Dissertations / Theses on the topic 'Novice classes'

Si la réflexion scientifique sur la gestion de classe est importante, la recherche dans le domaine de la formation concernant cet objet est plus limitée. À partir d’une analyse de la littérature scientifique concernant la formation des enseignants dans ce domaine, cette étude montre l’existence d’un paradoxe entre une volonté de former à des pratiques génériques les enseignants novices pourtant toujours placés dans des contextes de travail singuliers.L’objet de ce travail était donc de réfléchir à des dispositifs de formation à la gestion de classe qui répondraient à cette préoccupation dans le cadre de la formation des enseignants novices du premier degré.Cette thèse a été menée dans le cadre d'une anthropologie culturaliste (Bertone, 2011 ; Chaliès, 2012), principalement inspirée de la philosophie analytique de Wittgenstein (2004) dont l’objet central est l’étude de la construction du sujet professionnel en formation.Les principaux résultats montrent que les circonstances de formation impatient l'apprentissage des EN dans le domaine de la gestion de classe : (i) les mésinterprétations relevées chez les EN dans les premiers temps du dispositif « résistent » à la répétition des situations de formation ; (ii) les activités d’analyse et de réalisation visant à gérer la classe sont nourries par des connaissances et expériences acquises antérieurement ; (iii) en situation de formation collective, les EN limitent leur engagement dans les tâches d’analyse dans le but de « prendre soin » ou « d’encourager leurs pairs ».Une discussion de ces résultats à partir de la littérature scientifique du domaine ouvre finalement sur des propositions
If scientific thinking about classroom management is important, research in the field of training on this subject is more limited. Based on an analysis of the scientific literature on teacher education in this field, this study shows the existence of a paradox between the willingness to train novice teachers, yet still placed in unique working contexts, to generic practices.The purpose of this study was therefore to consider classroom management training schemes that would address this concern in the training of first-level novice teachers (EN).This thesis was conducted in the context of a culturalist anthropology (Bertone 2011, Chaliès, 2012), mainly inspired by the analytical philosophy of Wittgenstein (2004) whose central object is the study of the construction of the professional subject in training. The main results show the impact of training circumstances in classroom management learning : (i) the misinterpretations of the EN in the early stages of the training "resist" the repetition of training situations; (ii) the activities of analysis and realization aimed at managing the class are influenced by knowledge and experience acquired previously; (iii) in a group training situation, EN limit their involvement in analysis tasks in order to "take care" or "encourage their peers".A discussion of these results from the scientific literature of the field finally opens up new proposals that could improve the professional training of novice teachers in the field of classroom management

The purpose of this study was to explore the influence that social class identity has on the emerging professional identities of novice teachers. The study argues that schooling in the UK is classed in terms of its history, outcomes and processes, and as a result, situates teaching as a form of ‘class work’. Given the strong arguments for situating teaching in this way, this thesis seeks to increase our understanding about the way class actually works in relation to teachers’ identities and the impact this has on their work as teachers. This study was qualitative and longitudinal in nature and used semi-structured interviews as the main method of data collection. A group of eleven novice teachers were followed over a two year period as they both learnt to become teachers on a postgraduate initial teacher education programme and then one year later after most had started teaching in secondary schools. The thesis begins by examining the complexities of the heightened, emotive and fiercely debated issue of class and draws strongly on understandings that locate class in contemporary Britain as being about culture as well as social structures. It recognises that whilst the emerging professional identities of teachers are heavily shaped by life experiences prior to becoming a teacher, new and varied teaching experiences have the capacity to impact on the way teachers see themselves and their understandings of their work in schools. Using data rich stories of six of the novice teachers to exemplify the wider sample, this thesis illustrates the ways in which classed identity shapes novice teachers’ early understandings of schooling and becoming a teacher. It demonstrates that class really does matter for novice teachers but that it plays out in complex and sometimes contradictory ways. In particular, the thesis draws on the notion of social class boundaries and the way in which teaching often involves the crossing of these. The crossing of class boundaries is identified as being a central feature of the novice teacher experience. It is argued that class boundary crossing creates tensions for novice teachers not least because their own class identities are called into question and troubled by this process. One feature of this process is that many novice teachers recognise teaching as ‘class work’ and additionally understand that the cultural capital they bring to this context may not be equally valued in all educational settings. This can result in a class identity acting in restrictive and constraining ways. Whilst some novice teachers are bound by their class identities, others are able to play strategically with their class minimising the disadvantages of a perceived lack of appropriate cultural capital. This study suggests that the ability to know how and when to strategise is itself classed, a coping mechanism employed by middle rather than working class novice teachers. The study concludes by examining the implications of these findings for novice teachers and their preparation for work in schools. It argues that the classed identities of teachers need to be explicitly examined in a supportive and reflexive manner within initial teacher education.

L'objectif de cette recherche portant sur 33 novices du secondaire était de vérifier si la tâche de ces derniers n'avait pas une incidence sur leur sentiment de compétence en gestion de classe. L'utilisation du Questionnaire en Gestion de Classe ainsi que d'une fiche sociobiographique présentant les composantes de la tâche a montré que la complexité de celle-ci n'avait pas d'incidence sur le sentiment de compétence en gestion de classe des novices, excepté pour leur planification. Cette recherche ne s'intéressait qu'à un des facteurs structurels pouvant influencer la gestion de classe. Or il s'agit d'une compétence complexe qui demande au novice des qualités personnelles, quelque [i.e. quel que] soit le contexte d'enseignement. De plus, les novices de notre étude se sont peut-être surrévalués [i.e. surévalués]. Néanmoins, le fait qu'on leur donne souvent à la dernière minute des tâches plus complexes peut affecter leur planification.

Alors que de nombreuses directives institutionnelles invitent à considérer la formation des enseignants novices (EN) comme un moyen d’accroitre leur satisfaction professionnelle et in fine leur santé, peu de travaux scientifiques ont réellement étudié le caractère effectif de ce type de considération. Cette étude a donc pour objet premier d’analyser, dans le cadre de situations de formation de type tutorat mixte impliquant tuteurs de terrain et formateurs universitaires, les circonstances de formation permettant d’aboutir à la satisfaction professionnelles des enseignants novices en situation de travail en classe. Cette étude s’inscrit dans un programme de recherche sur la formation professionnelle dont les soubassements épistémologiques sont issus d’une anthropologie culturaliste principalement inspirée de la philosophie analytique de Wittgenstein (2004). Elle a été menée dans le cadre d’un dispositif innovant de formation en alternance articulant de façon itérative des séquences de formation menées sous la forme d’entretiens de conseil pédagogique et des séquences de travail en classe. Les résultats de cette étude permettent de situer trois principales circonstances de formation ayant permis d’aboutir à l’apprentissage de règles par les EN, voire à leur développement professionnel et, par-là même, à leur satisfaction : (i) l’intérêt pour les formateurs de « dé-satisfaire » les EN avant de s’engager dans une activité d’enseignement de nouvelles règles, (ii) la nécessité pour les EN d’avoir une « exemplarisation » des règles enseignées qui s’ancre dans leurs circonstances d’enseignement et, (iii) la nécessité pour les formateurs d’engager un véritable travail d’accompagnement des EN lors de leurs premiers suivis des règles préalablement enseignées. Sur la base d’une discussion de ces résultats des pistes, en matière de recherches complémentaires à mener et de dispositifs innovants à mettre en œuvre, sont finalement proposées
Many institutional guidelines point out that teacher education programs can be a means to enhance the job satisfaction, and thereby the health, of preservice teachers (PTs). However, few studies have actually examined this proposition. This study therefore sought to determine the training circumstances that contribute to PTs’ satisfaction with their classroom work in the context of teacher education with teams composed of cooperating teachers and university supervisors. This study is part of a research program based on epistemological principles derived from cultural anthropology, which has been much inspired by the analytical philosophy of Wittgenstein (2004). The study was conducted within the framework of an innovative teacher education program that alternates sequences of PTs’ classroom work with sequences of supervisory meetings. The results indicate three main training circumstances that facilitated the PTs’ learning of the work rules, which in turn contributed to their professional development and thereby to their satisfaction: (i) the teacher educator team needs to “de-satisfy” the PTs before engaging in the activity of teaching new work rules, (ii) the PTs need an “exemplification” of the new work rules that is rooted in their actual teaching circumstances, and (iii) the teacher education team needs to engage in a veritable work of supporting the PTs as they begin to follow the work rules that they have learned. The discussion of the results focuses on proposals for new directions in complementary research and innovative training methods

The work focuses on the analysis of new technologies, which are used in visual communication. This is especially the description, characterization and their use. Another section focuses on social trends that permeate contemporary Western society, and their relationship with new technologies in the field of visual communication. It deals therefore also examines the social changes and changes in the perception of individual development and dissemination of new technologies causes. Describes the important role of visual communication in today's world and the changes in society due to widespread use of modern technology. The aim is to make the analysis and therefore a comprehensive overview of new technologies and their use in the field of visual communication. Finally, the work seeks to estimate the next direction of new technologies in the field of visual communication and create a prediction of further development in the future.

碩士
國立中央大學
學習與教學研究所
98
To be a teacher has been the dream of my life, it’s the dream that I am living now and it’s the dream that I have had since I was just a little girl. During my university life I forged my mind and my will; I was very optimistic and energetic, I was complete and happy, but unfortunately when my dream of becoming a teacher came true I had to learn the hard way that life is not that simple, I was frustrated and I started to lose confidence on what I was doing and why I was doing it. It was a hard process that had many ups and downs, but it was a process that helped me become a more mature person who already knows what to be a teacher really means. In this Thesis, I would like to share the experience about a freshman changing during the first five years of her educational and professional life.

Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 75-78). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11756

碩士
中原大學
應用華語文研究所
100
The research is task-based language teaching in novice-low Chinese class.Task-based activities help language teaching more communicative and practical while increasing the interest of learners. This research is based on action research to practice exploratory research. It is applied with video recording of teaching, teaching reflection, one by one interview and activities satisfaction questionnaire. This investigates the learners’ development of learning, the differences betwen the teaching design of the different topics and the teachers’ improvement in teaching. There are 16 research objects who are Vietnam students studying in classes lectured in Chinese. They are divided into 2 novice-low Chinese learning classes. Task- based language teaching is applied in classes with 4 units for 7 weeks. Each class is conducted for 50 minutes. Convenience Sampling is applied. Data collection and analysis are from 10 students among 16 research objects Research Result: 1. In general, Task-based language teaching increases the learners’ interest and their sense of accomplishment in learning. 2. The content of task-based language teaching is required to be interesting, open and practical and is combined with topics related to daily life that can increase the learners’ interest in learning. To be related to the life of learners, to be diverse and practical are the principle of teaching design with different topics. 3. Attention needs to be paid for task-based language teaching design: to provide adequate task-based activities, to simplified study goal, to design diverse activities, to simplified task-based activities procedure, to apply new word usage with targets, adequate, completed and easy supporting supplement, clear, understandable and precise worksheet. 4. Attention needs to be paid in task-based language teaching as the followings. To practice teaching before class for proper time management in the class, to allot tasks equally for the learners to practice equally, to dictate precisely for learners not to be confused, to reserve time for task preparation for conducting activities well. When the language date is too long or too difficult, to practice with paragraph reduces the learners’ pressure. To be familiar to the teaching aids to ease the activities conducting. To be familiar to the teaching materials with sufficient preparation before class reduce language mistakes. To focus on the characteristics of task-based language teaching avoids applying traditional teaching method. The purpose of this research is aimed to provide adequate suggestions which could be used for teachers interested in task- based language teaching in the future.

碩士
中原大學
教育研究所
94
For the purpose of investigating the current state and differentiation of curriculum design cognition among expert and novice teachers in the resource classes at the elementary and junior high schools in Taoyuan County, the study was undertaken to explore the issue. Furthermore, the study made use of interviewing to further distinguish the important element of differentiation in terms of curriculum design cognition between expert and novice teachers in resource classes. To make the above-mentioned goal possible, the study adopted two research approaches of questionnaire and interview surveying. The author in person produces the questionnaire of “Curriculum Design Cognition of Resource Room at The Elementary and Junior High Schools in Taoyuan County”, taking teachers serving in the resource classes as samples and giving out 201 copies with 152 returned and 143 effective. After collection of questionnaires, several statistical analytic methods, for example, the frequency distribution, percentage statistics, One-Way MANOVA were used for analyzing the data. To further explore the crucial factors of differences between expert and novice teachers in resource classes in terms of curriculum design cognition, the author conducts in-person interviews with eight elementary and junior high school teachers. The main results are summarized as follows: 1. Sex accounts for apparent differences; the female teachers outperform the male at the resource classes of elementary and junior high schools in terms of design cognition of the “social course”. 2. Age accounts for apparent differences; the teachers at the age of 41 to 50 surpass those at 21 to 30 at the resource classes of elementary and junior high schools in terms of the “functional life skill course”. 3. Different channels of teacher training or education show no significant differences in terms of curriculum design cognition. 4. Years of teaching experience account for apparent differentiation; the expert teachers outperform the novice in terms of design cognition of the “functional life skill course”, “social course”, and “subject teaching & remedial course”. 5. One of the critical variables in curriculum design cognition between expert and novice teachers is the accumulation of teaching experience. 6. Expert teachers, compared to the novice ones, are more likely to put the theories of special education into practice in the real-life teaching scenarios, apply flexibly clues and information to their teaching in accordance with the needs of students and undertake the design of relevant course content. 7. Having faith in escalating self cognition of course design, teachers, expert and novice alike, keep absorbing new knowledge, but the direction and depth of the course content vary.

博士
國立彰化師範大學
特殊教育研究所
92
The research used observer-as-participant to investigate the differences between expert and novice teachers on teacher-student verbal interactions in self-contained mentally retarded classes of vocational high schools. Besides using Flanders Interaction Analysis System (FIAS) to analyze and compare expert with novice teachers on the 7 teacher talk categories of FIAS (1. accepts feeling, 2. praises or encourages, 3. accepts or uses ideas of pupils, 4. asks questions, 5. lecturing, 6. giving directions, 7. criticizing or justifying authority) and 12 teacher-student verbal pattern variables (1. percent teacher talk, TT; 2. percent pupil talk, PT; 3. percent silence or confusion, SC; 4. indirect-to-direct ratio, i/d ratio; 5. teacher response ratio, TRR; 6. teacher question ratio, TQR; 7. pupil initiation ratio, PIR; 8. instantaneous teacher response ratio,TRR89; 9. instantaneous teacher question ratio, TQR89; 10. content cross ratio, CCR; 11. steady state ratio, SSR; 12. pupil steady state ratio, PSSR) to find the differences, the research took anecdotal records to investigate the differences in “classroom management routines” and “question and feedback” on teacher-student verbal interactions. This research used purposive sampling to select 3 experts and 3 novices to participate the research. Every participant received video tape recording for 7 periods. The content of the tape, given a numeral for every 3 seconds according to the line of time, was distinguished with Flanders’ interaction analysis categories. The distinguished data was imported into FIAS software to get 7 teacher talk categories appearance percent and 12 teacher-student verbal pattern variables. The major findings were: 1. Teacher talk categories: The differences between the expert and the novice appeared in lecturing. The expert were much superior to the novice. As far as the other 6 teacher talk categories were concerned, there was no significant difference. 2. Teacher-student verbal pattern variables: The differences between the expert and the novice were in TT, SC, TRR89, and CCR. The expert was inferior to the novice in SC, but much superior in TT, TRR89 and CCR. There was no significant difference in the other 8 variables. 3. Classroom management routines: The differences between the expert and novice appeared in student irregular behavior management and routine discipline setting and maintenance. The differences were found in supervision stratagem on ignoring, attention, time out, interrogation, contract, and punishment during working with student irregular behavior. There were differences in routine discipline setting, classroom etiquette demand, classroom order maintenance, seatwork inspecting, parent-teacher-student relationship implementation, time-gap arrangement, reinforcement flexibility implementation, friend guidance usage and unexpected situation arrangement. 4. Question and feedback: The findings were: 1. The expert offered more encouragement to elective mutism student. 2. The novice paid more attention to the interaction opportunity equalization. 3. Among the participants, there was a novice teacher with the qualities of the expert. In order to develop teacher profession and improve the quality of teacher-student verbal interactions, the research provides suggestions to expert teachers, novice teachers, inspectors, teacher training department, educational executive organization, school executive organization, and future study.

Diploma thesis Novice teacher deals with problems of beginning teacher which are coupled with the creation of class climate and pedagogic communication on the lower primary school. Theoretic part describes the job of a novice teacher, possible problems, which can affect creation of good class climate and related pedagogic communication. Thesis deals with issues of authority and discipline of pupils and communication with pupils and their parents. This document also shows different strategies, which leads to the good class climate. Research part analyzes real problematic situations of beginning teachers, which happened in practice. Analysis is done via method of interviews with 15 beginning teachers of the lower primary school. The aim of interviews is the beginning teacher's point of view on a class climate, authority and pupils discipline. Also to get problems which teachers feared, which fears came true and unexpected problems which happened. Research part shows several ways to solve and prevent problems of creating class climate and pedagogic communication. These ways are described in 8 pedagogic situations which are part of this work. Powered by TCPDF (www.tcpdf.org)

Le monde actuel, marqué par une augmentation incessante des exigences professionnelles, requiert des enseignants une adaptation constante aux changements sociaux, culturels et économiques. Si, pour les enseignants expérimentés, l’accommodation à ces transformations est accompagnée de plusieurs défis, pour les nouveaux enseignants qui ne maîtrisent pas complètement tous les aspects de la profession, l’intégration au milieu scolaire peut être extrêmement difficile ou même insupportable, au point où certains quittent le métier. Néanmoins, à force de persévérance, un certain nombre des nouveaux enseignants franchissent les obstacles imposés par la profession. Dans leur cas, la satisfaction et l’engagement professionnel peuvent être des caractéristiques importantes qui les incitent à continuer à exercer leurs activités d’enseignement. Dans ce contexte, l’étude vise l’analyse des éléments liés à la construction de l’identité professionnelle des enseignants lors de leur insertion dans le métier, à partir des perceptions des nouveaux enseignants et de celles des gestionnaires des écoles primaires et secondaires. L’harmonie entre la perception de ces deux groupes d’acteurs scolaires peut constituer un important facteur du rendement des professionnels dans leur métier et de l’efficacité des institutions d’enseignement. Ainsi, du côté des nouveaux enseignants, l’étude examine les variables qui peuvent être liées à leur engagement professionnel et de celui des gestionnaires, elle vise à analyser les éléments qui peuvent être liés à leur satisfaction sur le travail effectué par les nouveaux enseignants. La présente étude, de type quantitatif, est constituée des analyses secondaires des données issues des enquêtes pancanadiennes auprès des directions et des enseignants d’écoles primaires et secondaires du Canada, menées en 2005 et 2006 par une équipe de professeurs de différentes universités canadiennes. Les analyses statistiques sont basées sur deux modèles théoriques : (1) l’engagement professionnel des nouveaux enseignants et (2) la satisfaction des gestionnaires sur le travail effectué par les nouveaux enseignants. Ces modèles sont examinés en suivant la théorie classique des tests (TCT) et celle des réponses aux items (TRI) afin de profiter des avantages de chacune des méthodes. Du côté de la TCT, des analyses de cheminement et des modélisations aux équations structurelles ont été effectuées pour examiner les modèles théoriques. Du côté de la TRI, des modélisations de Rasch ont été utilisées pour examiner les propriétés psychométriques des échelles utilisées par la recherche afin de vérifier si les données sont bien ajustées aux modèles et si les items se regroupent de façon logique pour expliquer les traits latents à l’étude. Les résultats mettent en évidence le rapport humain qui définit la profession enseignante. Autrement dit, pour les nouveaux enseignants, les émotions en classe, conséquence du processus d’interaction avec leurs élèves, sont le facteur majeur lié à l’engagement professionnel. Dans le même sens, la relation des nouveaux enseignants avec les divers membres de la communauté scolaire (parents des élèves, gestionnaires, personnel de l’école et autres enseignants) est un facteur-clé de la satisfaction des gestionnaires quant au travail des nouveaux enseignants. Les analyses indiquent également l’importance de la satisfaction au travail dans le modèle des nouveaux enseignants. Cette variable est un important déterminant de l’engagement professionnel et peut être associée à tous les autres éléments du modèle des nouveaux enseignants. Finalement, les résultats indiquent le besoin de construction des variables latentes avec un plus grand nombre d’items pour mieux positionner les personnes dans l’échelle de mesure. Ce résultat est plutôt important pour le modèle des gestionnaires qui indique de mauvais ajustements items-personnes.
Today’s world is marked by a steady increase in skill requirements, which demands teachers to adapt to continuously changing social, cultural and economic contexts. Adapting to these transformations, which can be challenging even for experienced teachers, makes school integration extremely difficult for new teachers, who have not yet fully mastered all aspects of teaching. These difficulties can drive new teachers to leave their profession. Nevertheless, a number of new teachers persevere through the obstacles imposed by their work, and their professional commitment and satisfaction may be important factors when deciding to continue pursuing their careers. The present study analyzes the elements related to the construction of the professional identity of teachers in the induction period, examining the perceptions of new teachers and principals of primary and secondary schools. The harmony between the perceptions of these two school actors can be an important factor in the performance of professionals and the effectiveness of educational institutions. Thus, the study examines the variables that may be related to the professional commitment of new teachers, and the factors that may be related to principals' satisfaction with the work done by the new teachers. This study uses a quantitative approach and consists of secondary analyses of data obtained in the Pan-Canadian surveys of principals and teachers in elementary and secondary schools, conducted in 2005 and 2006 by a team of professors from universities across Canada. The statistical analyses are based on two theoretical models: (1) professional commitment of new teachers and (2) principals' satisfaction with the work done by the new teachers. In the analysis of these models, two methods were used: the classical test theory (CTT) and the item response theory (IRT). For CTT, path analysis and structural equation modeling were performed to examine the theoretical models. For IRT, Rasch modeling examined the psychometric properties of the scales used in the current study to determine if the data are adjusted to the models, and if items are grouped logically to explain the latent traits. The results highlight the human relationship that defines the profession. In other words, for new teachers, the emotions in the classroom, a product of the relationship between teachers and students, are the major factor associated with professional commitment. Similarly, the relationship of new teachers with members of the school community, such as students’ parents, principals, school staff and other teachers, proved to be a key factor in the satisfaction of principals with the work of new teachers. The findings also indicate the importance of job satisfaction for new teachers’ model. This variable is an important determinant of the professional commitment; at the same time, job satisfaction is also associated with other elements of this model. Finally, the results indicate the need for the construction of latent variables with a large number of items to better position people in the measurement scale. This result is important for the principals’ model which indicates an important maladjustment between items-persons.

The aim of the diploma thesis is to introduce the way in which beginning teachers perceive and solve disciplinary problems. This work is divided into two parts. The first part deals with the theoretical knowledge that includes the characteristics of the child at primary school level, the personality of the beginning teacher and the teacher in general, discipline, imprisonment, educational problems and the theoretical idea of solving school problems. In the second part, we rely on the results of a mixed research survey, which was carried out through quantitative and qualitative research. Quantitative research seeks to find out what disciplinary problems are going on exactly where teachers face problems, who or what helps them most, about what types of children have preaching problems, and how teachers address the issue of religion. Qualitative research deals with specific issues and a subjective approach to their solution. The diploma thesis is based on the GAJU institutional project (GAJU 154/2016/S) "Preparing students and fresh graduates of PFU to solve educational problems of pupils."

This thesis deals with the problematics of the work of a novice teacher, who has a pupil with a different mother tongue in his class. Its aim is to identify the specifics that usually accompany the work of novice teachers when integrating these pupils. The text is structured into two parts, each of which is further divided into several chapters. The first, theoretical, part compiles and then presents expert knowledge on migration, inclusion and then education of pupils with a different mother tongue and, last but not least, the role of the school as well as teachers in the process of integration of these children. It also sets out the criteria that affect and influence pupil integration with a different mother tongue. The second part of the thesis is practical. It contains an analysis of the work of two teachers who currently have pupils with a different mother tongue in their class and are trying to integrate them. It is focused on the specifics of working with them. The analysis of their work is carried out on the criteria set out at the end of the theoretical part of this thesis. These criteria are based on the study of professional literature. The result of the thesis is the description of teaching strategies and procedures of these pedagogues, the analysis of their approaches to teaching in a...

Social class climate in the first grade of the primary school is the topic of my diploma thesis. My work is oriented on the creating and affecting the class climate by a beginner teacher. The theoretical part of my thesis is describing the key concept of class societal climate. Later on, I am describing methods that teachers can use to affect the class societal climate. I have chosen methods of personal and societal education and describing them in detail within the theoretical part. Those methods are described in connection with Framework Education Program of Elementary Education and didactic point of view. In addition, there is a part describing pupils' maturity and their readiness before and after entering school. To be fully oriented in this area, I recognized as a very important thing to also include methods used for collecting information about the status of the class climate. The empirical part of my work incorporates teachers research based on McNiff cyclus. Activities related to Personal and Social Education I divided into separate chapters based on different objectives. For example a first meeting, building relationships, making rules, cooperation, conflict solving and final activities for validating the status of class unification. All different parts of activities are divided to...

This study was motivated by a desire to address the challenges of introductory programming courses. Ethiopian universities teach such courses in large classes (80+ students) and students complain about the difficulty of the courses and teaching variation of instructors. The study was set to explore optimum course and learning environment design approaches. The research question raised was: how can a blended learning approach be used to improve large class teaching of programming? In an action design research approach, the study was initiated with redesigning two consecutive courses and a supportive blended learning environment on the basis of existing learning theories and educational design frameworks. Two cycles of action research were conducted for a dual goal of refinement and evaluation of the intervention. The action research was conducted during the 2012/13 academic year with 240 students at the beginning. A predominantly quantitative first cycle of action research produced a mixed outcome. The students’ marks from assessment activities were fairly close to results from two other international universities. A pre- and post-implementation survey of students’ approach to learning showed a slight class level change towards the deep learning approach. Conversely, some students were found at-risk (not progressing well) and certain technologies, particularly program visualisation tools, were found underutilised. The second action research cycle aimed to explain the result from the first round. A grounded action research evaluation of data from focus group discussions, interviews and participants’ memos identified plausible factors for meaningful programming learning in a large class. These factors were use of collaborative and pair programming; alignment of learning and assignment activities; integrated use of e-learning; and use of large class strategies like student mentors and team teaching. A critical realist interpretation of the result of the action research suggested that students can learn programming in large classes, 200+ in this study, with a course and learning environment design that keeps them engaged in learning and assessment activities. The study concludes that improved learning of programming can be possible with the use of students as mentors and changed role-dynamics of instructors, which presupposes adaptation of suitable pedagogical approaches and use of technologies.
School of Computing
D. Litt. et Phil. (Information Systems)