Relevant bibliographies by topics / Inductive teaching / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Inductive teaching.

Dissertations / Theses on the topic 'Inductive teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Inductive teaching.'

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.

McGarry, Theresa, and J. Mwinvelle. "Inductive Teaching for Oral Skills." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/6153.

Full text

APA, Harvard, Vancouver, ISO, and other styles

McGarry, Theresa, and J. Mwinyelle. "Inductive Language Teaching in Large Classes." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6165.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Owens, E. Timothy. "Using inductive Bible study to equip laymen for the teaching ministry." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Ingemarsson, Rickard. "Speaking about grammar : English teachers' perspective on inductive and deductive teaching in upper secondary education." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70075.

Full text

Abstract:

English is the most widespread language in our society and is realised and represented through language teachers in classrooms all over the world. The content of the subject is concretised through a document called syllabus. As all other languages, English consists of language rules which we call grammar, however, in the Swedish syllabus for English as a second language in upper secondary school, there are no directives that requests or specify grammatical competence for the students. This study aimed to establish an indication of how the notion of grammar is realised into the process of learning English as a foreign language by interview teachers. The study found that teachers in general are more fond of inductive methods when it comes to incorporate grammar during English classes, however, there were numerous suggestions among the teachers that a mixture between inductive and deductive should be present during EFL context. Students previous knowledge and conditions did affect teachers choice of approach in terms of how they apply and teach grammatical aspects.

APA, Harvard, Vancouver, ISO, and other styles

Mackey, Burl E. "Teaching men at First Baptist Church Stroud, Oklahoma inductive Bible study as a spiritual discipline." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Yagode, Queutre Cristián. "Effectiveness of a deductive approach against and inductive approach in teaching passive voice in English grammar." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/136575.

Full text

Abstract:

Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa The present study aims at comparing the efficacy of a deductive approach against an inductive approach in the teaching of passive voice in English in a college context. The participants of this study were 36 second year psychology students from Universidad Austral de Chile in Puerto Montt, Chile. The students were divided into two groups that were taught the passive voice of simple past, simple present and simple future. One of the groups was taught using a deductive approach while the other was taught using an inductive approach. After the passive voice was taught a posttest was given in order to determine which approach proved more effective. The results seem to indicate a relevance of the deductive approach in the context studied but also of bias toward the deductive approach in the methodological design of the posttest. A re-evaluation of previous research indicated how the methodology used in certain inductive approaches can be affected by deduction.

APA, Harvard, Vancouver, ISO, and other styles

Masebe, Tshidiso Phanuel. "The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5086.

Full text

Abstract:

The study presents a pragmatic evaluation of the influence of inductive teaching on grade 11 learners in two high schools in Tshwane West District in the Gauteng province in a form of pseudo experiment complemented with a qualitative investigation. The study focussed on the influence of inductive teaching on the nature of conceptualisation of and the learning achievement with regard to functions in Grade 11. A model adopted by O'Callaghan that identifies and applies the four competencies of modelling a function, interpreting a function, translating and reifying a function proved to be relevant for the investigation and hence was adapted for the study. The methodology used included data collection through pretest-posttest control group experimental design complemented with unstructured interviews. The verification of the reliability of research instruments and data analysis was done with the assistance of the Northwest University (Potchefstroom Campus) Statistical Consultation Services and through identification of common perceptions and experiences of participants. The results of the study did indicate positive influence of inductive teaching on the nature and quality of conceptual learning of the function concept. Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

APA, Harvard, Vancouver, ISO, and other styles

Pak, Luke Kyungwhan. "Teaching the Inductive Bible Study Method of Bible Interpretation to Adults: a Comparison of Three Instructional Approaches." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277581/.

Full text

Abstract:

This study compared three groups of adult learners in a church education environment in order to determine the effectiveness of using lecture/demonstration plus cooperative learning elements with or without group processing (LCL) as compared to the use of lecture/demonstration plus individualistic learning elements (LIL) with the Inductive Bible Study Method (IBSM) as the common subject for all groups. While group A experienced highly structured cooperative learning without having group processing, group B experienced highly structured cooperative learning with an emphasis on group processing. Group C served as a control group. This study took place with a total of five class hours. For measuring student cognitive achievement, the subjects were administered a written pretest and posttest in the form of a "use-of-IBSM measure." For measuring students' attitude toward Bible interpretation (as promoted by IBSM), the students responded to an "attitude-toward-Bible-interpretation measure" at pretest and posttest. For measuring students' affective reactions, the students responded to a posttest-only "students'-satisfaction-with-the-learning-experience measure". Students' attitude toward the philosophy behind IBSM was measured by using an "attitude-toward-IBSM" instrument at posttest. In addition, teachers and students were interviewed orally at posttest to ascertain their affective reactions to the instructional approach they experienced. Connections between demographic data and students' use and/or attitude toward ISBM, as well as their satisfaction with the learning experience and attitude toward cooperative versus individualistic instructional methodology were also explored. The data from the use-of IBSM as well as attutide-toward-Bible-interpretation measures were analyzed by analysis of covariance. Other posttest-only tests were analyzed by a priori comparisons. Three major findings of this study were: (1) LCL did not produce any significant impact on learners' use of IBSM, attitude toward IBSM, or satisfaction with the learning experiences compared to LIL; (2) Group processing did not enhance the achievement effects of the experimental group B when compared to other contrast groups; and (3) LCL promoted students' affective outcomes in the areas of consensus building and intragroup dynamics.

APA, Harvard, Vancouver, ISO, and other styles

Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." De Gruyter, 2016. https://ul.qucosa.de/id/qucosa%3A21364.

Full text

Abstract:

While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicitdeductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.

APA, Harvard, Vancouver, ISO, and other styles

Baker, Carolyn Denise. "The use of Ned Flanders' interaction analysis to shape an inductive teaching model for a Native American classroom." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Vincent, François. "Étude comparative d'efficience d'approches pédagogiques inductive et déductive pour l'enseignement de la grammaire en 1re secondaire : le cas du complément du nom." Thèse, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5451.

Full text

Abstract:

Résumé : Au Québec, la situation en termes d’apprentissage des savoirs grammaticaux, et surtout de mobilisation de ces derniers en situation d’écriture, est inquiétante. Pour rendre son intervention plus efficiente, l'enseignant peut choisir une approche pédagogique déductive (explication d'un concept suivi d'exercices) ou inductive (observation d'exemples avant la vérification d'hypothèse et les exercices). Notre objectif principal est d'évaluer les incidences d’une intervention éducative en grammaire selon des approches pédagogiques inductive ou déductive sur l’apprentissage par des élèves de 1re secondaire du complément du nom et son impact dans le développement de la compétence savoir écrire. Notre objet d’enseignement, le complément du nom (CN) est un concept de la grammaire actuelle, dont les caractéristiques facilitent son utilisation réfléchie en rédaction, surtout lors des phases de révision et de réécriture. Une méthodologie mixte de recherche a permis de recueillir des données auprès d'un échantillon de 269 élèves de première secondaire, de même qu’auprès de trois enseignants. Pour cette recherche exploratoire d’épistémologie pragmatique, nous avons réalisé des tests de connaissances, des analyses de rédactions et des entrevues auprès d’élèves et d'enseignants. Les résultats obtenus aux tests de connaissances nous montrent qu’il n’y a pas d’écart significatif entre l’amélioration des élèves ayant vécu l’approche inductive et ceux ayant vécu l’approche déductive, si ce n’est d’un léger avantage en ce qui concerne les accords pour les élèves ayant vécu l’approche déductive. Ce qui a par contre émergé de cette expérimentation est d’une part l’effet évident de l’apprentissage des CN sur leurs mobilisations en écriture, peu importe l’approche. D’autre part, les élèves ayant eu une forte amélioration ont confirmé que pour une approche ou une autre, leur implication cognitive demeure l’élément fondamental de l’efficacité de l’intervention éducative. Nous pouvons donc conclure qu’une approche n’est pas significativement supérieure à l’autre dans le cadre de l’enseignement des CN, mais que l’enseignant doit adapter son approche à la situation en tenant compte du contexte, des apprenants et des aspects de l'objet concernés. // Abstract : The choice of an educational approach by a teacher is a significant factor on student achievement. In Quebec, the situation in terms of apprentissage of grammatical knowledge, and especially using that knowledge in writing situations, is worrying. The success rate for the ministerial writing tests graze 60 %. One possible taxonomies to distinguish pedagogical approaches to teaching grammar lies between the inductive and deductive approaches. Our project has for main objective to assess the impact of an educational intervention according to inductive or deductive teaching approaches on learning, by high school students, of a grammar concept (complément du nom) and its impact on the development of writing competencies. In research, if the deductive approach always results, by the teacher explaining a concept, and the students practicing and being evaluated, the inductive approach is defined differently by the authors. For methodological considerations, and because it's a school tradition, we chose to consider an explicit approach focused on the discovery rather than a more implicit approach. Our teaching object, the « complément du nom » (CN) is a concept of the current grammar, including morphological, semantic and syntactic features, should facilitate thoughtful use for writing, especially during phases of revision and rewriting. For all these reasons, this(?) teaching is relevant of a competency-based program, especially since most of the concept notions are provided in Secondary 1 program by the « Progression des apprentissages » (MELS, 2010). A mixed research methodology was used to collect data from a sample of 269 students from eight classes of Secondary 1 , and of three French teachers. For this exploratory research, we used knowledge tests , reviews process marks by the students on writing productions, and interviews with students and teachers in order to document the impact of the teaching sequences, in terms of knowledge learning and 7 mobilization in writing productions. The comparative approach we used allowed us to assess the extent and nature of learning, according to our independent variable (the deductive and inductive teaching approaches), but also on the interrelation between this variable and other aspects of the educational intervention. The test of knowledge scores show that there is no significant difference between the improvement of students who lived an inductive approach and those who lived the deductive approach, except a slight advantage as regards as morphological characteristics for students who lived the deductive approach. What has emerged in this experiment is firstly the obvious effect of learning on their CN mobilizations in writing, regardless of the approach. On the other hand, students who had a strong improvement confirmed that with an approach or another, their cognitive involvement are fundamental to the effectiveness of the educational intervention. Finally, the quasi-experimental context has limited professional actions of the teachers, and at the same time limited their ability to adapt teaching situations. Those who chose to take certain liberties with the scenarios provided, by professional considerations, are those who have seen the results of their students rise, and that, regardless of the pedagogical approach. We can therefore conclude that an approach was not significantly superior to another for teaching of CN in High school, but the teacher must adapt his approach to the situation, taking into account the context, the learners and the aspects of the learning object.

APA, Harvard, Vancouver, ISO, and other styles

Yuen, Ho-yan Teresa, and 袁可欣. "Effects of inductive and deductive teaching on grammar accuracy in writing in the Diploma English program in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439214X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Allotey, Gladys Ami. "Ghanaian teachers' beliefs about giftedness and gifted education teaching strategies in mathematics and science." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132445/2/__qut.edu.au_Documents_StaffHome_staffgroupW%24_wu75_Documents_ePrints_Gladys%2520Ami_Allotey_Thesis%5B1%5D.pdf.

Full text

Abstract:

The aim of this qualitative instrumental case study was to explore Ghanaian teachers' beliefs about giftedness and their knowledge of gifted education strategies. Ten teachers from six junior high schools participated in interviews, and provided lesson plans and related student work. Inductive and deductive data analysis revealed that the majority of teachers held limited insights into the nature of giftedness or of strategies advocated to support gifted students in mainstream classes. The study has implications for policy development and for reform of pre-service teacher education in Ghana.

APA, Harvard, Vancouver, ISO, and other styles

Paulling, William R. "Training Sunday school teachers and potential Sunday school teachers of the First Southern Baptist Church of Overland Park, Kansas to use the inductive Bible study approach." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Knight, Nikita. "Theory and Practice : A comparison between English schoolbook grammar and English grammar teaching practiced in a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45893.

Full text

Abstract:

This research compares the grammar in English schoolbooks with the grammar teaching practisedin a Swedish secondary school classroom. It explores the grammar content of two Englishschoolbooks from two different levels, and whether the teacher uses other materials when teachinggrammar: language websites with grammar and vocabulary exercises, and listening, reading andwriting activities, that are different or similar to the ones in the schoolbooks. The study also looks atdifferent grammar teaching methods, Grammar-translation method, Direct method andAudiolingual method, used in the schoolbooks. Throughout the years, different methods have beenused for teaching grammar, which is why it is interesting to see which ones are used here. Thegrammar content of two English schoolbooks and the classroom observations of year eight and yearnine English lessons were analysed and compared in order to find out whether the grammarteaching affects the pupils proficiency level and accuracy in their essays. This investigation isrelevant since language teaching has become more and more focused on communication, whichmeans that accuracy has a tendency of being forgotten, even though fluency and accuracy are bothequally important in order to achieve a communicative competence.

APA, Harvard, Vancouver, ISO, and other styles

Eriksson, Linda. "The Effectiveness of Modified Inductive Versus Deductive Teaching : A case study on word order amongst a group of English as a foreign language learners." Thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-90180.

Full text

Abstract:

This study aims at investigating the effectiveness of modified inductive learning compared with deductive learning of English grammar among foreign language students. In order to achieve this purpose, two classes in Year Nine in a secondary school in Sweden were taught using the two different methods. An initial grammar test determined that the students struggled with word order, which as a result was chosen as the area to teach. A pre-test/post-test-design was used to examine the effect of the two methods, and compared with a control group. The results reveal that the inductive method should be favoured overall, but suggests that the deductive method may produce significantly better results among weaker students.

APA, Harvard, Vancouver, ISO, and other styles

何臻愉 and Chun-yue Ho. "A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the useof theme-based readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43240884.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Bridges, Cynthia Denise. "Experiences Teaching Stoichiometry to Students in Grades 10 and 11." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/291.

Full text

Abstract:

Many students have problems learning stoichiometry, a complex mathematical chemistry concept used to determine how much product will be produced or formed from a given quantity of reactants. The problem addressed in this study was teachers' lack of understanding of how to teach stoichiometry in a Midwestern urban school district. The conceptual framework of the study was based upon constructivist theory. A qualitative narrative approach was used to obtain the perceptions of 5 high school chemistry instructors related to their experiences, successful or unsuccessful, in teaching stoichiometry to students in Grades 10 and 11. Data were gathered through face-to-face interviews, which were analyzed via an inductive approach to reveal 6 themes: a difficult subject to teach, presentation of stoichiometry, relevancy, students' reactions, barriers, and gender differences. Findings suggested the need for teachers to be knowledgeable, creative, and resourceful in their subject areas to help their students to learn stoichiometry. Findings also revealed the need for teachers to adapt their instructional strategies and modes of delivery to reflect their students' individual learning styles. Understanding how the participating teachers explained stoichiometry to their students might help other chemistry teachers to examine and adapt their own instructional styles and delivery methods of the concept. This understanding might, in term, help to improve student achievement in stoichiometry in particular and chemistry in general.

APA, Harvard, Vancouver, ISO, and other styles

Claerr, Thomas A. "The effects of inductive and deductive teaching strategies in computer-based language lessons on the performance of high school students identified as being field-dependent or independent /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761220331.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Ho, Chun-yue. "A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the use of theme-based readers." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43240884.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Algulin, David, and Jesper Sandberg. "Induktiva och deduktiva arbetssätt inom matematik : En systematisk litteraturstudie om hur induktiva och deduktiva arbetssätt kan påverka elevers matematiska förståelse." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101069.

Full text

Abstract:

Denna systematiska litteraturstudie syftar till att undersöka hur induktiva eller deduktivaarbetssätt i undervisning påverkar elevers förståelse för matematiska innehåll samt vilka föroch nackdelar det finns med respektive. Studiens frågeställningar grundar sig i egnaerfarenheter och utifrån observation på skolor, där vi mött elever med bristande matematiskförståelse. Vi har då uppmärksammat att lärare återkommande fokuserar undervisningen påutantillkunskap, och i hög grad bearbetar matematiska innehåll med deduktiva arbetssätt.Observationerna utgjorde grunden till en hypotes om att det finns ett samband mellan eleversbristande förståelse och deduktiv undervisning som fokuserar på utantillkunskap. I studiengranskas tidigare forskning genom att tio utvalda vetenskapliga artiklar kategoriseras utifrånteoretiska perspektiv och dess innehåll tematiseras utifrån framgångsfaktorer för eleverslärande. Studiens resultat med utgångspunkt i de granskade artiklarna tyder på attarbetssättets induktiva eller deduktiva karaktär är av mindre betydelse för eleversmatematiska förståelse. Slutsatsen blir således att de identifierade framgångsfaktorerna ärmer adekvata för elevers matematiska förståelse.

APA, Harvard, Vancouver, ISO, and other styles

Chan, Yuet Ying Elaine. "The effects of deductive and inductive approaches on the acquisition of grammatical structures in second language : the case of the passive voice among secondary two students in Hong Kong." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/560.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Näslund, Terese. "”Substantiv är namn på saker och ting …” : En analys av grammatikavsnitt i läromedel i svenska för årskurserna 7–9." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-143444.

Full text

Abstract:

Abstract This study deals with the grammar sections in one older and one newer textbook series for Swedish in grades 7–9. The questions for the study are: firstly, the scope of the teaching materials, the content and the number of exercises, and secondly if the content presentation can be classified as deductive or inductive, and if the design of exercises is mainly product or process-oriented. Furthermore the relationship between the goals of the national curriculum and progression in grades 7–9 is investigated. The method chosen for this study is a text analysis. The results show that both textbook series contain similar content for word classes, that the material presentation is predominantly deductive and that most exercises are product-oriented. Differences that can be seen are that the older teaching series contain more pages devoted to word classes and parts of speech and more exercises. Furthermore, the older textbooks series show a clearer progression to the curriculum goals. The conclusions are that the two teaching materials have difficulties to deviate from the focus on grammatical terminology, but also to link grammar to students' own writing.

APA, Harvard, Vancouver, ISO, and other styles

From, Malcolm. "An Analysis of the way Grammar is Presented in two Coursebooks for English as a Second Language : A Qualitative Conceptual Analysis of Grammar in Swedish Coursebooks for Teaching English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43794.

Full text

Abstract:

This essay aims to investigate theoretically how two currently used coursebooks, What’s Up 9 and Solid Gold 1, in a local area of Southern Sweden, present (introduces and covers) grammar. The overall aim is to investigate how grammar is presented, using the present simple and the present continuous as examples. The findings are also mapped to teaching approaches, as well as SLA (Second Language Acquisition) research, to see what approaches are favoured for teaching grammar in the first decades of the 21st century. In order to investigate the course- books, a qualitative content analysis and conceptual analysis was chosen with the presentation of grammar mapped into different categories, by using concepts for teaching and approaches used in SLA. The results show that the two proposed coursebooks favoured a FoFs (Focus on Forms) approach for presenting grammar. Furthermore, the results show that grammar is pre- sented explicitly and, if the teachers use the structures proposed in the coursebook rigidly, they automatically follow a deductive teaching procedure. When using a FoFs, explicit instructions and taking a deductive teaching approach, it may be regarded as the coursebooks suggest a grammar-translation approach as well. However, when observing other exercises connected to the reading texts in the coursebooks, it was detected that both coursebooks favoured a text- based approach for teaching, where the learners are supposed to learn the structure of different texts. In doing so, the grammatical structures are learned subconsciously and implicitly, which indicates that grammar is, in general, taught implicitly in the coursebooks, but presented (intro- duced and covered) explicitly.

APA, Harvard, Vancouver, ISO, and other styles

Yang, Tong. "Constitution et exploitation d’une base de données pour l’enseignement/apprentissage des phrasèmes NAdj du domaine culinaire français auprès d’apprenants non-natifs." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030049.

Full text

Abstract:

Ce projet de thèse s’inscrit dans le cadre de l’enseignement du FOS (Français sur Objectifs Spécifiques) à des cuisiniers étrangers venus travailler dans des restaurants français ou ayant choisi la restauration comme spécialité. L’objectif de notre recherche est donc d’enseigner les phrasèmes NAdj du domaine culinaire auprès d’apprenants étrangers niveau A2. L’enseignement/apprentissage de la phraséologie s’avère nécessaire dans les langues de spécialités et la haute fréquence des phrasèmes NAdj a attiré notre attention. Plusieurs questions sont alors abordées : où trouver ce lexique spécifique ? Comment les extraire ? Par quelle approche enseignons-nous les phrasèmes sélectionnés ? Pour répondre à ces questions, nous avons fabriqué notre propre corpus Cuisitext – écrit et oral – puis nous avons utilisé NooJ pour extraire les phrasèmes NAdj du corpus. Enfin, nous avons proposé les trois approches d’utilisation des corpus pour l’enseignement/apprentissage des phrasèmes NAdj : approche inductive guidée, approche déductive, approche inductive pure This thesis project aims to study the teaching method of FOS (French on Specific Objectives) catering to foreign cooks who come to work in French restaurants or who have chosen catering as a specialty. The objective of our research is therefore to teach the culinary NAdj phrasemas to foreign A2 level learners. The teaching/learning of phraseology is required in specialty languages and the high frequency of NAdj phrasems has caught our attention. Several questions are then addressed: where to find this specific lexicon? How to extract them? By which approach do we teach the selected phrasems? To answer these questions, we made our own corpus Cuisitext - written and oral - and then used NooJ to extract the NAdj phrasems from the corpus. Finally, we have proposed the three approaches to the use of corpora for the teaching/learning of NAdj phrasems: guided inductive approach, deductive approach, pure inductive approach

APA, Harvard, Vancouver, ISO, and other styles

Tatum, Thomas Luther. "Teaching homiletics inductively in the Bible college." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Ozturk, Mustafa. "Induction Into Teaching: Adaptation Challenges Of Novice Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609585/index.pdf.

Full text

Abstract:

This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and identity, (3) supervisor, and (4) classroom management challenges. Novice Teachers&rsquo adaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.

APA, Harvard, Vancouver, ISO, and other styles

Leung, Yee-ho Genthew. "An evaluation of a teaching approach to improve students' understanding of mathematical induction." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35516124.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Polycarpou, Irene. "An Innovative Approach to Teaching Structural Induction for Computer Science." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/18.

Full text

Abstract:

Proofs by induction are central to many computer science areas such as data structures, theory of computation, programming languages, program efficiency-time complexity, and program correctness. Proofs by induction can also improve students’ understanding of and performance with computer science concepts such as programming languages, algorithm design, and recursion, as well as serve as a medium for teaching them. Even though students are exposed to proofs by induction in many courses of their curricula, they still have difficulties understanding and performing them. This impacts the whole course of their studies, since proofs by induction are omnipresent in computer science. Specifically, students do not gain conceptual understanding of induction early in the curriculum and as a result, they have difficulties applying it to more advanced areas later on in their studies. The goal of my dissertation is twofold: 1. identifying sources of computer science students’ difficulties with proofs by induction, and 2. developing a new approach to teaching proofs by induction by way of an interactive and multimodal electronic book (e-book). For the first goal, I undertook a study to identify possible sources of computer science students’ difficulties with proofs by induction. Its results suggest that there is a close correlation between students’ understanding of inductive definitions and their understanding and performance of proofs by induction. For designing and developing my e-book, I took into consideration the results of my study, as well as the drawbacks of the current methodologies of teaching proofs by induction for computer science. I designed my e-book to be used as a standalone and complete educational environment. I also conducted a study on the effectiveness of my e-book in the classroom. The results of my study suggest that, unlike the current methodologies of teaching proofs by induction for computer science, my e-book helped students overcome many of their difficulties and gain conceptual understanding of proofs induction.

APA, Harvard, Vancouver, ISO, and other styles

Brown, Stacy A. "The evolution of students' understanding of mathematical induction : a teaching experiment /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3090458.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Leung, Yee-ho Genthew, and 梁以豪. "An evaluation of a teaching approach to improve students' understanding of mathematical induction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35516124.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Hardy, Sandra L. "Constructing Exemplary Practice in the Teaching of Writing and Professional English Language Arts Standards: Implications for Novice Special Education Teachers." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/467.

Full text

Abstract:

This qualitative dissertation research explored the case studies of four novice special education teachers who were the primary instructors for English language arts for students in grades three through eight with an I.E.P. This study addressed the teachers' perspectives, beliefs, practices, and related induction needs concerning their construction of exemplary practice in the teaching of wtiting. Exemplary writing instruction is defined by the inclusion of (a) the professional standards found in the state of Illinois Professional Teaching Standards, Illinois English Language Arts Standards for All Teachers and (b) the Exceptional Needs Specialist Standards of the National Board for Professional Teaching Standards. Data were obtained over the course of three months from audio-taped, semi-structured interviews, three full class period non-participant observations, and an open-ended written questionnaire addressing the following primary research questions: (1) How do the descriptions by special education teachers of exemplary practice in the instruction of writing align with the professional standards? (2) What do special education novice teachers percieve as the role of teacher educators, mentors, other teachers, administrators, as well as classroom and school contexts, in learning and applying the professional standards in their writing practices? (3) How do novice special education teachers' beliefs about the learning and instruction of writing influence their acquisition of pedagogical knowledge pertaining to the professional standards in their writing practices? All data were transcribed and analyzed from a theoretical perspective of socially situated constructivist learning first by open coding and then coded by research question through cross-case analyses. Data were then analyzed by open-coding, followed by the coding of each research question utilizing a case-by-csae analyses. Data were further analyzed by comparative analyses of data collected by interviews, observations, and open-ended questionnaires to determine emerging patterns, categories, themes, and discrepencies. Findings indicated five emergent themes or issues and associated sub-themes of teacher as learner as common across cases and within- case findings were distributed throughout. These five major themes were (1) k-12 experience in learning to write, (2) learning to teach writing in teacher education programs, (3) learning to teach writing as practicing teachers, (4) preferred ways to learn to teach writing, and (5) novice special education teachers' beliefs about the learning and instruction of writing. The novice special education teachers' need for professional development induction support networks pertaining to the acquisition of pedagogical content knowledge for writing was another emergent category that was addressed in the findings for research question two. The findings were presented and discussed to illuminate the novice teachers' perspectives, beliefs, practices, and needs concerning teacher education, induction, and professional development in constructing exemplary writing instruction. Implications for teacher education, induction, professional development and further research were also discussed.

APA, Harvard, Vancouver, ISO, and other styles

Partlow, Madeline R. "Teachers' perceived needs within a responsive induction program structured as a learning community." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Cooley, Laurel A. "An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows Program." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79604.

Full text

Abstract:

The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this paper examines the retention of a recent cohort of approximately 300 Mathematics Teaching Fellows (MTFs) in the NYCTF program, examining MTF’s early attrition, movements from school to school in the NYC system, and professional plans for the future. We also include findings on teacher induction, school leadership, and school context that affect MTF retention.

APA, Harvard, Vancouver, ISO, and other styles

Lydum, Matthew F. "Patterns in a Novice Teacher's Success Stories." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202520.

Full text

Abstract:

This study looked at the transition from preservice teacher to teacher by considering novice teacher success stories. This investigation rested on the presumption that the first year of teaching may be a struggle for some. This claim was underscored by the prevalence of the sink or swim metaphor in discourse related to induction. To understand how novice teacher success stories can inform teacher education, narratives were captured using task-oriented, semi-structured interviews deliberately designed to elicit authentic responses. Iterative analysis of the narratives yielded two profiles and 10 stories that are presented in a combination of vignettes written in the voice of the participant and expository comments. Iterative analysis of the 10 stories using the features or elements of story (setting, character, tone, and theme) yielded a number of patterns. In sum, consideration of these findings informs a deeper and richer understanding of induction through the experiences and perspectives of the purposively and conveniently selected participant in this study. Her case supports the rationale for this inquiry. She demonstrated a keen awareness of the struggles novices face. Yet, she self-identified as successful and her administration concurred. The overarching finding is deep insight into the persona of the participant--a survivor that understood successes as a novice teacher to be occurrences marked in sometimes minimal relief upon a context of struggle.

APA, Harvard, Vancouver, ISO, and other styles

Smethen, Lindsey. "The next generation of teachers : perspectives on teaching as work, induction, retention and career trajectory." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479331.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Harrison, Jenny. "Induction into teaching : explorations into developmental mentoring and critical reflection on practice in teacher education." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/35642.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Smith, Michael D. "Striving and Surviving: The Phenomenology of the First-Year Teaching Experience." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003216.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dixon, Nelly A. "Induction of Special Education Teachers in Self-Contained Classrooms for Students With Autism." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/865.

Full text

Abstract:

Over the past decade, the number of students with autism spectrum disorders (ASD) in public schools in a northeastern US state has almost tripled in number. Given a lack of preservice training on autism topics, many beginning special education teachers are ill prepared to meet the challenges of working in classrooms for students with ASD and current induction practices do not specifically support special education teachers. The perceived effectiveness of induction programs for beginning teachers in self-contained classrooms for students with ASD were examined in this phenomonological inquiry grounded in theories of adult learning. Through semi structured interviews that were analyzed using a modified modified Stevick-Colaizzi-Keen method, 7 beginning special education teachers in 3 types of public school settings discussed their perceptions regarding induction supports and the challenges they faced. Participants reported mentoring as the most effective induction component. Challenges were related to paraprofessionals, paperwork, student behaviors, and parent communication. The teachers expressed a need for induction activities relevant to the responsibilities of special education teachers and contexually relevant professional development. School districts need to understand challenges faced by beginning teachers in self-contained classrooms for students with ASD and develop induction components that support teachers in the autism field. The social implications for creating relevant induction programs are great; supporting beginning special educators in self-contained classrooms for students with ASD will retain effective teachers and may have a positive influence on student achievement and long term outcomes for students with ASD.

APA, Harvard, Vancouver, ISO, and other styles

Partlow, Madeline Rachel. "Teachers' perceived needs within a responsive induction program structured as a learning community." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154972019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Buckingham, Elizabeth Ann. "Socialisation to higher mathematics : men's and women's experience of their induction to the discipline." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5425.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Bice, Lawrence Raymond. "Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/bice/BiceL1205.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Uugwanga, Tulonga Tulimeutho. "An investigation of the coping mechanisms of novice teachers : a study of selected high schools in the Oshikoto Region of Namibia." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2155_1318832634.

Full text

Abstract:

Although there are several achievements made by the Namibian government after independence, there are still many constraints and challenges facing the education system, particularly with regard to novice teachers&rsquo support and professional development. Most novice teachers are coming into the teaching profession and receive little or no assistance. Nevertheless, novice teachers are expected to perform the full teaching responsibilities despite their inexperience. Novice teachers are expected to formulate their own coping strategies and to grapple with the challenges they encounter during their first year of teaching on their own. This study aims at investigating the coping mechanisms used by novice teachers to achieve their teaching goals during their first year of teaching. The study recommends that the teacher training institutions, the Ministry of Education and schools have an important role to play in facilitating the use of effective coping mechanisms and in assisting novice teachers in alleviating these challenges. Teacher training should ensure that a balance is maintained between theory and practice. In addition the Ministry needs to provide favourable working conditions and put up support systems for novice teachers. Schools should also provide orientation to all novice teachers and most especially render support to all novice teachers until they are fully integrated into the school and teaching culture.

APA, Harvard, Vancouver, ISO, and other styles

Ayvaz, Duzyol Muberra. "The Effectiveness Of Induction Program For Candidate Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614896/index.pdf.

Full text

Abstract:

This study aimed at investigating the effectiveness of induction program applied to candidate teachers. The effectiveness of the program was evaluated by focusing on the perceptions of the stakeholders of the induction program the managers, the implementers of the program candidate teachers to whom the program implemented and the mentor teachers, implementers of the practical training. To this end, the CIPP evaluation model was utilized. Through in-depth interviews, the data were collected from 14 candidate teachers, 4 program managers and 4 mentor teachers from 6 public schools. The challenges and/or problems in implementation of the Teacher Induction Program perceived by the stakeholders of the Teacher Induction Program were revealed as the discrepancy between the needs of the program participants and aims of the program lack of effective methods, materials and equipment unnecessary courses in the program unreliable and invalid exams and inefficient program instructors.

APA, Harvard, Vancouver, ISO, and other styles

Andrews, Ian H. "Five paradigms of induction programmes in teacher education : a comparative analysis of teacher induction programmes in Britain, Australia, New Zealand, United States and Canada." Doctoral thesis, University of Bradford, 1986. http://hdl.handle.net/10454/4405.

Full text

Abstract:

This thesis is a comparative case study of induction programmes from five different countries: Britain, Australia, New Zealand, United States, and Canada. The intent was to investigate pedagogical and structural factors prevailing within these induction programmes that would encourage the confluence of pre-service, induction, and in-service education. An examination of how these induction programmes might enhance ongoing professional development opportunities for the beginning teacher was also undertaken. Based on a review of literature concerning i) issues, parameters, and pedagogical perspectives of teacher education; ii) the socialization experiences and instructional challenges of beginning teachers; and iii) the processes, academic systems, and programme variations of induction the argument is made that many conflicting and complex pedagogical variables as well as historical, cultural, and educational factors may influence the establishment and institutionalisation of induction. A qualitative research methodology was employed using naturalistic inquiry techniques within a case and field study design. Data was derived from interviews, extant documentations, field notes, and evaluation summaries over a three-year period. Documented evidence revealed that no two induction programmes were identical, although various academic, governance, and organisational factors did indicate similarities within and among various countries. Confluence of the three stages of teacher education were generally absent from most programmes. Teacher assessment and supervision were identified as important strategies that could either enhance or obstruct professional development among beginning teachers. Self-evaluative activities incorporated as basic teacher assessment procedures were also profiled as critical factors in promoting a self-directed beginning teacher. From these findings an identification of five distinguishable paradigms or induction was developed. The five models have been categorized as the laissez-faire model, the collegial- model, the formalized mentor-protege model, the mandated competency-based model, and the self-directing professional model. The latter was absent from the induction programmes that were investigated. Thirteen recommendations were proposed based upon the research findings. Twelve recommendations described how induction may enhance the confluence of teacher education as well as how induction may establish continuous professional development for beginning teachers. A thirteenth recommendation identified how programme efficacy may be achieved within induction.

APA, Harvard, Vancouver, ISO, and other styles

Ferrigno, Laura. "Vers un nouveau parcours didactique du grec ancien." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL015.

Full text

Abstract:

Notre thèse est une étude sur les méthodes didactiques du grec ancien. À travers l’analyse de la crise actuelle de l’enseignement des langues anciennes et de la méthode grammaire-traduction, nous essayons de démontrer qu’aujourd’hui il serait souhaitable d’aller vers des choix didactiques différents. Nous concentrons notre intérêt notamment sur les manuels appelés story-based courses, dont les plus connus sont la méthode Ørberg, le Cambridge Latin Course, Athenaze et Reading Greek. Ces ouvrages sont caractérisés par un récit ininterrompu rédigé en latin ou en grec concernant la civilisation ancienne ; ils proposent une approche inductive de la langue favorisant la lecture cursive et un apprentissage linguistique « naturel ». Nous traitons ainsi l’aspect des pratiques pédagogiques à adopter en classe, aspect qui demeure fondamental pour mettre en œuvre un enseignement cohérent avec ces outils. Des expériences passées (notamment celle de Rouse à la Perse school de Cambridge) mais aussi l’enquête que nous avons menée au liceo classico Francesco De Sanctis de Salerne, révèlent jusqu’à quel point notre enseignement peut être bouleversé et dans quelle mesure les réactions des élèves peuvent changer. Les réflexions issues de notre travail, qui s’adresse en particulier aux enseignant de langues anciennes, visent notamment à permettre une connaissance raisonnée de la méthode natura qui dépasse les préjugés qui souvent l’accompagnent et à en évaluer toutes les potentialités Our thesis is a study of the teaching methods for Ancient Greek. Through an analysis of the current crisis in the teaching of ancient languages and of the grammar-translation method, we will attempt to demonstrate that nowadays it would be desirable to make different teaching choices. In particular, we focus our interest on manuals called “story-based courses”. The most widely known of these, are the Ørberg method, the Cambridge Latin Course, Athenaze and Reading Greek. These works are characterized by an ongoing tale written in Latin or Greek and concerning the ancient civilization. They offer an inductive approach to the language, that favors fast reading and a “natural” language learning. We also discuss the matter of the educational practices to adopt in class, which remain essential to create a teaching coherent with these tools. Past experiences (in particular the one led by Rouse at the Perse School of Cambridge), but also the research we have carried out at Liceo Classico Francesco De Sanctis of Salerno, have revealed just how much our teaching can be subverted and how much the students’ reactions might vary. The reflections from our work, which is addressed primarily to teachers of ancient languages, aim specifically to allow a reasoned knowledge of the natura method, overcoming the prejudices that often accompany it and evaluating all its potential

APA, Harvard, Vancouver, ISO, and other styles

Dillon, Nancy Kay. "An examination of teacher education programs and school induction programs in their preparation of teachers for the first year of teaching." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0712104-112559/unrestricted/DillonN081004f.pdf.

Full text

Abstract:

Thesis (Ed.D.)--East Tennessee State University, 2004. Title from electronic submission form. ETSU ETD database URN: etd-0712104-112559 Includes bibliographical references. Also available via Internet at the UMI web site.

APA, Harvard, Vancouver, ISO, and other styles

Leugers, Lucinda Lett. "The Effects of Mentoring and Induction Programs and Personal Resiliency on the Retention of Early Career Teachers." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch154091272482252.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Deruage, Joseph Kua. "Beginning primary teachers' induction and mentoring practices in Papua New Guinea." The University of Waikato, 2007. http://hdl.handle.net/10289/2250.

Full text

Abstract:

Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers' success and continuation in the teaching profession. Induction and specifically mentoring programs focus attention on transitions from one stage of teacher development to another. The three phases of teacher development are initial teacher education, known as pre-service, the induction phase and the ongoing teacher in-service education. The move from student to teacher is the most demanding change in learning to teach. The beginning teacher in this change must adjust from thinking and acting as a student, absorbed with his or her own learning and performance, to thinking and acting as a teacher, accepting responsibility for the learning and performance of others. Beginning teachers are fully engaged in this essential development, and mentoring programs are purposely intended to support them through this period of change. This study has established that beginning teachers in Papua New Guinea (PNG) do experience challenges in the first few months of teaching but these issues lapse over time with the support and assistance of mentors/supervisors. Mentoring has great potential for group effort and transformational teacher learning within schools as professional learning communities. In order for mentors to perform their tasks well and draw benefits from mentoring, appropriate support and training for mentors is recommended. As well as support and training, other incentives for mentors such as salary increments and reduced teaching loads would be a welcome step to enhancing induction and mentoring programs in PNG primary schools.

APA, Harvard, Vancouver, ISO, and other styles

Hicks, Tyler Aaron. "What You Know Counts: Why We Should Elicit Prior Probabilities from Experts to Improve Quantitative Analysis with Qualitative Knowledge in Special Education Science." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5493.

Full text

Abstract:

Qualitative knowledge is about types of things, and their excellences. There are many ways we humans produce qualitative knowledge about the world, and much of it is derived from non-quantitative sources (e.g., narratives, clinical experiences, intuitions). The purpose of my dissertation was to investigate the possibility of using Bayesian inferences to improve quantitative analysis in special education research with qualitative knowledge. It is impossible, however, to fully disentangle philosophy of inquiry, methodology, and methods. My evaluation of Bayesian estimators, thus, addresses each of these areas. Chapter Two offers a philosophical argument to substantiate the thesis that Bayesian inference is usually more applicable in education science than classical inference. I then moved on, in Chapter Three, to consider methodology. I used simulation procedures to show that even a minimum amount of qualitative information can suffice to improve Bayesian t-tests' frequency properties. Finally, in Chapter Four, I offered a practical demonstration of how Bayesian methods could be utilized in special education research to solve technical problems. In Chapter Five, I show how these three chapters, taken together, evidence that Bayesian analysis can promote a romantic science of special education - i.e., a non-positivistic science that invites teleological explanation. These explanations are often produced by researchers in the qualitative tradition, and Bayesian priors are formal mechanism for strengthening quantitative analysis with such qualitative bits of information. Researchers are also free to use their favorite qualitative methods to elicit such priors from experts.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!