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Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.
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Ngai, Siu-ting. "A case study of peer observation among primary school teachers." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35522720.
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Damons, Thirza. "An analysis of teacher's skills in the identification of learners with behavioural and emotional problems." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012183.
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This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
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Henninger, Jacqueline Chryar. "The effects of knowledge of instructional goals on observations of teaching and learning /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Norris, Karen S. Wilhelm Ronald Wayne. "Making sense of teaching a holistic approach to teacher reflection about practice /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11018.
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Hanna, Helen Jean. "A Case Study of Instructional Improvement through Peer Observation in a Suburban High School." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1252.
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This two-year case study investigated the effects of a peer observation process in a high school on the six selected areas listed below. Peer observation is a process to improve instruction by having teachers observe and critique other teacher's videotapes of classroom teaching. 1. Changes in norms and expectations for sharing instructional ideas among teachers. 2. The perceived value of self-evaluation of videotapes and related peer discussions about teaching. 3. The perceived value of peer feedback exchanges for instructional improvement. 4. The use of other teachers as models for effective teaching. 5. The perceived value of peer exchanges in stimulating a desire to improve. 6. The effect of peer interaction on the school climate for teacher improvement. The case study design was effective for investigating subjects in their natural setting which was a faculty of approximately 65 veteran teachers who had participated in one or more activities of the peer observation process. Research methods included the use of multiple sources of data from observations, questionnaires, surveys, peer discussion reports, and interviews. Lines of inquiry were triangulated across methods to strengthen the results and to search for divergent findings. Descriptive analyses were used to present and discuss the findings. Seventy-three percent of the staff participated the first year, 43% participated in the second year. Results from the findings indicated that peer observation had the following effects in this setting: 1. Standards of behavior among teachers changed from closed to open after experience with the process. Teachers exchanged ideas on teaching beyond that requested and in situations outside the process activities. 2. Videotape replay of classroom teaching and peer group discussions were perceived as valuable for both observed and observing teachers. 3. Teachers preferred feedback from peers because of the varied ideas from credible sources, the time to exchange teaching strategies, and the nonthreatening environment. 4. Teachers used other teachers as models for generating effective methods for immediate classroom use. S. Teachers perceived exchanges to have stimulated a desire to improve on three levels; awareness, effort, and implementation. 6. A climate for instructional improvement evolved where teachers perceived a need to share information and generate ideas in a non-threatening manner. The peer observation process was found to be an effective program for teacher improvement of instruction in this setting.
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Davies, Kim. "Teachers' implicit theories of intelligence and their relationship to performance feedback and teacher efficacy /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17962.pdf.
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Willey, Leslie Swanda. "An examination of the literacy curriculum decisions and actions of two beginning teachers enrolled in a university teacher induction program /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074455.
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Linde, Göran. "On curriculum transformation explaining selection of content in teaching /." Uppsala : HLS förlag, 1993. http://catalog.hathitrust.org/api/volumes/oclc/33104518.html.
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Ngai, Siu-ting, and 魏少婷. "A case study of peer observation among primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35522720.
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Wolfe, Judith W. "An examination of observer skills as an indicator of teacher appraisal training effectiveness in North Carolina: an exploratory study." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54465.
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The purpose of this study was to examine the effectiveness of the Teacher Performance Appraisal Training Program in North Carolina by analyzing the skills and techniques used by three observers in performing an "appraisal cycle" of five video-taped classroom teachers. Four research questions were addressed: What impact does training have upon observer perceptions of the prescribed functions of teaching and the appraisal process? How consistent are observer's processes of data collection and analysis? How consistent are observer ratings of teacher performance? Does the system discriminate among teachers?
The findings in this case study revealed that the impact of training varied substantially across observers, indicating the need for remedial training for two of three observers. Data collection and analyses across observers were frequently inconsistent and contradictory. Within the recommended range of tolerance, observer ratings of performance were similar, although perceptions of behavior differed. While the appraisal system did tend to discriminate among teachers, the accuracy of such discrimination was contaminated by evidence of subjectivity and bias.<br>Ed. D.
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Watkins, Cynthia R. A. "Factor analysis of observed data for students served in programs for the behaviorally disordered /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737855.
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Strand, Krista Lynn. "An Investigation into Intermediate Grades Teachers' Noticing of the Mathematical Quality of Instruction." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2709.
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The Mathematical Quality of Instruction (MQI) is an important feature of a classroom mathematics lesson. Before teachers can strengthen the MQI of their own lessons, however, teachers must first be able to notice MQI-related features of instruction. The purpose of this dissertation is to investigate intermediate grades teachers’ MQI-related noticing as they go through a ten-week research-based MQI professional development (PD) program. Specifically, this dissertation is guided by two research questions: (1) How do individual teachers’ noticing of MQI-related features of instruction shift as they go through an MQI-focused professional development program? and (2) How do teachers approach the task of noticing students’ engagement in mathematical practices?
To address the first research question, I developed a multi-level framework out of a priori noticing categories in combination with data from 73 PD teachers’ individual typed responses to two video clips of mathematics instruction, in order to characterize degrees of individual teachers’ noticing of MQI-related features of instruction. I then used a mathematized version of the framework along with non-parametric statistical analyses to explore shifts in the teachers’ noticing of MQI-related features of instruction at three different time-points throughout the PD. I also illuminated the nature of these shifts by exploring snapshots of two teachers’ MQI Noticing journeys as they progressed through the PD. To address the second research question, I used thematic analyses of transcripts of one group of five teachers’ discussions in order to identify noticing perspectives exhibited by the group as they engaged in the specific task of discussing potential instances of students’ engagement mathematical practices during the PD sessions.
The findings highlight and explicate the variation in teachers’ MQI Noticing, and it establishes that shifts in such noticing are possible as teachers progress through research-based MQI PD.
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Norris, Karen S. "Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11018/.
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The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The particular focus included how teachers make sense of observational data during a post-observation, reflective dialogue; how teachers reflect on classroom observational data; and how the holistic reflection experience impacts teachers' pedagogical practice. Three research questions guided this study. How do teachers make sense of observational data during a post observation reflective dialogue? How do teachers reflect on classroom observational data? How might the holistic reflection experience impact teachers' pedagogical practice? Findings from this study provide implications for incorporating the practice of teacher reflection and reflective dialogue as professional development and for educational research.
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Stenger, Mary Jennifer. "The impact of observational learning on preschoolers' cooperation in an ultrasound swallowing study." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1177018753.
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Ben-Omar, Boubker. "Formation des enseignants à l'autonomie didactique et observation de classe: cas des professeurs de philosophie. Contribution à une méthodologie de l'observation des interactions verbo-cognitives." Doctoral thesis, Universite Libre de Bruxelles, 1990. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213102.
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Buxarrais, Estrada Maria Rosa. "Anàlisi dels processos educatius en base a la metodologia observacional: la interacció entre iguals." Doctoral thesis, Universitat de Barcelona, 1991. http://hdl.handle.net/10803/670234.
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Nos proponemos analizar hasta qué punto la metodología observacional puede contribuir a la obtención de conocimiento a cerca de los procesos educativos. Para ello hemos construido un sistema de categorías para analizar un tipo de relación educativa: la interacción entre iguales.
La tesis consta de dos partes diferenciadas. la primera supone el estudio de la educación como relación, concretando en la relación educativa educando-educando; y la justificación de la metodología observacional como método que contribuye a aumentar el conocimiento científico de la teoría de la educación. En la segunda parte tenemos la construcción de un sistema de categorías y su aplicación para el análisis de diversas situaciones educativas, clasificadas en función del tipo de organización social-individual, colectiva y cooperativa. A partir de dicha aplicación obtenemos unas conclusiones y prospectiva.
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Molete, Bakae. "Perceptions of the gap between theory and practice in the preparation of English language teachers at the Lesotho College of Education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1007682.
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The distinction between theory and practice can be traced back to Aristotle (384-322 B.C). Theory has been seen as the preserve of the academician who, through research, produces knowledge for the practitioner to use in his/her practice. This research sets out to investigate perceptions of the respondents with regard to the extent to which theory is applicable in practice. It does this in the context of teacher training at the Lesotho College of Education, (LCE), a teacher training college in Lesotho. In this research project; a case study of 5 students from the LCE who had been on teaching practice, their mentor teachers on teaching practice, and a college lecturer who had observed said students on teaching practice was used. Data was collected by means of focus group interviews and semi-structured interviews. Relevant documents in the form of classroom observation forms were also used. The findings from the data analysis revealed that students on teaching practice had, to a great extent, had difficulties in applying what they had learned at the college when they got to teaching practice. Difficulties were mainly experienced in the areas of classroom and time management as well as in the application of the teaching methods learned at the college. This research takes a closer look at these difficulties. It investigates their probable causes and, finally, suggests ways of responding to them.
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Warnock, Teresa Georgeanne. "School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062801/.
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The problem of the study was determining the supportive conditions related to instructional rounds (rounds) to understand better what conditions may allow for sustained systemic improvement over time. Three Texas school districts were studied to understand the perceptions of district leaders, principals, teacher leaders, and teachers with regard to the sustainability of instructional rounds as a systemic improvement practice, the supportive conditions necessary for sustainability, the salient characteristics that differentiated rounds from other improvement practices, and the potential of rounds to build organizational capacity. Observation of network rounds visits and document analysis was conducted to determine alignment of perception with observation and documents. Findings include perceptions, themes, and critical factors for the sustainability of rounds as an effective systemic improvement practice. Supportive conditions emerged as the most significant perception expressed by the participants. Implications for action for school districts beginning or continuing implementation of instructional rounds are suggested based upon findings from participant perceptions and observation of networks. Suggestions for future research are shared. With supportive conditions in place, instructional rounds has the potential to serve as an effective systemic improvement practice.
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Crabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.
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Mateu, Serra Mercè. "Observación y análisis de la expresión motriz escénica. Estudio de la lógica interna de los espectáculos artísticos profesionales: Cirque du Soleil (1986‐2005)." Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/132584.
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Los objetivos generales de la tesis se centran, por una parte, en sistematizar la información sobre las prácticas expresivas en la disciplina praxiológica, y, por otra, en profundizar en la lógica interna del circo a través de una compañía de circo contemporáneo.
La parte teórica y discursiva de este trabajo se desarrolla a lo largo de los tres primeros capítulos, que constituyen un marco teórico de elaboración personal creado a propósito para la tesis, y que constituye una de sus aportaciones más relevantes. El primero de los capítulos está dedicado a situar el concepto que subyace en el conjunto de la tesis, la educación motriz artística. En el segundo capítulo se abordan las situaciones motrices de expresión desde la óptica de la ciencia de la acción motriz o praxiología motriz (desarrollada por el profesor Pierre Parlebas), perspectiva desde la cual se plantea este estudio. Por último, en el tercer capítulo se identifican los rasgos dominantes de la lógica interna de las situaciones motrices de expresión escénica en el contexto de los espectáculos artísticos profesionales (de danza, circo, mimo y teatro gestual). El conjunto de los tres capítulos proporciona el marco teórico en base al que se construye el instrumento de observación que se utiliza en la parte empírica de la investigación.
En la segunda parte de la tesis se profundiza en la lógica interna de una de las situaciones motrices de expresión: los espectáculos artísticos profesionales. Dentro de los mismos, se acude a la modalidad de circo, y dentro de ella, a diez de los espectáculos de circo contemporáneo de la compañía Cirque du Soleil en el periodo comprendido entre 1986 y el año 2005. Tras la explicación en el capítulo cuarto de las bases de la metodología observacional, y su aplicación a nuestro objeto de estudio, en el quinto capítulo se explica el instrumento de observación (Expresión motriz escénica en el circo EMEC) creado ad hoc a partir de la observación de los espectáculos motores circenses elegidos en nuestro trabajo. La aplicación de la metodología observacional junto con la elaboración del formato de campo, complementado con las técnicas de observación, registro, codificación, control de la calidad del dato y el análisis de datos, permite obtener unos resultados útiles con vistas a perfilar los componentes que se combinan en la creación de espectáculos y observar cómo éstos se suceden diacrónicamente a lo largo de los mismos.
Ya en el sexto capítulo se exponen y analizan los datos obtenidos tras el registro, con la aplicación de diversos análisis: descriptivo, comparación de proporciones, análisis de tendencias, análisis log-linear y análisis secuencial de retardos, para finalmente, interpretar los mismos. El capítulo séptimo reúne las conclusiones obtenidas, y se origina alrededor de tres bloques: en primer lugar, conclusiones relativas a las situaciones motrices de expresión en el contexto de la praxiología motriz; en segundo lugar, relativas a la lógica interna de los espectáculos motores; y finalmente, conclusiones a partir del estudio empírico de la compañía de circo estudiada. Finalmente, la investigación reúne el conjunto de referencias documentales, electrónicas y audiovisuales utilizadas, así como los anexos que complementan el estudio.<br>The main goals of this thesis consist, on the one hand, of systematizing the information about expressive practices in Praxeology, and, secondly, of gaining insight into the internal logic of the circus by analysing the shows by a contemporary circus company.
The theoretical part of this paper develops over the first three chapters, which are a theoretical framework which is self-designed and created on purpose for this thesis. This is one of the most important contributions of this work. Chapter 1 describes the context underlying the entire thesis; motor artistic education for artistic purposes. In Chapter 2, motor expression is approached from the perspective of the science of motor action or motor praxeology (developed by Professor Pierre Parlebas). Chapter 3 identifies the dominant features of the internal logic of scenic expression motor situations in the context of professional artistic performances (dance, circus, mime and gestural theatre). This set of three chapters provides the theoretical framework upon which the observation instrument used in the empirical part of the research is built.
The second part of the thesis explores the internal logic of one type of motor situations of expression: professional performances. In particular, circus was chosen and, within it, ten shows by the contemporary circus company Cirque du Soleil in the period between 1986 and 2005. Chapter 4 deals with the bases of observational methodology, and its application to our subject matter. Chapter 5 includes the explanation of the observation instrument (Scenic Motor Expression in Circus) created ad hoc from observation of the circus performances picked for this work. Applying observational methodology, along with the field work format, supplemented with observation, recording, coding, quality control and analysis of data, makes it possible to obtain results that can be used to define the components making up these shows, and watch them happen diachronically as the shows develop.
Chapter 6 details the data recorded and the analysis and interpretation of results. The following analysis techniques are applied: descriptive, comparison of ratios, trend analysis, log-linear analysis and sequential analysis of delays. Chapter 7 summarises the conclusions, organised around three blocks: 1) the conclusions on motor expression situations in the context of Motor Praxeology; 2) the contributions on the internal logic of motor performances; and 3) the conclusions from the empirical study. Finally, the documentary, electronic, and audio-visual references used are listed, followed by the annexes.
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Sutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.
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Generally in today’s classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the early days of 1-room schools, various teaching styles have been developed to accommodate a changing world. As the curriculum has broadened through the years, individual student needs have remained the focus as teachers have become more and more accountable for student learning.
The purpose of this qualitative study is to investigate or identify how successful teachers manage their classrooms. It defines key student behavior issues that most teachers experience daily. The study further investigates the hypothesis that lesson planning and productive teaching with overall good student behavior is not a product of good luck or chance; it results from efforts made by caring teachers who aid learning for their student. I attempt to determine what the typical teacher does in efforts to reach the goal of effectively educating students and managing various issues that arise within the classroom setting simultaneously.
The study was conducted in a rural community within middle school grade levels. All teachers were interviewed and asked open-ended questions during the 2013-14 school year. Also, the teachers were observed in their actual classrooms. I examined the practices that enable them to teach. The teacher responses offered valuable information about perceptions pertaining to excellent teaching, classroom management, and the relevance of teaching factors that enhance student learning.
Exerting extra effort toward minimizing classroom disruptions, while consistently providing a learning environment, requires an assertive approach in planning before the students enter the classroom. This research can provide all educators insight to such of an educational environment that has proven to be productive in today’s complex world. These teaching attributes would better assure students upon their arrival to the classroom each day, a routinely excited, enthused, and caring educator.
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Yi, Shiya. "Adult Education and Full-time Professionals' Problem Solving Skills: Insights From the Survey of Adult Skills." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108763.
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Thesis advisor: Henry I. Braun<br>Sponsored by OECD, PIAAC represents the first attempt to assess adult problem solving in technology-rich environments (PS-TRE) on an international scale that is comparable cross-culturally and cross-nationally. The objectives of this study are to study (1) the distributions of PS-TRE proficiency scores across 14 selected countries and (2) within each country, the associations between PS-TRE proficiency scores and the different formats of adult education and training (AET) participation. Using data on full-time professionals (at least 25 years old) from these countries, propensity score weighting was applied to estimate the associations between the different formats of AET participation and their PS-TRE proficiency scores. To place these estimates in context, parallel analyses were conducted – one with the sample of full-time associates in the 14 selected countries and the other with full-time professionals’ Literacy and Numeracy proficiency scores as measured by PIAAC. The results showed that after controlling for socio-demographic background, occupational categories, use of key information-processing skills (both at home and at work), as well as use of generic workplace skills, no consistent pattern was found across the 14 selected countries. At the individual country level, scattered significant relationships were identified. For example, in Denmark, both formats of AET participation (vs. None) are significantly and positively associated with full-time professionals’ PS-TRE proficiency scores and their probability of scoring in the top quartile of the PS-TRE distribution (p < .01). While in the United States, Formal AET (vs. None) is significantly and positively associated with full-time associates’ PS-TRE proficiency scores and their probability of scoring in the top quartile of the PS-TRE distribution (p < .01). The variations in relationships between the different formats of AET participation and working adults’ skills proficiency across domains and samples indicate the necessity of conducting qualitative research on AET programs in individual countries. Furthermore, to provide recommendations tailored to the specific needs of each country, a fine-grained classification of AET programs based on the OECD guideline was suggested<br>Thesis (PhD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Research, Measurement and Evaluation
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Borders, Christina Marie. "Direct Observation as a Decision Method for Evaluating Inclusionary Classroom Participation of Children with Mild Hearing Impairment: A Pilot Study." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242410154.
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Kelly, Karinsa Michelle. "Science Journals in the Garden: Developing the Skill of Observation in Elementary Age Students." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1536.
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The ability to make and record scientific observations is critical in order for students to engage in successful inquiry, and provides a sturdy foundation for children to develop higher order cognitive processes. Nevertheless, observation is taken for granted in the elementary classroom. This study explores how linking school garden experience with the use of science journals can support this skill. Students participated in a month-long unit in which they practiced their observation skills in the garden and recorded those observations in a science journal. Students' observational skills were assessed using pre- and post-assessments, student journals, and student interviews using three criteria: Accuracy, Detail, and Quantitative Data. Statistically significant improvements were found in the categories of Detail and Quantitative Data. Scores did improve in the category of Accuracy, but it was not found to be a statistically significant improvement.
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Bellara, Aarti P. "Effectiveness of Propensity Score Methods in a Multilevel Framework: A Monte Carlo Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4635.
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Propensity score analysis has been used to minimize the selection bias in observational studies to identify causal relationships. A propensity score is an estimate of an individual's probability of being placed in a treatment group given a set of covariates. Propensity score analysis aims to use the estimate to create balanced groups, akin to a randomized experiment. This study used Monte Carlo methods to examine the appropriateness of using propensity score methods to achieve balance between groups on observed covariates and reproduce treatment effect estimates in multilevel studies. Specifically, this study examined the extent to which four different propensity score estimation models and three different propensity score conditioning methods produced balanced samples and reproduced the treatment effects with clustered data. One single-level logistic model and three multilevel models were investigated. Conditioning methods included: (a) covariance adjustment, (b) matching, and (c) stratification. Design factors investigated included: (a) level-1sample size, (b) level-2 sample size, (c) level-1 covariate relationship to treatment, (d) level-2 covariate relationship to treatment, (e) level-1 covariate relationship to outcome, (f) level-2 covariate relationship to outcome, and (g) population effect size. The results of this study suggest the degree to which propensity score analyses are able to create balanced groups and reproduce treatment effect estimates with clustered data is largely dependent upon the propensity score estimation model and conditioning method selected. Overall, the single-level logistic and random intercepts models fared slightly better than the more complex multilevel models while covariance adjustment and matching methods tended to be more stable in terms of balancing groups than stratification. Additionally, the results indicate propensity score analysis should not be conducted with small samples. Finally, this study did not identify an estimation model or conditioning method that was consistently able to create adequately balanced groups and reproduce treatment effect estimates.
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Mayes, Garry W. "Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699870/.
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The focus of this study is to determine how closely self-report perceptions of technology integration skills align with the observations of an external evaluator. Participants were elementary and secondary teachers in a north Texas school district. The district is in the process of implementing a one-to-one initiative using a major vendor’s tablet devices. The study utilized both quantitative survey methodology, and a qualitative observational tool to record learning activities in the K-12 classroom. For the quantitative phase, three validated single-item self-report instruments were administered to the teachers via an online survey; the instruments utilized were the Concerns-Based Adoption Model—Levels of Use (CBAM-LoU); Stages of Adoption of Technology; and the Apple Classroom of Tomorrow (ACOT). In the qualitative portion of the study, classroom teachers involved in the one-to-one innovation were observed and rated by the Technology Integration Matrix, an instrument specifically designed to observe technology integration skills and practices in K-12 instructional settings. Kendall’s tau correlations between the various self-report instruments and the external observer rating are: CBAM, r = .51 (p is not significant); Stages, r = .58 (p < .05); ACOT, r = .82 (p < .01). Additionally, regression models were run using all three self-reports as predictors of the observation score, and using only the ACOT as a predictor. The regression model for the three-predictor model is TIM = .68; Stages - .82; CBAM + 1.61; ACOT - 1.23 (R2 = .94, p < .05), while the model for the ACOT-only predictor is TIM = 1.1; ACOT - 1.1 (R2 = .80, p < .01). These results demonstrate a strong correlation between the ratings reported by the teachers and the ratings given by the external observer, indicating that these self-report measures show a strong propensity for indicating actual technology skills.
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Ali, Heba. "How Can English Teaching Benefit from Students’ Extramural English in Secondary School 7-9?" Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40852.
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Abstract This empirical study investigates how students in secondary school 7-9 learn the English language outside of school, in an informal setting, and how they can benefit from it in a formal setting in school. The usage of digital technology is more common nowadays amongst youngsters than it used to be before. Digital technology has become a part of young people’s daily lives, whether it is for social media, schoolwork, gaming or blogging. Most students in Swedish secondary schools have their own computers, mobile phones, and have the opportunity to borrow an iPad from school, if needed. For this reason, it is relevant and interesting to investigate how students use their informal knowledge of English in a school setting, and how teachers take advantage of that knowledge. The research focused primarily on how the incorporation of extramural English can be used as a motivating factor for students to develop their English language in a formal setting. The results showed that students who are given the opportunity to use their previous knowledge in the classroom, appeared to be more encouraged to engage in classroom activities. They were also more motivated to work with the assignments handed to them. Teachers who involved students’ interests and previous knowledge in the classroom were experienced in the use of different media in the classroom and had good knowledge about students’ daily lives and experiences, something that helped them establish a positive teacher-student relationship. Keywords: extramural English, out-of-school English, teaching materials, motivation, informal- and formal settings, students’ perceptions.
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Apter, Brian. "A large-scale quantitative investigation of teacher-feedback and students' on-task behaviour as associated indicators of the social-emotional climate for learning in academic lessons in UK secondary schools using a systematic observation method : 'MICRO'." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/99763/.
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Systematic observations by 33 psychologist-observers of 228 lessons in 28 UK secondary schools were included in this study. A new method: the Mixed Interval Classroom Observation (MICRO) schedule was used to collect data about teachers’ use of 4 different types of verbal feedback and make associations with the proportion of students’ time in academic classes that they were following teachers’ directions and were ‘on-task’. Key findings from 27 UK secondary schools included: students were significantly less ‘on-task’ than students in UK primary schools; secondary school teachers used low frequencies of positive verbal feedback directed towards academic work and behaviour and much higher frequencies of critical comments directed towards behaviour; teachers’ critical comments directed towards behaviour were significantly associated with lessons where students were less compliant with teachers’ directions; and teachers who used high frequencies of positive comments directed towards academic work and social behaviour were not associated with lessons where students followed teachers’ directions more. The number of teachers who did not use any positive comments about social behaviour was high compared to the findings of previous researchers. Teachers who used verbal feedback were more likely to use more with the lower year groups. Unlike primary students, no evidence was found that secondary students were more engaged with academic work when taught by teachers who used higher levels of verbal teaching behaviour: teachers who talked more. A number of contextual factors were also examined for their association with students’ compliance with teachers’ directions. Findings included: teachers who were more experienced were more likely to be teaching students who followed their directions. Subsequently, every teacher in one particular secondary school that had been placed in ‘special measures’ following an Ofsted inspection, was observed twice, A.M. and P.M., using the MICRO schedule, and the results were statistically compared with the UK dataset of 27 secondary schools described above. Initial findings of this exercise were shared with the school’s senior leadership team (SLT) and their discussion was recorded, transcribed and analysed using the ‘Iterative Learning Conversations’ (ILCS) discourse analysis method (Apter, 2014). Findings revealed that the SLT believed that the exercise of exploring the statistical comparison was of significant utility in strategic planning. The results provided evidence for their beliefs as to why the maths department had been found to have serious weaknesses during the inspection, and that the way that teachers used verbal feedback throughout the school required further monitoring and improvement. Conclusions are drawn about the nature of teachers’ verbal feedback in secondary schools and how Bandura’s (1977) Social Learning Theory and reciprocal determinism provide a robust psychologically explanatory model (more-so than a behavioural stimulus-response model) as to how the bi-directional interaction of teacher-feedback and student behaviour works to indicate the conduciveness of the social-emotional climate for learning in a school.
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Mendes, Ana Isabel Nunes. "De pequenino se motiva o menino: Motivação para a aprendizagem no 1º ano do ensino básico." Master's thesis, Instituto Superior de Psicologia Aplicada, 2003. http://hdl.handle.net/10400.12/684.
Full textAbstract:
Dissertação de Mestrado em Psicologia Educacional<br>Esta investigação propõe-se analisar e caracterizar, a motivação das crianças do 1° ano do Ensino Básico, verificando a coincidência entre as percepções destes com as dos seus professores.
A Escala de Motivação utilizada para os alunos adaptou as "Provas de Motivação" de Deborah Stipek (1997). As percepções dos professores foram avaliadas por um Questionário similar. Por sua vez, os resultados estatísticos foram obtidos pela aplicação de outras ferramentas teóricas, nomeadamente o reste de Wilcoxon, o teste de Mann-Whitney e o Coeficiente de Correlação de Spearman.
Os resultados da nossa amostra (114 crianças e 7 professores) insinuam um nível de percepção mais favorável dos discentes, que se torna mais coincidente nos níveis extremos da escala de avaliação do estatuto escolar, ou seja, nos alunos fracos e muito bons. Acresce que os resultados do nosso estudo ora confirmam ora infirmam os pressupostos teóricos assinalados pela literatura nesta matéria, devendo as suas inferências ser entendidas em função do contexto e significância desta amostra.
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Hishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.
Full textAbstract:
This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.
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大谷, 尚., та Takashi OTANI. "学校教育におけるコンピュータ利用を対象とした質的研究のためのコードワードの機能と特性の検討". 名古屋大学教育学部, 1996. http://hdl.handle.net/2237/9406.
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Tronchoni, Albert Héctor. "Estudio observacional de la comunicación multimodal en el aula universitaria: contextos y estructuras de participación discursiva en las sesiones magistrales." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668501.
Full textAbstract:
El propósito de llevar a término una investigación para mejorar la calidad de las sesiones expositivas-magistrales impartidas en el aula universitaria mexicana se ha concretado en un estudio evaluativo de baja intervención concebido en el marco metodológico de la observación sistemática que incorpora la perspectiva mixed-methods. El abordaje teórico- empírico se sustenta en los estudios de interacción instruccional y en el marco general de un enfoque pragmático, discursivo y simbólico de la comunicación humana. El diseño observacional implementado es nomotético, puntual con seguimiento intrasesional, y multidimensional. Para representar, clasificar y analizar la interacción participativa se ha construido el instrumento de observación LUniMex-2017, que combina formato de campo con sistemas de categorías. Los registros de observación sistemática realizados a cada uno de los cuatro participantes corresponden a cuatro sesiones de clases expositivas que imparten distintos docentes-ponentes sobre materias diferentes, pero en condiciones académicas muy semejantes. El flujo de conducta interactiva-comunicativa codificada y analizada tiene una duración media de 4.724 segundos/sesión y la media/sesión de configuraciones multidimensionales identificadas es de 657 contribuciones interactivas. La calidad de los datos observacionales se ha comprobado mediante coeficientes kappa > 0,90. A partir de los análisis estadísticos realizados, se informa sobre: las diferencias significativas en el cómputo de frecuencias, la formación de patrones secuenciales, su influencia excitatoria o inhibidora, y la trama episódica de la interacción instruccional vista como un problema de ajuste en el proceso de comunicación oral-aprendizaje del material académico. Se han incorporado, además, los datos contextuales y la opinión de los actores a la hora de interpretar y situar los resultados de los análisis estadísticos. Es común a los cuatro casos observados que el enlace
de cooperación dialógica más utilizado exprese la posición instruccional de DAR&TOMAR (DA) puesta al servicio de las estrategias de elaboración (CAM, CAT y SIN) y otros tipos de ayuda: en los casos B, C y D se activan varias estrategias de los grupos establecer puentes y atribuir sentido; mientras que en el caso A sólo la estrategia CIN, del grupo establecer puentes, se vincula positivamente con el acto instruccional-verbal de incidir en el conocimiento y la información (DA) del emisor-destinatario. La ayuda sociocognitiva en el caso C se expresa con señales de proximidad o distanciamiento, indistintamente; en el caso D la conducta de ayuda es distante; y en los casos A y B es próxima. El tono emocional, tanto si es frío como si es cálido, se expresa de forma profesional con momentos de calidez familiar en el caso B. Los casos observados han aportado evidencias de que los docentes y estudiantes han desarrollado la clase expositiva-magistral de acuerdo con los principios de interacción participativa (alteridad y colaboración) y los objetivos estructurales de facilitar el recuerdo y la comprensión del contenido disciplinario-curricular presentado, pero los actores pueden mejorar el plan expositivo ejecutado reflexionando sobre: i) la fundamentación disciplinaria-curricular y su aplicación a los objetivos estructurales del aprendizaje significativo oral; ii) la transformación de los contenidos bajo el criterio de comunicar para y con el otro; iii) los diferentes niveles de lazos dialógicos (modos de intercambio, marcadores de la secuencia de ajustes, señales reguladoras de la actividad dialógica); y iv) la capacidad de respuesta de los actores ante las contingencias. Con la incorporación y adaptación de estas cuatro dimensiones, que enmarcan la herramienta Knowledge Quartet, a la fase de devolución de las recomendaciones, se plantea, de acuerdo con el propósito inicial, la oportunidad de formar docentes y estudiantes en la observación, evaluación y gestión de la interacción participativa instruccional.<br>This research aims to improve the quality of lecture classes given in Mexican universities, and constitutes a low intervention evaluation study within the systematic observation methodology incorporating mixed methods approach. The theoretical-empirical review is based upon instructional interaction studies and the general framework of a pragmatic, discursive and symbolic perspective to human communication. The observational design is nomothetic, point with intra-sessional follow-up, and multidimensional. The observation instrument LUniMex-2017, that consists of a combination of a field format and category systems, was designed to represent, classify and analyze the participatory interaction. The systematic observation recording of each of the four participants corresponds to four class lecture sessions given by several university professors on varying subjects, but under very similar academic conditions. The flow of codified and analyzed interactive communicative behavior lasts an average of 4.724 seconds/session and the average number of identified multidimensional configurations per session is 657 interactive contributions. Reliability was assessed using kappa coefficients: > 0.90. The statistical analyses carried out provide information on significant comparison proportions, the formation of lag sequential patterns, their activation or inhibition influence, and the episodic plot of instructional interaction as an adjustment problem in the oral communication-learning process with academic material. Additionally, contextual data and the participants’ opinions have been included through the interpretation of results of the statistical analyses. A commonality to the four observed cases is that the most utilized dialogic cooperation expresses the instructional position GIVE&TAKE (DA) used in the elaboration strategies (CAM, CAT and SIN), and in other types of help: in the B, C and D cases various strategies are activated in the establish bridges
and attribute meaning groups. In contrast, in the A case, only the strategy CIN, in the establish bridges group, is linked positively to the instructional verbal act of influencing the knowledge and information of the sender-receiver. The socio-cognitive help in case C is expressed with proximity or distancing signals, indistinctly. For case D the helping behavior is distant, and for cases A and B it is proximate. The emotional tone, whether cold or warm, is expressed professionally with moments of familiar warmth in case B. The observed cases have contributed evidence that professors and students have developed the lecture class according to participatory interaction principles (alterity and collaboration), and the structural objectives of facilitating memory and comprehension of the academic content presented. Nonetheless, the participants can improve the implemented expository plan by reflecting on: i) the curriculum-discipline foundation and its application to the structural objectives of meaningful oral learning; ii) the transformation of contents through the criterion of communicating for and with the other; iii) the different levels of dialogic bonding (exchange modes, adjustment sequence markers, regulating signals of the dialogic activity); and iv) the participants’ response capacity concerning contingencies. By incorporating and adapting these four dimensions, that comprise the Knowledge Quartet tool, to the recommendation stage, the opportunity arises to train professors and students in observation, evaluation and instructional participatory interaction management.
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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.
Full textAbstract:
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.<br>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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Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.
Full textAbstract:
The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.
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Lasky, Susan Gail. "Development of the activity setting observation system, with a focus on contextualization." Diss., 1997. http://catalog.hathitrust.org/api/volumes/oclc/38872415.html.
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"Making meaning through History: scaffolding students' conceptual understanding through dialogue." University of Technology, Sydney. Faculty of Education, 2003. http://hdl.handle.net/2100/274.
Full textAbstract:
This study aims to articulate a theory of teaching that accounts for both the cognitive development of the learner and the social context in which learning occurs. It contributes to discussions about a socially constructed theory of pedagogy that can inform classroom practice. It explores firstly the role of the teacher in supporting students' conceptual understanding and secondly the importance of dialogue as a means of apprenticing students into the discourse of a subject discipline. The sociocultural notion of 'scaffolding' and the way in which various 'scaffolding' strategies support students' learning are examined through the classroom data. This thesis also explores the classroom as a site of activity in which educational practice is enacted. The significance of language as a 'tool' for learning is central to this study, as is the notion of learning as a social process. Language is a mediating tool that enables a dialogic engagement that supports the development of thinking that is consistent with the goals of the teacher. Also investigated is the use of various semiotic modalities, in addition to language, to support the active co-construction of knowledge. The research is conducted in a Year 7 History class (the first year of high school) in an independent, secondary boys' high school using a case study approach. It uses observation in naturalistic settings, interviews and written documentation. A significant outcome of this research has been the identification of discourse strategies and other semiotic systems such as visual, gestural and actional cues, and examination of the ways in which they function in the discourse to support student learning in the local and immediate context. The importance of all aspects that constitute the context in which the students are learning is also affirmed in this study. Context is not merely a 'backdrop' or background to language, it is integral to the creation of meaning and field knowledge. Another major conclusion that can be drawn from this research is the distinction between scaffolding at a macro level, consisting of a planned, 'designed-in' approach to a unit of work in a subject discipline and the lessons that constitute it, and contingent scaffolding that operates at a micro level or 'at the point of need'. By applying a variety of linguistic tools drawing on Systemic Functional Linguistic theory, it has been possible to articulate the kinds of discourse and multimodal strategies that constitute the nature of scaffolding. A further finding in this research is the value of using detailed analysis of the data with different analytical tools to identify emerging patterns in the discourse and also to 'view' the same data through different 'lenses'. An additional finding is the significance of an Induction genre that provides foundational understandings about the study of History for apprentice historians. This is supported by two post-foundational lessons that form a Macrogenre. This macrogenre reinforces the application of focus questions that are fundamental to historical study and an approach to answering these questions that is consistent with the methodology of the subject. Another finding relates to the role the teacher adopts in the classroom. The classroom in this research is strongly teacher guided in terms of the development of content and ways of controlling the development of discourse. This research shows that this does not preclude the classroom from being dialogic. Even though there is a knowledge and status differential between the teacher as expert and the student as novice, the teacher provides opportunities for discussion and development of ideas about the topic. Finally, this study confirms the value of drawing on a broad range of theories to inform the research. These multiple perspectives draw from sociocultural approaches to a socially oriented theory of learning; Activity Theory, and the notion of language as a social semiotic. This range of perspectives allows for 'rich' descriptions from which to draw conclusions about effective teaching and learning practices.<br>This study aims to articulate a theory of teaching that accounts for both the cognitive development of the learner and the social context in which learning occurs. It contributes to discussions about a socially constructed theory of pedagogy that can inform classroom practice. It explores firstly the role of the teacher in supporting students' conceptual understanding and secondly the importance of dialogue as a means of apprenticing students into the discourse of a subject discipline. The sociocultural notion of 'scaffolding' and the way in which various 'scaffolding' strategies support students' learning are examined through the classroom data. This thesis also explores the classroom as a site of activity in which educational practice is enacted. The significance of language as a 'tool' for learning is central to this study, as is the notion of learning as a social process. Language is a mediating tool that enables a dialogic engagement that supports the development of thinking that is consistent with the goals of the teacher. Also investigated is the use of various semiotic modalities, in addition to language, to support the active co-construction of knowledge. The research is conducted in a Year 7 History class (the first year of high school) in an independent, secondary boys' high school using a case study approach. It uses observation in naturalistic settings, interviews and written documentation. A significant outcome of this research has been the identification of discourse strategies and other semiotic systems such as visual, gestural and actional cues, and examination of the ways in which they function in the discourse to support student learning in the local and immediate context. The importance of all aspects that constitute the context in which the students are learning is also affirmed in this study. Context is not merely a 'backdrop' or background to language, it is integral to the creation of meaning and field knowledge. Another major conclusion that can be drawn from this research is the distinction between scaffolding at a macro level, consisting of a planned, 'designed-in' approach to a unit of work in a subject discipline and the lessons that constitute it, and contingent scaffolding that operates at a micro level or 'at the point of need'. By applying a variety of linguistic tools drawing on Systemic Functional Linguistic theory, it has been possible to articulate the kinds of discourse and multimodal strategies that constitute the nature of scaffolding. A further finding in this research is the value of using detailed analysis of the data with different analytical tools to identify emerging patterns in the discourse and also to 'view' the same data through different 'lenses'. An additional finding is the significance of an Induction genre that provides foundational understandings about the study of History for apprentice historians. This is supported by two post-foundational lessons that form a Macrogenre. This macrogenre reinforces the application of focus questions that are fundamental to historical study and an approach to answering these questions that is consistent with the methodology of the subject. Another finding relates to the role the teacher adopts in the classroom. The classroom in this research is strongly teacher guided in terms of the development of content and ways of controlling the development of discourse. This research shows that this does not preclude the classroom from being dialogic. Even though there is a knowledge and status differential between the teacher as expert and the student as novice, the teacher provides opportunities for discussion and development of ideas about the topic. Finally, this study confirms the value of drawing on a broad range of theories to inform the research. These multiple perspectives draw from sociocultural approaches to a socially oriented theory of learning; Activity Theory, and the notion of language as a social semiotic. This range of perspectives allows for 'rich' descriptions from which to draw conclusions about effective teaching and learning practices.
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Rollins, Elizabeth Rose. "(Re)storying Horizons: White Kindergarten Teachers’ Enactment Of The Language And Literacy Curriculum In A Predominantly-white Working-class North Carolina Mountain Community Public School." Thesis, 2020. https://doi.org/10.7916/d8-y0kq-zv50.
Full textAbstract:
The early childhood curriculum is too-often based on narrowed/ing conceptualizations of “literacy” and “language,” which negatively position nonacademic (read: nondominant) literacy and language practices and result in schools failing and further marginalizing working-class children and families across racial identifications. It is therefore pertinent to (re)conceptualize language and literacy by interrogating dominantly-positioned academic practices. Exploring early childhood teachers’ sense- making and enactment of the curriculum elucidates how nonacademic practices are (under)valued in and through the mandated curriculum. With this aim, through a critical ethnographic case study, I engaged in observations of classroom interactions and teacher team meetings, artifact collection, and interviews with four White female public kindergarten teachers in a predominantly-White working-class North Carolina mountain community. I found that the four teachers’ language ideologies had been constructed, understood, and developed from early childhood, through schooling experiences, and in teacher learning. These ideologies, while not always recognized, influenced how they were making sense of and enacting the curriculum. Their own childhood literacy experiences impacted approaches to teaching literacy; these White female teachers talked about what they had needed as students and how this influenced their approaches to teaching young children. Talk around students’ language and literacy practices illustrated a desire to prepare children for school and to support student success; although, this talk was underpinned with some deficit perspectives (pervasive in the mandated curriculum) concerning nonacademic language and literacy practices. The teachers were negotiating the mandated curriculum on a daily basis, as they strived to do what they deemed best for students, most of whom were being introduced to formal schooling in kindergarten. They were confident about what their students needed and sought greater trust in their own knowledge and capabilities as teachers, and they often discussed validating children’s language and literacy practices. Concurrently, teachers often talked about moving from or fixing children’s home practices, or modeling correct (academic) practices. Informed by the findings of this study, early childhood teachers can work to reconstruct definitions of language and literacy as we engage working-class children’s multiple, purposeful, and sophisticated ways of making and assigning meaning and of communicating (i.e., their literacy and language practices).
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Chang, Huey-por. "The effect of levels of cooperation within physical science laboratory groups on physical science achievement." Thesis, 1991. http://hdl.handle.net/1957/36167.
Full textAbstract:
The purpose of this study was to investigate the effect of the levels of group cooperation on students' achievement during a series of physical science laboratory activities. Six intact seventh grade physical science classes taught by two teachers, with each teacher instructing three classes, were selected from two middle schools. For each teacher, one of the classes was taught with a traditional approach (no cooperative goal structure). The other two classes were assigned to a cooperative goal structure (role assignment and non-role assignment). For the role-assignment class, each student was assigned a specific role, but students in both traditional and non-role assignment classes were not assigned roles.
The Classroom Observation Instrument in Science Laboratory Activity (COISLA), which includes investigative skills (i.e., managing, manipulating, observing, reading, writing, and reporting); social skills (i.e., discussing, encouraging) and non-learning behaviors (i.e., waiting, off-task), was used to measure the levels of group cooperation. The grades on lab reports and lab quizzes of students who were taught
by the same teacher were compared to assess the effects of the different learning conditions.
No significant differences on the students' final achievement were found with respect to the three instructional approaches followed by each teacher. The teacher effect was more significant than either instructional approach on managing, manipulating, observing, reading, and writing behaviors. No significant teacher effect was found for the other behaviors. Only one treatment effect was significant, writing behavior. Overall, the teacher effect was more influential than instructional approach on students' behaviors. In teacher A's classes, reading behavior predicted 21% of students' achievement. However, no significant correlations existed between the ten collaborative behaviors and students' achievement in teacher B's classes.<br>Graduation date: 1992
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Mhlongo, Ruston. "The development of observational and allied skills in the teaching and learning of natural sciences." 1996. http://hdl.handle.net/10500/17457.
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Ngema, Sebenzile Helga. "An exploration of grade 11 teachers' conceptions of practical work in physical sciences within the national curriculum statement (NCS) curriculum." Thesis, 2011. http://hdl.handle.net/10413/7435.
Full textAbstract:
The introduction of the National Curriculum statement (NCS) in Further Education and Training
(FET) phase in 2005 had a great impact on classroom practice, resulting in a shift to Outcomes
Based Education (OBE). The Physical Sciences curriculum created challenges for Physical
Science teachers. The Learning Outcome (LO)-1 recommends that scientific inquiry and inquiry
based practical work be taught in Physical Sciences lessons. However, much remains to be
understood regarding teachers’ pedagogical content knowledge (PCK) in inquiry based practical
work. This study explored the conception of practical work by Grade 11 Physical Sciences
teachers within the NCS curriculum. Using the PCK as a theoretical lens, the study explored how
the Physical Sciences teachers used practical work in their teaching. Furthermore, the exploration
sought to ascertain whether there was any relationship between teachers’ perceptions of the
purpose of practical work and their use of practical work.
The data was collected by interviewing two Grade 11 Physical Sciences teachers and also by
conducting some classroom observations involving practical work to ascertain teachers’ actual
practice. The sample was drawn from two high schools at Empangeni District, in Northern
KwaZulu-Natal. The findings revealed that teachers value using practical work in teaching of
Physical Sciences. Qualitative data analysis enables recommendation to be made for the
improvement of the use of inquiry-based practical work in the teaching of Physical Sciences.
Both teachers held the view that the most important aim of practical work was to promote
conceptual understanding. During their teaching, both teachers use practical work to verify
theory through non-inquiry practical instructional practices and strategies. However, there were
limiting factors which do not provide opportunities for teachers to engage learners in inquirybased
practical work. Amongst the factors that were reported by the teachers as limiting their use
of inquiry-oriented practical work are limitations of resources, time constraints, large classes and
pressure to complete the prescribed curriculum.
It is recommended that curriculum developers through the use of subject education specialist
(SES), facilitate teachers’ transformation from expository to inquiry instruction. More
discussions on how to design and conduct inquiry-based practical work are recommended.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Baowaidan, Lamis Mamdouh A. "The Effects of an Observational Intervention on Audience Control by Peers in Preschool Children with Developmental and Language Delays." Thesis, 2016. https://doi.org/10.7916/D8NV9J85.
Full textAbstract:
I tested the effects of an observational intervention on observing responses, denial responses, and audience appropriate behaviors in 9 preschool children with developmental and language delays. The participants were 8 males and 1 female aged 3-5 years, who were selected from a preschool program that implemented a behavior analytic approach to all instruction. All participants had fluent listener and speaker repertoires and emitted mands, tacts, and sequelics with adults. The children were selected to participate because they displayed little to no awareness of, or interactions with their peers during free play and social settings. I conducted probes for a) peer observing responses, b) responses to denial of non-preferred stimuli being delivered to peers, c) social initiations to peers, d) responses to peers’ social initiations, and e) other socially appropriate behaviors. Pre-intervention probes showed that all participants emitted low peer observing responses in free play settings, and did not consistently initiate or reciprocate peer interactions across different social settings. Five out of nine participants emitted responses to denial prior to the intervention. The independent variable was an observational intervention using non-preferred stimuli and a denial condition that was used in prior studies to establish conditioned reinforcement by observation. The participant and peer confederate sat side-by-side at a table, and were separated by an opaque partition. They were both presented with a performance task. The participant observed the peer confederate receive the non-preferred stimuli but could not observe the peer’s responses to the task. The intervention continued until the participants emitted responses to denial of the non-preferred stimuli across two sessions. Post-intervention data suggest that peer observing responses in free play settings, as well as audience appropriate behaviors in social settings increased as a function of the observational intervention in 8 out of 9 participants. Responses to the denial of non-preferred stimuli delivered to a peer increased in 4 out of 4 participants who did not respond during pre-intervention probes.
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Mbati, Lydia Sophia. "Exploring media blends for constructivist learning in open and distance e-learning (ODeL) environments." Thesis, 2013. http://hdl.handle.net/10500/13724.
Full textAbstract:
There is a paramount need for online university education to effectively contribute in the development of students' ability to construct and create new knowledge. Online learning should thus go beyond the production of knowledge for knowledge's sake, but should result in relevant and meaningful learning on the part of the online learner. In addition, online learning ought to result in the application of knowledge to practice. While gains made by constructivism and observational learning are well documented, research addressing online media blends that best encourage constructivist and observational learning in open and distance and e-learning (ODeL) contexts is limited. In addition, guidelines that can be used by online learning facilitators and policy makers regarding media for constructivist and observational learning were lacking when this research was conducted. The research was deemed significant in contributing to the development of an online learning framework that could be used to guide policy formulation and practice in the area of online course implementation in ODeL institutions.
Using an explorative qualitative approach, this study explored online media blends for constructivist and observational learning. The study comprised three phases. The first phase was a meta-ethnography study whose objective was to synthesise previous research theses in order to gain an understanding of lecturers' and students' experiences of online media, constructivism and observational learning. The second phase consisted of a phenomenological study conducted at the University of South Africa, to explore lecturers' experiences of online media in the facilitation of constructivism and observational learning. The final phase of the research was the development of a framework based on constructivism and observational learning to guide online teaching and learning.
The findings of this research study revealed that lecturers did not use media blends to a large extent in their interaction with students. The study indicated that some cognitive processes need
to be exercised on the part of the facilitators when online learning is offered. It is concluded that during the curriculum planning phase, lecturers should decide on methods and media to arouse the students' attention during online courses. This also implies a more reasonable lecturer student ratio because large numbers of students per lecturer is not feasible in online learning.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
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Chidziva, Justine. "Peer observation on the pedagogical content knowledge of grade 11 novice teachers of statistics in a circuit." Diss., 2017. http://hdl.handle.net/10500/23522.
Full textAbstract:
This study focused on the peer observation of teaching [POT] on the pedagogical content knowledge [PCK] of mathematics novice teachers in the teaching of grade 11 statistics. A case study research method was conducted on this qualitative study. Two mathematics novice teachers were purposively selected from a population of five novice teachers from a circuit in Mpumalanga Province. Data were collected using semi-structured interviews, classroom observations and document analysis. Pre-lesson and post-lesson semi-structured interviews were conducted to obtain information about each teacher’s views.
The POT process began with pre-observation meeting with the two novice teachers to discuss the modalities of the POT process and ended with the post-observation feedback meeting in which general evaluation and reflection of the process took place. Results show that the two mathematics novice teachers’ classroom management skills improved. Furthermore, findings reveal that the two novice teachers improved in the use of instructional strategies as they moved from using teacher-centred strategies like the lecture method to using learner-centred instructional strategies such as oral probing and group work, among others, in which they interacted more with learners. The novice teachers also improved in identifying learners’ misconceptions and learning difficulties. At the end of the study, the two novice teachers openly expressed that the POT process gave them the opportunity to improve in studying and teaching statistical content in depth.<br>Mathematics Education<br>M. Ed. (Mathematics Education)
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BENEŠOVÁ, Jitka. "Vyučovací a výchovné činnosti učitele tělesné výchovy se žáky a jejich využívání ve vyučovacích jednotkách tělesné výchovy na základních školách na Budějovicku\\." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-51061.
Full textAbstract:
The theme of diploma thesis concerning teaching and educational activities of a physical education teacher is very extensive. It comprises a great number of phenomena. For this reason this diploma thesis only concentrates on the teaching and educational methods that physical education teachers use in basic schools in the České Budějovice region. The diploma thesis mainly deals with quantitative illustration of observed phenomena. We applied a short-term observation method to determine the results. The research was executed in 7 basic schools and 20 teachers and 40 physical education classes were observed. The results were presented in graphs and tables.
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VLČKOVÁ, Karolína. "Řešení badatelských úloh žáky 1. stupně základní školy." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-394519.
Full textAbstract:
Diploma thesis analyzes pupils' ability to solve inquiry based tasks in biology lessons with regard to original problem solutions and application of theoretical knowledge. The thesis also analyzes in what types of tasks are pupils more successful and what type of problem solution they prefer. The practical part contains four worksheets with inquiry based tasks, which were created and presented to primary school pupils for the purposes of this thesis. The next part of the thesis is a summary of pupils' solutions, which are discussed at the end of the thesis.
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Cordeiro, Madalena Maria Moleiro Oliveira. "O processo de avaliação em intervenção precoce e as práticas de apoio educativo no jardim de infância: Da teoria à prática." Master's thesis, 2004. http://hdl.handle.net/10400.12/442.
Full textAbstract:
Dissertação de Mestrado em Psicologia Educacional<br>O estudo que apresentamos enquadra-se no âmbito da Intervenção Precoce, da avaliação e das práticas de intervenção em contextos educativos do pré-escolar.
Procurámos analisar a coerência no processo de avaliação, planeamento e implementação de programas de intervenção com crianças com necessidades Educativas Especiais, entre os 3 e os 7 anos de idade e suas famílias, tentando estabelecer um paralelo com algumas das correntes teóricas que fundamentam a Intervenção Precoce e com alguns dos princípios orientadores das práticas de qualidade em contextos de pré-escolar inclusivos.
Para o desenvolvimento do estudo, utilizámos a metodologia de investigação qualitativa numa abordagem de estudo de caso e utilizamos técnicas de análise documental e observação participante como forma de recolher os dados no contexto natural onde as situações ocorrem.
Foram analisados os processos de avaliação e de planeamento da intervenção de 20 crianças acompanhadas por uma equipa de intervenção Precoce e foram feitas observações a 5 dessas crianças ao longo de doze sessões de apoio educativo em contexto pré-escolar
Os resultados do estudo apontam para um trabalho de avaliação com características interdisciplinares, em que existe uma preocupação em envolver a família no processo de avaliação e planeamento da intervenção; existe uma integração dos resultados da avaliação no desenvolvimento dos planos de intervenção e, existe também uma coordenação interserviços que permite operacionalizar os recursos necessários para responder às necessidades da criança e da família. Verifica-se contudo que a intervenção é normalmente centrada na criança.
As práticas de Apoio Educativo/Educação Especial são desenvolvidas em modalidade de apoio directo e individualizado à criança, normalmente no contexto de grupo. Verifica-se também que existe uma preocupação, por parte das Educadoras de apoio educativo, em responder às necessidades da criança, integrando os objectivos a atingir nas actividades e rotinas do dia a dia do Jardim de Infância, adequando algumas estratégias mais estruturadas de treino e ensino de competências específicas. Procuram também estruturar o tempo de apoio de forma equilibrada permitindo que as crianças participem nas actividades de grande grupo e em actividades mais individualizadas numa situação de apoio directo com a Educadora de apoio educativo.
Os resultados mostram também alguns aspectos que requerem uma nova abordagem no trabalho desenvolvido pela equipa, nomeadamente no que respeita ao registo da informação e síntese dos dados da avaliação; na avaliação da eficácia e dos efeitos dos programas e do grau de satisfação das famílias; na clarificação dos objectivos específicos a atingir com a criança; no desenvolvimento de estratégias de incentivo à interacção entre pares e na colaboração e partilha de estratégias de intervenção entre as Educadoras de apoio educativo, as educadoras de ensino regular, as famílias e os outros técnicos envolvidos no processo.
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Banda, Patricia Thifulufhelwi. "Utilisation of training programmes by health advisers." Diss., 1999. http://hdl.handle.net/10500/18058.
Full textAbstract:
Most of the training programmes received by the health advisers in the Gauteng
health promotion directorate, are delivered in a lecture form, whereby trainers
prepare their presentations according to themes chosen by management, without the
involvement of trainees. After training, the health advisers adopt the same attitude
with the individuals they educate.
This study describes how participatory research was carried out to investigate how
health advisers in the Gauteng Province experience and utilise these training
programmes. It articulates the roles of the researcher and participants in the research
process.
The study showed that while it is true that trainees must receive theoretical
information, it is equally true that they must be able to relate that information to their
practical situations. The study indicates that this can occur by introducing a form of
training in which the focus is on both the trainer and trainees as co-learners in the
learning situation.<br>Social Work<br>M.A. Soc. Sc. (Mental Health)
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Kadiyala, Aparna. "Botswana student teachers' views on the nature of science and scientific method: a critical reflection." Diss., 2005. http://hdl.handle.net/10500/2523.
Full textAbstract:
The assumption of the present study is that teachers should possess an adequate understanding of the nature of science and scientific method and hence this aspect was investigated. The empirical research carried out with Secondary School teacher trainees at Botswana colleges of education showed the following:
Subjects possess an adequate understanding of some aspects of the nature of science and several aspects of the scientific method. They however do not have an adequate understanding on certain aspects of the nature of science. An association was found between the nature of science, type of educational institution attended, years of study and majoring in science. A positive association was found between scientific method and years spent studying. The present study recommended the inclusion of history, philosophy and sociology of science in the curriculum of teacher education.<br>Educational Studies<br>M. Ed. (with specialisation in Natural Science Education)
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Wisdom, Nathan J. "Meta-Didactical Slippages: A Qualitative Case Study of Didactical Situations in a Ninth Grade Mathematics Classroom." 2014. http://scholarworks.gsu.edu/msit_diss/132.
Full textAbstract:
Research on the mathematical behavior of children over the past forty decades has considerably renewed and augmented the body of evaluative tests of the results of learning (Lester, 2007). Research however, has provided very little knowledge about the means of improving students’ performance on these tests. Nevertheless teachers, students, and others are being pressured to improve students’ performance, but in order to concentrate on basic skills, the learning itself is made more difficult and slower. The combination of requirements has led to a variety of uncontrolled phenomena such as meta-didactical slippage (Brousseau, 2008).
The purpose of this study was to: (a) understand the nature of meta-didactical slippage that occurred in a ninth grade predominantly African American mathematics classroom; and (b) describe how these meta-didactical slippages affect students conceptual understanding on a unit of study of ninth grade mathematics. The study was a descriptive, qualitative, case study that employed ethnographic techniques of data collection and analysis. The theory of didactical situations in mathematics (Brousseau, 1997) served as the theoretical lens that grounded the interpretation of the data, because it enabled the researcher to isolate moments of instruction, action, formulation, validation, and institutionalization in the mathematics teaching and learning process. The study was conducted over a period of 15 weeks in one, ninth grade class of 23 predominantly African American students at a high school in a southeastern state. Data was crystalized using multiple data collection techniques: (a) collection of document artifacts, which included student work samples and teacher lesson plans; (b) interviews conducted with the teacher; (c) researcher introspection; and (d) direct observation. Data was analyzed using ethnographic and discourse analysis techniques, including domain analysis, coding, situated meaning, and the big “D” discourse tool. The study found four themes, which illustrated the nature meta-didactical slippages: (a) over-teaching, (b) situational bypass, (c) language and symbolic representation, and (d) the design of didactical situations.