionais, tendo como pano de fundo o entrelace do design, da ergonomia e da interação humano-computador com a educação. Considera-se que todos esses fatores possuem uma relevância crucial para o êxito entre a tecnologia computacional e a educação.
The access to computer technology has occurred in residential and school environments - not only for entertainment, but also for educational goals. Part of this process has been the use of educational sites by children in their homes and schools. However, on many occasions, users become disoriented in the system navigation due to misunderstanding problems of the graphics that indicate the navigation: the clickable areas. These difficulties may hind the achievement of educational goals. Then, it points out the importance of knowing the infantile users mental models, understanding the cognitive processes before an educational site interface and its actions are generated, in other words, the user external behavior during navigation. This research presents a field survey, where were collected quantitative and qualitative data related to the mental model structuring of the user while the navigation. A case study - in the Kiagito site, EduKbr portal part was chosen. Later, it were compared the users models with the system addressed usability model. The research was divided into two phases: exploratory and participatory. The exploratory phase was composed of three parts: 1) directed at education specialists, through interviews about hypermedia systems used in school; 2) directed at teachers, by applying Pedactice method; 3) directed at designers, by applying Ticese method. In the participatory phase, Co-discovery method was used with a children group according to their understanding and their behavior while navigating certain Kiagito website areas. The research data leads to the conclusion: reiterates the importance of cognitive processes from the interfaces’ design of the educational sites for children, having as a background the design, ergonomics and human-computer interaction interlace with education. It is considered that all these factors have crucial importance for the success between computer technology and education.

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Medley-Mark, Vivian. "Premedical education and performance on medical tasks : a cognitive approach." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66184.

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Unnsteinsdottir, Kristin. "Fairy tales in tradition and in the classroom : traditional and self-generated fairy tales as catalysts in children's educational and emotional development." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246959.

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This thesis involves an investigation of the value of traditional and self-generated fairy tales for children's educational and emotional development. The study draws on theories of analytical psychology and on models derived from structuralism. An analysis of two Icelandic traditional fairy tales, Golden Tooth and The Story of Princess Pussycat, is undertaken on a psychological and a narrative level. A comparison is made between the narrative structure of the tales and the structure of psychic processes identified in them. The study is taken further with an analysis of eleven fantasy tales generated during a field study by a group of ten to eleven year old Icelandic children. The mode of expression of the tales is also compared to the style, motifs, notion of time, setting, and characters, as they appear in traditional Indo-European fairy tales. The variants of the two traditional fairy tales analysed originate from Fljötshlic' a region in the south of Iceland. A study of the background, upbringing and personality of four women, who shared and brought further the story telling tradition in this area, is undertaken with the aim of throwing light on the nature of fairy tales and their transmission. The study suggests that patterns operating in the process of individuation, that is differentiation, transformation and integration, are embedded in the structure of traditional fairy tales. Furthermore it is proposed that this theory can be expanded to tales of fantasy generated by children of today. It is argued that the manifestation of these patterns in fairy tales embodies qualities that invite a creative operation in the interaction of children's conscious and unconscious psyche, thus simultaneously stimulating their directed and undirected modes of thinking, which is essential for the development of the creative, individual personality

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Jervis-Tracey, Paul-Dawn. "Talk and the Education Alliance : constructing the social order /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19085.pdf.

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Meunier-Cinko, Lydie Elisabeth. "Gender differences in cooperative computer-based foreign language tasks." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186451.

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This study investigates the issue of gender differences in computer-based foreign language activities. The experiment, conducted at the University of Arizona in the Fall of 1992, used as subjects students (N = 60) enrolled in intermediate French classes. Students were assigned to mixed- or same-gender dyads. All dyads engaged in a French cooperative task at the computer. The software-based pre- and posttests were composed of two parts: (1) vocabulary pertaining to description of people, and (2) geographical knowledge. Gain scores indicated no significant difference in overall learning between genders and dyad types. Further analysis of subscores revealed that females outperformed males significantly (p =.02) in learning vocabulary pertaining to description of people. Males outperformed females numerically in learning geographical facts. Differences between mixed- and same-gender dyads suggest that females tend to acquiesce to male factual preferences in mixed-gender dyads. The analysis of interaction patterns at the computer revealed that females tended to share keyboard control more than males in same-gender dyads. And, males tended to use more management statements with female partners than with male partners. Results from the MBTI personality test indicated that males and females tended to have different learning profiles. The analysis of gain scores indicated that overall, NFs and NTs learned significantly more than STs. Personality profiles also showed a significant effect (p =.03) on keyboard control. EJs controlled the keyboard significantly more than the other types. Likewise, results revealed a significant effect of personalities on overall amount of talk (p =.04), management statements (p =.02), and task statements (p =.06). EJs spoke more and used more management statements than the other types when in control of the keyboard. When not in control of the keyboard, EPs and IJs spoke more than the other types. Interestingly 'non-keyboard controllers' tended to compensate for the lack of keyboard control with verbal control. The overall results of this study established that learning achievement and interaction patterns were more strongly related to personality differences than to gender differences.

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Albert, Jeanne. "The effect on teachers of using mathematical investigation tasks as tools for assessment." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12696.

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This study set out to determine the relationship between assessment practices and teaching methods. I wanted to investigate whether making mathematical investigation assessment tasks available to elementary-school mathematics teachers would have a positive effect on their teaching. Research tells us that standardized tests influence instruction. My research explored whether a national Assessment Task Bank of mathematical investigative tasks could influence teachers.With these aims in mind, the following research questions were formulated:1. Will the teachers' use of mathematical investigation tasks for assessment purposes influence their view of mathematics?2. Will the teachers' use of mathematical investigation tasks for assessment purposes influence the way they teach, and if so, in what ways?3. Will the teachers' use of mathematical investigation tasks for assessment purposes influence the way they assess their students, and if so, in what ways?My research was divided into two parts: 1) a national study involving teachers-leaders throughout the country; and 2) an intensive study in a small Israeli community, called Sharon. The first part examined how the national courses on assessment that I conducted affected the participating teacher-leaders in terms of their concept of mathematics, their teaching methods and their assessment practices. The second part examined the same issues with regard to the mathematics coordinators in the Sharon community. In each case, I have detailed my experiences so that the reader can gain a view of all facets of the study.The research methodology adopted was based on a constructivist paradigm, sometimes referred to as a "naturalistic inquiry", utilizing ethnographic principles wherein the data collection and analysis procedures were eclectic. In the course of the five years of my research, I used many strategies of data collection - ++
for example, unstructured participant-observations, interviews, questionnaires and content analysis of artifacts (tests and tasks written by teachers).The ideas of reform mathematics (as defined in Ch 2 of this thesis) are based on a broadened vision of mathematics with emphasis on higher-order thinking. My research indicated that the use of mathematical investigation tasks helped the teachers in my study reach the awareness that mathematics, even on the elementary school level, involves generalizations, justifications and even creativity.Prior to my research, and because of my position, I was aware that Israeli teachers were concerned primarily with teaching routine procedures and that their work sheets for the most part involved single-answer exercises. My research indicated that the use of mathematical investigation tasks indeed influenced the way teachers teach. Verbalization-having the students explain "Why"-has become integral to the teaching practices of the participants in my study. Nowadays, the Israeli teachers I worked with use "authentic tasks" in their classrooms: real-life situations that involve some mathematics. Unfortunately, these tasks are not always planned properly.My research demonstrated that teachers attending my professional courses found the mathematical investigation tasks to be useful for assessment purposes, providing them with additional information about their pupils, not obtainable through conventional assessment methods. The additional criteria (I introduced) for evaluating the pupils' work aided in defining these additional areas. I found that while teachers were quite willing to use the mathematical investigation tasks to supplement the conventional tests, they were reluctant to use them as replacements.Exposure to the Assessment Task Bank influenced to a certain degree, the way the teachers in my study assessed their students. The ++
tests of the teachers who were participants in my study now regularly include elements that were previously absent: questions requiring explanations and questions with more than one possible answer.Although the teachers of my study were increasingly using questions that required higher-order thinking, the tendency was to use the tests in a summative manner, rather than formatively. In other words, many teachers found it difficult to use test results for planning their subsequent lessons. While they were able to analyze their students' work and could report in some detail on each student's performance, they failed to understand how this should affect their teaching. Before they were exposed to the tasks they had administered tests merely in order to provide grades, whereas now the teachers were often trying to understand the students' thinking.While long-term change is still elusive, my research has demonstrated that exposure to reform mathematics through the mathematical investigative tasks of the Assessment Task Bank did have some influence on the teachers' view of mathematics, as well as their teaching and assessment practices.

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Rush, Sharon G. "Leadership and Administrative Tasks of Secondary Choral Music Educators." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2780.

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The problem of this study was the inconsistency between perceptions of secondary choral music educators and college and university choral music professors pertaining to needed leadership and administrative training in undergraduate music teacher education programs. The main purpose of this study was to attempt to develop a list of recommendations pertaining to necessary leadership and administrative tasks of music education majors. Two subpurposes of this study were: to help university and college school officials evaluate the present curriculum and adjust it to help meet the needs of their music education graduates; and to help expand the limited literature base concerning administrative and leadership tasks that are required of bachelor of music education degree graduates. This descriptive study was conducted to attempt to identify administrative and leadership tasks necessary for secondary choral music educators. A four point Likert-type scale was used to identify the importance level of administrative and leadership tasks of secondary choral music educators. A preliminary questionnaire was developed and mailed to a selected panel. After changes were made based on respondents suggestions, two pilot studies were conducted. The results were tested for reliability and validity. It was then sent to 899 secondary choral music educators (25.0% of the population) and to all 131 college and university choral music educators within the Southern Division of the Music Educators National Conference. The conclusions of this study were based on 486 responses from secondary choral music educators and 63 college and university choral music educators. No significant difference existed between the two groups. Developing rapport with parents and conducting fund-raisers were the only two tasks that obtained absolute significant differences. This analysis provided the rationale that 49 of the 51 tasks are basically valued at the same level of importance by secondary choral music educators and college and university choral music educators. All of the tasks, except for attending school board meetings and employing special service personnel received a majority percentage level from both groups for inclusion in a music teacher education program. Recommendations were based on the analyses that the majority of tasks were important and should be included in a teacher education program.

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Wong, Shun-wan, and 黃信雲. "How different types of discussion tasks in HKCEE affect students' performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962002.

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Rauscher, Willem Johannes. "The technological knowledge used by technology education students in capability tasks." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09242009-224216.

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Overland, Corin Tyler. "EFFECTS OF MUSIC EDUCATION ON SYNCHRONIZATION TASKS IN SECONDARY SCHOOL STUDENTS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/134863.

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Music Education
Ph.D.
The act of predicting rhythmic events and coordinating these predictions with motor actions is seen in many elements of human existence (e.g., walking, dancing, or speaking). Several studies have shown that the efficiency of synchronizing actions with an anticipatable repeating stimulus differs between musicians and non-musicians. This difference is particularly evident when examining two commonly measured metrics of synchronization tasks, (a) asynchrony, or the differential in temporal distance between a recurring stimulus and its associated motor reaction; and (b) variability, or the degree to which successive synchronization actions are distanced from each other relative to repeated stimuli. The purpose of this study was to determine the extent to which differences in asynchrony and variability might be related to the type of musical experiences received in secondary school. It was hypothesized that students who received a greater amount of musical training would exhibit reduced asy
Temple University--Theses

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Wegerif, Rupert. "Computers, talk and learning : using computers to help coach reasoning through talk across the curriculum." Thesis, Open University, 1995. http://oro.open.ac.uk/56459/.

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The main theme of this thesis is the role of computers as a support for reasoning through talk in the classroom. A second, closely linked, theme is the role of reasoning through talk in general intellectual development. In the first part of the thesis the two areas of the teaching of thinking skills and the use of computers as a support for cooperative work in classrooms are explored through critical reviews of the literature and through two empirical studies. The findings of this exploratory research lead to the development of a theoretical framework for the use of computers in classrooms. This theoretical framework consists of the characterisation of a type of talk that is effective in promoting general intellectual development, a model of the structure of educational activities in which groups of children work with computers and a set of principles for the design of software to support reasoned discussion. In the second part of the thesis the theoretical framework is explored and tested through the development and implementation of an intervention programme. A new methodology is developed to evaluate this intervention programme integrating a quasi-experimental method with both qualitative discourse analysis and computer-based discourse analysis. The findings of the evaluation support four key hypotheses which emerge from the theoretical framework. First, that there is a link between the coaching of reasoning through talk and performance on tests of general reasoning ability. Second, that the quality of computer-supported collaborative learning can be enhanced through the off-computer coaching of exploratory talk. Third, that group work at computers can in turn be used effectively to extend an educational programme designed to coach exploratory talk across the curriculum. Fourth, that computer-based collaborative learning can - be used to integrate active peer-learning with directed teaching. These findings have significant implications for educational theory and practice.

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Nivens, Ryan Andrew, Jamie Price, and Ginger Davis. "3 Act in Math Tasks." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2651.

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Storytelling gives us a framework for certain mathematical tasks that is both prescriptive enough to be useful and flexible enough to be usable. Many stories divide into three acts, each of which maps neatly onto these mathematical tasks.

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Zelenak, Stephanie. "The effects of program model and language on science TAKS scores among fifth graders." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Hooper, Oliver R. "Health(y) talk : pupils' conceptions of health within physical education." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.

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Schools, and in particular physical education (PE), have been increasingly recognised for the role that they play in promoting healthy, active lifestyles amongst children and young people in light of the public health agenda (Armour and Harris, 2013). However, whilst schools have been recognised for the role that they can play in promoting health to children and young people, concerns have been expressed with regard to the status of health in PE and the approaches and practices used to address health-related learning (Cale et al., 2016). A particular concern in this regard is what children and young people know and understand about health , and how they come to conceive this within PE, with a growing body of literature suggesting that pupils conceptions are relatively superficial and simplistic (see Harris et al. (2016) for an overview). Accordingly, the purpose of this research is to explore pupils conceptions of health within PE. The research was comprised of four phases which took place over an 18-month period within the East Midlands region of England. Phase one involved an online survey being distributed to all state secondary schools (n = 293) and with a total of 52 schools responding. Phase two involved semi-structured interviews being conducted with 13 PE teachers at two case study schools and focus groups with 117 pupils (aged 11-12) at the same schools. A participatory approach underpinned the study and relevant methods/techniques were employed within pupil focus groups to generate discussion and elicit pupils conceptions of health . Examples of the methods/techniques employed included: drawings, concept cartoons and statement sheets. Pupils worked interactively with one another to undertake and discuss tasks/activities in line with the youth voice agenda that underpinned the research. This agenda is often allied with participatory methods (Heath et al., 2009) and seeks to privilege the voices of younger participants, recognising that children and young people are competent social agents, capable of both understanding and articulating their own experiences (Christensen and James, 2008). Phase three involved follow-up focus groups with the same pupils who participated during the preceding phase, and a similar participatory approach was employed. Phase four involved semi-structured focus groups being conducted with the same PE teachers at each school. Data generated were analysed using a Foucauldian-inspired discourse analysis. The findings of the study highlight that the vast majority of pupils conceptions of health were reductive, limited and limiting. These conceptions of health were identified as being underpinned by: corporeal notions, aesthetic orientations and healthist influences. In addition, they aligned with normative conceptions of health , that were evidently influenced by public health discourses, which may well have been promulgated by and through PE. Whilst pupils did not necessarily consider that PE influenced their conceptions of health , there were evident links, which PE teachers themselves acknowledged and problematised. Positively, it was highlighted that there were some pupils who were able to disrupt normative conceptions of health and, in doing so, they demonstrated their capacity for criticality. As such, the challenge for PE is now to consider how it might support pupils to develop their capacities to receive, interpret and be critical of health-related information. If it can do so, it may well be that critically-inclined conceptions of health can be fostered within, through and by the subject.

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Klitsie, Clara. "Teacher conversations : what happens when teachers talk." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020081.

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Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher. This study sought to describe the information, opinions and beliefs which were exchanged among participants within the group and to describe the dynamics within the group. Furthermore, it sought to identify and describe the self-perceived impact of the experience of such a group, on the vocational vitality of each of the participants. Within an interpretivist epistemology a qualitative phenomenological research approach was adopted for the study. Data were obtained from two sources, consisting of transcripts of conversations from the meetings of a collaborative reflective group and from semi-structured individual interviews with group participants. These were analysed using an inductive approach with the aid of qualitative data analysis software: Atlas ti®. Findings from the study show that a high level of trust and a sense of safety were created through the use of guiding principles for meetings. Content chosen for reflective conversations and the general experience of meetings was perceived as providing a rare opportunity for participants to discover their selfhood as teachers. They reported that this understanding was further broadened by exposure to the selfhood of other teachers. Furthermore, members of the talk group reported that participation had resulted in a lowering of their sense of professional isolation and a renewal of vitality in their teaching. It is hoped that the findings from the study will inform an understanding of the experience of dialogue in a reflective, peer group where teachers focus on exploring together “who they are” as teachers. It provides valuable insights of the personal and professional transformations which can take place for teachers participating in conversations which focus on their inner landscape. Furthermore, the study has the potential to inform South African teacher professional development programmes with approaches which focus on teacher vocational renewal and vitality.

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Estes, T. Scott. "From the use of performance tasks to the user of performance tasks| Authentic learning and assessment experiences in middle schools." Thesis, Aurora University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131732.

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The purpose of this qualitative, multi-case study is to identify the traits three middle school classroom teachers share, which seemingly enable them to successfully engage their students in performance-based activities and assessments. This study investigates the research behind the use of performance tasks, authentic learning and assessment and connects the data gleaned from observations and interviews with participants and administrators to the literature review. Data analysis and summations connect performance tasks to authentic learning but also identify more subjective traits such as relationship building, riskiness in instructional methodology, and the innate skills of a teacher, which appear to enhance students’ learning experiences. Students observed in the classrooms are asked not only to know content and cultivate an appropriate skill base, but also asked to use that knowledge and those skills to solve real-world problems. Data from the three participants not only illustrates the findings of other relevant research, but characterizes the types of teachers who inspire students to perform on a more complex level in order to solve complex problems.

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O'Brien, Maria Teresa. "The evolution of tales in Europe and George Sand's work throughout the K-12 curriculum." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1300.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Foreign Language Education

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Meyers, Margaret B. "Telling the Stars: A Quantitative Approach to Assessing the Use of Folk Tales in Science Education." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1090.

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This research examines the impact of paired folk tales and science explanations on students in third through sixth grades who viewed program modules from the SkyTeller Project of Lynn Moroney and the Lunar and Planetary Institute of Houston, Texas. The audience consisted of over 3500 students in eight locations in the United States. Because few quantitative studies have been conducted to examine the use of stories in science education, the development of an instrument to assess students' attitudes toward science and stories forms a major part of this research. During the final stage of testing, the revised instrument and methods found significant increase in positive attitude toward science after the presentations. Questionnaires, telephone calls, and on-site visits with program presenters and teachers confirmed quantitative results. Despite the difficulties of conducting large-scale studies and the traditionally small response compliance, quantitative assessment can provide useful information for evaluating storytelling media.

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Kahn, Leslie Heinz. "Exploring and Supporting Children's Math Talk." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1225%5F1%5Fm.pdf&type=application/pdf.

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Yates, April. "Reconceptualizing Early Childhood Mathematics Through Number Talks and Math Baskets| Challenging Dominant Mathematics Curriculum in One Kindergarten Classroom." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009981.

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This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of this research was to provide a counter-story on mathematics curriculum in an early elementary classroom setting with a focus on social justice and equity. The project employed qualitative methodologies using a bricolage approach. A critical theoretical framework and related postdiscourses guided my research design, data collection, and analysis. Data sources for this study included a reflective journal kept by myself as a teacher-researcher focused on mathematical curriculum experiences, semi-structured focus group discussions with students, and electronic student artifacts collected over a twelve-week period in the late fall and winter of a school year. Data was analyzed using open and thematic coding. The major themes that emerged were used to create a community autoethnographic narrative via a bricolage of vignettes. The large and overarching theme of social justice and equity permeated the research findings in connection with students establishing a mathematical identity and mathematical mindset. Other themes included: (a) "growing our math brains"; (b) culturally relevant pedagogy (CRP); (c) operating as a community of learners; (d) students taking ownership of their mathematical learning; (e) teacher as ethnographer, facilitator and co-creator of learning; (f) making math meaningful and tangible; (g) play, enjoyment, and fun during math learning; and (h) meeting or exceeding standards with a localized curriculum in lieu of following a standardized curriculum. The vignettes and subsequent analyses are not intended to be a replicable mathematics curriculum for Kindergarten students. Rather, the vignettes are intended to inspire teachers to reconceptualize mathematics curriculums that influence their young students' mathematical identities. It is suggested that a reconceptualized and co-constructed mathematics curriculum will have a lasting influence on the mathematical mindset and identities of young students.

Keywords: reconceptualized mathematics curriculum; mathematical identity; mathematical mindset; number talks; math baskets; criticalism; social justice and equity; bricolage; community autoethnography; Kindergarten; early childhood education

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Kallehauge, Jesper. "Value and uncertainty in information seeking : resolution of complex work tasks in an educational environment." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/14926/.

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In the research model the information seeking process is seen as a dynamic development to reduce uncertainty or increase the value through four stages until the problem is solved. The results showed a surprising progress of the uncertainty stages. The hypothesis that the information seeking process reduces uncertainty through the four stages: 'problem recognition', 'problem definition', 'problem resolution' and 'solution statement' until the problem is solved can be rejected since there is no significant decrease in uncertainty level from stage 1 to 4. The hypothesis about the connection between the individual information seeker and the social and organizational environment was confirmed. A set of the most important core relevance criteria were applied. All kind o f information source types were included. The research developed a cognitive sociology model o f information seeking. The research used a mixed methodology with a combination o f qualitative and quantitative methods which complemented each other. Empirical data from 2002-06 in the social sciences and applied sciences domains were based on 14 case studies and 60 participants from a survey following the case study. The participants were dissertation students focusing on their dissertation from a UK research-led university in different departments and an IT university in Denmark.

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Butler, Craig D. II. "Leadership in a race based mentoring program: a case study of the program entitled “Can We Talk”." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19775.

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Doctor of Education
Department of Educational Leadership
Be Stoney
David C. Thompson
This qualitative case study explored the role of leadership in a mentoring program designed to work with students of color. Specifically, an instrumental case study was used to explore the leadership of the “Can We Talk” mentoring program. Utilizing the framework of Critical Race Theory and themes related to the current status of students of color along the with the concept of school culture, the purpose of this study was to explore the leadership of a program “Can We Talk” designed to work with students of color in a majority White high school located in the Midwest. This purpose was also driven by the rationale that districts and schools due to increased accountability measures have to incorporate different strategies to meet the academic and social needs of all students. Mentoring programs are one of the strategies gaining momentum in education, especially for students who come from marginalized socio-economic, ethnic, and racial groups. The findings indicated that the “Can We Talk” program was implemented into this school setting based on interest convergence. The principal needed the program in order to meet accountability measures such as adequate yearly progress. The founders of the “Can We Talk” mentoring program had an interest of increasing the academic and social opportunities for the students of color at this school setting. Furthermore, the findings indicate that the “Can We Talk” program was successful based on the mentors being able to share their experiences with the mentees, attract students from other gender, ethnic and racial groups, and increase the academic and social opportunities of the mentees by creating a shared voice. The implications of this study includes questions about the ways mentoring programs for students of color are implemented and maintained in majority White school settings. Therefore, this study raises the question about the role of school administrators, founders of mentoring programs, teachers, and the rest of the school community in terms of implementing, maintaining, and supporting programs designed to support the needs of children of color.

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Dissertations / Theses on the topic 'Educational talks'

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