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Dissertations / Theses on the topic 'Interactive teaching methods'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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1

Roienko, L. V. "Using interactive methods in ESP teaching." Thesis, Одеський національний університет імені І. І. Мечникова, 2020. https://er.knutd.edu.ua/handle/123456789/16225.

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The article describes modern pedagogical technologies and approaches which are used in ESP teaching. The practical methods of active teaching English for Specific Purposes students of economic specialities have been analysed in the article. The issue of the main activities and approaches for improving ESP teaching has been covered in the article.
У статті описані сучасні педагогічні технології і методи, що використовуються при викладанні іноземної мови фахового спрямування. У статті мова йде про головні види діяльності для удосконалення процесу викладання іноземної мови фахового спрямування.
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2

Zozulia, I. Ye, and І. Є. Зозуля. "Methods and techniques used in Ukrainian language teaching interactive technologies (practical experience)." Thesis, Leipzig University, 2018. http://ir.lib.vntu.edu.ua//handle/123456789/23179.

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3

Froeschle, Chad. "Identification of effective teaching strategies and methods that foster interaction via interactive television." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999froeschlec.pdf.

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4

Barrett, Mark Douglas. "Teaching language arts in third grade with HyperStudio, an interactive computer program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/849.

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5

Aleksandar, Kavgić. "Interaktivna nastava korpusne lingvistike na diplomskim akademskim studijama anglistike: teorijski, metodološki i praktični aspekti." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2015. http://www.cris.uns.ac.rs/record.jsf?recordId=91544&source=NDLTD&language=en.

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Ova disretacija bavi se korpusnomIZ lingvistikom, ali iz perspektive teorijskihmetodoloških i praktičnih aspekatakoncipiranja kursa korpusne lingvistike kojije utemeljen na principima interaktivnenastave. Glavni cilj ovog istraživanja jesteda se u njemu formulišu principiprojektovanja interaktivnih kurseve koji suusklađeni sa sadržajima studijskih programai sadržaja ostalih kurseva, ali i koji supedagoški efikasni i orijentisani na studenta.Drugi cilj istraživanje jeste da se u skladusa ovim principima koncipira kurs korpusnelingvistike koji je optimalno prilagođenuvođenju korpusne lingvistike i interaktivnenatave na diplomske akademske studijeanglistike u Srbiji. Treći cilj istraživanja jeda proveri inicijalnu hipotezu da će kurskorpusne lingvistike projektovan u skladu saprincipima koncipiranja interaktivne natave isproveden u hibridnom okruženju bitisuperioran u odnosi na kurs istih sadržaja alisproveden isključivo primenomtradicionalnih metoda nastave.
This thesis deals with corpus linguistics, butAB from the point of view of theoretical,methodological and practical aspects ofdesigning a course in corpus lingusiticswhich is based on the principles ofinteractive teaching and learning. The mainaim of the research is to formulate principlesof designing interactive courses which arealligned with curricula and syllaby, butwhich are also pegogically efficient andstudent-friendly. The secondary aim is todesign a course in accordance with theseprinciples which is optimally suitable forintroducing corpus linguistic and interactiveteaching methods to MA studies of Englishlanguage and linguistics in Serbia. The thirdaim of the research is to test the initialhypothesis that a course designed in accordance with interactive principles of course design and realized as a hybrid course will be superior to the same course based entirely on traditional teaching methods.
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Алексенко, Ольга Василівна, Ольга Васильевна Алексенко, Olha Vasylivna Aleksenko, and Л. В. Бобрун. "Реалізація інтерактивних засобів навчання для дисципліни "Інформатика"." Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/6217.

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7

Gellman, Gregg W. "Using web-based interactive multimedia to supplement traditional teaching methods : a pilot program for medical training of non-medical personnel /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Mar%5FGellman.pdf.

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Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 2005.
Thesis Advisor(s): Rudolph P. Darken, Samuel E. Buttrey. Includes bibliographical references (p. 142-143) Also available online.
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8

Фоміна, Л. В., and О. І. Башинська. "Аналіз переваг застосування інтерактивних форм навчання студентів на кафедрі анатомії людини." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64770.

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Вступ. У теперішній час для підготовки спеціалістів лікарів, які б відповідали вимогам сучасності має значення напрямок інноваційно-особистнісного навчання з використанням інтелектуально творчого потенціалу особистості. Такий підхід вимагає змін в освітньому процесі. Разом з тим, студент повинен засвоювати потік інформації який збільшується час від часу. На допомогу студенту та викладачу мають прийти інтерактивні методи викладання,які допоможуть студенту в засвоєнні матеріалу а викладачеві якісному викладанні предмету. Застосування інтерактивних методів навчання є одним з найважливіших напрямків удосконалення сучасних методів вузівського навчання і обов’язкова умова для виконання компетентністного підходу . Для реалізації заявлених сучасних компетентностей студента є застосування новітніх технологій і форм учбової роботи. В першу чергу це перехід від інформативних форм навчання до активних, перехід від знання до дієвого активного застосування знань. Завданням інтерактивного навчання є заохочення сутента до поєднання теоретичних знань з практичними потребами.
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9

Hundley, Stacey A. "A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196191640.

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10

Zagoruyko, N., L. Yashchuk, and O. Khomenko. "The experience of the using of interactive methods for study of economic understanding of environmental problems among students-ecologists." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31793.

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The peculiarity of disciplines dealing with the problem of managing organizational systems is the impossibility of presenting the full scope of the required knowledge in the form of theoretical propositions. One way to address this issue is to implement in the classroom interactive teaching methods, such as the method of case studies and tasks in the form of case studies. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/31793
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11

McIntosh, Barbara, and Cheryl Taylor. "Voices of the Civil War: An interactive unit study." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1674.

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12

Маслова, Зоя Іванівна, Зоя Ивановна Маслова, Zoia Ivanivna Maslova, Тетяна Володимирівна Лаврик, Татьяна Владимировна Лаврик, Tetiana Volodymyrivna Lavryk, and О. В. Семенюченко. "Багатофункціональний віртуальний тренажер для представлення логічного виразу у вигляді автомату." Thesis, Сумський державний університет, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40726.

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Важливим розділом дискретної математики для студентів комп‘ютерних спеціальностей є теорія автоматів, апарат якої активно застосовується в системному програмуванні, наприклад, для реалізації прискореного обчислення значень логічного виразу. Алгоритм розв‘язування задачі автоматизації обчислення значень логічного ви- разу ґрунтується на знаннях з алгебри логіки, теорії графів, теорії ав- томатів, при вивченні яких у студентів виникають труднощі.
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Khan, Sumbul. "Improvement of Pedagogical Laboratory Based Learning: Multimedia Enhanced Instructional Methods." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1297.

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In engineering technology and other scientific-based education, lab-based courses play a crucial role (Ma & Nickerson, 2006). Even though laboratory experience in student learning is crucial, it faces some problems. Due to insufficient laboratory conditions that lead to overcrowding and inability to view demonstrations, the effectiveness of hands on experience declines (Tiwari & Singh, 2011; Tuysuz, 2010). Considering the limitations that constrain lab experience, investigating and implementing alternatives to enhance pedagogical laboratory based learning becomes inevitable. This study investigates multimedia enhanced pedagogical teaching methods for delivering laboratory instruction to students. The purpose of this study was to improve pedagogical laboratory based learning. First, this study implemented a multimedia enhanced pedagogical laboratory based instructional method. Second, this study evaluated the impact of multimedia enhanced instructional method on student learning outcomes to assess improvement in pedagogical laboratory based learning. To evaluate the impact of multimedia enhanced instructional method on student learning outcomes, a student population was subjected to 1) traditional laboratory lecture and 2) video lecture. This study used two different assessment techniques to evaluate the instructional methods 1) surveys and 2) quizzes. The use of these different assessment techniques achieved two purposes. First, the surveys allowed the study to receive students’ evaluation on the lecture in order to compare the two types of instructional methods. Second, the quizzes allowed measuring the students’ understanding of the demonstrations in order to evaluate the impact of multimedia enhanced instructional method on pedagogical laboratory based learning. Survey results revealed that based on overall evaluations, students prefer traditional lectures in comparison to video lectures in terms of level of interest and engagement. Furthermore, quiz results revealed that multimedia enhanced instructional methods do not have an impact on pedagogical laboratory based learning.
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Southerland, LeDale. "The Effects of Using Interactive Word Walls to Teach Vocabulary to Middle School Students." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/390.

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Teaching vocabulary to middle school students requires that educators find the most effective means of instruction to achieve this goal. The purpose of this study was to examine the effectiveness of using an interactive word wall as the tool to combine five effective, research-based teaching strategies with social interaction to teach vocabulary to middle school students. In this study, 124 middle school students participated. The control group consisted of 67 eighth grade English students, and the intervention group was comprised of 57 seventh grade English students. The intervention was for a period of four weeks and included specific activities that embraced effective teaching strategies plus social interaction. Throughout the intervention, an interactive word wall was used as the tool that combined the teaching strategies and social interaction. The assessments included a pre-assessment, four weekly assessments, and a four-week delayed assessment. The words for the pre-assessment and the four weekly assessments were taken from each group’s newly assigned words for their respective grade level. The words for the delayed assessment were randomly selected from the lists of words that each group used during the intervention phase of the study. Each assessment used the same format and contained a definition and sentence portion. A discriminant analysis was conducted on the data from the study. Overall, the definition portion of the assessments offered a greater weight to the discriminant function than did the sentence portion. Also, the mean scores between the two groups began to narrow as the intervention continued. On the delayed assessment, the intervention group performed almost as well as the control group, which was an unexpected result. Given the improved overall scores on the weekly assessments, and given the narrowed gap in the means on the delayed assessment, indications are that the word wall intervention yielded success in teaching vocabulary to middle school students.
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Jones-Ferguson, Natolyn. "Student and Faculty Perceptions: The Impact of Synchronous Online Software as an Interactive Tool in a Web-Based College Course." Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/fse_etd/11.

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This applied dissertation was designed to provide current information for college administrators and instructors on the use of synchronous technology in online courses—a growing area in higher education. The focus of this analysis was on student and instructor perspectives regarding experiences with synchronous technology in the online classroom setting. The researcher used surveys and interviews to glean data related to accessibility and efficiency of online learning technology, communication; instructional content, information and strategies; aspects of instructional delivery; technical support; and overall impressions. Results revealed that students are satisfied with synchronous technology in their online classes. Instructors use the synchronous web-based computer system tool as a part their instructional strategy and to enhance dialogue and interaction. However, there are technical issues that can present challenges. The findings can be used by higher education leaders to address concerns about student and instructional experiences in a non-traditional environment. Instructors are being encouraged to include synchronous activities as a part of their curriculum. The study provides an opportunity to assess and determine what works or needs improvement. Students and instructors must have the appropriate skills to navigate the technological revolution that continues to change the dynamics of the collegiate experience in the virtual classroom. It is recommended that instructors receive detailed training that will greatly enhance satisfaction and comfort levels. Not only does the instructor need the technological skills, but the ability to engage students. Students who feel a sense of community and engagement will remain active and are less likely to drop out.
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Новик, Ю. П. "Інтерактивні засоби навчання як засіб формування комунікативної компетентності майбутніх соціальних працівників." Thesis, Чернігів, 2019. http://ir.stu.cn.ua/123456789/20129.

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Новик, Ю. П. Інтерактивні засоби навчання як засіб формування комунікативної компетентності майбутніх соціальних працівників : 231 Соціальна робота / Ю. П. Новик; керівник роботи Острянко Т. С. ; Національний університет «Чернігівська політехніка», кафедра соціальної роботи. – Чернігів, 2019. – 112 с.
Комунікативна компетентність є однією з базових характеристик професійної компетентності і професійної діяльності фахівців в типі професій «людина – людина». Поняття «комунікативна компетентність» розробляється в науковому середовищі порівняно недавно, проте досить плідно. В основному поняття використовується в філології, психології, педагогіці, соціології. Необхідно сказати, що в сучасній науковій літературі існує розмаїття визначень і характеристик досліджуваного поняття. Актуальність дослідження визначається тим, що комунікативна компетентність є однією з найважливіших складових професійної компетентності фахівця з соціальної роботи. Визначення поняття «комунікативна компетентностей» в науковій літературі відрізняється складністю, неоднозначністю і розмаїттям точок зору, що ускладнює можливість підбору діагностичного інструментарію для оцінки комунікативної компетентності майбутнього соціального працівника. В розділі 1 магістерської роботи висвітлено теоретичні основи проблеми комунікативної компетентності майбутніх соціальних працівників, зокрема, визначено сутність та структуру комунікативної компетентності соціальних працівників та охарактеризовано основні інтерактивні методи навчання. Розділ 2 присвячений дослідженню стану проблеми формування комунікативної компетентності у майбутніх соціальних працівників та розробці критеріїв, показників та рівнів сформованості комунікативної компетентності майбутніх соціальних працівників. У розділі 3 визначено педагогічні умови формування комунікативної компетентності майбутніх соціальних працівників на основі інтерактивних методів навчання та розроблено тренінг розвитку комунікативної компетентності майбутніх соціальних працівників. Наукова новизна роботи полягає у корекції визначення місця та ролі інтерактивних методів навчання у формуванні комунікативної компетентності майбутніх соціальних працівників; розширенні розуміння сутності та змісту комунікативної компетентності фахівців соціальної роботи, її якісних характеристик; виявленні характерних рівнів прояву інформаційно-комунікативної компетенції фахівців соціальної роботи, критеріїв, показників їх оцінки.
Communicative competence is one of the basic characteristics of professional competence and professional activity of specialists in the type of professions «man – man». The concept of «communicative competence» has been being developed in the scientific community relatively recently, however, quite fruitful. Basically, the concept is used in Philology, Psychology, Pedagogics, and Sociology. It must be said that in modern scientific literature there is a variety of definitions and characteristics of the studied concepts. The relevance of the study is determined by the idea that communicative competence is one of the most important components of professional competence of specialist in social work. The definition of «communicative competence» in scientific literature is marked by complex, ambiguity and diverse points of view, which complicates the possibility of selection of diagnostic tools for assessing the communicative competence of the future social worker. In Chapter 1 of the master’s work the theoretical foundations of the problem of communicative competence of future social workers, in particular is considered, the essence and structure of communicative competence of social workers are defined. Chapter 2 is devoted to the study of the problem of communicative competence of future social workers’ formation and the criteria, indicators and levels of forming communicative competence of future social workers are developed. In Chapter 3 determined interactive teaching methods in the process of forming communicative competence of future social workers are defined, and the pedagogical conditions of formation of communicative competence of future social workers on the basis of interactive teaching methods are developed. Scientific novelty of the work consists of correction of the definition of place and role of communicative competence in the professional competence of a social worker; diversification of understanding the nature and content of communicative competence of specialists of social work, its qualitative characteristics; identify typical levels of development of information and communicative competence of specialists of social work, criteria, indicators of evaluation.
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Савка, Ю. М., Я. І. Сливка, О. Ю. Райко, and І. І. Поляк-Митровка. "Сучасні навчально-методичні підходи до викладання навчальної дисципліни «Фізіологія»." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64728.

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Завданням вищої медичної освіти України є високоякісна підготовка майбутніх лікарів, яка б відповідала міжнародним вимогам та стандартам. Успішне вирішення цього завдання – підвищення якості підготовки спеціалістів – неможливе без постійного вдосконалення організації навчального процесу, застосовування нових інтерактивних форм і методів викладання навчальних дисциплін. Фізіологія є однією з фундаментальних медичних дисциплін в системі вищої медичної освіти, яка забезпечує не тільки теоретичну підготовку, але і засвоєння практичних знань структурно-функціональних особливостей організму на різних рівнях його організації. Навчальна дисципліна «Фізіологія» інтегрується з низкою базових дисциплін, закладає основи вивчення студентами патофізіології та пропедевтики клінічних дисциплін, що сприяє формуванню клінічного мислення.
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Орловський, Віктор Феліксович, Виктор Феликсович Орловский, Viktor Feliksovych Orlovskyi, Світлана Іванівна Бокова, Светлана Ивановна Бокова, and Svitlana Ivanivna Bokova. "Інтерактивні методи навчання у підготовці лікарів – інтернів зі спеціальності «Загальна практика – сімейна медицина»." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64744.

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Сучасна Україна перебуває у стані реформування як освітньої, так і медичної галузі. Запровадження міжнародних критеріїв в лікувальний процес вимагає відповідної підготовки спеціалістів, здатних конкурувати в жорстких умовах на світовому рівні, а стрімкий розвиток та вдосконалення методів діагностики і лікування – їх високої кваліфікації. Це спонукає до безперервного вдосконалення методик викладання та осучаснення вищої медичної освіти.
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Приступа, Людмила Никодимівна, Людмила Никодимовна Приступа, Liudmyla Nykodymivna Prystupa, Наталія Миколаївна Кириченко, Наталия Николаевна Кириченко, Nataliia Mykolaivna Kyrychenko, Валентина Григорівна Псарьова, Валентина Григорьевна Псарева, and Valentyna Hryhorivna Psarova. "Використання інтерактивного методу «мозкового штурму» при вивченні внутрішньої медицини у міждисциплінарному контексті." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65605.

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Метод „Мозкового штурму" (МШ) - інтерактивна технологія колективного обговорення направлена на генерування ідей по рішенню проблеми, заснований на процесі спільного вирішення поставлених в ході організованої дискусії проблемних завдань. Принципи методу: кожному надається можливість висловитись, усі твердження приймаються, наголошується на кількості, а не на якості пропозицій, ідеї не оцінюються й не критикуються. МШ здійснюється в два етапи: перший - висування будь-яких, навіть безглуздих, ідей; другий – вивчення та обговорення кожної пропозиції. Метод МШ дозволяє залучити усіх студентів групи до обговорення, формує вміння висловити свою думку, слухати опонентів, взаємодіяти один з одним.
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Shaw, Shirley A. "Hypercard: A promising tool for constructivist methodolody." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1121.

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Різниченко, А. В. "Впровадження інтерактивних методів навчання у викладанні іноземної мови в сучасному вищому навчальному закладі." Thesis, Харківський національний університет ім. В.Н. Каразіна, 2014. http://essuir.sumdu.edu.ua/handle/123456789/59479.

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Тези присвячені питанню впровадження інтерактивних методів у викладанні іноземної мови в системі вищої освіти.
Thesis are devoted to the question of introduction of interactive methods in teaching foreign language in the system of higher education
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Abachi, A. "Investigating translation teaching methods through classroom interaction analysis : a case-study of Arabic-English teaching situation." Thesis, University of Salford, 1988. http://usir.salford.ac.uk/26485/.

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The purpose of this study is to investigate translation teaching methods as practised in the classroom. Its content falls into two parts. Part One is a review of literature on translation teaching in general in which the main issues, such as the formal academic training of translators, are identified and the curriculum content described (Chapter 1). This is followed by a review of the theoretical aspects of translation teaching methods and their relation between language studies and translation theory (Chapter 2), the main purpose of which is to gain an overall understanding of the mechanism of translation and its techniques so as to facilitate the execution of the research. Part Two is the design of the research and its execution. The research is data-based. The data are tape-recorded translation lessons collected from 3 different classes in three different universities. A background to the procedure adopted for data-collection, the subjects who participated in this study, and the Sinclair system of classroom interaction analysis which was applied to the data are described in Chapter 3. This is followed by the application of Sinclair's system to the data on the basis of which a coding system was set up (Chapter 4). The data analysis revealed the existence of three different translation methods; namely the grammatical, the text-linguistic and the interpretive. The characteristics of each method are described and their implications analysed (Chapter 5). The thesis ends with a critical assessment of translation teaching in general and translation teaching methods in particular and proposes guidelines for an experiment for a unified teaching method.
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Kraus, Pamela Ann. "Promoting active learning in lecture-based courses : demonstrations, tutorials, and interactive tutorial lectures /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9714.

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Sjönvall, Josefin. "Interactive Whiteboards : English teachers’ integration of the IWB in English Language Teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43386.

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The interactive whiteboard is a fairly recent technical device, which has become an increasingly important teaching aid. The interactive whiteboard is supposed to have a positive impact on English Language Teaching, due to its interactivity and the unlimited opportunities it creates for language teaching. However, findings still show that the interactive whiteboard is used more as a traditional whiteboard to write and show information on rather than as an interactive teaching and learning device. This study seeks to investigate English language teachers’ integration of the IWB in ELT. A qualitative approach was used to collect data for this study. Four English Language Teachers at a lower secondary school in southern Sweden were interviewed. The result from this study shows similarities to previous research. The decisive factors for the participants’ incorporation of the IWB in ELT, such as attitude, knowledge and time, were comparable to previous studies. The result also implies that the participants saw the interactive whiteboard as a useful tool in English Language Teaching and as a regular part of their teaching. Nevertheless, there was a desire among the teachers to learn more about the interactive whiteboard and its possibilities and also to develop their skills in order to improve their teaching and the pupil's language proficiency. Although the teachers in the study used the interactive whiteboard frequently and interactively, the result shows that the most frequent usage was to display information non-interactively.
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Eriksson, Filip. "Onboarding Users to a Voice User Interface : Comparing Different Teaching Methods for Onboarding New Users to Intelligent Personal Assistants." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149580.

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From being a fictional element in sci-fi movies, voice user interaction has become reality with intelligent personal assistants like Apple’s Sir iand Google’s Assistant. The development opens up for new exciting user experiences and challenges when designing for these experiences. This thesis has aimed to investigate the user experience of different ways of onboarding new users to intelligent personalassistants. The process has included interviews with experienced users, a test of a Google Home for three months and a wizard of oz (WOZ) test. The interviews and the long term test was done in correlation with a literature study to determine how users interact with an intelligent personal assistant (IPA) their flaws, benefits, what added value they have etc. The goal of the WOZ test was to compare two different teaching methods during the onboarding of a new user. The methods were a voice tutorial by the IPA and a visual interaction on a mobile device. The outcome was to see if the users memory retention was different between the two methods for features learned during the test as well as the users opinions of the two different methods. The results from the interviews show that the benefits of using an IPA is in situations where it reduces friction, e.g when both hands are occupied. They also showed that there are still issues with IPAs and there is a long way to go before they can a accomplish a more human-to-human like conversation. In the WOZ test the results showed that there were no significant difference in user remembrance of learnt features between the two teaching methods. However the user insights showed that the majority of users would like to have a multimodal interaction, a combination of voice and visual interaction when being taught to use an IPA.
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Guerra, Rebecca. "Español como lengua extranjera : un estudio de métodos de enseñanza." Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5536.

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This essay concerns methods of teaching, with the focus being mainly on methods of grammar, interaction, oral methods and the real context. The purpose of the study is to examine different methods used in the education of Spanish as a foreign language, as well as to show the effect of those methods. The investigation is based on the following questions: Which methods are used by teachers of Spanish as a foreign language? Which of these methods would be the most effective ones when it comes to learning? The methods of investigation used in the study are: search in related literature and interviews. The interviews are made with three teachers of Spanish as a foreign language in Sweden, and the analysis includes a comparison between the responses and the theories found in the literature. The result of the investigation shows that the effect of several of the methods depends on the students involved, their motivation and personalities. Another conclusion made is the fact that dialogues are regarded as effective and of good use in the teaching of a foreign language. Working in groups is moreover considered an excellent method according to the result of this study.
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Bennett, Susan V. "Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching in a Field-Based Writing Methods Course." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3577.

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I investigated eight preservice teachers’ understandings about culturally responsive pedagogy as they participated in a writing methods course in which they tutored children from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I also investigated how these preservice teachers demonstrated culturally responsive teaching within the writing curriculum. I recognized the need for research relevant to my own personal beliefs and how to strive for more equitable schools. I want to contribute further to the understandings and insights related to culturally responsive pedagogy. According to the literature, it appears teachers remain unprepared to teach children from diverse populations many of whom continue to fall behind academically. Insufficient information exists in the literature regarding attitudes and understandings of preservice teachers about culturally responsive pedagogy. I utilized a qualitative design, in particular an embedded case study to gain an understanding of a smaller part of the larger case. The larger case was the entire community center, preservice teachers, course instructor, and the elementary students. Data included individual and focus group interviews, course documents, reflections, field notes, and a reflexive journal. I chose constant comparison analysis to find themes within all of the data. I then used within-case analysis to more deeply examine the themes found in the data. In order to gain understanding of these discoveries being relevant to other cases, I employed a cross-case analysis. After multiple readings of the data, carefully analyzing the data through coding and categorizing themes, the following five themes emerged: 1) cultural awareness and integration, 2) student-teacher interaction, 3) influence of the field experience, 4) questions and conversations, and 5) best practices for teaching writing. I also recommend effective aspects of the field experience, which facilitated preservice teachers’ development of deeper understandings about culturally responsive pedagogy as they confronted their conscious and unconscious beliefs. The effective facets in the field experience included one-on-one student teacher interaction, scaffolding critical reflection, and use of best practices in culturally responsive writing instruction.
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Pei, Miao, and 裴淼. "Scaffolding and participation in classroom interaction: perspectives from English immersion teaching in thePeople's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37391471.

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Titterington, Lynda Carol. "Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183110.

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Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.

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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.
Bibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)
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Pavlovic, Linda. "Reflekterande eller reproducerande matematik : en jämförande studie mellan två undervisningsmetoder i matematik, det laborativa och det traditionella." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11217.

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In each classroom there is a teacher with good intentions wanting what´s best for their pupils. But grades and tests in mathematics from 2009 in Sweden shows there is a crack between the subject being taught and the learning child. The purpose with this research is to find an understanding from a teaching and learning perspective of which teaching method is more suitable for teaching and learning mathematics by doing a comparison between two methods. The main question is: What are the advantages and disadvantages of the traditional and the laboratory method of teaching, supported by the two keywords teaching method and learning? This C-paper is based on a qualitative research aiming to gather an in-depth understanding of human behavior. Semi-structured interviews was used on two teachers in primary school, both teachers have integrated classes, grade 2 and 3. Observations were made in both classes. The empirical data was analyzed through theories and sorted in advantages and disadvantages. The result of the traditional method distinguishes to have a textbook and has a reproductive way of teaching, while concrete mathematics has a more reflecting approach. The school using concrete method is also using the model of the four learning style (visual, verbal, tactile and kinesthetic). Accordingly of this study the concrete method support the individual way of learning by using one of the dominant learning styles. Activity, problem solving and making children aware and in charge of their own education, show their way to understanding the subject. 8-9 years old children, learning how to read and write, have another abstract way of thinking which makes it hard for them to work with a textbook. This will lead to a slow learning, preventing the child to achieve understanding of the subject.
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Hill, Gerald D. (Gerald Dean). "An Experimental Investigation into the Interaction Between Modality Preference and Instruction Mode in the Learning of Spelling Words by Upper-Elementary Learning Disabled Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331606/.

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This study investigated the effects of selected spelling teaching methods on spelling mastery of upper-elementary, learning disabled students. It also examined the value of assessing learning disabled students' modality preferences for diagnostic/prescriptive purposes.The study's significance is that it sought to (a) determine whether students classified as learning disabled can identify their preferred learning modes; (b) determine whether matching modes of instruction to students' modality reference(s) results in greater achievement; and (c) identify a systematic way of prescribing instruction for learning disabled students.
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De, Búrca Aingeala. "The Alexander Technique - the application of FM Alexander's principles to music performance." Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-4199.

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The purpose of this essay is to explore how the application of the Alexander Technique, as taught from the point of view of the Interactive Teaching Method (ITM), can be of benefit in performance preparation as well as in the enhancement of the musician’s practice and performance in general. Although the specific performance described in this paper was for violin, the argument is made that the exploration and methods of practice would be of benefit to any musician. This paper describes the experience of a study of the Alexander Technique. Information is provided about the Alexander Technique, its origins, principles and practices. The application of Alexander’s work to violin playing in general is discussed, and specifically to the preparation for the performance of Sonata Duodecima by Isabella Leonarda.

Isabella Leonarda: Sonata Duodecima Opus 16

Elizabeth Jackquet De La Guerre: Sonata No 1 in D minor for Violin & Cembalo

Antonio Bonparti: Invention No 1 in A major (from 12 Inventions for Violin)

Baroque Violin: Aingeala De Búrca

Cembalo: Mayumi Kamata

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QUEIROZ, Marieta Pereira de. "O uso de métodos cooperativos para promover interações sociais em sala de aula." Universidade Federal Rural de Pernambuco, 2008. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5928.

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Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-22T12:37:04Z No. of bitstreams: 1 Marieta Pereira de Queiroz.pdf: 3077339 bytes, checksum: 6e598d032dcf21ef2bcf0819fc0644d8 (MD5)
Made available in DSpace on 2016-11-22T12:37:04Z (GMT). No. of bitstreams: 1 Marieta Pereira de Queiroz.pdf: 3077339 bytes, checksum: 6e598d032dcf21ef2bcf0819fc0644d8 (MD5) Previous issue date: 2008-11-24
This research aimed to investigate the influence of a combined cooperative method (Jigsaw I and TGT) in the construction of interactions among students, during the learning of introductory concepts in organic chemistry. Especially concerning: communication form and approach to the content; form of the students' participation; manners of contribution of each group member for the collective construction; advantages and disadvantages of the method. Ten students of 3° year of high school from a state public school of Olinda-PE took part. The application of the method involved: formation of the original groups and subgroups; studies in the groups; preparation and participation in tournaments. Data analysis pondered 3 categories: how the student constructs the interactions in the group; the form of the student's participation in the group and student's way to contribute for the collective construction of meanings in the group. The results revealed that, predominantly, all of the students' speech was Interactive/dialogic, as more than one student participated in the discussion and their ideas were discussed and considered. In regard to the reasons that motivated students to participate in the group, two were identified in all students - affiliation and positive power, only varying the interaction between them. Moreover, all students presented a high participation level in the discussion. As for the contributions to the collective construction, students, in general, elaborated and restructured subjects, they systematized the content and supplied explanations. Thus we concluded that the establishment of cooperative relationships among students is extremely relevant, not only as learning mechanism, but as strategies of teaching that allow the acquisition of essential elements for the socialization in classroom starting from the true cooperation
Esta pesquisa teve como objetivo investigar a influência de um método cooperativo combinado (Jigsaw I e TGT) na construção de interações entre alunos, durante a aprendizagem de conceitos introdutórios da química orgânica. Mais especificamente no que diz respeito a: forma de comunicação e abordagem ao conteúdo; forma de participação dos alunos; modos de contribuição de cada membro do grupo para a construção coletiva; vantagens e desvantagens do método. Participaram 10 alunos do 3° ano do ensino médio de uma escola da rede pública estadual Olinda-PE. A aplicação do método envolveu: formação dos grupos de origem e subgrupos; estudos nos grupos; preparação e participação de torneios. A análise dos dados contemplou 3 categorias: como o aluno constrói as interações no grupo; a forma de participação do aluno no grupo e o modo do aluno contribuir para a construção coletiva de significados no grupo. Os resultados revelaram que, predominantemente, o discurso de todos os alunos foi do tipo Interativo/dialógico, uma vez que mais de um aluno participou da discussão e suas idéias foram discutidas e consideradas. Em relação aos motivos que levaram os alunos a participarem do grupo, dois foram identificados em todos os alunos - afiliação e poder positivo, variando apenas a interação entre eles. Mais ainda, todos os alunos apresentaram um nível de participação alto na discussão. Quanto às contribuições para a construção coletiva, os alunos, em geral, elaboravam e reestruturavam questões, sistematizavam o conteúdo e forneciam explicações. Assim, concluímos que o estabelecimento de relações cooperativas entre alunos mostra-se extremamente relevante, não só como um mecanismo de aprendizagem, mas como estratégias de ensino que permite a aquisição de elementos essenciais para a socialização em sala de aula, a partir da cooperação verdadeira.
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Castanedo, Alonso José Manuel. "Aplicación del aprendizaje dialógico en el área de Educación Física: Modelo inclusivo "Retos interactivos con Responsabilidad Compartida"." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671546.

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OBJETO: El presente trabajo de investigación se centra en demostrar el impacto y validez de un modelo inclusivo contextualizados en el área de Educación Física y fundamentado en el aprendizaje dialógico. Precisamente, comprobar la presencia de los principios del aprendizaje dialógico es otro de los objetivos de investigación. El modelo se denomina ‘Retos Interactivos con Responsabilidad Compartida’ y tiene por objetivo ofrecer una EF dialógica capaz de democratizar los aprendizajes de todos los alumnos y alumnas, sin dejar a nadie atrás. ESTADO DE CUESTIÓN: Por un lado, y teniendo en cuenta que cualquier programa educativo de calidad debe ser inclusivo y transformador, se procede a analizar la presencia de la calidad, la inclusión y la perspectiva crítica en el contexto educativo general y en la EF específicamente. Por otro lado, en un intento por contextualizar el aprendizaje dialógico en el área de EF, se dedica un capítulo a describir los principios del aprendizaje dialógico y su aplicación al área de EF, configurando el concepto de Educación Física Dialógica. Por último, se dedica un capítulo a presentar el modelo inclusivo Retos Interactivos con Responsabilidad Compartida, detallando el origen, la fundamentación, las claves y la estructura didáctica. DISEÑO METODOLÓGICO: La metodología de investigación seleccionada para la presente investigación es la Metodología Comunicativa. La elección metodológica se explica por dos motivos. En primer lugar, por a la afinidad dialógica existente entre la metodología de investigación y el modelo inclusivo objeto de estudio. En segundo lugar, porque, ante el desafío de aportar contribuciones que permitan avanzar hacia una EF de éxito, la organización comunicativa de la investigación y el análisis comunicativo de los datos se convierten en aspectos metodológicos esenciales y decisivos para lograr el impacto deseado. RESULTADOS: la implementación de modelo Retos Interactivos con Responsabilidad Compartida garantiza la presencia de los principios el aprendizaje dialógico independientemente del contexto. Los efectos sobre el aprendizaje derivados de su implementación demuestran aprendizajes de calidad a nivel curricular y convivencial, pero también se reportan aprendizajes relacionados con sentimientos como la amistad y la solidaridad. Por último, se reporta que el modelo inclusivo es un modelo en movimiento, en constante mejora y enriquecimiento gracias a la constante conversación entre las evidencias científicas, la práctica acumulada y las aportaciones de las personas participantes en la investigación. CONCLUSIONES: El modelo inclusivo Retos Interactivos con Responsabilidad Compartida se configura un modelo de éxito que favorece la democratización de los aprendizajes gracias a la presencia de los principios del aprendizaje dialógico. APORTACIONES: Una de las aportaciones de esta tesis es ofrecer un modelo inclusivo que, articulado por los principios del aprendizaje dialógico, garantiza un programa de EF inclusivo, de calidad y crítico, además de estar supeditado y ser compatible con el enfoque educativo que se orienta hacia las Actuaciones Educativas de Éxito. En definitiva, esta tesis aporta una importante contribución a la Educación Física Dialógica.
PURPOSE: This PhD/Doctoral thesis focuses on demonstrating the impact and validity of an inclusive model contextualized in the area of Physical Education and based on dialogical learning. Furthermore, the verification of the presence of the principles of dialogic learning is another of the research objectives. The model is called 'Interactive Challenges with Shared Responsibility' and it aims to offer a dialogic PE for democratizing the learning of all students. STATE OF THE ART: On the one hand, and taking into account that any quality educational program must be inclusive and transformative, the presence of quality, inclusion and critical perspective in the general education context and specifically in PE was analyzed. On the other hand, in an attempt to contextualize dialogic learning in the area of PE, a chapter is devoted to describing the principles of dialogic learning and its application to the area of PE, creating the concept of Dialogic Physical Education. Finally, a chapter is dedicated to present the inclusive model Interactive Challenges with Shared Responsibility, describing the origin, fundamentals, theoretical keys and teaching structure. METHODOLOGICAL DESIGN: The research methodology selected for this research is the Communicative Methodology. Two reasons explain the methodological selection. Firstly, the dialogic affinity between the research methodology and the inclusive model. Secondly, the communicative organization of the research and the communicative analysis of the data become essential and decisive methodological aspects in order to achieve the desired impact, due to the challenge of making contributions for progressing towards a successful PE. RESULTS: the implementation of the Interactive Challenges with Shared Responsibility model guarantees the presence of the principles of dialogic learning regardless of the context. The effects on learning derived from its implementation demonstrate quality learning at the curricular and social level, but also learning related to feelings such as friendship and solidarity are reported. Finally, the inclusive model is a model in permanent improvement and enrichment, based on the ongoing conversation between scientific evidence, accumulated practice and the contributions of the people participating in this research. CONCLUSIONS: The Interactive Challenges with Shared Responsibility is configured as a successful model promoting to the democratization of learning thanks to the presence of the principles of dialogic learning. CONTRIBUTIONS: One of the contributions of this thesis is to offer an inclusive model that, based on the principles of dialogic learning, guarantees an inclusive, quality and critical PE program, being subordinated and compatible with the educational approach that is oriented towards the Successful Educational Actions. Definitely, this thesis becomes an important contribution to Dialogical Physical Education.
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Leech, Andrea Dawn. ""What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1537.

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This study investigated the use of formative assessment to improve three specific data analysis skills within the context of a high school chemistry class: graph interpretation, pattern recognition, and making conclusions based on data. Students need to be able to collect data, analyze that data, and produce accurate scientific explanations (NRC, 2011) if they want to be ready for college and careers after high school. This mixed methods study, performed in a high school chemistry classroom, investigated the impact of the formative assessment process on data analysis skills that require higher order thinking. We hypothesized that the use of evaluative feedback within the formative assessment process would improve specific data analysis skills. The evaluative feedback was given to the one group and withheld from the other for the first part of the study. The treatment group had statistically better data analysis skills after evaluative feedback over the control. While these results are promising, they must be considered preliminary due to a number of limitations involved in this study.
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Birch, Miriam C. "An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/13021.

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This study focuses on perceptions of a group of Computing lecturers at a large post ’92 Scottish university of the changes that have occurred in the student body. It also considers whether or not the changes have had any impact on the identity and role of the lecturers and whether the lecturers have adapted their practice to accommodate the needs of the diverse student population. An empirical approach was used consisting of semi-structured interviews with a targeted random sample of lecturers. The findings indicate that the impact of the changes which have taken place within higher education have not been uniform and have varied depending on the perceived status of the institution as well as the discipline within the Higher Education (HE) hierarchy. The findings identify a number of areas for consideration by university managers, lecturers and higher education researchers. There appears to be a gap between university policies on widening access and student retention and the implementation of the policies by the lecturers. The findings show that the lecturers are aware of the greater diversity of the student body, but that many of the lecturers share the traditional view of a university student and therefore expect the students to adapt to fit the existing system rather than considering changing their approaches to suit the students. The lecturers in my study have adopted a number of strategies to cope with the constant changes taking place within higher education. However, many of them are unclear as to what is expected of them and unsure about how they should prioritise the numerous demands on their time. This study differs from and complements other work because it focuses on the lecturers’ perceptions of the changes in their role as well as in the student body. The outcome of my study is a better understanding of the perceptions lecturers have of their role and the students that they teach. Although my study is small scale and specific to a particular academic discipline within a large university, the findings should be of value not only to the particular institution in the study, but the wider academic community as well.
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Hansen, Michelle. "Helping Children with Autism Learn with Mathematics Software." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/3.

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Autism spectrum disorders (ASDs) are conditions where a person may exhibit developmental disabilities, significant social, communication and behavioral challenges, and process information differently than people without ASD. The Federal Government guidelines mandate inclusion of all students into the public school facilities. All school age children in the United States are afforded the same opportunities for public education. The goal of this investigation was to evaluate the effectiveness of Computer-Aided Instruction (CAI) as a treatment for teaching mathematics to a group of autistic pupils in an elementary school environment. The public later elementary school is located in Kalamazoo, Michigan and had a student enrollment of 488 in grades 3-5 for the 2011-2012 school year (MDE; http://michigan.gov/mde, February 12, 2014). Questionnaires were used to gather feedback from teachers and itinerant staff, including social workers, psychologists and speech and language therapists. Data were gathered using tests developed by teachers and designed to meet state guidelines. Data analysis involved comparing the test scores of ASD pupils taught by CAI to those for pupils taught using conventional teacher-led instruction. The computer-based treatment (TeachTown® software) was compared to the traditional treatment of teacher-led instruction using data from pre- and post-testing as well as observation, and was shown to improve both pupil attentiveness (time on task) as well as math test scores. As schools, educators, staff and parents continue to wrestle with the adverse effects of increased numbers of diagnosed ASD pupils and decreased dollars dedicated to their human teachers, an option seems to lie in the use of CAI software and the focusing of resources in matching pupils to computers. It is recommended that school administration evaluate the cost of CAI and training as an option to monies appropriated to adding more teachers and teacher human aides. It is also recommended that more research be conducted to evaluate the use of CAI software with ASD pupils of larger population size and different socio-economic environments.
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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.

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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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Ma, Lijun. "Intervention artistique dans les interactions d'apprenants de FLE en contexte universitaire chinois : exemple de la synchronisation du film pour une didactique des langues subjectivante -." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30036.

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Notre recherche a pour objectif d’analyser et montrer comment le cinéma, dans sa totalité, peut devenir un outil pédagogique pour effectuer une intervention par un biais artistique dans les interactions d’apprenants en cours de FLE en contexte universitaire chinois. Une réflexion théorique portant sur les interactions sociales, du point de vue des sociologues, nous dirige vers l’(inter)subjectivité des (inter)locuteurs en expression du français chez nos étudiants chinois. Nous sommes persuadée que chaque sujet communiquant se positionne devant les autres dans les interactions communicatives, pas simplement à travers le langage verbal, mais également à travers le langage non verbal (les gestes, les mimes, l’expression émotionnelle), jouant également un rôle adapté à un contexte donné. La synchronisation du film, en tant qu’activité empathique et subjectivante, favorise l’émergence de l’(inter)subjectivité des étudiants, ce qui rendra certainement les apprenants plus actifs et plus dynamiques dans leur positionnement face aux interactions en langue française. A travers cette expérience à la fois esthétique et subjectivante, cette pratique devrait également être un outil pédagogique efficace pour les étudiants afin de prendre en main la compétence informationnelle, qui est une compétence clé dans la société moderne. La méthode de recherche consiste en une Recherche-Action, une exploitation de l’enquête destinée à tous les étudiants sur notre terrain et des analyses de la remédiation, qui ont impliqué quelques séances de projets de synchronsiation du film effectuées depuis 2016. Cette thèse concerne non seulement tous apprenants chinois de FLE en Chine, mais également tous les pédagogues/praticiens de langue qui s’intéressent à l’emploi des pratiques artistiques dans leur classe de langue
Our study aims to analyze and demonstrate how film as a whole has become an educational tool to intervene in the interaction between foreign language learners in Chinese universities in an artistic way. Sociologists’ thinking of social communication theory makes us realize the importance of inter-subjectivity when Chinese college students speak French. We firmly believe that in daily communication and interaction, each subject of communication conducts communication activities not only through sound language, but also non-sound language (such as gesture, expression imitation, emotional expression), which play indispensable roles in adapting to specific environment. Film dubbing, as an empathetic and subjective activity, has inspired the subjectivity of students when they use language, which will definitely make learners more active and dynamic in their interactions in French. Through this aesthetic and subjective experience, this practice should also become an effective teaching tool for students to master information skills, which is key to modern society. This study mainly adopts the action research method to analyze the questionnaire survey of all the students in the survey, and summarize and analyze some film dubbing projects since 2016. This paper covers not only all french learners in China, but also all language teachers and practitioners who are interested in using artistic practice in language classes
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Walderot, Anna. "Ett tveksamt kunskapskrav : En kvalitativ studie om lärares förmåga att uppfylla läroplanens krav på undervisning och bedömning av muntliga strategier i engelska." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72860.

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Då strategier är vagt beskrivna i styrdokument och svåra att observera hos elever är studiens syfte att undersöka några lärares förmåga att uppfylla läroplanens krav när det gäller undervisning och bedömning av strategier i muntlig kommunikation i engelska och slutligen utifrån litteratur ge exempel på hur det kan konkretiseras i klassrummet. Genom kvalitativa metoder inom fenomenologin har observationer och intervjuer med tre lärare genomförts och analyserats. Resultatet visar att lärare är överens gällande styrdokumentens otydlighet. Dessutom är strategibegreppet vagt beskrivet och saknar gemensam definition bland forskare. Lärares metoder för att undervisa strategier sker både genom direkt och indirekt undervisning och båda metoderna får stöd i forskning. Materialet som ska bidra med mer förståelse till kursplanen, kommentarmaterialet, används inte av lärare. Det leder till att lärare inte blir medvetna om vilka strategier elever rekommenderas att använda och att bedömningen av kunskapskravet blir godtyckligt. Lärare anser dessutom att strategier är svåra att upptäcka då vissa strategier inte sker synligt eller att de sker i samband med att elever interagerar i par eller helklass. Problemet med att upptäcka vilka strategier som används av ”duktiga elever” gör att progressionen i kunskapskravet kan ifrågasättas. Resultatet visar på ett utvecklingsbehov av metoder för att undervisa strategier i muntlig kommunikation samt att resurseffektiva metoder för bedömning behöver identifieras.
When strategies are vaguely described in steering documents and difficult to observe with students, the aim of the study is to investigate the ability of some teachers to fulfil the curriculum's requirements in terms of teaching and assessing strategies in oral communication in English and finally based on literature giving examples of how it can be made concrete in classroom. Through qualitative methods in phenomenology, observations and interviews with three teachers have been carried out and analysed. The result shows that teachers agree on the obscurity of the steering documents. In addition, the strategy concept is vaguely described and lacks a common definition among researchers. Teachers' methods for teaching strategies take place through direct and indirect teaching and both methods are supported in research. The material that will contribute more understanding to the syllabus is not used by teachers. This means that teachers do not become aware of which strategies students are recommended to use and that the assessment of the knowledge requirement becomes arbitrary. Teachers also believe that strategies are difficult to detect, as some strategies are not visible or that they occur in connection with pupils interacting in pairs or in full class. The problem of discovering which strategies are used by "good students" makes the progression of the knowledge requirement questionable. The results show a need for development of methods for teaching strategies in oral communication and that resourceefficient methods of assessment need to be identified.
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Pinheiro, Adalberto Vitor Raiol. "Contribuições dos jogos teatrais para o ensino de língua estrangeira (italiano)." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06112014-161616/.

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A presente dissertação tem como objetivo propor uma reflexão sobre as contribuições que a prática de jogos teatrais pode trazer para o aprendizado de língua estrangeira (italiano). A hipótese de nossa pesquisa é que a realização de jogos teatrais a partir de modelos de ação (KOUDELA, 1991, 1996), práticas muito comuns à pedagogia do teatro, possa criar novas oportunidades/situações de aprendizagem e potencializar o processo de ensino-aprendizagem de línguas na perspectiva da abordagem comunicativa. Para isso, utilizamos como base as fichas de jogos propostos por Spolin (2001), as quais foram ampliadas e contextualizadas para o contexto de línguas. Quanto aos aspectos teóricos, procuramos apresentar o conceito de jogo, o sistema de jogos da norte-americana Viola Spolin, reflexões sobre protocolo e modelo de ação. Procuramos ainda, relacionar esses conceitos, inerentes à pedagogia do Teatro, à hierarquia de abordagens, métodos e técnicas (ANTHONY, 1963; RICHARDS & RODGERS, 1986), à aprendizagem colaborativa de línguas (FIGUEIREDO, 2003), ao ensino comunicativo (ALMEIDA FILHO 1993, 2012; RICHARDS, 2006) e à pedagogia Pós-Método (KUMARAVADIVELU, 1994, 2003). A experiência que fundamentou nosso trabalho foi realizada com alunos e professores de língua italiana, no mês de julho de 2012, em um curso de difusão cultural da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo ministrado pelo próprio pesquisador. Como metodologia da pesquisa, servimo-nos da análise de dados qualitativos obtidos através do visionamento das aulas gravadas, da aplicação de questionário inicial e final e produção de protocolos realizados pelos participantes (KOUDELA, 1996, 2001). A análise dos dados sinaliza para as seguintes contribuições dos jogos teatrais para a sala de comunicativa, tais como: desenvolvimento da autonomia de alunos e professores em relação ao processo ensino-aprendizagem, uso integrado das habilidades comunicativas, facilitação da interação negociada e construção de ambientes autênticos de interação oral durante o processo de ensino-aprendizagem de línguas
The present study intends to propose a reflection about the contributions the practice of theater games may bring to the learning of a foreign language (Italian). The hypothesis of our research is that the theater games achievement from action models (KOUDELA, 1991, 1996), fairly common practice to the pedagogy of theater, can create new opportunities/learning situations and potentiate the teaching-learning of language process in the communicative approach perspective. To this purpose, we use the records of games proposed by Spolin (2001) as basis, which were extended and contextualized to the context of languages related to the language teaching. Regarding theoretical aspects, we try to present the game concept, the game system of the North American Viola Spolin, reflections about protocol and action model. We also seek to relate these concepts inherent to the theater pedagogy, the hierarchy of approaches, methods and tecniques (ANTHONY, 1963; RICHARDS & RODGERS, 1986), the collaborative language learning (FIGUEIREDO, 2003), the communicative teaching (ALMEIDA FILHO 1993, 2012; RICHARDS, 2006) and the Post-Method pedagogy (KUMARAVADIVELU, 1994, 2003). The experience which grounded our study was conducted with students and teachers of the Italian language, in July of 2012, in a course called Cultural Diffusion ministered by the own researcher performed by University of Philosophy, Letters and Human Sciences of São Paulo. As a research methodology, we serve of the qualitative data analysis obtained by the viewing of recorded lectures and implementing of initial and final questionnaire and protocols production performed by participants (KOUDELA, 1996, 2001). The data analysis points to the following theater games contributions to the communicative room, such as: development of students and teachers autonomy in relation the teaching-learning process, integrated use of communication skills, facilitation of interaction / negotiation and construction of authentic environments of oral interaction during the teaching-learning process of languages
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43

Karlsson, Lina. "Språkutvecklande stödstrukturer : En observations- och intervjustudie om lärares arbete med läsning i SO i åk 4–5." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-90802.

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The curriculum for social studies is designed in a way where knowledge is assessed through the students’ expressive language skills. Much of the knowledge is also expected to be gained through reading. The purpose of this study is to examine what types of scaffolding teachers can create for students reading social studies nonfiction texts in grades 4–5. The study is based on observations and interviews with three teachers. The material was subsequently analysed based on characteristics in language development methods, showing that teachers do not emphasise the importance of language for learning when teaching. The results also show that students, to a small extent, are used as supporting resources for one another and that teachers themselves take up much of the talking space in the classroom. During structured oral text instruction teachers request short answers, that are evaluable rather than allowing time for interrogative and reflective discussions. The effect of the teacher centered teaching is that the students are passivate instead of challenged with cognitively demanding tasks where scaffolding can enable a potentially higher learning level.
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Diattara, Awa. "Problématique de l'acquisition des connaissances dans des environnements informatiques fortement orientés connaissances : vers un outil auteur pour le projet AMBRE." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAM055/document.

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Cette thèse aborde la problématique de l’acquisition des connaissances dans le cadre de la conception des Environnements Informatiques pour l’Apprentissage Humain (EIAH). Dans le contexte spécifique de ce travail, nous nous intéressons à des EIAH destinés à enseigner des méthodes de résolution de problèmes. De telles méthodes permettent, dans un domaine donné, de reconnaître la classe d’un problème et d’être capable de savoir quelle technique de résolution appliquer pour le résoudre. Le coût de conception de ces EIAH est cependant très élevé, en particulier du fait de l’élicitation des connaissances, qui nécessite non seulement une expertise dans le domaine concerné mais également en programmation.Afin de réduire le coût de conception de ces EIAH, et permettre à des auteurs (enseignants ou pédagogues plus experts) de pouvoir éliciter sans programmer les connaissances nécessaires à l’EIAH, nous proposons un processus d’acquisition interactive de ces connaissances. Ce processus est mis en œuvre à travers la conception d’un outil auteur : AMBRE-KB. Pour ce faire, nous avons d’abord proposé des méta-modèles qui permettent de décrire la forme des connaissances à acquérir. Ces connaissances ne sont pas celles d’un expert dans un domaine, mais les connaissances telles qu’on voudrait qu’elles fonctionnent chez l’apprenant à l’issue de l’apprentissage. En s’appuyant sur ces méta-modèles, nous avons ensuite proposé un processus d’acquisition de ces connaissances qui permet d’assister l’auteur lors de l’élicitation des connaissances nécessaires, en lui permettant de construire un modèle de connaissances spécifique à un domaine.Nous avons mené deux expérimentations pour évaluer le processus d’acquisition des connaissances et sa mise en œuvre dans l’outil AMBRE-KB. La première porte sur la complétude. Il s’agit de vérifier, pour un domaine donné, si les modèles de connaissances générés par AMBRE-KB permettent à l’EIAH de résoudre des problèmes. L’objectif de la deuxième expérimentation est de mesurer l’utilité et l’utilisabilité de AMBRE-KB. Les résultats des deux expérimentations sont satisfaisants
The general issue we addressed in this thesis is the challenge of knowledge elicitation in Intelligent Tutoring Systems (ITS). In the context of this work, we are interested in ITS teaching problem solving methods. Teaching methods for solving problems consists in teaching students how to think about the problem before starting its resolution. In a given field, such a method is based on a categorization of problems. Knowing to recognize the class of a problem enables students to choose the resolution technique associated with this class. However, designing such ITS is tedious and costly, and specially require expertise in the application domain and in programming.In order to reduce the design cost of these ITS and to enable an author (for example a teacher) to be able to elicit knowledge needed without programming, we propose an interactive knowledge elicitation process. This process is implemented through the design of an authoring tool: AMBRE-KB. For that, we first propose meta-models for the knowledge to be acquired. This knowledge is not an expert knowledge, but knowledge such as we would want that they work at the end of the learning. Next, we propose a knowledge acquisition process based on these meta-models, which enable the author to be assisted in the elicitation process enabling him/her to build specific knowledge models for a given domain.We conducted two experiments to evaluate the knowledge acquisition process and its implementation in the AMBRE-KB tool. The first relates to completeness. The aim is to verify, for a given domain, whether the knowledge models generated by AMBRE-KB enable the solver to solve problems. The aim of the second experiment is to measure the utility and usability of AMBRE-KB. The results of both experiments are satisfactory
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Othman, Noor A. "Prior educational experiences and cultural factors in the learner's attitudes and behaviours : a case study of distance learning English course at UiTM, Malaysia." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/10376.

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This thesis is a case study that investigates the attitudes and behaviours of learners of a Preparatory English distance learning course (BEL 100 e-PJJ) offered at the Universiti Teknologi MARA (UiTM), Malaysia, and whether those attitudes and behaviours are influenced by their prior educational experiences and whether cultural factors may also have influence in the attitudes and behaviours of these learners. The research adopts a mixed-method case study design combining quantitative and qualitative approaches to the data collection and analysis. Thematic analysis has been adopted as a tool to analyse the interview data qualitatively. The thematic analyses constructed thematic networks which Attride-Stirling (2001) stressed served as an organizing principle and an illustrative tool in interpreting the analysed interview data. Another major source of data collected for this study was the asynchronous forum discussion transcripts. To match the needs of this study, several categories and examples of Henri’s (1992) framework combined with elements from Garrison, Anderson and Archer (2000) CoI model and Hofstede’s (1991) cultural values tool were adapted in analysing the asynchronous forum discussion transcripts. This was to identify the factors which contributed to the attitude and behaviour of the BEL 100 e-PJJ learners. This study has highlighted that the process of learning and teaching of the UiTM Malay/Bumiputera learners depend on the support and training given to the distance learners and facilitators. Learners’ attitudes, behaviours, facilitators’ intervention and purposeful tasks were found to be important in supporting active participation and effective interaction within the course.
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Cerezo, García Mª Lourdes. "Investigación sobre la relación entre las directrices curriculares relativas a la enseñanza de la lengua inglesa y su aplicación en el aula (1º Bachillerato)." Doctoral thesis, Universidad de Murcia, 2007. http://hdl.handle.net/10803/10818.

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Es una tesis analítico-descriptiva, con finalidad diagnóstica, en la que se describe el enfoque didáctico que debe aplicarse en la enseñanza de la lengua inglesa, según las directrices curriculares: el enfoque comunicativo. Se describe la metodología empleada para la investigación: observación en el aula. Por otro lado, se describe y analiza un corpus de actividades recopilado a partir de la observación de clases de inglés, presentando los datos en tablas en aras de mayor objetividad y para facilitar su sistematización, y también en formato descriptivo. Finalmente, tras la descripción y el análisis de los datos, se presentan las conclusiones, en las cuales se comprueba que la metodología empleada no es la comunicativa. Además, se ponen de manifiesto aspectos de la realidad del aula que contribuyen a explicar por qué no se aplica esa metodología y por qué el aprendizaje de la lengua extranjera no es tan fructífero como cabría esperar.
This is an analytico-descriptive thesis, written for diagnosis purposes, which investigates the relationship between the curricular guidelines for the teaching of English at the secondary level in the Spanish education system (communicative approach) and the actual application of those guidelines in real language classrooms. The methodology used for the the investigation is the so-called classroom observation. Also, a corpus of 1º Bachillerato English language lessons is described and analyzed, in two main formats: in tables (for the sake of objectivity and to facilitate data systematization) and in written analysis (descriptions). Next, conclusions are drawn where it clearly shows that the methodology employed in those lessons is not communicative. Finally, aspects of the day-to-day in language classrooms come out that contribute to explain why the communicative methodology is not used in the lessons observed and why foreign language learning in our country is not as fruitful as it would be desirable.
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Lachand-Pascal, Valentin. "Approche centrée activité pour la conception et l'orchestration d'activités numériques en classe." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSEI089.

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La quantité et la variété des dispositifs numériques disponibles dans les établissements scolaires ne cessent d'augmenter. Cependant, les usages pédagogiques n'ont pas suivi cette évolution. La faible utilisation du numérique peut s'expliquer par la difficulté à créer des activités pédagogiques numériques. Nous proposons de combiner des concepts issus de travaux de recherche liés à la création et la conduite d'activités pédagogiques en classe, ainsi que des travaux liés à la conduite d'activités numériques d'une manière plus générale. Nous présentons les apports et les limites de ces deux cadres conceptuels pour la gestion d'activités pédagogiques numériques. Nous avons mené des entretiens avec des enseignants afin de comprendre comment ils créent leurs activités numériques et comment ils les mettent en œuvre. Lors de la mise en œuvre en classe, les enseignants rencontrent principalement des problèmes techniques (réseau instable, limitations matérielles) et doivent adapter leurs plans pour faire face à ces problèmes. Nous proposons une architecture adaptable afin de résoudre les problèmes techniques. Notre architecture permet la mise en œuvre d'activités numériques en prenant en compte les différentes contraintes : les activités fonctionnent avec ou sans connexion, sur les différents dispositifs présents en classe, et l'architecture s'adapte aux infrastructures des établissements. Cette architecture se matérialise dans Toccata, un système d'orchestration permettant la création et la mise en œuvre d'activités numériques en classe. Toccata implémente les recommandations de conception que nous avons identifiés. Enfin, nous avons cherché à identifier les stratégies d'interaction permettant aux enseignants de gérer au mieux les dispositifs numériques en classe. Au moyen d'observations de classes de collège, nous avons identifié deux classes de tâches principales : le partage de contenu et le contrôle à distance des dispositifs. A l’aide d’une étude d'élicitation, nous avons trouvé que les les tâches de contrôle sont plus faciles à réaliser que celles de partage de contenus, notamment à l’aide de dispositif porté comme une montre connectée. Nous avons constaté que la sélection des dispositifs de partage de contenu restait particulièrement complexe en termes d'interaction. Nos résultats ouvrent de nouvelles pistes pour la gestion de dispositifs numériques en classe. Cependant, des travaux sont encore nécessaires quant au partage, à la réutilisation, et à la reconception d'activités numériques
The quantity and variety of digital devices available in schools is constantly increasing. However, educational uses have not followed this evolution. The limited use of digital may be explained by the difficulty in creating digital activities. We propose to combine concepts from research related to the creation and conduction of educational activities in the classroom, as well as work related to the conduction of digital activities in a more general way. We present the contributions and limitations of these two conceptual frameworks for the management of digital educational activities. We conducted interviews with teachers to understand how they create their digital activities and how they conduct them. When conducting activities in the classroom, teachers mainly encounter technical problems (unstable network, hardware limitations) and have to adapt their plans to deal with these problems. We propose an adaptable architecture to solve the technical problems. Our architecture allows the conduction of digital activities by taking into account the different constraints: the activities work with or without connection, on the different devices present in the classroom, and the architecture adapts to the infrastructures of the schools. This architecture is materialized in Toccata, an orchestration system allowing the creation and implementation of digital activities in the classroom. Toccata implements the design recommendations we identified. Finally, we identified interaction strategies to help teachers in the management of digital devices in the classroom. Through observations of middle school classrooms, we identified two main classes of tasks: content sharing and remote control of devices. Using an elicitation study, we found that control tasks are easier to perform than content sharing tasks, especially using a device worn like a connected watch. We found that the selection of content sharing devices remained particularly complex in terms of interaction. Our results open new possibilities for managing digital devices in the classroom. However, work is still needed on sharing, reusing, and redesigning digital activities
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48

Atkinson, Megan E. "Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2510.

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Body movement, hands-on activity, embodiment, social interaction, emotions, and self-reflection allow teaching artists of Barter’s Theatre’s Project REAL to conduct a lesson with an implicit learning experience as the focus. Barter Theatre’s Project REAL exists as a theatre for education program that collaborates with regular classroom teachers on delivering the curriculum through specific theatre exercises in order to connect the material personally to the students’ lives. Theatre tools provide a human experience that enhances learning for the student by use of kinesthetic movement, social learning, emotions and interpersonal skills. To understand the effects of Barter Theatre’s Project REAL, the director and teaching artists collected interviews with teachers, administrators, and students. Teaching artists also conducted pre and post assessments and end of the semester surveys with classes. This study aims to give insight to the results of Project REAL’s pedagogy as well as the strengths and weaknesses of the program.
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49

Lyons, Renee' C. "Contribution as Method: A Book Talk for Foreign-Born American Patriots: Sixteen Volunteer Leaders in the Revolutionary War." Digital Commons@Georgia Southern, 2014. https://digitalcommons.georgiasouthern.edu/cssc/2014/2014/10.

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Constituting a proposal for a book talk associated with the scholarly title Foreign-Born American Patriots: Sixteen Volunteer Leaders of the Revolutionary War, the presenter of this session (and author of the book) will introduce the scholarly work to participants for the purpose of highlighting research based in contribution, rather than interpretation. The author will detail the means by which the investigation of human experience and work product, storylines/patterns, and social cause may provide the context for creative scholarly works. The author will also reveal the unique contribution of Foreign Born American Patriots to historical and Southern Studies discourse, the book serving, up through the date of this proposal, as the only collective work regarding those foreigners who helped the newly formed United States defeat the British Army (many battles fought in the Southern States).
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50

Dyer, Emma. "Where do beginner readers read in the English, mainstream primary school and where could they read?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278214.

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Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.
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