To see the other types of publications on this topic, follow the link: Effective teaching methods.
Dissertations / Theses on the topic 'Effective teaching methods'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Effective teaching methods.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Kloock, Lois Gayle. "Direct teaching methods naturally practiced by effective and less effective teachers." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39749.
Full textAbstract:
During the past decade, direct instruction has been cited as one characteristic of effective schools. In response to increased accountability, many school districts and schools have incorporated the methods of direct instruction as a way to improve teaching performance and student achievement.
This study was designed to determine if the teachers who were identified as effective would naturally practice the elements of direct teaching to a greater extent than less effective teachers where neither the effective nor the less effective teachers had been trained in specific models of direct instruction.<br>Ed. D.
2
Jones, Heather Patti. "Researching Effective Methods for Teaching the Phases of the Moon." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3865.
Full textAbstract:
This study investigated the effectiveness of commonly used instructional methods for teaching the phases of the Moon to fifth and sixth grade students. The instructional methods investigated were the use of diagrams, animations, and models. The effectiveness of each method was tested by measuring students' understanding of Moon phases with a pre and post-assessment after receiving instruction with a specific method or combination of methods. These methods were then evaluated for their ability to help students learn essential concepts, reinforce relevant vocabulary and discourage misconceptions. Results showed that students had better scores with less prevalence of misconception when they were taught using two methods instead of one. Students taught with only computer animations had significantly lower scores and a higher prevalence of misconceptions when compared to the other methods. This may be due to some design errors in the animation used in this study. Even though students taught with only computer animations had significantly lower scores, students taught with computer animations followed by instruction with diagrams had significantly higher scores. Why this combination of instruction was more effective for student learning is a question that requires further research.
3
Ng, Mei-ha Helen. "The reciprocal teaching approach : a case study reflecting on readers' needs in developing reading comprehension ability and insights into teaching methods /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161008.
Full text
4
Tupy, Nina J. "Effective diversity training methods for student affairs professionals." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1313952.
Full textAbstract:
The purpose of this study was to qualitatively analyze the perceptions of student affairs professionals in their experience with diversity training to find effective diversity training methods. Directors of student affairs departments at Ball State University were asked to name post-master's professionals in their area who they felt were committed to diversity. One professional was selected from each of the ten participating departments.The interpretation of qualitative data revealed that diversity was consistently described by the participants as "difference;" that commitment to diversity was derived from personal experience; and effective diversity training methods included connecting to personal experience, allowing ample time for training, encouraging contact with diverse groups, and utilizing effective presentation style. Departments could better prepare their professionals for dealing with issues of diversity by having extensive training throughout the year and making diversity a part of the department's values.<br>Department of Educational Studies
5
Jochum, Christopher John. "Perceptions of infusing general effective teaching methods in Kansas foreign language classrooms /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.
Full text
6
Staff, Donald Michael Hyten Cloyd. "Utilizing staff training methods for developing a mathetics error correction procedure in a university classroom." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9735.
Full text
7
Davidson, Conda. "Comparative analysis of teaching methods and learning styles in a high school computer spreadsheet unit /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974620.
Full text
8
Kimbrough, Heather E. "What are effective methods of teaching critical thinking skills to middle school students?" Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Kimbrough_H%20MITthesis%202007.pdf.
Full text
9
Froeschle, Chad. "Identification of effective teaching strategies and methods that foster interaction via interactive television." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999froeschlec.pdf.
Full text
10
Hall, Karen I. "Teaching for Equity and Justice| Methods and Best Practices of Effective Anti-bias Educators." Thesis, Webster University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814340.
Full textAbstract:
<p> This study is the result of the researcher’s 25-year tenure in public education. That tenure developed a passion for disrupting racism and modeling social justice pedagogies to dismantle the barriers to educational equity in classrooms. The researcher wants to enact a vision of denouncing oppressive structures for students by positioning teachers to play a critical role in transforming society. The researcher contextualizes multicultural education, critical race theory, and social justice education to develop an overview of anti-bias teaching. Moreover, the researcher suggests the theoretical frames from multicultural education, critical race theory, and social justice education represent the underpinnings of anti-bias education. </p><p> Prejudice, bias, and stereotypes continue to exist in schools. For this reason, multicultural education and social justice education equip teachers with the strategies to recognize prejudice, bias, and stereotypes that create barriers to equitable education. This study will add to the growing field of educational research for equity-oriented teaching practices so school systems have the tools to dismantle inequities. The researcher’s study focuses on equity-centered approach through anti-bias teaching patterns of the 2016 Teaching Tolerance award-winning teachers. </p><p> What are the best practices and skills necessary for an anti-bias classroom setting? A study of the identified anti-bias 2016 award-winning educators from Teaching Tolerance program are the subjects of this research. The researcher’s goal is to identify patterns of teaching, and then compare these practices to Marilyn Cochran-Smith’s Six Principles of Social Justice. The outcome of the research will add to the growing educational equity work and provide teachers support needed to act in their classrooms for anti-bias education. Educators can transform and provide equitable teaching and learning for all students. </p><p> The design of the work is the case study. The researcher chose case study research because it allows the researcher to ask how and why questions. For the investigation, the case study method is the best fit for data collection and analysis. Moreover, case study design allows for description and narration in the research. This format will allow the reader to immerse him/herself in the lives of the teachers so they gain a better understanding of anti-bias educators.</p><p>
11
Espmarker, Johan, and Emanuel Tedenby. "Effective Teaching Methods and Strategies in the EFL Classroom to Facilitate Students’ Vocabulary Development." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30611.
Full textAbstract:
This research examines how low-level vocabulary students, in particular, might better progress tohigher levels of vocabulary in the EFL context. In addition, a variety of strategies and teachingmethods are analysed. Vocabulary is the foundation of language learning and is an essential partof reading, writing and speaking. This research examines the importance of high frequencywords, teaching methods and strategies in the EFL classroom. Several methods and strategies areanalysed to compare and draw conclusions regarding which are the most effective. To be able tofind answers to these questions, a number of scientific articles and experimental studies werereviewed. Our findings indicate that the 2,000 most common words in the English language areimportant in order to progress to higher levels of vocabulary. The research also showed thatstudents who possessed the high frequency words were superior in reading, writing and speakingcompared to the students who did not have this word level. Additionally, students with largervocabulary gained significantly more vocabulary from activities and reading. Choosing the correctteaching strategy and method has proven to be important in order to develop students’vocabulary. Strategies such as visual aids, function-based teaching and post-reading tasks haveshown to be effective methods for teaching vocabulary. Although the 2,000 most frequent wordsis an important learning goal, the teachers’ choice of methods to achieve this is crucial.
12
McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
Full textAbstract:
In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education?
The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes.
Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content.
These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.
13
Blair, H. Brooke. "Teachers' Perceptions of Their Preparation to Choose and Implement Effective Methods for Teaching Emergent Readers." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2189.
Full textAbstract:
Reading is not an easily learned skill for most students. I chose to look at the methodology being used by teachers in East Tennessee to instruct emerging readers. Through my review of literature, I researched reading approaches implemented in American classrooms in the last 150 years. I compared and contrasted data to determine current researchers' findings concerning the most effective techniques for teaching reading and how teachers have implemented this knowledge base into their teaching strategies.
Teachers cannot teach what they do not know. Therefore, I also researched literature addressing the growing concern among educators with teachers' preparation and professional development opportunities as well as the amount of specific preparation teachers received regarding the reading methods they are using.
After compiling the data from my interviews with 30 East Tennessee first-grade teachers, I found that most said they did not feel adequately prepared to teach emergent readers. These teachers reported they had not had instruction that provided foundations in a wide range of research-based approaches to reading. The professional development offerings for teachers already in the classroom were often sporadic and did not compensate for their lack of preparation in college.
There is a need for colleges and universities to re-evaluate the current teacher preparation programs. School systems should strive to provide quality inservice opportunities for instructors of emergent readers as well as hiring reading coaches or specialists to assist the reading instructors.
14
Ng, Mei-ha Helen, and 伍美霞. "The reciprocal teaching approach: a case study reflecting on readers' needs in developing reading comprehensionability and insights into teaching methods." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945132.
Full text
15
Decker, Morgan. "To read or not to read a comprehensive study of effective reading and methods of teaching reading /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
Full text
16
Watkins, Matthew. "An investigation into effective methods for teaching social sustainability within product design in British and Irish Universities." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14155.
Full textAbstract:
Consideration of sustainability in product and industrial design courses is becoming more common and relevant within higher education in the UK. However little is known about how widespread the teaching is and what is actually understood as sustainable design with discrepancies in the definitions used in different institutions. Literature highlights that many universities now engage with the tangible environmental aspects of sustainable design, whilst the intangible social aspects are left unaddressed. This thesis explores methods for encouraging and enabling students to address the social aspects within sustainable product design (SPD) education. The first research stage presents the results of a nationwide survey, which investigated how widely SPD is taught, which social aspects are addressed, how SPD is taught and assessed and the attitudes and awareness of it amongst academics. The second research stage presents further research into best practice in SPD through detailed interviews with leading academics in the field. A third research stage built upon the findings from both these studies, and sought to address a perceived weakness in SPD education; the lack of understanding and consideration of the social aspects in sustainable product design in teaching and project outcomes. Three Rethinking Design workshops were developed and tested at five universities in the UK and Ireland. These workshops were designed to introduce students to the wider social aspects of SPD, through the use of audio visual group based workshops. The design of the workshops enabled a learning environment where a deep understanding of the social aspects of Sustainable Product Design could be developed through; group work, discussion and critical reflection, which led to students exploring design thinking responses, suggesting that deep learning, had occurred.
17
Espmarker, Johan, and Emanuel Tedenby. "Effective Teaching Methods and Strategies for Incorporating Word Frequency in the EFL Classroom : The importance and use of word frequency for English teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41517.
Full textAbstract:
Word frequency seems to be unknown for many teachers’ and possibly deemed not very important for vocabulary development. We set out to investigate the importance of incorporating word frequency in the EFL classroom. The aim of the study was to conclude if teachers incorporate word frequency into their teaching, as well as how this could be done efficiently. In order to collect data for this study, we used a questionnaire and semi-structured interviews. Despite a focus on teachers in years 4-6, in an effort to not only expand our potential samplegroup and to take into account the importance of transition between school forms, we reached out to teachers of English in years 4-9. This was accomplished with the help of various teacher forums on Facebook and a convenience sample. The initial results from the questionnaire showed that the majority of teachers were aware of word frequency. However, on closer inspection of the questionnaire, it became clear that several of the teachers did in fact not have sufficient knowledge of word frequency. Previous research has shown the importance of high-frequency words and that the 2,000 most frequent words are a necessary learning goal. Implications of not considering word frequency when teaching vocabulary can have a negative effect on students' progression. Our research has found a discrepancy between steering documents in Sweden, in which word frequency is not explicitly considered, and previous studies analysing the use of word frequency. This could be seen as the explanation for why teachers are not aware of word frequency.
18
Staff, Donald Michael. "Utilizing staff training methods for developing a mathetics error correction procedure in a university classroom." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9735/.
Full textAbstract:
The education community agrees that correcting student errors is important for learning. They do not agree on the components that define successful error correcting. Some theories suggest that detailed feedback facilitates adult learning and some suggest that less detail is needed for these learners. Gilbert (1962) applied the scientifically derived methods of Behavior Analysis when designing instruction. This study attempted to develop an efficient error correction procedure for university teachers. Throughout the semester, error correction design efforts between the teachers and the experimenter became more collaborative. While error correction procedures never showed systematic effects on student grades, later versions were viewed more favorably by both teachers and students and were more likely to be implemented accurately. Decreased teacher practice opportunities, due to low student participation, may have decreased the procedure's effectiveness.
19
Huang, Jo-Ying Angela. "Effective harp pedagogy - A Study of Techniques, Physical and Mental." Thesis, University of Canterbury. Centre for Fine Arts, Music and Theatre, 2011. http://hdl.handle.net/10092/6256.
Full textAbstract:
This study examines the techniques required to effectively play the modern concert harp. Following a study of the main harp performing methods and an examination of the most popular instructional books published in recent times, this study explores and analyses the practice techniques of harp playing. It investigates and identifies general current practice techniques in music, and sees ways in which these may be incorporated into the learning of the harp. A number of musical excerpts are selected as the bases of specific practice plans which are designed to demonstrate how physical and mental techniques may be combined to support accurate and musical harp playing. The practice techniques and plans are assessed and supported by referring them to teachers and senior students. These research participants provided useful information regarding their own learning experiences and observations on the place that technical studies played in the growth of their own performance skills.
20
Ang, Kathryn. "Teaching Western classical piano music effectively in West Malaysia." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41371.
Full textAbstract:
The existing curriculum for piano lessons in West Malaysia is over-reliant on the syllabi of foreign examination boards resulting in a fragmentary curriculum which denies the student access to a wider range of musical experiences. The aim of the study was to identify and suggest solutions to problems by analysing the teaching approaches of piano teachers and to determine if there are elements which are lacking in the lessons. It also aimed to provide solutions by establishing a theoretical framework for effective piano teaching with optimal lesson plans. This study made use of mixed methods research design.
A cross-sectional survey was conducted and data collection was by self-structured questionnaires. In addition, interviews were conducted for the qualitative component of this study. Twenty-five piano teachers with between one to twenty years of teaching experience were randomly selected to participate in the survey. A further fifteen interviews were conducted with teachers who were selected from the participants of the survey by purposive sampling. Interpretative phenomenology analysis was used to analyse the interviews in an effort to gain a better understanding of the nature and quality of the piano teaching in West Malaysia.
The study finds that having piano examinations with regularity, usually on a yearly basis, has largely dominated the curriculum with examination requirements and has resulted in several elements being missing or absent in a typical lesson. Hence the situation is clearly not ideal as lessons are too examination oriented. Furthermore, students are generally not exposed to sufficient opportunities to display their skills and musical achievements. These findings suggest that Western classical piano music can be taught more effectively in West Malaysia if teachers re-think their approach to teaching in terms of planning for an optimal lesson. This would involve having both long-term and short–term goals in which a variety of strategies and important elements are incorporated seamlessly using the “simultaneous learning” approach advocated by Harris, Crozier and Ley.<br>Dissertation (MMus)--University of Pretoria, 2013.<br>gm2014<br>Music<br>unrestricted
21
Wilcox, Gladys M. "The challenge: Effective learning through whole language, literature, thematic units and the social science framework for third grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/850.
Full text
22
Dangleis, Karilyn. "Implementing the teaching strategy: "Identifying Similarities and Differences"." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2548.
Full textAbstract:
In order to enhance academic achievement it is necessary to implement a teaching strategy which provides students with tools needed to improve classroom performance. This study will produce data showing whether the implementation of "Indentifying Similarities and Differences" is an effective teaching strategy.
23
Shopshear, Jennifer Lynne. "21st century skills for 21st century learners." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3264.
Full textAbstract:
The purpose of the project was to develop and implement a survey for the purpose of better understanding how teacher's attitude affect their ability to achieve success and overcome challenges associated with the implementation of a 1 on 1 Learning Program. This project was intended to increase awareness as to how teachers currently use technology, their attitudes about the technology they use, and their perceptions as to how students will use technology. Research in this study affirms this can improve teacher/student achievements; promote creativity and motivation through effective communication. The significance of this project was to identify teacher's attitudes about utilizing 21st century skills that had been newly acquired through effectual professional development.
24
Pitre-Jasko, Nancy Ellen. "Focus on school improvement: A planning and implementation guide for effective technology integration." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1755.
Full text
25
Azoubel, Marcos Spector. "Questões envolvidas no uso de tecnologias do ensino pela análise do comportamento." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16738.
Full textAbstract:
Made available in DSpace on 2016-04-29T13:17:53Z (GMT). No. of bitstreams: 1
Marcos Spector Azoubel.pdf: 1072766 bytes, checksum: 23c379adc01477a179884b5386c30877 (MD5)
Previous issue date: 2014-07-10<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>There are many behavior analysts studies about education. Based on these research findings, methods were developed to use of the knowledge produced on behavior in educational contexts. Though they have demonstrated efficacy through a wide range of empirical research, the area s teaching procedures are underutilized. Several causes for such disuse are pointed out, most of them with respect to preconceptions, ignorance or rejection of the area s proposals. The aim of this study is to investigate possible variables involved in the use of teaching methods derived from the Behavior Analysis. For this study five behavior analysts, with experience in the supervision of theses and / or dissertations on education and Behavior Analysis and teaching in graduate programs, were interviewed. Finally, the obstacles mentioned by the literature with those reported by the professionals were compared. Results shows that, for attendees, most of the obstacles for using the approach s teaching methods relates to problems inherent to its technology and Behavior Analysis community itself. Therefore, it is placed into question the arguments pointing out misconceptions, ignorance and disagreements as the major cause for the underutilization of behavior analysis' teaching procedures<br>Há diversos estudos de analistas do comportamento sobre educação. Baseados nos
achados destas pesquisas, foram desenvolvidos métodos para uso do conhecimento
produzido sobre o comportamento em contextos educacionais. Apesar de terem eficácia
demonstrada através de vasta gama de pesquisas empíricas, os procedimentos de ensino
da área são pouco utilizados. Apontam-se diversas causas para tal desuso, a maior parte
delas diz respeito a pré-conceitos, ignorância ou não aceitação de propostas área. O
objetivo deste trabalho é investigar possíveis variáveis envolvidas na utilização de
métodos de ensino derivados da Análise do Comportamento. Para tal, foram
entrevistados cinco analistas do comportamento com experiência em orientação de teses
e/ou dissertações sobre educação e Análise do Comportamento e docência em
programas de pós-graduação. Por fim, compararam-se os empecilhos apontados pela
literatura com aqueles relatados pelos profissionais. Os resultados mostram que, para os
participantes, a maior parte dos obstáculos apontados para utilização dos métodos de
ensino da abordagem diz respeito a problemas inerentes às tecnologias e à própria
comunidade de analistas do comportamento. Assim, coloca-se em xeque a visão de que
concepções errôneas, divergências e ignorância sobre as contribuições da Análise do
Comportamento são as principais responsáveis para o desuso dos procedimentos
comportamentais para o ensino
26
Barnett, Kelli. "Characteristics of High Quality Teachers: A Qualitative Phenomenological Study." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3541.
Full textAbstract:
A qualitative investigation was conducted to explore the characteristics of high quality teachers. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of people directly identified as high quality teachers by their principals. This study employed processes of data collection commonly used in observational analysis and included the use of interviews found in qualitative design.
The researcher was able to extract meaning using the coding process and the constant comparative method. Information was sorted into themes that supported and aligned with the research questions leading to a deeper understanding of the phenomenon. This was accomplished through thorough analysis of interviews and observations. Teacher participants were asked to participate in an interview prior to the classroom observation, be observed in the classroom, and participate in a post observation interview. Additionally, individual interviews were conducted with the principals of the teacher participants. The quality of data sources led to the triangulation of results giving credibility to the study.
The study findings were conclusive regarding the key characteristics of high quality teaching. There was a clear relationship between high quality teaching and the use of a variety of instructional strategies, the ability to engage students in learning, the use of higher order questioning as a prevalent teaching strategy, the establishment of clear classroom expectations and the maintenance of those expectations, clear and deliberate communication to facilitate home and school partnerships, and a high level of passion for content and the profession of teaching. Other emerging themes may be utilized to connect high quality teaching to additional characteristics. These characteristics offer suggestions for further research to determine how strong the correlation is between high quality teaching and these themes. The themes included having a caring disposition, high expectations, being self-reflective, having content knowledge, being a team player, and having a strong work ethic.
The research findings were evidenced and supported by a thorough literature review, the results of principal and teacher participant interviews, the results of classroom observations of teacher participants, and document analysis. The researcher also specified recommendations for future practice and suggestions for future research. The results from this study contribute to the body of knowledge on the exploration of the characteristics of high quality teachers.
27
Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.
Full textAbstract:
This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.
28
Herbert, Darlene. "Gender and Learning Outcomes: A Phenomenological Study on the Influence of Effective Teacher Instructional Practices of Third to Fifth-Grade African-American Boys in Mathematics." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/144.
Full textAbstract:
The purpose of this study is to examine through a phenomenological approach the impact of the instructional practices of three African-American female teachers on the learning outcomes in mathematics of third- to fifth-grade African-American males. The research design of this study utilized a qualitative and quantitative phenomenological model to examine a particular group of teachers and their students at a suburban metro Atlanta school district. The researcher conducted data analysis using a variety of statistical testing to examine the relationships between student learning outcomes and gender, race, teacher perceptions and beliefs, teacher expectations, teacher-student interactions, student behavior, differentiated learning, and parental influences for each grade level. The findings from this research show how both internal and external factors can contribute to student learning outcomes as well as how common themes emerged related to pedagogical practices. Moreover, the results of the study indicate that educators must come to terms with the reality of their teaching practices. The study shows how three African-American teachers successfully promoted effective teaching practices that provided an equitable learning environment that impacted both the quality and quantity of teaching and learning for African-American students in their learning outcomes.
29
Human, Nadia Emelia. "Die impak van faktore wat leerfasilitering en die maksimalisering van menslike potensiaal onderdruk." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02042005-083945/.
Full text
30
McGrath, Melanie Dawn. "An administrator's guide to implementing effective dual immersion programs." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3191.
Full textAbstract:
This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.
31
Anderson, Katie. "Understanding the Differences Between Novice and Experienced Reading Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5968.
Full textAbstract:
Education researchers have documented that first-year teachers are often less effective at reading instruction than their more experienced peers. Accordingly, this qualitative, comparative case study was designed to assess the instructional skills and strategies utilized by first-year and experienced teachers using Danielson's Framework for Teaching as the conceptual framework. The research questions were used to examine two groups of teachers using the framework and the Teacher's College Reading and Writing Project's defined levels of performance for effective reading instruction. The goal was to identify the instructional differences between the two groups of teachers. Purposeful sampling was used to select 3 first-year and 3 experienced teachers at the 4th or 5th grade levels from 3 different schools across 3 districts in a midwestern state. Data from lesson plans, observations, and interviews were analyzed using an open coding process, followed by axial coding using the Danielson framework to determine the themes of the study. The results indicated that the novice teachers had not developed automaticity in any of the domains of the Danielson Framework. The most challenging domain for novice teachers was instruction, especially communicating with students and using assessment during instruction to meet students' needs. A curriculum plan project consisting of a reading methods course and clinical component was constructed for a local college using the identified underdeveloped skills of novice teachers as actionable data that shaped the development of the plan. Positive social change might be realized as the goal of the plan is to improve teacher quality upon program completion, develop automaticity in reading instruction, and increase K-12 literacy achievement.
32
Pagander, Lisa, and Jason Read. "Is Problem-Based Learning (PBL) An Effective Teaching Method? : A Study Based on Existing Research." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107712.
Full textAbstract:
Abstract The purpose of this paper is to examine the empirical research supporting the effectiveness, orineffectiveness of PBL as a teaching method. Secondly, if PBL is an effective method, what does researchsay about the relevance of PBL in connection to the Swedish secondary school curriculum. We took an indepth,critical look at the existing research to find any commonalities or any major contradictory findings.Results show that there is contradictory evidence regarding the effectiveness of PBL as a teachingmethod with the majority of support for PBL coming from the educational medicine field. Results also showthat very little research exists concerning how PBL relates to the guidelines set out in the Swedish Schoolcurriculum (GY11).After presenting the results we discuss the implications that PBL present as a teaching method, aswell as major problems encountered, and how these findings relate to the teaching profession in Sweden.Lastly, we discuss how further research could be beneficial to support the use of PBL.
33
Eriksson, Rosita. "Bra stöd vid läs- och skrivsvårigheter? : En jämförelse av elevers och lärares uppfattningar av effektivt stöd." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68879.
Full textAbstract:
The aim of this study is to examine some secondary school pupils´ and teachers´ opinions about good support when having reading and writing difficulties and if there is a difference between their point of view in this issue. The study is based upon semi-structured interviews with both pupils and teachers. The result shows both similarities and differences in what they consider as good support. To read texts aloud to pupils is something that the teachers in the study use as a way of support and it is much appreciated by the pupils too. The possibility to get the teacher´s notes is another thing that both pupils and teachers think are useful and further on to have an opportunity to do oral tests. Sometimes it can even be a crucial reason for the pupil to get higher scores. This does not happen as a daily routine, but the pupils have to ask for both oral tests and teachers´ notes. Several of the informants among the pupils say they would prefer one-to-one tuition or to be taught in small groups. None of the teachers mention this as a good way of supporting pupils with special needs. Instead they want to spend more time with each pupil and also they would like the opportunity of an extra teacher in the classroom.<br>Syftet med denna studie är att undersöka några högstadieelevers och lärares uppfattningar om bra stöd vid läs- och skrivsvårigheter samt se om det finns en skillnad i deras uppfattning kring denna fråga. Studien är baserad på semi-strukturerade intervjuer med både elever och lärare. Resultatet visar på både likheter och skillnader i deras uppfattningar om bra stöd. Att få text uppläst av en lärare uppskattas mycket av eleverna och är också något som lärarna i studien använder sig av. Likaså ses anteckningar och muntliga prov gemensamt som underlättande och ibland högst avgörande på hur pass väl man som elev kan lyckas. Detta sker inte alltid på rutin, utan eleverna får själva be om den hjälpen. Flera informanter bland eleverna önskar en-till-en undervisning eller undervisning i liten grupp. Ingen av lärarna nämner detta som ett önskemål på hur de vill att stöd ska ges. Istället önskar de sig mera tid med varje elev och en extra lärare på sina lektioner.
34
Meyer, Jumé. "A critical review of TEFL (Teaching English as a Foreign Language) as an effective method of teaching English in a multi-lingual environment." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/18.
Full textAbstract:
Thesis (M. Tech.) - Central University of Technology, Free State, 2010<br>English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996).
However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival those used in traditional classes which mainly use teacher-orientated-language whereas TEFL focuses on enhancing student-orientated-language in a classroom (http://teflonline.com).
The research’s importance stems from the area of focus and purpose. It is the primary purpose of this paper to examine whether improved possibilities and imperatives of language acquisition to subjects and teachers are offered by TEFL methods. The dissertation derives greater primary importance upon consideration of the effectiveness of TEFL in multi-lingual classrooms.
This dissertation will determine whether EFL methods are in fact more effective and efficient in teaching English than other known methods. On another point it should then be possible to improve TEFL methods and take them to further possibilities such as online classes or web-based-training.
The dissertation’s aim is to critically review TEFL as an effective method of teaching English in a multi-lingual environment. This is done by incorporating the TEFL teaching methods into an experimental classroom of students from different ethnical backgrounds, age groups and mother tongues – except English. By critiquing the TEFL course content and using contextual and literature reviews, internet research, questionnaires, observations, interviews and formative assessment opportunities, data were gathered on participant perspectives on the following key questions of the research:
1. Do the TEFL teaching techniques differ from those in traditional English classrooms?
2. If this is the case, how do these techniques differ?
3. Do the students benefit from TEFL, or may/can they benefit?
4. And do teachers benefit by using TEFL techniques in the classroom?
The Researcher is a qualified TEFL educator and aims to make an in-depth study of EFL techniques and whether it can be effective in a multi-lingual classroom. The study is conducted at the Hochschule für Technik und Wirtschaft, Aalen (HTW Aalen) and the Educcare day-care centre in Stuttgart, Germany.
xvi
Three case studies were conducted throughout the course of this research. A total of fifteen months and thirty-six subjects of different ages, ethnicities and genders participated in observational case studies. The remaining nine months were utilised in preparation of the case studies and drafting of the research paper.
The conclusions drawn from this research are definitive distinctions in the subjects’ ability to acquire English by means of EFL methods. The EFL methods were widely accepted by the case subjects. The research showed that the subjects enjoyed the student-orientated classroom, because they felt included in the proceedings of the lessons.
This was done by the EFL way of encouraging the potential in the students to actively part-take in the lesson by talking freely, known as Student Talking Time (STT). According to questionnaires and interviews the subjects declared that STT gave them the ability to possess control over the speed and strength in which they acquire the new information. The students did not feel like they were only absorbing information provided to them by the teacher, instead they felt like active participants in the learning process.
The teacher, on the other hand also benefits from EFL. The first advantage for EFL educators is more freedom in lesson planning. Due to the fact that TEFL focuses on increasing the STT in classrooms, the teacher’s responsibility shifts from a leading to an assisting function. This gives the possibility to the lecturer to have many potential scenarios for one lesson to the contrary of a strict lesson plan.
A stringent lesson plan in traditional classes usually does not allow derivation from the original path or derivation is only possible for very experienced teachers (http://teflonline.com).
In the EFL classes a standard path is not needed. Instead it is essentially necessary to be prepared for many likely situations as a reaction to the current needs of the classroom.
As an additional benefit the positive reaction of the students to the teaching methods increases the teacher’s motivation. The lecturer1 can then pass this positive effect back to the students and provoke more self-confidence in the students when teaching. This overall self-enhancing cycle shows, in conclusion that incorporating EFL teaching methods into a lesson, realises the main objective of every language teacher: to assist students in acquiring the target language.
In addition it is the aim of this research that the findings may participate in future development and improvement in educational systems where teaching a second or foreign language to students, whether English or any other foreign language.
35
Kim, Hak Jong. "Effecting changes in spiritual growth through teaching during the early morning prayer time /." Free full text of English translation is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1268599421&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
Full text
36
Grobler, Ilze. "Co-constructing knowledge in a psychology course for health professionals a narrative analysis /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06212007-121700.
Full text
37
Shefchik, Michael James. "Effectively incorporating web tools into the community college composition curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2435.
Full textAbstract:
This project shows how web tools can be effectively integrated into the community college composition curriculum through staff development. It shows the need for adaptation of materials designed for K-12 education to the community college level and the development of grade-appropriate materials using web resources. The need for authentic assessment is explored and the means to prove it were supplied. Examples of web tools, sites for developing web tools and resources for accessing and applying authentic assessment tools were given.
38
Warnock, Teresa Georgeanne. "School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062801/.
Full textAbstract:
The problem of the study was determining the supportive conditions related to instructional rounds (rounds) to understand better what conditions may allow for sustained systemic improvement over time. Three Texas school districts were studied to understand the perceptions of district leaders, principals, teacher leaders, and teachers with regard to the sustainability of instructional rounds as a systemic improvement practice, the supportive conditions necessary for sustainability, the salient characteristics that differentiated rounds from other improvement practices, and the potential of rounds to build organizational capacity. Observation of network rounds visits and document analysis was conducted to determine alignment of perception with observation and documents. Findings include perceptions, themes, and critical factors for the sustainability of rounds as an effective systemic improvement practice. Supportive conditions emerged as the most significant perception expressed by the participants. Implications for action for school districts beginning or continuing implementation of instructional rounds are suggested based upon findings from participant perceptions and observation of networks. Suggestions for future research are shared. With supportive conditions in place, instructional rounds has the potential to serve as an effective systemic improvement practice.
39
Swersky, Liz. "Developing Skills for Successful Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.
Full text
40
Penn, Jeremy D. "Faculty approaches to improving teaching a mixed methods case study /." 2008. http://proquest.umi.com/pqdweb?did=1625771221&sid=10&Fmt=2&clientId=14215&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.<br>Title from title screen (site viewed Mar. 10, 2009). PDF text: xix, 403 p. : ill. ; 2 Mb. UMI publication number: AAT 3331438. Includes bibliographical references. Also available in microfilm and microfiche formats.
41
Makgakga, Sello William. "Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province." Thesis, 2012. http://hdl.handle.net/10210/5095.
Full textAbstract:
M.Ed.<br>This dissertation is about the instructional approaches used by teachers to teach Grade 11 quadratic equations, errors learners made and misconceptions they possessed. The main topics that I had focused on were solving quadratic equations by factoring, completing a square and using quadratic formula. The intention was to observe teachers’ teaching approaches in quadratic equations and diagnosed types of errors learners displayed and misconceptions they possessed in quadratic equations. Literature review had served as a secondary source of information that was relied upon for the research study. Sources such as scholarly books, government documents, dissertations, professional journals and electronic resources were used to gather the information pertinent to the research topic. Review was also done on how teachers teach quadratic equations, learners’ learning of quadratic equations and teachers teach and learners learn mathematics. This study is action research under qualitative research paradigm in which the information collected was analyzed through thick description and not statistically. Pre-test, self and post test evaluation methods are discussed of quadratic equations by factorization, completing a square and using quadratic formula. Learners were tested on factoring, completing a square and using quadratic formula. In addition to the learners’ class exercises and home work, these scripts were also analysed for errors and misconceptions. Collected data is presented that helped to address errors and misconceptions learners displayed in solving quadratic equations and teachers’ teaching methods and approaches. Data was collected from schools in the neighborhood and the school I was attached as a mathematics teacher. In all schools, five teachers’ three lessons were observed which added up to a total of fifteen. All five teachers were interviewed as well as five learners in each school. Interviews were analyzed by comparing what their teaching approaches with the types of learners’ errors and misconceptions. In classroom observations, Indicator Evaluation Form adopted from Luneta (2006) was used to collect data as well as analyzing it. Questionnaires were prepared for both teachers and learners for interviews.
42
"Teachers' Perceptions of Their Preparation to Choose and Implement Effective Methods for Teaching Emergent Readers." East Tennessee State University, 2006. http://etd-submit.etsu.edu/etd/theses/available/etd-0330106-142042/.
Full text
43
"有關課堂管理的教師實踐知識及其發展: 一線教師的視角". Thesis, 2011. http://library.cuhk.edu.hk/record=b6075480.
Full textAbstract:
陸靜塵.<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.<br>Includes bibliographical references (leaves 220-229)<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Abstracts in Chinese and English.<br>Lu Jingchen.
44
Thomas, Cathy Newman 1957. "A comparison of three instructional methods--teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction--on the knowledge, beliefs, and skills of preservice teachers." 2008. http://hdl.handle.net/2152/18356.
Full textAbstract:
The purpose of this quasi-experimental study was to examine the comparative effects of multimedia anchored instruction (MAI) to analog video instruction (AVI) and to teacher-directed, lecture- and text-based instruction (TDI) on the knowledge, beliefs, and skills of preservice teachers. Previous teacher education research had raised important questions about the paucity of existing studies investigating whether video-based technologies such as MAI were more effective or efficient than other instructional practices, the lack of a theoretical foundation or supporting empirical evidence for most technology practices, and insufficient information identifying which instructional features of technology-based practices impact learning and in what ways. In this study, 6 university instructors who taught introductory coursework in behavior management from 5 schools across the country volunteered to participate and were randomly assigned to 1 of the 3 instructional conditions. Their preservice teacher students received MAI, AVI, or TDI instruction on the Functional Behavioral Assessment (FBA) process. Measures included a knowledge test, a beliefs survey, a performance test of skills, and a satisfaction survey. Results of the study confirmed previous findings that participants exposed to MAI learned more than with other methods, with students in the MAI group performing significantly better than students in the TDI group on a test of content knowledge. The MAI group also outperformed the AVI group, although results were not significant. Students in all groups significantly increased their self-efficacy, ableness, and willingness to manage challenging behavior. There were no significant differences between groups on the skills measure, although mean differences suggested the MAI group was better able to perform the FBA process. Instructor and student satisfaction surveys reported technical difficulties in the MAI module and video case study. Instructors found the content to be aligned with evidence-based practices and their own beliefs about managing challenging behavior. Students in the MAI condition reported finding the instruction most interesting and felt best prepared to conduct the case study. Overall, study findings suggest that MAI is an effective approach for increasing knowledge, developing beliefs, and promoting skills for preservice teachers.<br>text
45
Abd, Al-Magid Mohammed Al-Mamun. "The effect of teachers' attitudes on the effective implementation of the communicative approach in ESL classrooms." Thesis, 2006. http://hdl.handle.net/10500/1747.
Full textAbstract:
This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach.
A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task.
The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study.<br>Linguistics<br>M.A. (Applied Linguistics)
46
Ankomah, Akua Tiwaa. "Teachers' pedagogical communicative practices and Accounting students’ academic achievements in senior high schools in Ghana." Thesis, 2021. http://hdl.handle.net/10500/27178.
Full textAbstract:
The study examined Accounting teachers’ pedagogical communicative practices and the academic achievement Accounting students, focusing on the extent of its occurrence. Teachers’ pedagogical communicative practices are the language behaviours and discourse strategies employed by teachers in their instructional delivery. The study employed an embedded concurrent mixed methods design. A questionnaire, Accounting achievement test for students, interview and observation guides were used to collect data from 481 respondents (made up of two heads of schools, 54 teachers, and 425 students) selected from 34 senior high schools in the Ahafo, Bono and Bono East Regions of Ghana. The quantitative data were analysed into descriptive and inferential statistics by using the SPSS software while the qualitative data were analysed thematically in accordance with the research questions. The findings from the study revealed that the Accounting teachers use appropriate pedagogical communicative practices (which include speaking loudly and boldly enough and making close eye contacts with students during class contributions) to help students to assimilate concepts better in Accounting, and to promote a stimulating learning environment. The study also revealed that teachers considered their students’ maturity level, needs, motivation and readiness to learn in deciding which methodology to use for a lesson. The study further revealed that there is no significant influence of pedagogical communicative practices on student academic achievement. Pedagogical communicative practices need to form part of the training of teachers for the senior high schools in order to prepare the teachers adequately for their assignments. Finally, the conceptual framework proposed is characterised by a synthesis of pedagogy and instructional communication, and the influence that such a combination has on the academic achievement of Senior High School Accounting students. To date, there is paucity of information in the extant literature regarding this practice in Africa, specifically, Ghana and hence the need for the current research to fill the gap.<br>Curriculum and Instructional Studies<br>D. Phil. (Curriculum and Instructional Studies)
47
Vilímová, Ivana. "Projektová metoda na 1.stupni základní školy." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-325537.
Full textAbstract:
The diploma thesis: "Project method at primary school" deals with the development of new knowledge and skills through the project method, analysis of the quality of its use and possibilities of its application in practice. The work discusses how teachers work on projects with new information, how they develop new knowledge and skills of their students when using the project method. Furthermore it brings author's own project the purpose of which was to allow students to invent new knowledge on their own. The project method at the first school can be carried out by either short-term or long-term projects. Effectivity and quality of teaching is influenced by versatile development of personality of each student. Results of the questionnaire survey proves that the teachers are trying to ensure students enough opportunities for development of key competencies. They strive to put students in the working mood and try to build rich information background. Teachers knowingly consider these aspects however they are not convinced whether it is sufficient for the students. Results of student questionnaire captures how students perceive the work with new information acquired during the project. The project awakens students' interest in these information even for the future. When working on the project students...
48
Mrkosová, Dominika. "Funkce pozitivního posílení v procesu učení." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-396743.
Full textAbstract:
Diploma thesis focuses on effect of positive reinforcement and it's application in the learning process. The thesis is divided into two parts - theoretical and analytical. Theoretical part describes importance of positive reinforcement in a learning process and behavior overall. How organisms acquire new skills and how effective teaching methods look like. Analytical part provides practical use of positive reinforcement in an effective teaching method called Discrete Trial Teaching. It's application, use, and correct implementation is provided through an example of teaching a motor imitation behavior. KEYWORDS Applied Behavior Analysis; Effective teaching methods; Positive Reinforcement; Principles of learning and behavior; Discrete Trial Teaching
49
Paula, Varinia Mora. "O ensino criativo da gramática." Master's thesis, 2008. http://hdl.handle.net/10362/84346.
Full textAbstract:
O processo de aprendizagem de estruturas gramaticais de uma língua estrangeira é, em muitos casos, enfadonho para as crianças. Para solucionar este problema exploro várias metodologias e abordagens de ensino, nomeadamente, Effective Affective Learning, Humanising Language Teaching, o Método Silencioso de Gategno, Sugestologia de Lozanov e o Método de Curran. Analiso quais são as necessidades dos alunos e as suas múltiplas inteligências. Apresento exercícios gramaticais lúdicos centrados no aluno, num ambiente relaxante e agradável onde os alunos criam associações emocionalmente positivas com a matéria. Consequentemente, os alunos interiorizam-na melhor e recordam-na durante mais tempo do que no ensino “clássico” da gramática. No contexto deste aperfeiçoamento da qualidade do ensino, o professor deve ser um facilitador no processo ensino aprendizagem.<br>The process of learning grammar structures of a foreign language is usually difficult and boring for children. To overcome this problem I explore a combination of teaching methods in the target group, namely, Effective Affective Learning, Humanising Language Teaching, the Silent Way, Suggestopedia and Community Language Learning. I analyse how far they meet the learner’s needs and their multiple intelligences. I present fun grammar exercises centred on the learners in a pleasant and relaxing atmosphere where the learners form positive affective associations with the matter. Consequently, the learners internalise it better and memorise it longer than in ‘classic’ grammar teaching. In the context of this improvement of the teaching quality, the teacher must be a facilitator in the teaching learning process.
50
Hsiao, Wen-Ting, and 蕭文婷. "Empirical research and effective teaching of reading constructivist vernacular questioning method." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/86879530914371863452.
Full textAbstract:
碩士<br>國立交通大學<br>理學院科技與數位學習學程<br>103<br>The study was designed to enhance students' reading comprehension of a Learning Strategy Training Course Module, provide secondary school teachers as a reference to promote language learning. Use empirical research to explore students' reading comprehension.
Select 30 seventh grade middle school students for the study. Research tools include: Text Title, Semi-structured questionnaire,and Printing vernacular reading comprehension test. In one-group pretest-posttest design, students classified as high-ability group, middle ability group, lower ability group.
Collect samples of different groups paired T test, in order to observe the development of students' ability to read situations.
The study found that:
1 Text Title results, improve access and retrieve capability.
2 survey statistics showed that: many students think reading comprehension skills have grown, and can be specified.
3 Printing vernacular reading comprehension test results show no significant change in overall capacity.
4 Explore the reading comprehension test result printing regress reason, Experts believe that the type of test paper topic, the same type of ability to influence the test results.
Most of the experimental results support the hypothesis of this study, And confirmed in this study vernacular reading curriculum has some construct validity.