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Mak, Barley Shuk-yin Chan. "An investigation into the relationship between speaking-in-class anxiety with instructor behaviour and classroom practices among Chinese ESL (English as a Second Language) first year undergraduates in a Hong Kong university." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5615.
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This study investigates the relationship of instructor behaviour and classroom practices with Chinese ESL speaking-in-class anxiety of a group of first-year university students in Hong Kong. The factors contributing to second language learning speaking-in-class anxiety (SA) are identified by means of interviews,a questionnaire and discussion. The relationship between sex, majors, students' second language (English) proficiency, self-evaluation of their first language (Chinese) and second language (L2) proficiency with SA are examined with the help of a questionnaire. A further aspect of the study explores the kinds of classroom practices and teacher behaviour that help students reduce SA by means of an experiment, comparison of data gathered from pre-and-post experiment questionnaires, participant observation, interviews, classroom activity records, audio recording and comparison of students' English oral grades before and after the experiment. Factor analysis identified five factors contributing to SA. They are - speech anxiety and fear of negative evaluation - comfortableness when speaking with native speakers - negative attitudes towards the English class - negative self-evaluation and - fear of failing the class/consequences of personal failure. Speaking in front of the class without preparation, being corrected when speaking, inadequate wait-time and not being allowed to use the first language in a second/foreign language class were also indicated by this group of first-year Chinese ESL university students as important elements leading to SA. Results suggested that teacher behaviour such as creating a warm and easy going atmosphere in the classroom, upholding teaching professionalism, providing specific help to students and providing pleasant language experience are useful to encourage spoken English in an ESL classroom. Classroom practices such as adopting appropriate tasks and activities that address varied leaning styles and strategies in the classroom, adopting appropriate modes of assessment and correction, allowing preparation in advance before asking students to speak in front of the class, providing adequate wait-time and allowing the use of the first language help lower students' SA. The thesis concludes with an examination of the methodological and theoretical implications of the study. The present research has highlighted the importance of considering the cultural elements, wait time and the use of LI in the L2 classroom, elements which have been neglected in previous anxiety research. A number of tentative and practical recommendations from the study are proposed together with suggestions for future research.
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Lechman, Kathleen M. "An Exploration of the Role of Perceived Instructor Cultural Intelligence, Students' Feelings of Validation, and Sense of Belonging on Students' Intent to Persist." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428914849.
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Klauk, Erin Elizabeth. "Design and learning outcomes of web-based instructional resources focused on the impacts of resource development on Native American lands." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/klauk/KlaukE0507.pdf.
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Logan, Sarah. "An examination of the effects of reading instruction and gender differences on children's reading." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:2686.
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The aim of this thesis is to explore a number of areas relating to children's reading. The experimental studies were designed to investigate reading strategies, attitudes to reading and underlying cognitive processes. However the focus within each of them is to examine the effects of reading instruction and gender. The results from all gender comparison studies illustrate that the significant gender differences perceived to exist in reading ability are actually relatively small in terms of statistical significance. However greater gender differences can be found in measures of planning and attention, attitude to school, attitude to reading and frequency of reading. The studies also investigated the effects of two different reading programmes; synthetic phonics and Progression in Phonics (the National Literacy Strategy's analytic phonics based programme). The results of this thesis support the value of teaching synthetic phonics, as more children taught by this method become independent readers early on, become better readers later on, and there are fewer underachievers when taught by this method. Synthetic phonics provided children with better phonological reading skills, which boosted their ability to read irregular as well as regular words and is therefore suitable for opaque languages like English. In addition, no differences in reading attitudes were found according to type of reading instruction. Finally, the way in which children are taught to read appears to change the cognitive substrate underpinning reading, and may also develop skills beyond the reading system.
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Aubrey, Carol. "Teacher and pupil subject knowledge and the processes of mathematical instruction in reception classrooms." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3937.
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The overall aim of the Project was to investigate teachers' pedagogical subject knowledge, in particular, through examination of the co-ordination and utilisation of teacher and pupil knowledge in the complex environments of reception classrooms. Phase One and Two (orientation and overview) concerned the design, piloting and revision of criterion-referenced instruments to assess children's informal mathematical knowledge and included preliminary interviews with four reception teachers to consider their pedagogical thinking and decisionmaking.Phase Three and Four (focused exploration) aimed to capture teachers' pedagogical subject knowledge, exemplified in teacher-pupil interactions, as it moved in varied, yet planned and structured ways towards specific goals. Background biographical information obtained from teacher interview and measures of children's mathematical knowledge allowed consideration of the relationship of teachers' subject knowledge and knowledge of their pupils' competence to teaching goals and classroom processes. It was concluded that at the heart of teachers' pedagogical subject knowledge lies subject content knowledge and knowledge of their pupils' conceptions. The observed diversity in practice among the different teachers and their apparent lack of awareness of the rich informal knowledge brought into school - of counting, recognition of numerals, representation of quantity, addition,subtraction and social sharing, appropriate language of measurement and selection of criteria to sort objects - raises some questions with respect to the adequacy of teachers' subject knowledge. The interaction between the processes of assessment of children's prior knowledge and instruction, however, was demonstrated by the way teachers presented tasks and were able to assess the extent to which children could answer questions about content and apply knowledge strategically. This finding poses some challenge to the notion of assessment as a single event or the stable notion of match.Complex views about children's learning were not necessarily translated into practice suggesting that without clear subject content knowledge neither sophisticated theories concerning children's learning nor scaffolded approaches will necessarily lead to effective teaching. Building up a case knowledge concerning teaching processes which this Project has stimulated may be one way to increase our understanding of subject knowledge for teaching and the development of professional practice. Furthermore the interest already generated in the documentation of children's rich informal mathematical knowledge suggests that providing teachers with increased knowledge of children's mathematical thinking may offer another means to enhance their pedagogical subject knowledge.
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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.
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Koreen, Richard Harris. "Resource and classroom teacher collaboration, beginning reading instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62771.pdf.
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Richer, Gaelen Kathleen. "Environmental education resource for fifth grade science instruction." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3395.
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The goal of this project was to develop an environmental education resource for fifth grade teachers using the California Science textbook. The goal is for teachers to be able to use this guide as a convenient resource to incorporate environmental education and environmental literature into science instruction.
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Jordan, Teresa M. "Using web resources to support novice teachers in literacy instruction /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3082.pdf.
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Dow, Jean L. Halinski Ronald S. "Illinois superintendents' perceptions regarding the allocation of fiscal resources for instruction." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416865.
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Thesis (Ph. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed March 2, 2006. Dissertation Committee: Ronald S. Halinski (chair), Patricia A. O'Connell, Ronald L. Laymon, Norman D. Durflinger, Calvin Jackson. Includes bibliographical references (leaves 112-114) and abstract. Also available in print.
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Thibeault, Nancy. "Sinclair Curriculum eXchange (SCX) Sharing Learning Resources to Improve Part-Time Instruction." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/880.
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The dissertation effort focused upon improving the quality and consistency of instruction across multiple course sections taught by full -time and part-time faculty. Sinclair Curriculum eXchange (SCX), an online repository of learning objects (LOs) was designed, implemented, and used to deliver a consistent set of teaching materials to introductory Computer Information Systems (CIS) students. Experienced CIS faculty documented successful learning activities along with instructions for using those activities in the classroom. The SCX system was used to assemble the materials for three LOs and one lesson, and then the SCX system was used to share the materials with all faculty teaching the course.
The quality and consistency of instruction were measured by a faculty survey and the analysis of student quiz scores. Overall, the faculty agreed that the materials were effective, they liked the teaching approach, and the materials made it easier to teach. Student quiz scores were compared across instructors, course sections, and instructor status. Statistical analysis revealed no significant differences on three of the four quizzes or on all quizzes combined.
The results of the faculty survey and analysis of student quiz scores suggest that the SCX system has the potential to increase the quality and consistency of instruction across multiple course sections. It is therefore recommended that a complete course be developed in SCX and the system be re-evaluated. Two major issues surfaced during this study. Faculty participation was problematic in the development of course materials. The fine granularity level used required the creation of a prohibitive number of files.
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Pyykonen, Amanda. "For the creation of character: Pedagogical approach in Ontario's character development education resources." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27784.
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This thesis addresses Ontario's current state of transition into mandated character development education that began with the onset of the Character Development Initiative at the beginning of the 2007/2008 school-year. The history of moral and character development educational efforts in Ontario, and in the broader North American context, is presented with specific attention paid to the development of pedagogies for character development and moral growth. By examining the pedagogical approaches suggested in three readily available resources published in the recent past and in use by teachers in Ontario data on what kinds of pedagogical approaches pre-date the Initiative was gathered. Data was collected from the introductions of each resource initially in order to establish the suggested or intended pedagogical approach by assessing statements of philosophical positioning. This was followed by a careful reading of the activities presented in the resource for teacher directives. The concept of pedagogical continuity was central to the analysis of these documents, and this extended to consistency of the resource's treatment of critical engagement. Commonalities were observed in the techniques and strategies suggested in the resources, especially where cooperative education is concerned. The common use of cooperative education in the documents was observed with a high level of internal continuity in the documents, and external continuity with the expectations of the Character Development Initiative was also seen. Levels of critical engagement in the resources varied, yet no document singled out that characteristic as being of high importance. This research adds to the knowledge base on pedagogy in the Ontario context as it relates to character development and opens the door for further studies of this nature.
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Rozina, Kristy Luse. "Comparison of intensified instruction and tutorial-resource instruction on the standardized achievement scores of special needs students /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1781035191&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258662196&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2008.<br>Typescript. Vita. Committee chairs: Susan McClelland and Lori Wolff "May 2008." Includes bibliographical references (leaves 71-78). Also available online via ProQuest to authorized users.
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Rhoton, Jack, and Chih-Che Tai. "ETSU Northeast Tennessee STEM Innovation Hub Curriculum Resources." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3305.
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Locke, Priscilla. "Effective strategies and resources for integrating quality children's literature in intermediate social studies instruction." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/869.
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For many educators in intermediate grades, the challenge is to find ways to introduce material in an engaging and meaningful way prior to students reading the textbook. Rather than having students read solely from a textbook, some educators have begun incorporating literature in the classroom in order to introduce material, to help students connect to prior knowledge. As time has passed social studies curriculum has been Teachers have an important role and responsibility to connect students to the curriculum that they are required to learn. One of the best ways to do this is by capturing their interests and tapping their prior knowledge through the use of quality children's literature. After observing intermediate social studies instruction in local classrooms, what is being done in the classroom and what they might need to enhance this process, I developed a guide for educators that may want additional resources and ideas for using quality literature in social studies instruction. This guide included instructional strategies, sample lessons, suggested quality literature and classroom activities to assist educators in helping students make connections and understand the content of social studies curriculum.<br>B.S.<br>Bachelors<br>Teaching, Learning and Leadership<br>Education
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Brunner, Heather Nicole. "COLOR AND MUSIC: A REVIEW OF RESOURCES TO ENHANCE BEGINNING INSTRUCTION IN PIANO PEDAGOGY." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/316.
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This paper will examine color-coded musical notation. The history of color and music will be briefly explored before a more in-depth analysis of the widely available color-coded curriculums. Traditional method book formats will be examined for the potential integration of color-coded musical notation.
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Rowell, Janet L. "Student Perceptions: Teaching and Learning with Open Educational Resources." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2545.
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The purpose of this study was to analyze factors that may contribute to student perceptions of courses using Open Educational Resources (OER). Specifically, the 6 independent variables tested were the course discipline, age, gender, course delivery mode, enrollment status, and number of credit hours taken. The dependent variables were measured as mean scores of 6 OER perception dimensions: motivation to learn, quality of learning experience, value of OER, cognitive learning, affective learning, and course quality. A 27-item online survey was administered to gather data from students enrolled in a course that used OER in the fall semester, 2014. There was a 23% response rate with 80 completed surveys.
Independent-samples t tests were used to determine if significant differences existed between 5 of the 6 independent variables (the number of credit hours taken was tested using a different method) and each OER perception dimension mean. A Pearson product-moment correlation was used to determine whether there were significant relationships among the 6 dependent OER perception dimension means and the number of credit hours taken. The level of significance used was < .05.
The findings of the independent-samples t tests revealed that there were no significant differences between the independent variables and the 6 OER perception dimension means. The motivation to learn perception mean was highest at 3.97 on a 5-point Likert-type scale; the value of OER had the lowest perception dimension mean of 3.37. The Pearson product-moment correlation determined that there was a significant weak negative relationship between the number of credit hours taken and the level of perceived cognitive learning dimension. All other correlations were found to have no significant relationships.
It can be concluded from the findings of the study that students are highly motivated to learn. From the perception rating of 3.37 for the value of OER, it can be concluded that student perceptions of the value of OER are slightly positive. It can also be concluded that as the number of credit hours in which a student is enrolled increases they have a lower perception of their level of cognitive learning.
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Lyons, Reneé C. "Education Resource Guide: Part VI: The People’s House." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2397.
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This education resource guide is designed to augment the content included in Part VI of the NCBLA’s anthology Our White House: Looking In, Looking Out. Included on these pages are engaging activities, discussion questions, and recommendations for print and online resources regarding most of the content in Part VI of Our White House.
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鄭永昌 and Wing-cheung Cheng. "A further implementation plan for the provision of resource support ofthe five year strategy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125617X.
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Jones, Jay Marcus. "Engaged: A teacher resource based on fun factor." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3271.
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The purpose of this project was to develop a teacher resource in which content is both standards based and student demonstrated as "fun" in which to participate. The form of this resource is a website called Engaged. It will ultimately consist of several folioed and interconnected web pages. Academic content is to be all teacher supplied. At risk youth are in danger of being left behind, not only in schools, but by society as a whole. Through classroom teachers it has the potential to provide at-risk-youth a vital bridge across the digital divide.
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Collett, Philip Godfrey. "Computer assisted language learning for academic development programmes : an appraisal of needs, resources and approaches." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003338.
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A major objective of Academic Development Programmes is to support the student in acquiring a level of language competence which is sufficient to enable the student to cope with the linguistic demands of academic courses. Language teaching programmes in the Academic Development context in South Africa suffer from a number of constraints: staffing, time on task, relevance, and difficulty of integration with learning in other coUrses. A review of developments in the field of Computer Assisted Language Learning (CALL) shows that computers can be used to support language learning. CALL materials range from simple instructional programs to powerful linguistic research tools and need to be integrated into wider language programmes so as to support and enhance other teaching and learning activities. However, relatively little research has been done to investigate the feasibility and effectiveness of CALL in language development courses within Academic Development programmes in South Africa. The development of a system designed to enable students to practise proof-reading and editing is described and evaluated. Suggestions are made for using this system with other CALL materials within a computer assisted language development environment. It is argued that CALL can be used feasibly and effectively in this environment to enhance learning and to counteract constraints.
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Carroll, Debra 1952. "Children's use of personal, social and material resources to solve a music notational task : a social constructivist perspective." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102794.
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In this inquiry, I examined how young children use their personal, social and material resources to solve a music notational task. I asked 13 children, ages 5-9 to notate a song they learned the previous week, sing it back, explain what they did and then teach the song to a classmate the following week. I used Lightfoot and Davis' concept of portraiture as a qualitative research methodology to collect, code, analyze and interpret my data. Data included the children's invented notations and videotaped transcripts of their actions as they created their notations and taught the song to a classmate. Sociocultural Vygotskian developmental theory, activity theory and Bakhtin's dialogic theory provided the interpretive lens through which I examined how the children used their resources as mediational tools to complete the task.<br>Findings revealed that children who had no previous music training used increasingly sophisticated representational strategies to notate a song, and that they were able to refine their notations when singing the song from their notation, teaching the song or when prompted by an adult or a peer. I concluded that the peer-peer situation was a motivating force for triggering a recursive process of reflections-on-actions and knowing-in-action. Classmates' questions, comments and their singing played a critical role in moving the children to modify their notations and their singing, verbal explanations and gesturing in ways they did not do alone or with me.<br>Analysis of the children's notations, verbal explanations and teaching strategies provided insights not only into what they knew about music, but also their appropriation of the cultural conventions of writing and their aesthetic sensibilities, as gleaned from their choice of symbols, colours and how they presented their symbols on the page. Interviews with parents, teachers and school principal provided contextual background for interpreting the children's notations and how they approached the task. This study shows the value of adopting a social constructivist approach to teaching the language of music. It also demonstrates that researching the products and processes of children's invented notations from a social constructivist perspective enables more detailed portraits of children's musical and meta-cognitive understandings.
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Robert, Pamela Faulkner. "To ignore or instruct : the resources and supports provided to struggling fifth-grade readers /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7767.
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Weng, Chih-Hung. "Symbolism and Chinese culture : conceptual and practical resources in the composition of electroacoustic music." Thesis, City, University of London, 2007. http://openaccess.city.ac.uk/16240/.
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This thesis accompanies the five electroacoustic compositions of the Bardo series and presents a discussion of symbolism within contexts of Chinese culture and the electroacoustic medium. The work develops a view of interaction between cultures of East and West, considering issues raised in terms of philosophical research and as a substantial creative resource for composers and listeners.
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Parrott, Deborah Johns, Joanna Anderson, and Renee Lyons. "Power Up the Connection: Multimedia Resources to Engage All Readers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/392.
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Attendees will learn free, specific multimedia resources to entice children to read as well as to improve fluency in vocabulary and comprehension. The majority of young readers are captivated by mobile devices and the Internet. Why not use this to our advantage in reading instruction. Join us to discover games, websites, and apps that engage children and improve phonemic awareness, spelling, vocabulary development, and comprehension.
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Rosenberger, Patricia Jo. "No School Left Behind: A Multiple Case Study of High-Performing Third-Grade Reading Programs in Low-Income Rural Schools in Southern Illinois." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/496.
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AN ABSTRACT OF THE DISSERTATION OF PATRICIA J. ROSENBERGER, for the Doctor of Philosophy degree in EDUCATION presented on FEBRUARY 2, 2012, at Southern Illinois University Carbondale. TITLE: NO SCHOOL LEFT BEHIND: A MULTIPLE CASE STUDY OF HIGH-PERFORMING THIRD-GRADE READING PROGRAMS IN LOW-INCOME, RURAL SCHOOLS IN SOUTHERN ILLINOIS MAJOR PROFESSOR: Dr. Lynn C. Smith Since the 2008 implementation of Response to Intervention (RtI) plans in Illinois, rural schools in southern Illinois with a high percentage of low-income students have been compelled to implement school-wide reforms of their reading programs. Often, limited funding makes it difficult to sustain growth trends in Adequate Yearly Progress (AYP). Nonetheless, Adequate Yearly Progress has become the accountability tool by which the public and politicians perceive the success or failure of the public school system. Bauch (2001) articulated the importance of giving consideration to the uniqueness of rural schools, such as those included in this study. Taylor, Pearson, Clark, and Walpole (2000) stressed the need for relevant research that meets the needs of poor children to increase academic achievement and educational opportunity. Currently, there is limited research that describes high-performing reading programs in low-income, rural southern Illinois schools that would guide comprehensive reform of reading programs in these schools. Both of the schools in the study were representative of rural schools with a high percentage of low-income students in southern Illinois and had achieved three years' growth of third-grade Illinois Standards Achievement Test (ISAT) reading scores. Third-grade programs were the focus of the study because the students did not have previous ISAT experience. Using case study design, within-case studies of two rural, high-performing third-grade reading programs focusing on the areas of resource allocation, decision-making models, curriculum and instructional methods, and teacher beliefs and attitudes were undertaken to provide descriptions of the third-grade reading programs at each of the participant schools. Data was collected during a one-week onsite visit to each school and included pre-observation surveys, interviews with administrators, faculty and staff, and field notes collected from classroom observations. Through a comparison of common themes from each school, eight overarching themes became the basis for cross-case analysis. These overarching themes can serve as a foundation for further research, guiding comprehensive reform of reading programs in poor, rural schools.
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Pope, Ellis Abel. "Integrating technology into a grade five resource-based weather unit." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0029/MQ47468.pdf.
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Whale, Alyssa Morgan. "An e-learning environment for enterprise resource planning systems." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13182.
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Enterprise Resource Planning (ERP) education can positively impact the success of an ERP implementation. Incorporating new tools and technologies into the learning process can potentially alleviate the evident problems with ERP education. Blended learning and e-learning environments both offer opportunities for improvement in education. However, there are various factors and components that need to be in place for such an environment to be successful. The aim of this research is to provide an ERP e-Learning Environment (ERPeL) that can assist with ERP education in terms of creating an integrated and comprehensive learning environment for novice ERP users. In order to achieve this aim, this study followed the Design-Based Research (DBR) methodology which is specific to educational technology research and was applied in iterative cycles where various components of the environment were evaluated by different participants. Quantitative and qualitative data was collected by means of field studies (interviews, focus groups and questionnaires). The proposed ERPeL underwent several iterations of feedback and improvement. In order to determine the success of e-learning, various critical success factors and evaluation criteria were investigated. Field studies were conducted in order to validate the theory in a real-world context. An initial field study was conducted with third year Nelson Mandela Metropolitan University (NMMU) students who were enrolled in the 2014 ERP systems’ module in the Department of Computing Sciences. Many of the problems identified in theory were found to be prevalent in the real-world context. One of the DBR process cycles involved the implementation of specific components of the ERPeL at the Developing and Strengthening Industry-driven Knowledge-transfer between developing Countries (DASIK) introduction to ERP systems course. Participants were either NMMU students, academic staff or industry delegates. The components evaluated included videos, learning content, badges, assessment and the SYSPRO Latte m-learning application. Additional components of a leader board, live chats, peer reviewing, expert reviews, user generated content, consultancy with experts and SYSPRO ERP certification were implemented in the subsequent cycle where participants were 2015 third year NMMU ERP systems students. The criteria used to evaluate the success of the ERPeL and its e-learning components were adapted from literature and a new set of evaluation criteria for e-learning was proposed. The ERPeL is made up of Moodle, the SYSPRO ERP System, the SYSPRO e-Learning System, the SYSPRO Latte m-learning application, learning content and components. Overall the ERPeL was positively received by the various sample groups. The research results indicate that the use of an e-learning environment for ERP systems was positively received. The most positive aspects reported were the implementation of e-learning components such as the interactive videos, simulations and m-learning. In support of this Masters dissertation, the following three papers have been published and presented at two local conferences and one international conference: 1. SACLA 2014, Port Elizabeth (South Africa); 2. SAICSIT 2015, Stellenbosch (South Africa); and 3. IDIA 2015, Zanzibar (Tanzania).
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Ritzman, Matthew Elwood. "Human Resource Professionals and Workplace Bullying: A Systems Approach to Performance Improvement Intervention in Criminal Justice Agencies." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1415354439.
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Furey, Douglas John. "A learning resources teacher's guide to the production of Internet multimedia curriculum units." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36122.pdf.
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Mugan, Paul. "The effect of intensively using web-based resources on the performance and attitude of high school biology students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008muganp.pdf.
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Joy, Ernest Harriman II. "Program For Afloat College Education In The Navy: Measuring Instructional Effectiveness In An Era Of Declining Resources." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30307.
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Under the Program For Afloat College Education (PACE), Sailors are able to take undergraduate and pre-college level courses aboard US Navy ships through computer-based instruction or under the instruction of a college professor. This post-hoc descriptive study was designed to determine those elements or factors which contribute most to successful outcomes for Sailors enrolled in college level PACE courses.
A combination of descriptive and inferential statistical analyses were performed on a representative sample consisting of 8,124 Sailors enrolled worldwide between July 1, 1995 and May 31, 1996. Dependent variables were end of course grade and PASS/FAIL outcomes. Factors analyzed for each participant included up to 18 variables consisting of a broad array of demographic, career, environmental, academic, and mental ability data.
Factors found to have a positive correlation with grade and satisfactory completion rate were age, mental ability, paygrade, years of service, and semester hours of college level courses passed in the previous four years. Formal education at the level of an associate's degree or higher was also positively associated with grade and completion rate. Married Sailors performed better than single, and Sailors who were taking a course for the first time scored higher than those who attempted a course the second time. There were differences by course grouping as well.
The greatest difference observed for any variable was delivery mode, a complex dichotomous variable consisting of technology or instructor delivery. On average, Sailors in instructor delivered courses exceeded those in technology delivered courses by one half a grade point regardless of type of ship in which the course was taught or course group such as business, math etc.
Recommendations for enhancing PACE effectiveness are provided in order to produce a more efficient and cost-effective voluntary college education program for the Navy.<br>Ph. D.
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Malaman, Amanda Staten. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Content-Based Language Classes" and "Multiple Skills in One Class"." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3109.
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Under the direction of Dr. Lynn Henrichsen, a group of students has developed numerous units for the Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) program. This program is currently located on a website and will someday be published in book and DVD format. These units provide general training for novice teachers who teach domestically or abroad. With little or no training, volunteer English language teachers are often left with questions that BTRTESOL strives to answer in its 52 units. As this audience may or may not have university education or heavy commitment, these units are kept short and to the point with easy to read and understand language. The program uses a minimalist approach so each unit includes only "The least you should know" while connecting users to additional resources in a "where to go to learn more" section. This master's project describes the creation, evaluation and revision of two units for the BTRTESOL program, "Content-Based Language Classes" and "Multiple Skills in One Class." The first unit introduces the idea of integrating content teaching and language teaching into one course. In addition, it explains different types of scaffolding and teaching techniques that will aid novice teachers in creating successful content-based instruction courses. The second unit will help teachers to integrate different linguistic modalities into one course. Suggestions on how to pick themes, manage class time, and plan lessons are addressed
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Hall, Valerie. "The effects of technology resources, school administration, and teacher expertise on the relationship between teachers' pedagogical beliefs and classroom computer use." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481669171&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Gibson, Melissa Ruth. "A QUALITATIVE INVESTIGATION FOR DESIGNING INTERMEDIATE (GRADES 4-6) INFORMATION LITERACY INSTRUCTION: INTEGRATING INQUIRY, MENTORING, AND ON-LINE RESOURCES." Lexington, Ky. : [University of Kentucky Libraries], 2002. http://lib.uky.edu/ETD/ukyinad2002d00062/mrgetd.pdf.
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Thesis (Ed. D.)--University of Kentucky, 2002.<br>Title from document title page. Document formatted into pages; contains xix, 175 p. : ill. Includes abstract. Includes bibliographical references (p. 160-173).
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Cheng, Wing-cheung. "A further implementation plan for the provision of resource support of the five year strategy /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148485.
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White, Richard Neal. "A high school physics instructor's website: Design, implementation, and evaluation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2062.
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In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.
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Walters, David Clyde, and University of Lethbridge Faculty of Education. "Evaluation of a science laboratory safety CD-ROM [electronic resource]." Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995, 1995. http://hdl.handle.net/10133/251.
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Educational compact discs or CD-ROM's are appearing more frequently in the classroom. An educational science laboratory safety CD was developed at the University of Lethbridge in 1994. This case study is an evaluation of the U. of L. safety CD to determine how well the disc facilitates independent, student directed learning. The study involved forty four High School students at Matthew Halton Community School in Pincher Creek, Alberta. The students used the CD in Biology and Chemistry classes. The survey included observations, questionnaire, and interviews to solicit student reaction to the disc. Students agreed that the CD was easy to use and that it was well suited for independent learning. They also made suggestions for further improvements.<br>1 compact disk ; 4 3/4 in.
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Becker, Peggy Sue. "Comprehending through metacognition: A teacher resource guide for grades four through high school." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1598.
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The project section is divided into two parts. Part one contains lesson plans that focus on the process of comprehending and part two contains lesson plans that focus on the product of comprehension. Both parts provide the reader with valuable strategies that address the needs of struggline readers in reading comprehension.
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Garry, Candi Pierce. "Selection or Censorship? School Librarians and LGBTQ Resources." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406589992.
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Lyons, Reneé C. "Creating Cross-Curricular Resources: A Book Talk for The Revival of Banned Dances: A Worldwide Study." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2392.
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Heyns, Danielle. "Providing a web-based information resource for Afrikaans first language teachers." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-04032003-142408.
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Lyons, Reneé C. "Education Resource Guide: Rita Williams-Garcia’s ‘P.S. Be Eleven'." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2397.
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This Education Resource Guide includes activities regarding the following three topics related to P.S. Be Eleven, followed by discussion questions, and a list of books for further reading: Motown Vietnam War and PTSD Senator Robert F. Kennedy
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Macdonald, Sierra Blake. "Development of an aural rehabilitation CD-ROM [electronic resource] / by Sierra Blake Macdonald." University of South Florida, 2002. http://purl.fcla.edu/fcla/etd/SFE0000030.
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Professional research project (Au.D.)--University of South Florida, 2002.<br>Title from PDF of title page.<br>Document formatted into pages; contains 35 pages.<br>Includes bibliographical references.<br>Text (Electronic thesis) in PDF format.<br>ABSTRACT: A need has been established for aural rehabilitation (AR) sessions throughout the years. The literature reviewed here demonstrates that new hearing aid users do benefit from a structured follow-up AR program. However, this need is often not met for a variety of patient and audiologist related factors. Therefore, an AR program that could be viewed at home has been suggested. I have developed a prototype for a CD-ROM based aural rehabilitation (AR) program. Included in the program are communication and speechreading strategies, which are the most prevalent materials in AR. The instructional and interaction portions of the prototype were created to be understood by the average person. The prototype includes the use of video, graphics, and audio to support the written information and to incorporate a sense of excitement into the CD-ROM based program.<br>System requirements: World Wide Web browser and PDF reader.<br>Mode of access: World Wide Web.
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Yen, Liu Shih, and 劉詩燕. "Kindergarten Teachers’ Experiences of Incorporation of Community Resources into Instruction." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/90428827009275971831.
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碩士<br>國立嘉義大學<br>幼兒教育學系研究所<br>97<br>This qualitative study examined kindergarten teachers’ experiences of incorporation of community resources into instruction. The aim of the present study was to investigate kindergarten teachers’ understanding of incorporation of community resources into instruction, community resources employed, as well as difficulties and solutions when utilizing community resources. Study subjects were five public kindergarten teachers from central Taiwan’s Changhua County. Research data were collected by literature review and semi-structured interviews. Research findings are as follows:
1. Kindergarten teachers’ different understandings of incorporation of community resources into instruction derive from their various practice experiences.
2. Curriculum that features incorporation of community resources enjoys a competitive advantage in the market.
3. Kindergarten teachers make flexible use of community resources in each phase of their teaching.
4. Thematic instruction involving community resources allows for thorough and effective teaching.
5. Course preparation and collaborative reflection through teacher teamwork are applied in order to effectively incorporate community resources into instruction.
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Yeh, Fang-yu, and 葉芳瑜. "The Application of Recommendation Service for Instruction Resources in Elementary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/44416722422054688108.
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碩士<br>國立臺南大學<br>科技發展與傳播研究所<br>95<br>In the past, there were more researches of recommendation system in applied electronic commerce (EC). However, because all circles promote information technology integrative instruction actively, the quantity of instruction resources website is more and more increasing on the Internet. But there are less website including recommendation service, especially for teachers. This study established an instruction resource recommendation website that analyzed teaching style of teachers , then provided appropriate instruction resources for teachers immediately. We used the questionnaire survey to realize teacher’s suggestions and satisfactions with the instruction resource contents and recommendation results.
The study shows: (1)The website used “Transactional Ability Inventory” that realized teacher’s style and provided appropriate instruction resources for teachers in a short time, it reduced the step of data filter. (2)According to the content satisfaction of questionnaire survey, four styles teachers were almost satisfied with the contents of the instruction resources that the website recommended, thus, the conception of developing instruction resources with different teaching style is accepted. (3) According to the recommendation satisfaction of questionnaire survey, four styles teachers were almost satisfied with the recommendation service of the website, thus, the recommendation strategy that provide different results for teachers in different teaching styles is accepted.
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Landis, David Brian. "Student's resources for learning reading in a second-grade classroom." 1995. https://scholarworks.umass.edu/dissertations/AAI9606533.
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This study proposes that students and teachers make use of various social, intellectual, and material tools or resources in order to engage in classroom reading and writing. Furthermore, how resources are used for instruction defines and teaches students about reading. This study examines second grade students' perspectives about resources for classroom reading instruction. Theoretical constructs supporting this study were derived from ethnography of communication, social semiotics, and social interaction theory. Data were collected during twice-weekly classroom visits beginning with the first day of school in August of 1994 and ending in February of 1995. The data collection includes: (1) participant observation notes, (2) interviews, (3) students' interpretations of statements made by other students about reading instruction, (4) video and audio tape recordings of classroom interactions and interviews, and (5) photocopies of students' written book reviews. There are four principal findings about resources for reading. First, the term "reading" serves as a resource which students and their teacher draw from in order to (a) indicate what readers should do and (b) indicate who readers are. Second, students use time as a resource to tell what activities are considered reading and to mark changes in the ways they use reading resources. Third, learning what to do with reading resources leads to a unique series of interactions between students and teachers which define reading for them. Fourth, students use resources to evaluate their progress with reading. Implications are drawn for teachers' roles in the classroom, ways that reading lessons are planned, and ways that reading is evaluated. Suggestions are made for future research.
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Huang, Wan-Ting, and 黃婉婷. "A Study on Excellent Instruction Support in the University Instructional Resources Centers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/03226497388173794280.
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碩士<br>臺灣大學<br>圖書資訊學研究所<br>98<br>Pursuing of teaching excellence is essential for the World Class Universities. University instructional resources center is a teaching oriented institution, and it is intended to provide teaching support services for enhancing teaching qualities. Therefore, it plays an imperative role in excellent instruction. This study aims at exploring the instructional resources center’s function and role in excellent instruction, its background, goals, strategies, organizational design, support in excellent instruction, and the partnership.
In this study, interviews with directors from instructional resources centers of six universities, and questionnaire surveys of directors of instructional resources centers of the universities funded by the Ministry of Education’s University Teaching Excellence Program in recent five years are conducted. After that, further result and suggestions are given.
The result indicates the instructional resources center is mainly established between 2005 and 2007 as a result of the University Teaching Excellence Program, to enhance teaching quality, increase university competitiveness, and reengineer. The short-term goal is to maintain stable functions of instructional resources center function stably, to acquire funding by the University Teaching Excellence Program every year and execute the program effectively. The mid-term and long-term goal is about the aspect of system and attitude. The long-term operational strategies are as follows: (1) to obtain stable budgets, personnel and resources, (2) to obtain enough administrative supports, (3) to apply the customer-centered philosophy. Above 80% of university instructional resources centers are newly-established units, most of which are subsidiary department subordinate to the office of academic affairs or the separate first-level unit. The budgets of instructional resources centers are mainly from the grants of University Teaching Excellence Program. Over 70% of the universities indicate that they will continue to budget for the coming year after the University Teaching Excellence Program ends, and the current trend is towards the decrease of reliance on grants gradually. The professional background of instructional resources center directors are mainly Engineering, Education and Business Management. The number of staffing of most instructional resources centers is below 10. Personnel are mainly administrative staffs and informal employees, and it’s not easy to hire professionals. For staff development, instructional resources centers send the staffs to take part in the training courses on campus or off the campus and they also encourage in-service training.
The instructional resources centers mainly provide support to excellent instruction through works on faculty development, instructional design, teaching evaluation and research, student development and media service. In other words, the instructional resources center is a teaching support, research and development, excellent instruction planning, and learning support unit. Instructional resources centers often cooperate with the computer and information networking center, the office of academic affairs and other administration, Department of Education, other department supporting teaching assistants and some other colleges. Instructional resources centers join alliances, share teaching resources, and cooperate with other universities.
In the end, this study suggests as follows: (1) to improve the personnel structure and pay attention to the training and development of human resources; (2) to obtain enough administrative support, stable budgets, resources and personnel; (3) to organize the system and upgrade the level of services; (4) instructional resources centers should make efforts in having teachers understand the importance of enhancing professional capability; the universities ought to set up the rewarding measures and rating methods to inspire teachers’ motivation to teaching. (5) to consider revising the policies and standards of University Teaching Excellence Program.
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Swanson, Elizabeth Ann 1975. "Observing reading instruction provided to elementary students in resource rooms." 2008. http://hdl.handle.net/2152/18362.
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A series of syntheses and consensus reports provides converging evidence regarding effective reading instruction (e.g. NICHD, 2000; Snow, Burnes & Griffin, 1998; Swanson & Hoskyn, 1998). However, findings from recent observation studies of reading instruction provided to students with learning disabilities (LD) are disappointing, with few scientifically based reading instructional components observed (e.g. Vaughn, Moody & Schumm, 1998; Moody, Vaughn, Hughes & Fischer, 2000). In addition, since 2001, only one observation study of reading instruction for students with LD has been published (Rieth, Bryant, Kinzer, Colburn, Hur, et al., 2003), and only two such dissertations (Brasnahan, 2001; Kethley, 2005) have been completed, all three of which were conducted in classrooms for students in middle or high school. Thus, no observation study of reading instruction for elementary students with LD has been published in the past seven years. Within this timeframe, however, systematic and wide-spread efforts have been made to bridge the gap between research and practice in the area of reading instruction (see Reading First Teacher Education Network at www.rften.org). The purpose of this study was to document the extent to which effective reading instruction was provided to students with LD served in the resource room setting. The amount of student and teacher text reading, grouping strategies used, and student achievement over the course of one semester was examined as well. Ten special education resource room teachers were observed during the spring academic semester. Information was gathered through direct observation and standardized measurement of student academic outcomes. All observations were conducted during reading instructional time. Results indicated a range of scientifically based reading instruction of average to high average quality. Students made no stastically significant growth on more distal measures of reading achievement. However, statistically significant growth was detected in oral reading fluency using passages one grade level below student assignment.<br>text
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Shao, Shu-hwa, and 邵淑華. "Direct Instruction (DI): Effects on the Mathematics Remedial instruction of the Elementary School Maths Resource Room Student." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/65428019658187408167.
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碩士<br>國立臺灣師範大學<br>特殊教育研究所<br>85<br>The purpose of this study was to explore and discuss the effects of Direct Instruction(DI) on enhancing maths achievement and maths attitude for maths resourse room students. The participants were 8 third grade elementary students by dividing into an experimental an experimental and a comparison group. A teacher designed Maths Achievement Test, Fennema-Sherman Maths Attitude Test, Remedial Instruction Questionnaire and Direct Instruction Consumer Satisfaction Questionnaire were administered to subjects.
An A-B-A single-subject experimental design were employed to examine the effects of Direct Instruction.The results indicated:
1. After receiving 5 weeks DI math instruction, three of the four experimental group students exceeded or approached the level of the comparison group students and the effects were maintained through maintenance phase, especially for multiplication and division aspects (including computations and word problems).
2. In Fennema-Sherman Mathematics Attitude Test, the experimental group produced better positive attitudes toward mathematics than before. In Remedial Instruction Questionnaire, after DI teaching, all experimental group subjects showed positive attitudes toward maths, especially in computation area.
3. Only one subject wasn''t satisfied with the use of DI on solving word problem, the other students three students felt satisfactory about all aspects of DI.
According to the results and research Implication, some suggestions for mathematics instruction and future studies were made in this study.