Dissertations / Theses: 'Instructional materials'

1

Smith, Marilyn Elizabeth. "A study of perceptions between the actual role and the ideal role of learning resource center coordinators/instructors as reported by administrators, vocational instructors, and learning resource center coordinators/instructors /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711446.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Payne, Kenneth L. "Financing instructional materials in Indiana public school corporations." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/505144.

Full text

Abstract:

The purpose of the study was to analyze current procedures utilized for financing textbooks and related instructional materials by Indiana public school corporations and public school corporations in selected states. Respective practices were examined in order to determine feasible methods/alternatives for Indiana school corporations to use in overcoming the contemporary financial and administrative dilemma which existed in the 1985-86 school year.A descriptive questionnaire was developed from a review of literature and with the assistance of colleagues. Data obtained by the instrument were analyzed using frequency tabulations and percentages. Based on information gained from the study and data collected in superintendents in Indiana, solutions to financing instructional materials for Indiana school corporations were determined.Data collected supported the following conclusions: 1. Public school corporations in Indiana charge fees for textbooks and related instructional materials and are experiencing difficulties in collecting textbook rental and related fees from parents or guardians of school children.2. The use of small claims court for recovering fees is not an effective method for most public school corporations in Indiana.3. Township trustees and/or county councils should pay for textbooks and instructional materials of students whose parents or guardians are declared by the courts to be indigent.4. The current formula for determining textbook rental rates is satisfactory.5. Legislation should be adopted to permit public school corporations to increase revenue in order to finance textbooks and related instructional materials.6. To be in concert with other states in the United States and more specifically within the Great Lakes Region, public school students should be supplied textbooks and related instructional materials without charge.7. The location and size of school corporations have implications to problems existing in public school corporations when administering textbook rental programs.8. Lack of additional finance has restricted public school corporations in implementing new programs to be funded by the general fund budget.9. Based on the average rankings of ten regions, public school corporations in Regions I, II, and VI encountered the greatest difficulty in financing textbooks and related instructional materials. Public school corporations have the least problems in supplying textbooks to school students.10. Based on the average rankings of six enrollment groups, public school corporations in the smallest three groups had the greatest success in financing textbooks and related instructional materials for students.11. Additional costs for school corporations are incurred when interest is paid to publishers for overdue accounts or for installment payment programs.12. School corporations with deficit balances or significantly decreasing balances in textbook rental accounts are in. need of assistance in collecting outstanding fees from constituents and/or means of generating sufficient revenue to account for required textbooks and related instructional materials for students.

APA, Harvard, Vancouver, ISO, and other styles

3

Bedford, Janet D. McCarthy John R. "The utilization of the microcomputer in the administration of a media center in higher education institutions." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608946.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

4

Chung, Kin-wah. "Plover cove dam building." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Fewell, Patricia J. McCarthy John R. "Congruency of the perceived roles of the media professional as held by faculty members and media professionals in higher education institutions." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818711.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 6, 2005. Dissertation Committee: John R. McCarthy (chair), Patricia Klass, Eugene Irving, David Tucker, Gerry McKean. Includes bibliographical references (leaves 113-119) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

6

Herzberg, Tina Sue. "The quality of brailled instructional materials produced in Texas public schools." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

McCracken, Janet Rae. "Phenomenographic instructional design : case studies in geological mapping and materials science." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

McCormick, Floyd G., David E. Cox, and Glen M. Miller. "Effectiveness of Instructional Materials Altered for Students with Varying Reading Abilities." College of Agriculture, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/607099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Umino, Tae. "Foreign language learning with self-instructional television materials : an exploratory study." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020387/.

Full text

Abstract:

This thesis investigates second language (L2) learning with selfinstructional television (SITV) materials. It aims to explore: (1) how SITV materials can contribute to L2 learning; (2) the process of self-instruction involved in the use of SITV materials; and (3) a new methodological approach for investigating the use of SITV materials. The initial literature review considers self-instruction in general and learning involving self-instructional broadcast materials in particular, providing details also of two preliminary studies of Japanese students carried out by the author. The main study was designed to investigate, in an exploratory-interpretive fashion, the process whereby seven British adult learners studied Japanese using SITV materials over a fourteen-month period consisting of four phases. Phase 1 revealed features of SITV materials learners find salient while viewing SITV lessons. It was also found that the learners' focus shifted from surface features of the materials to content and onto their own learning process, and that this development accompanied changes in the way they studied with the materials. This led me to carry out a second literature review, on learner strategies. The research in Phase 2 focussed on learners' strategy use while viewing SITV lessons, revealing the types of strategies learners use as well as variability in strategy use according to the lesson, with implications for strategy research more generally. In Phases 3 and 4, which were motivated by the learners themselves, I had the chance to observe what they would do if left on their own. In Phase 4, learners formed a semi-autonomous learning group and together invented creative activities of their own to fulfill their needs and shared strategies to overcome their common problems. On the basis of these findings, the thesis concludes with an overall discussion of the role of SITV materials in L2 learning, the process of materialscentred self-instruction, and issues of research methodology, as well as pedagogical and methodological implications. Directions for future research are also suggested.

APA, Harvard, Vancouver, ISO, and other styles

10

Simionescu, Dana Cristiana. "The Impact of Emotional Design on the Effectiveness of Instructional Materials." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1585757840646923.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

McCracken, Janet. "Phenomenographic instructional design : case studies in geological mapping and materials science." n.p, 2001. http://ethos.bl.uk/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Kang, Byung-Hee. "Upstream activity in instructional systems development : investigations in courseware requirements engineering." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360620.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Price, Linda. "Using visual representations to improve instructional materials for distance education computing students." Thesis, Open University, 2002. http://oro.open.ac.uk/54844/.

Full text

Abstract:

Understanding how to develop instructional materials for distance education students is a challenging problem, but it is exacerbated when a domain is complex to teach, such as computer science. Visual representations have a history of use in computing as a means to alleviate the difficulties of learning abstract concepts. However, it is not clear whether improvements observed are as a result of improvements in the visual representations used in instructional materials or due to individual differences in students. This research examines the two themes of individual differences and visual representation in order to investigate how they collectively impact on improving instructional materials for distance education students studying computer science. It investigates the impact of different representations on learning while additionally investigating the relationship between individual differences and student learning. The research in this thesis shows that visual representations are important in designing instructional materials. In particular, texts with visual representations have the power to cue students to perceive instructional materials as easier to process and more engaging. Investigation into the impact of concrete high-imagery versus abstract low-imagery visual representations illustrated that concrete visual representations incurred fewer cognitive overheads for computer science students and were able to ameliorate the challenges of learning computing. The research in this thesis into individual differences demonstrated that Imagers did benefit more from studying instructional materials containing text with visual components. However the research indicates that appropriate selection of individual difference tests is dependent upon the application, i.e., whether the results are to be used to assess generalised tendencies or episodes in learning and whether the tests examine underlying approaches to cognition or practices in education. An underlying question was whether students studying instructional materials containing low-imagery visual representations would cope as well as those studying high-imagery ones. Accomplished learners demonstrated that they could perform as well as with those receiving high-imagery visual representations. However, studying and recalling these materials did incur more cognitive processing. This thesis argues that improving instructional materials by including appropriate visual representations is a useful basis for improving learning for distance education computer science students.

APA, Harvard, Vancouver, ISO, and other styles

14

Ughrin, Anne M. "The Process, Product, and Placement of Instructional Materials in the Educational Market." Kent State University Liberal Studies Essays / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ksuls1397839515.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Schrauth, Brandon Alan. "The portrayal of the nature of science in early childhood instructional materials." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1473255.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Fitt, Melynda H. "An Investigation of the Doctoral Dissertation Literature Review: From the Materials We Use to Prepare Students, to the Materials That Students Prepare." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1101.

Full text

Abstract:

Practically speaking, a well-conducted review of literature is central to a scholar’s ability to pose pertinent and timely questions within their field. As part of the culminating written assessment of a Ph.D. candidate, the dissertation literature review provides a unique vantage point to explore future scholars’ preparation. In spite of its central role within the research process, research about how future scholars are taught the doctoral competencies necessary to conduct a review of the literature for the dissertation or how the dissertation literature reviews are assessed is limited. In two separate studies, this research uses the Boote and Beile’s Literature Review Scoring Rubric as a framework to explore the textbooks used in the early stages of doctoral education and the quality of dissertation literature reviews from a field of education research. In the first study, seven of the top selling education research methods textbooks from 2010 were analyzed to determine how well they cover the 12 performance criteria on the rubric. While the results were varied, the majority of textbooks were not adequate in their coverage of the performance criteria identified by Boote and Beile. In short, the materials used to prepare doctoral students may not be equal to conveying critical components of the literature review. Efforts were then devoted to a replication study of exploring the end results of doctoral training and preparation. In the second study, the Literature Review Scoring Rubric was used to assess the quality of 30 randomly selected dissertation literature reviews from Instructional Technology. The scores of the dissertation literature reviews were also varied. While some dissertation literature reviews in this study were of high quality and scored well, the majority of them were of a lower quality.

APA, Harvard, Vancouver, ISO, and other styles

17

Duy, Nicole. "Revising instructional materials : uniformity among four revisers and their attention to learner data." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59883.

Full text

Abstract:

Despite the emphasis that is placed on collecting learner data in formative evaluation, there has been little research to support its use in the revision of instructional materials. In addition, although the literature suggests that different revisers making changes to the same instructional materials will yield different revisions, little research has been conducted to confirm this. The present study addressed these two issues by having four instructional designers, acting as revisers, make revisions to a draft version of an instructional presentation while thinking aloud. A coding scheme was applied to the think-aloud protocols. Revisions were sorted using a product attribute categorization system consisting of three main categories central to evaluating instructional materials. The results suggest that revisers do give a considerable amount of attention to learner data when revising materials. In addition, there was a great deal of uniformity among the revisions that were generated by the different revisers.

APA, Harvard, Vancouver, ISO, and other styles

18

Padmaperuma, Gamini A. K. "Teaching strength of materials at distance : Instructional design for a computer-based solution." Thesis, University of Canterbury. Mechanical Engineering, 2005. http://hdl.handle.net/10092/7207.

Full text

Abstract:

The concern of the academic staff at the Open University of Sri Lanka (OUSL) regarding the continued poor student performance in a core course in engineering (Strength of Materials) has prompted the researcher to undertake a research to solve this problem. Solutions to the student performance problem were sought using a general approach known as ADDIE (Analysis, Design, Development, Implementation, and Evaluation) process and the specific instructional model of Smith and Ragan. Analysis phase identified the learner profile and specific learner needs and they also pointed to a computer-based solution. The analysis of the learning task was done using the Revised Bloom's taxonomy (RBT) and it resulted in a set of classified learning objectives. This classification helped in the selection of instructional strategies that were incorporated in the design of the CAL module. The identified learner profile and the learner needs were also considered in the design. An evaluation on the effectiveness of the CAL module showed that there has been a highly significant improvement in the student performances. Other evaluations carried out on the use of the CAL module and its user-interface also produced high satisfaction ratings. As result of this research a tested model for CAL module development to address learning performance problems at the OUSL and elsewhere has been produced. Also, a draft framework for selecting instructional strategies to suit different learning outcomes has been introduced as an outcome of this research.

APA, Harvard, Vancouver, ISO, and other styles

19

Chittaladakorn, Khemlada. "Unorthodox Oral Expressions in English Dictionaries, Corpora, Textbooks, and English Language Instructional Materials." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2911.

Full text

Abstract:

The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.

APA, Harvard, Vancouver, ISO, and other styles

20

Wong, Chi-chung Max. "Christian media centre." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949652.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Woo, Ching-hang Amy. "Chinese net : school complex primary school & resource centre /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Wong, Chiu-lung Dennis. "An audio-visual centre at Stanley Street." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950174.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Stemler, Luann K. Rhodes Dent. "Templates and training materials for the development of instructional multimedia modules using Visual BASIC." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633410.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 25, 2006. Dissertation Committee: Dent M. Rhodes (chair), Fay F. Bowren, Janet D. Hartman, Kenneth F. Jerich. Includes bibliographical references (leaves 91-100) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

24

Ma, Wan Hing Wendy. "Preparing instructional materials for students of mechanical and manufacturing engineering in a technical institute." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/90.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Murray, Iain. "Instructional eLearning technologies for the vision impaired." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/645.

Full text

Abstract:

The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. How such a multi-modal approach can achieve equivalent success for the vision impaired is demonstrated. However, the study also shows the limits of the current understanding of human perception, especially with respect to comprehending two and three dimensional objects and spaces when there is no recourse to vision.

APA, Harvard, Vancouver, ISO, and other styles

26

Santos, Laércio Carlos Ribeiro dos [UNESP]. "O design como mediador da arte-educação nos materiais didáticos de museus." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/110867.

Full text

Abstract:

Made available in DSpace on 2014-12-02T11:16:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-03-17Bitstream added on 2014-12-02T11:21:02Z : No. of bitstreams: 1 000796654.pdf: 7008787 bytes, checksum: 5b3d163b7937568e72f79efa26ff33f8 (MD5)
O ensino de artes insere-se na vida das pessoas em diversos lugares: escola, ateliês, museus etc. No caso dos museus, eles se valem frequentemente de materiais educativos criados para exposições especifícas ou para o próprio local. Esses materiais são voltados, sobretudo, para professores e estudantes que frequentam esses locais em atividades escolares. Assim, buscou-se neste trabalho, compreender de que modo o design artefatos relaciona-se com as diferentes metodologias de ensino de arte, bem como compreeender de que modo eles se inserem nesses espaços. Como resultados nota-se uma relação direta do design com a metodologia de ensino empregada na visualidade do material. Assim, conclui-se que o design é de fundamental importância na arte-educação e deve ser valorizado nesse processo
The teaching of art is part of our lives in many places, school, studios, museums etc. in the case of museums they often worth of educational materials created for specific exhibitions or the site itself. This material is designed primarily for teachers and students who attend these places in school activities. Thus, we sought in this study to understand how the design of these artifacts relate to the different approaches to teaching art. As well as understand how they fit into these spaces. It is concluded that the design is of fundamental importance in art education and should be valued in this process

APA, Harvard, Vancouver, ISO, and other styles

27

Santos, Laércio Carlos Ribeiro dos. "O design como mediador da arte-educação nos materiais didáticos de museus /." Bauru, 2014. http://hdl.handle.net/11449/110867.

Full text

Abstract:

Orientador: Galdenoro Botura Junior
Banca: Luis Carlos Paschoarelli
Banca: Marilza Antunes de Lemos
Resumo: O ensino de artes insere-se na vida das pessoas em diversos lugares: escola, ateliês, museus etc. No caso dos museus, eles se valem frequentemente de materiais educativos criados para exposições especifícas ou para o próprio local. Esses materiais são voltados, sobretudo, para professores e estudantes que frequentam esses locais em atividades escolares. Assim, buscou-se neste trabalho, compreender de que modo o design artefatos relaciona-se com as diferentes metodologias de ensino de arte, bem como compreeender de que modo eles se inserem nesses espaços. Como resultados nota-se uma relação direta do design com a metodologia de ensino empregada na visualidade do material. Assim, conclui-se que o design é de fundamental importância na arte-educação e deve ser valorizado nesse processo
Abstract: The teaching of art is part of our lives in many places, school, studios, museums etc. in the case of museums they often worth of educational materials created for specific exhibitions or the site itself. This material is designed primarily for teachers and students who attend these places in school activities. Thus, we sought in this study to understand how the design of these artifacts relate to the different approaches to teaching art. As well as understand how they fit into these spaces. It is concluded that the design is of fundamental importance in art education and should be valued in this process
Mestre

APA, Harvard, Vancouver, ISO, and other styles

28

Reinaldo, Thais Adrianne Silva. "Representação em química : relações entre níveis do conhecimento e seus signos para apropriação da linguagem química /." Bauru, 2019. http://hdl.handle.net/11449/181628.

Full text

Abstract:

Orientadora: Ana Maria de Andrade Caldeira
Banca: Fernanda da Rocha Brando Fernandez
Banca: Alexandre de Oliveira Legendre
Resumo: Esta pesquisa e seu produto técnico visaram propiciar alternativas didáticas, indicando abordagens, materiais de aprendizagem e recursos didáticos, com o intuito de promover a apropriação da linguagem química na Educação Básica, por meio da compreensão dos diferentes níveis do conhecimento químico (macroscópico, submicroscópico e simbólico) bem como das relações entre estes níveis. Assim sendo, o objeto de estudo desta pesquisa foi um método de ensino produzido a partir da metodologia Perceber/Relacionar/Conhecer, fundamentada na Teoria Semiótica de Peirce. Para tanto, foram elaboradas, aplicadas e avaliadas atividades estruturadas em etapas de uma Sequência Didática, desenvolvida de acordo com o processo EAR (Elaboração-Aplicação-Reelaboração). Os sujeitos de pesquisa foram alunos do Ensino Médio de uma unidade escolar da rede estadual de ensino, situada na periferia de Bauru, interior de São Paulo. Os instrumentos de coleta de dados foram as produções dos alunos durante as atividades didáticas. A investigação teve enfoque qualitativo, sendo os resultados analisados pelas técnicas análise temática aliada à análise categorial do método Análise de Conteúdo. Os resultados obtidos demonstraram desenvolvimento das linguagens sinestésicas, não-verbais e simbólicas bem como das habilidades cognitivas definidas. Também evidenciaram a apropriação dos conceitos científicos ensinados, por todos os alunos da amostra, em diferentes níveis. Portanto, foi comprovada a eficácia do método di... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research and its technical product aimed at providing didactic alternatives, indicating approaches, learning materials and didactic resources, with the purpose of promoting the appropriation of chemical language in Basic Education, through the understanding of the different levels of chemical knowledge (macroscopic, submicroscopic and symbolic) as well as the relations between these levels. Therefore, the object of study of this research was a teaching method produced from the methodology: Perceive / Relate / Know, based on the Semiotic Theory of Peirce. For that, activities structured in stages of a Didactic Sequence, developed according to the EAR (Elaboration-Application-Re-elaboration) process, were elaborated, applied and evaluated. The research subjects were high school students from a school of the state education network, located in the outskirts of Bauru, in the country of São Paulo. The instruments of data collection were the productions of the students during the didactic activities. The research had a qualitative approach, and the results were analyzed by thematic analysis techniques, combined with the categorical analysis of the Content Analysis method. The obtained results demonstrated the development of synesthetic, nonverbal and symbolic languages as well as defined cognitive abilities. They also evidenced the appropriation of the scientific concepts taught by all students of the sample, at different levels. Therefore, the effectiveness of the didactic me... (Complete abstract click electronic access below)
Mestre

APA, Harvard, Vancouver, ISO, and other styles

29

Tomita, Kei. "Visual Design As a Holistic Experience| How Students Engage with Instructional Materials of Various Visual Designs." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606025.

Full text

Abstract:

This study explored factors thought to affect college students’ selection and experience of instructional materials by utilizing general procedures of Giorgi’s (2012) descriptive phenomenological psychological method and Spradley’s (1979) approach to interpretation. Twenty-five undergraduate students were asked to study finite mathematics materials after selecting from four sets of options, with the same content but different visual designs and formats. The entire process was observed, and students were interviewed about their experience. As a result of the analyses, students were found to select instructional materials that met their expectations, and such expectations had been defined or impacted by their various previous experiences. For example, students who believed that instructional materials should effectively deliver content selected materials based on the ease of navigation. Meanwhile, students who believed that instructional materials should attract them and engage them into learning selected materials based on the attractiveness of the materials. Students made decisions regarding which materials met their expectations almost immediately after looking at the materials. In addition, opinions regarding which materials allowed easier navigation or which materials appeared to be attractive were diverse. Furthermore, many students felt that the number of words was different in the materials although every word on the four materials was the same. One student even thought that the tone of the language was different in different materials. Students’ difference in perception regarding the content of the materials across different visual designs suggests that the affective perception of the visual design was powerful enough to influence students’ cognitive perception of the content. Overall, students’ difference in visual perceptions suggests that instructional content should be displayed in multiple different forms to comply with students’ diverse visual needs.

APA, Harvard, Vancouver, ISO, and other styles

30

Murray, Iain. "Instructional eLearning technologies for the vision impaired." Curtin University of Technology, Department of Electrical & Computer Engineering, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=120496.

Full text

Abstract:

The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. How such a multi-modal approach can achieve equivalent success for the vision impaired is demonstrated. However, the study also shows the limits of the current understanding of human perception, especially with respect to comprehending two and three dimensional objects and spaces when there is no recourse to vision.

APA, Harvard, Vancouver, ISO, and other styles

31

Mutter, Lisa B. "Reaching out @ your library : communication practices of New Jersey high school library media specialists /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Bevan, Blanche. "Centre for media and image." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-10122006-121826.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Allen, Melissa Ann. "A study analyzing the perspectives of National Board certified media specialists." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/melissa_a_allen/allen_melissa_a_200701_edd.pdf.

Full text

Abstract:

Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Judith L. Repman. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 233-248) and appendices.

APA, Harvard, Vancouver, ISO, and other styles

34

Caswell, Cynthia Ann. "Relational processing theory and instructional design, designing writing resource materials for ESL teachers and students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40135.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Wickersham, William. "An Investigation of the Cultural Content in English Instructional Materials Used in Sweden’s Secondary Education." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34646.

Full text

Abstract:

This thesis is a two-pronged analysis of the cultural content in two instructional materials series presently meant for use in the English language instruction in Swedish secondary education, and it integrates an examination of surface and deep cultural content with an ideology analysis focused on the representation of nations and the international world. The driving impetus of this thesis is an interest in the representation of culture meeting the students in their instruction. A theoretical framework has been used with perspectives on surface and deep culture, intercultural communicative competence, and theories of nationalism as an ideology. The study shows that the Swedish materials promote the development of communication skills across cultural boundaries to a greater extent than some international research would suggest, but confirms results from other related studies. The majority of the cultural content was found to be surface-level and is best understood as objective or static topics of culture which do little to prepare the readers to be critical, intercultural citizens. The materials were found to be strongly structured around the nation-state, and the argument is made that the materials feature international content with a national-perspective. The materials were also found to reproduce ethno- national sentiment when representing specifically the United States and Britain, where a great deal of the content is focused. This study shows that a combination of these two approaches provides a more complete consideration of the materials and produces important results, not only for the scholarly community, but for teachers and instructional material design.

APA, Harvard, Vancouver, ISO, and other styles

36

Cutrim, Nubia Celia Berge. "Experimentos virtuais didaticos para ensino de mecanica dos fluidos." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/263762.

Full text

Abstract:

Orientador: Kamal Abdel Radi Ismail
Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica
Made available in DSpace on 2018-08-04T06:27:46Z (GMT). No. of bitstreams: 1 Cutrim_NubiaCeliaBerge_M.pdf: 3687041 bytes, checksum: 975ed9a3f5e5a8994b9057e4f1ba91e6 (MD5) Previous issue date: 2004
Resumo: Neste trabalho procurou-se desenvolver experimentos virtuais didáticos para ensino de Mecânicas dos Fluidos com ênfase na utilização da equação de Bemoulli, a experiência de Reynolds e funcionamento de wn rotâmetro, permitindo a realização de experimentos computacionais, com base em experimentos teóricos já existentes. Utilizou-se softwares adequados e de comprovada credibilidade para o desenvolvimento dos experimentos virtuais. Os resultados obtidos foram analisados, testados e comparados com os resultados nwnericamente testados. Com a conclusão deste trabalho pretende-se uma melhor compreensão dos fundamentos relacionados às temáticas da disciplina mecânica dos fluidos e suas aplicações no ensino mediado pelas novas tecnologias
Abstract: In this work it looked for develop didatics virtual experiments to the Fluids Mecanics with emphasis on the utilization Bernoulli's equation, Reynolds' experience and the function of the rotameter, permiting the accomplisbment of computers experiment, allude to teorics experiments that already existo It used adequa te softwares and it has confirmed credit for the delopment of the virtual experiments. The results abtained were analized and comproved with the results numerical tested. With the conclusion of this work it wish the best compreension of the basis related by the tematic of the discipline fluids mecanics and their inclusion on the teaching mediated by the news tecnologies
Mestrado
Instrumentação e Controle Industrial
Mestre Profissional em Engenharia Mecanica

APA, Harvard, Vancouver, ISO, and other styles

37

Salla, Helena Maria. "Estudos CTS e transgenia : análise de materiais didáticos do ensino médio /." Bauru, 2016. http://hdl.handle.net/11449/138955.

Full text

Abstract:

Orientador: Danilo Rothberg
Banca: Ana Maria de Andrade Caldeira
Banca: Carlos Roberto Massao Hayashi
Resumo: Os materiais didáticos utilizados pelos professores de Biologia são fundamentais no planejamento e realização de suas aulas. Em particular no Ensino Médio, a educação científica com ênfase nas relações entre Ciência, Tecnologia e Sociedade (CTS) poderá ser alcançada com materiais adequados, voltados para o letramento científico do aluno. Esta pesquisa caracterizou a contextualização do tema da transgenia no âmbito de materiais didáticos da disciplina de Biologia em relação a pressupostos dados pelos Estudos CTS. Os objetivos específicos foram: a) identificar a existência de perspectivas relevantes no âmbito dos Estudos CTS no conteúdo didático acerca de alimentos transgênicos; b) interpretar como as abordagens sobre produção, distribuição e consumo de alimentos transgênicos presentes nos materiais analisados podem contribuir para a formação da cidadania; c) sugerir, a partir da identificação de oportunidades de aperfeiçoamento do conteúdo didático dos materiais didáticos e das contribuições da literatura especializada, aspectos a serem contemplados pelos materiais analisados a fim de proporcionar uma formação para o exercício da cidadania no contexto dos Estudos CTS. A metodologia utilizada foi a análise de conteúdo, com o estabelecimento de 18 categorias de avaliação de cinco coleções de livros didáticos de Biologia Os resultados sugerem que as coleções de livros analisadas apresentam predominantemente uma abordagem dos benefícios do desenvolvimento de transgênicos, proporci... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Course materials used by biology teachers are a fundamental part of the design and support of their classes. In secondary schools in particular, science education with emphasis on the relationships between Science, Technology and Society (STS) can be achieved with adequate materials, focused on the scientific literacy. This study characterized the contextualization of approaches related to genetically modified organisms within biology teaching materials concerning assumptions given by the STS studies. The specific objectives were: a) to identify the existence of relevant perspectives in the context of the STS studies in the educational content about transgenic food; b) to interpret how production, distribution and consumption of transgenic food are represented in the analyzed materials and how it could contribute to citizenship education; c) to suggest, benefiting from the identification of opportunities for the improvement of educational content in the teaching materials and the contributions of the specialized literature, issues to be addressed in the analyzed material in order to provide education for citizenship within the context of STS studies. The methodology used was content analysis with the establishment of 18 assessment categories to be analyzed in five collections of materials of biology. The results suggest that the analyzed collections of books predominantly focused on the benefits of the development of genetically modified organisms, providing few relationships... (Complete abstract click electronic access below)
Mestre

APA, Harvard, Vancouver, ISO, and other styles

38

Carroll, M. Jane. "Toward optimizing learner feedback during instructional materials development : exploring a methodology for the analysis of verbal data." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61697.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Lindvall, Jannika. "Supporting instructional improvement at scale : The role of teacher professional development programs and mathematics curriculum materials." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31441.

Full text

Abstract:

We are currently witnessing an increase of international interest in mathematics education, fueled partly by the growing concerns of students’ declining results, but also by changed perceptions of what mathematics students should master. In response, many initiatives have appeared in order to move away from traditional to more inquiry based approaches to teaching. Though several small-scale studies have contributed much to our understanding on how to support teachers in this work, there is still a lack of research conducted on a larger scale. Therefore, the aim of this thesis is to add to our knowledge of how to support instructional improvement at scale. This is done by focusing on two common approaches to support mathematics teachers’ development of reform based practices: teacher professional development [PD] programs and curriculum materials. The thesis builds on four papers which are all connected to a project aiming at improving the mathematics instruction in a large Swedish municipality. The project includes a PD-program for almost 400 elementary teachers and the mathematics curriculum materials that teachers are using play a central role in the program. The first two papers focus on curriculum materials either by using surveys to compare teachers’ views of the support offered in the materials and their reported mathematics instruction, or by conducting textbook analyses to characterize how some commonly used materials communicate about, for example, goals of lessons. The results demonstrate that teachers using different materials experience different levels of support from them and also show variations in their reported instruction. These differences are further reflected in the textbook analyses which show that the materials offer teachers various support, for example regarding how they communicate about goals. The last two papers focus on teacher PD-programs either by comparing the effects of two programs on student achievement, or by using surveys to examine teachers’ views of one of the programs and its impact on their reported instruction. The results indicate that the two PD-programs have affected students’ achievement in different ways, demonstrating both decline and improvement. Even within the programs differences are revealed between students at the primary and secondary levels. These variations are further present in the teacher surveys, where the results show differences between teachers from different grade-levels. By drawing on the literature review and the results of the papers, the thesis ends with a discussion of possible elaborations of a widely used core conceptual framework for studying teacher PD.

APA, Harvard, Vancouver, ISO, and other styles

40

Rivera, Cuayahuitl Eliphelet. "The cognitions underlying teachers' use of instructional materials on a BA ELT at a Mexican university." Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/11324/.

Full text

Abstract:

While in the field of language education much has been written about the design and use of instructional materials, very few studies have actually studied teachers' practices in using materials and the rationales for these practices. In response to this gap, this work examines the findings of a study of English language teachers' use of instructional materials on a BA ELT programme in Mexico. Drawing on both qualitative and quantitative data, the study examines how more experienced (METs) and less experienced (LETs) language teachers use ELT materials in their lessons, and identifies what factors• cognitive and contextual• influence their decisions. Language teachers in the institution under study first completed a questionnaire about their use of instructional materials; six of these teachers were then studied through observations and interviews to provide a deeper understanding of classroom practices in using materials and the factors shaping their choices. Findings revealed that textbooks were the most relevant materials in the teachers' practices. In this vein the study unveiled contrasting beliefs between LETs and METs about the use of textbooks. The study also showed that contextual factors such as the length of courses and lessons, and the textbook-based assessment, were explicitly raised as the most influential over the teachers' use of materials. Another emerging factors that also shaped teachers' use of materials include: Procedures for selecting textbooks, institution's facilities, out of fashion materials at the resource centre, institutional mechanisms to supervise teachers' practices and types of teachers' work contracts. Contributions from this work are expected to be relevant for the institution under study, for similar other BA ELT programs and for the field of teacher cognition.

APA, Harvard, Vancouver, ISO, and other styles

41

Gottheim, Liliana 1955. "A genese da composição de um material didatico para ensino-aprendizagem de portugues como segunda lingua." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269750.

Full text

Abstract:

Orientadores: Jose Carlos Paes de Almeida Filho, Brian Tomlinson
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-08T21:46:02Z (GMT). No. of bitstreams: 1 Gottheim_Liliana_D.pdf: 35311287 bytes, checksum: b1ef646971b60466ed2a506f9b6ea582 (MD5) Previous issue date: 2007
Resumo: O objetivo, deste trabalho, foi estudar o processo de composição de um material didático em abordagem comunicacional para um curso de PLE (de 35-40 horas). O material foi construído com o propósito de propiciar momentos de uso de língua na comunicação, por meio de conteúdos da formação social e histórica da população brasileira. A ênfase deste estudo situou-se no entendimento da concepção de produção da autora, ou seja, no que ¿fez acontecer¿ certas ações na sala de aula, numa tentativa de explicitar os conhecimentos formais e informais envolvidos na produção de textos e atividades. A primeira versão desse material surgiu em trabalho de Mestrado (1994-1996) e a segunda, no Doutorado (2004); ambas elaboradas para alunos que já possuíam um nível mínimo de proficiência, suficiente para interpretar e produzir textos versados sobre o tema escolhido. A curiosidade para produzir um material alicerçado em conhecimentos teóricos hoje disponíveis e investigar esse processo partiu da dificuldade de entender como ¿autores produzem livros¿. Dois eixos permearam a narrativa e discussão desse trabalho: um de avaliação de MD, que possibilitou explicitar os conhecimentos formais e informais envolvidos na produção do material, assim como as atitudes tomadas; e outro, de produção, que permitiu estudar como formas de ação foram criadas segundo aqueles conhecimentos. Acrescemos à pesquisa dados da implementação do material e informação coletada com sete outros autores acerca de suas concepções próprias em obras que produziram. A metodologia utilizada foi a da pesquisa-ação, cujo foco num primeiro momento foi a tomada de conscientização de aspectos que envolveram a produção daquele material, para depois associar as exigências sentidas, à mobilização de modificações em um nível do ¿fazer¿, superando empecilhos encontrados. Além de sinalizar conhecimentos significativos à produção de um material, os dados mostraram padrões comuns e singulares à gênese de nossa composição e à dos sete autores analisados. Os resultados permitiram-nos apontar possíveis fatores de sucesso à produção de novos materiais e destacar a necessidade de se obter clareza das reais funções do autor na produção de materiais-fonte e do professor na condução desses materiais nas aulas (já menos difusas) para poder direcionar ações tanto de produção de obras como de preparação à docência em abordagem comunicacional. Dessa forma, poderemos modificar antigos papéis acríticos de subordinação e dependência do professor aos textos e atividades propostos em livros e incentivar o desenvolvimento da requerida autonomia do professor e a tomada de risco para novas produções
Abstract: The objective of this thesis was to study the process implicated in the development of a textbook of Portuguese for foreigners, which was built in accordance with the principles of the communicative approach in language teaching and intended for a 35- to 40-hour course. The textbook was organized around six topics dealing with the social and historical scenery at the time of the discovery of Brazil, focusing mainly on the ethnic groups that have contributed to form today¿s Brazilian population. The material was planned for students at an intermediate level of language who had already acquired enough language knowledge to interpret and produce short texts about the chosen content. This research was partly an attempt to make explicit the formal and informal knowledge and attitudes involved in gathering texts and creating learning activities for our material, and also an attempt to discuss the difficulties encountered in applying theoretical knowledge in AL to the production of materials. There were two versions of the same book used in this study: a first version done during our Master¿s course (1994-1996) and a second one which came out reformulated in the PhD programme (2004). The research was motivated by our interest on understanding ¿how authors produce books¿ with the purpose to shed some light on the production of materials based on recent theoretical knowledge. The methodology used for this study was the action-research through which we gained consciousness of many aspects involved in the process of producing textbooks. Some data collected from piloting the material in class relevant to the materials¿ design, was added to the research, plus data from interviews which we conducted with seven authors who talked about their own conceptions on producing textbooks. Besides signalizing some relevant aspects of our conception of production in the two versions of the same book, this study showed the common and distinctive patterns of the genesis of composing textbooks by different authors. The results pointed to possible factors of success in producing materials for PFL and made salient the necessity of obtaining clarification of the real role of the authors when producing support materials and of teachers when they apply them in class. Thus we direct actions not only to the production of textbooks in the communicative approach, but also to teacher¿s education. We hope that this research can help teachers reflect on ways to modify old roles of dependence on textbooks and encourage the development of their autonomy and attitudes of the risk taking needed for teacher¿s actions to be performed in alignment with this approach
Doutorado
Lingua Estrangeira
Doutor em Linguística Aplicada

APA, Harvard, Vancouver, ISO, and other styles

42

Oliveira, Danielle Arena de. "A educação do campo como prática pedagógica : em busca de uma ação transformadora /." Bauru, 2017. http://hdl.handle.net/11449/150681.

Full text

Abstract:

Orientador: Vitor Machado
Banca: Luiz Bezerra Neto
Banca: Fábio Fernandes Villela
Resumo: A educação do campo do distrito de Guaianás, município de Pederneiras, interior de São Paulo, adota um ensino apostilado desconectado da realidade dos alunos, que em sua maioria vivem em sítios e assentamentos de reforma agrária. Ao refletirmos sobre as especificidades desta escola, tivemos como objetivo principal deste trabalho elaborar e aplicar um material didático em mídia digital, inspirado no método do Sistema de Complexos Temáticos de Pistrak (2011), tendo como temas principais: Identidade, Família e Campo. Os dados da pesquisa foram coletados primeiramente por meio de entrevistas com professoras da escola a respeito do ensino apostilado utilizado pela rede municipal. Elas destacaram sua insatisfação com o método apostilado e a falta de contextualização dos conteúdos com a realidade do campo. Após a elaboração do material didático digital produzido registramos através de gravações áudio as percepções e questionamentos dos alunos do primeiro ano do ensino fundamental durante sua aplicação. A análise de todos os dados obtidos foi feita por meio de estudos a luz da teoria da Pedagogia do Trabalho (PISTRAK, 2011, 2013) e da legislação brasileira atual (BRASIL, 1988, 1990, 1996, 2002). Pretendemos com este material didático digital propor mudanças das práticas pedagógicas e contribuir com um ensino voltado aos interesses e desafios da realidade do campo.
Abstract: The education in the rural area at Guaianás District, Municipality of Pederneiras, in the inland of São Paulo State, follows a teaching using booklets which are not linked to the reality of the students, who in majority live in small farms and in agrarian reform settlements. Thinking over the specificities of such a school, we had as the main goal of this work to elaborate and to apply a didactic material in digital media, inspired on Pistrak's System of Theme Complexes (2011), having as main themes: Personal Identity, Family and Rural Area. The research data were collected primarily through interviews with the school teachers regarding used by the Municipality Schools. They pointed their dissatisfaction towards the booklet-teaching and the lack of contextuality of the contents compared to the reality of the field. After the elaboration of the digital didactic material produced, we registered through audio recordings, the perceptions and questionings of the The First Graders of the fundamental school during its application. The analysis of all the data obtained was done by studies in the light of theory Fundamentals of a School of Work and of the current Brazilian Laws (BRASIL, 1988, 1990, 1996, 2002). We intend, by the use ot this digital didactic material, to propose pedagogical practice changes and to contribute with a teaching focused on the interests and challenges of the rural area reality.
Mestre

APA, Harvard, Vancouver, ISO, and other styles

43

Van, Scoyoc Marilyn Linda. "The development and evaluation of electronic wind controller instructional materials and techniques for the instrumental music educator /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168183.

Full text

Abstract:

Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Robert Pace. Includes bibliographical references (leaves 115-119).

APA, Harvard, Vancouver, ISO, and other styles

44

Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

El-Murabet, Onaiba Abdulhamid Mustafa. "Investigating the washback effect of a revised EFL public examination on teachers' instructional practices, materials and curriculum." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28561.

Full text

Abstract:

The phenomenon of how tests influence teaching and learning is commonly described in language education as "washback". The purpose of this study was to investigate how English teachers in Libyan schools were influenced by introducing a reformed EFL public examination, called the Basic Education Certificate Examination (BECE), in terms of their instructional practices—the how; and teaching materials and curriculum—the what. The study also sought to examine the effect of any other teacher and context-dependent variables on washback. Three main aspects were studied: teachers’ perception of the exam (perception washback); classroom teaching and testing practices (methodology washback); and teachers’ choice, selection and use of teaching materials (curriculum washback). To address these issues, a mixed methods approach was utilized. Descriptive and inferential statistics were used to analyse quantitative data obtained from surveying 100 teachers. Content analysis was then conducted to interpret qualitative data elicited from documents, observations of two teachers and interviews with 11 teachers and 7 inspectors. The study found that teachers expressed negative rather than positive views towards the exam. Findings indicated that the introduced exam did exert washback on teachers’ instructional practices. However, washback was noticed in issues related to classroom testing practices rather than in teaching practices. As the new BECE did not represent the current curriculum, negative washback was observed on the content of the curriculum: some teachers tended to rely on the “hidden syllabus”, while others narrowed the syllabus to meet the content of the exam. While some desired aims were achieved through the exam, others were not. The intensity and direction of washback was shown to be influenced by mediating variables such as the teacher and the context: the data indicated differences between veteran and novice teachers, and their level of education also affected their response to the exam. Gender was irrelevant. The grade level and class size taught was also associated with impact. The findings of the study indicate how examination reform can be used as leverage of pedagogical change and to dictate the how and the what of teaching, but to different degrees. The study made it crystal clear that washback does exist, but that it operates in a complex manner associated with other variables besides the exam per se. Thus the study suggests that washback cannot be a theory because it seemed not to have predictive power. This study also suggests guidance for future policies for improvement of the examination system in Libyan schools, arguing for alignment of examinations and the English curriculum, with some recommendations as to how this may be achieved.

APA, Harvard, Vancouver, ISO, and other styles

46

Gregg, Bettylynne F. "Portable responsive instructional materials 1957 to 1982| A historical content analysis using failure mode and effect analysis." Thesis, Northern Illinois University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3723857.

Full text

Abstract:

This historical content analysis study examined portable responsive instructional materials used by United States teachers and students in primary, secondary, and higher education instructional settings for the period of 1957 through 1982—the beginning of the space race with the stimulus of educational funding from the National Defense Education Act (NDEA) to the introduction of classroom computers into the mainstream education population. During this period, a plethora of instructional materials was implemented in classrooms, which supported the audiovisual movement to improve performance and knowledge. This study focused on the pedagogical and functional uses of instructional materials from the specified period of history.

Instructional materials included in this qualitative study provided a response from or feedback to the participant through some form of communication—a screen, display, or other mode of communication. The physical nature of the studied instructional materials was small, lightweight, and portable, and each was used collaboratively or individually for instructional purposes in an educational environment. With this definition in mind, certain materials that were important to the audiovisual movement, such as movie projectors and cameras, were not included in this study. Instructional materials from corporate training were not included in this study with the exception of materials that crossed over from the corporate arena to the educational environment.

Pedagogical and functional frameworks of identified instructional materials from 1957 to 1982 provided a foundation from which to compare contemporary instructional materials and devices to those of the past, to predict pedagogical purposes, and to support current integration of instructional materials such as handheld devices into the classroom based on historical information gathered in this study.

Analysis of the instructional materials was based on audiovisual codes found in the literature of the time. To further analyze the data gathered, a failure mode and effect analysis (FMEA) method was adapted and applied to determine the success or failure of specified functionality of the identified instructional materials.

APA, Harvard, Vancouver, ISO, and other styles

47

Souza, Bruno Novais de. "As implicações das pedagogias do "aprender a aprender" no ensino de ciências da natureza : uma análise do material didático-pedagógico do programa "São Paulo faz escola" /." Araraquara, 2018. http://hdl.handle.net/11449/153457.

Full text

Abstract:

Orientador: Juliana Campregher Pasqualini
Banca: Lucas André Teixeira
Banca: Flávia da Silva Ferreira Asbahr
Resumo: A presente pesquisa tem como propósito analisar as implicações das teorias Pedagógicas do "aprender a aprender", em particular ao ensino de Ciências da Natureza. Para tanto, têm-se como referencial empírico de análise as situações de aprendizagem e o currículo para o ensino de ciências da rede estadual paulista a partir da implementação do "Programa São Paulo faz escola". O Programa surge no Estado de São Paulo em 2008, no governo de José Serra (2007-2010), e tem como objetivo oficial enfrentar o baixo desempenho escolar detectado pelo Sistema de Avaliação de Rendimento de São Paulo (Saresp), filiando-se explicitamente à Pedagogia das competências. Em 2010 o currículo do Programa é oficializado e se materializa nas escolas a partir dos cadernos do aluno, do professor e do gestor. Como referencial teórico-metodológico, nosso estudo toma a Pedagogia Histórico-crítica, que analisa as relações educacionais a partir das categorias lógicas da dialética materialista e teóricas do materialismo histórico, desenvolvendo um conjunto de categorias específicas que realizam as devidas mediações necessárias à educação escolar. Adotamos como categorias de análise a intencionalidade pedagógica e a tríade conteúdo-forma-destinatário, eixo central da proposta de organização escolar histórico-crítica. Os resultados obtidos apontam o esvaziamento dos conteúdos científicos já preconizados pelo lema "aprender a aprender", mas com um viés específico de esvaziamento que compete à Pedagogia das compet... (Resumo completo, clicar acesso eletrônico abaixo)
Resumen: La presente investigación tiene como propósito analizar las implicaciones de las teorías pedagógicas del "aprender a aprender" a la particularidad de la enseñanza de las ciencias de la naturaleza. Para esto, utilizase como referente empírico de análisis las situacionaes de aprendizaje y el currículo propuestos para la enseñanza de las ciencias de la red estadual paulista a partir de la implementación del Programa "São Paulo faz escola". El programa surge en el estado de São Paulo en 2008 en el gobierno de José Serra (2007-2010) y tiene como objetivo oficial enfrentar el bajo desempeño escolar detectado por el Sistema de Evaluación de Rendimiento de São Paulo (Saresp), afiliándose explícitamente a la Pedagogía de las competencias. En 2010 el currículo del Programa es oficializado y se materializa en las escuelas a partir de los cuadernos del alumno, del profesor y del gestor. Nuestro estudio toma como referencial teórico y metodológico la Pedagogía Histórico-crítica, que analiza las relaciones educacionales a partir de las categorías lógicas de la dialéctica materialista y teóricas del materialismo histórico, desarrollando un conjunto de categorías específicas que realizan las debidas mediaciones necesarias a la educación escolar. Adoptamos como categorías de análisis la intencionalidad pedagógica y la tríada contenido-forma-destinatario, eje central de la propuesta de organización escolar histórico-crítica. Los resultados obtenidos apuntan al vaciamiento de los contenidos cie... (Resumen completo clicar acceso eletrônico abajo)
Mestre

APA, Harvard, Vancouver, ISO, and other styles

48

Stevenson, Alexander. "Resource centres in secondary education with particular reference to teacher and pupil attitudes in selected secondary schools in Natal." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/15826.

Full text

Abstract:

Includes bibliography.
Resource centres have been in existence for some 15 years in the most educationally advanced provinces in South Africa and for some six years where most recently established. Little has been written about them and consequently the role they play in secondary schools is not well-known. The present study set out to determine the attitudes of pupils and teachers to the resource centre, and the patterns of use. It was hypothesized that the resource centre would be an integral part of the implementation of the school curriculum; that it would be an indispensable element of individualised learning and that resource-based teaching would be in evidence rather than resource-based learning.

APA, Harvard, Vancouver, ISO, and other styles

49

Porter, Melissa J. "Media specialists' perceptions of administration in censorship and access of information in school library media centers." 1997. http://catalog.hathitrust.org/api/volumes/oclc/39329818.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Tu, Chun-Ai, and 凃春愛. "Construct E-book Instructional Materials Quality Evaluation Indicators." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/21473060791972889778.

Full text

Abstract:

碩士
國立高雄應用科技大學
資訊管理系碩士在職專班
98
Recently, due to the progress of information technology and the popularity of wireless internet, mobile learning has become a digital learning method for the new generation; in this case, the quality of e-book instructional materials plays a crucial role in teaching effects of mobile learning. At present, evaluation indicators offered by qualified institutions for digital instructional material are not completely suitable to e-book instructional materials. Since different courses require different contents of instructional materials and different evaluation indicators, the design and evaluation indicators for e-book are accordingly different. Therefore, this study took Introduction of Computer Science of University of Science and Technology for an example to find a set of evaluation indicators suitable for Introduction of Computer Science of University of Science and Technology. Based on the digital learning quality criteria, the characteristics of e-book were integrated and then coordinated mobile learning theory with technical acceptance mode to revise the indicators. Final, this study applied Modified Delphi Method. The questionnaire survey were examined by some scholars and experts related to the field of e-book instructional materials. After taking the suggestions from the experts and the analysis, I summarize “Interface Standard and Learning Instruction”, “Quality Standard for Material Content”, “Instructional Design Standard”, total 17 quality evaluation indicators of e-book instructional materials for references.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Instructional materials'

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