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Brock, Orion D. "Using Scientific Teaching Principles to Teach Genetic Modification." Capital University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=caphonors1581601024384515.
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趙建豐 and TKF Chiu. "Design of learning objects for concept learning in algebra : effects of multimedia learning principles and an instructional approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207173.
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DeVille, Randall C. "The Application of Adult Learning Principles in Effective Preaching." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1035.
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Evidence suggests that a disconnect is growing between the information provided in Christian sermons and the life challenges faced by those church attendees. To bridge that divide, the purpose of this study was to better understand the characteristics of a sermon that enhance learning for churchgoers in Christian churches. The guiding question focused on churchgoing adults' perception of the sermon. Additional sub questions explored the relationship of the principles of adult learning, communication theory, and ambient teaching with churchgoers' and preachers' experiences with sermons. A qualitative case study design included one-on-one interviews with 5 preachers, 5 focus groups with 9 churchgoing adults in each group, and observations of the physical characteristics of 5 worship centers. A constant comparative method was used to identify the key themes. The key themes that emerged were: (a) sermons should be applicable, challenging, and comprehendible and (b) the preacher must be perceived as authentic. The study contributes to positive social change by suggesting a model that preachers can use to improve the qualities and delivery of a sermon to affect listeners' lives in a positive way.
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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McCutcheon, Karen. "Online learning versus blended learning for teaching the principles of clinical supervision to undergraduate nursing students : an experimental study." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695668.
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Aim. To explore the impact of an online learning versus a blended learning approach on undergraduate nursing students with regards to their motivation and attitudes in relation to clinical supervision and their knowledge and satisfaction with the teaching modality. Background. Traditional teaching methods in higher education have achieved much success and have a proven track record of graduate attainment. Contemporary online and blended learning teaching methods have less supporting evidence of success due to their emergent state of development. Design. An experimental study using a randomised control design Methods. This study was conducted from 1 st June 2013 - 1 st July 2013, with 125 undergraduate nursing students, intervention group (n=63), control group (n=62). Data was collected using a modified version of the Manchester Clinical Supervision Scale-36, a Multiple Choice Questionnaire and a training evaluation. The intervention group received clinical supervision training via a blended learning approach and the control group received online only clinical supervision training. Data was analysed using t-tests and multiple linear regressions. Thematic analysis was conducted on data retrieved from open ended questions included in the training evaluation. Results. The intervention and control groups reported statistically significant results with regards to knowledge (p=0.015) and satisfaction (p=0.001). No statistical difference was reported with regards to attitude and motivation towards clinical supervision. The training evaluation regression model reported a statistical significance, with a positive Beta value (0.339), which indicated a higher level of satisfaction related to teaching delivery (in a positive direction). The thematic analysis reported five themes which were all recognised as impacting on the students' level of satisfaction with the clinical supervision training. Conclusion. The evidence from this study suggests that blended learning does have added value when compared to full online learning in terms of student satisfaction and knowledge when teaching clinical supervision skills.
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Wilson, Lou Nell. "Using a model house for application of interior design principles." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/724951.
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The two major objectives of this creative project were to provide students a way to visualize and apply the elements and principles of design, and to aid in better comprehension and retention of the interior design principles. Both objectives were accomplished by: enables hands-on-experience in redecorating the interior to apply the principles of design, and (2) developing an appropriate unit plan, with accompanying lesson plans and activity sheets that can be used with the model house while teaching interior design.Applying new wall, window, and floor treatments will enable students to visualize as well as apply the interior design concepts. The unit plan provides activities as well as evaluations for the students to reinforce their knowledge of the interior design principles.Department of Home Economics
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Asante, Edward Kwame. "Teacher professional learning in mentoring relationships : lessons from a Cooperative-Reflective model in Ghana." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7507/.
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In Ghana, two government commissioned committee reports and a major research study raised concerns about the quality of the country's teacher education programme. The quality deficiency was attributed to a disjuncture between the theory and practice of teaching. To bridge this theory-practice gap, the University of Education, Winneba, adopted a one-year school-based student internship as an innovative component of its 4-year teacher education programme for upgrading in-service teachers to replace the traditional 4-6 weeks teaching practice, with classroom teachers serving as mentors for student teachers. Since the heart of mentoring is the mentor-mentee relationship, this study explored in depth the mentor-mentee relationships of a Cooperative-Reflective model of mentoring adopted by the University of Education, Winneba, (UEW), Ghana, for its student teachers in an attempt to understand the nature of these professional relationships and how they facilitate teacher professional learning, growth and development. A qualitative ethnographic case study approach was used to study five cases of mentor-mentee relationships from the lived experiences of mentors and mentees involved in the University's student internship programme. The data were collected from interviews, observations, and document analysis. Trustworthiness of the research was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants' own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between student teachers and their supervisors still persists contrary to the collegial, collaborative, reciprocal and critical reflective conceptions that underpin the UEW mentoring model. This is attributable to the lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented. The Ghanaian society is hierarchical; age is, therefore, equated with experience, respect, authority, and reverence. Fostering collegial relationships among mentors and mentees in this cultural context becomes problematic. Again, even in the Ghanaian teaching profession, inherent in the professional ethics is the respect for rank and social distance. It is, therefore, difficult for teachers of lower ranks to forge collegial relationships with those of higher ranks. Second, there is a dearth of direction and guidance on the selection of mentors and the matching of mentors and mentees. This results in the mentors and mentees going through the mechanics of the relationship without there being any substantive professional learning from their interactions. The current practice where the responsibility for the selection of mentors and the matching of mentors and mentees is vested in the heads of partnership schools/colleges results in instances of mismatch in terms of age, gender, experience, and personal chemistry. Third, the programme targeted the wrong type of student teachers; hence the superficial nature of the professional learning that occurred in the relationships. Since they were not novice teachers, but had teaching experiences ranging from five to twenty-seven years, they did not find the professional learning experience challenging enough. Finally, the programme did not envision that the collegial, collaborative and participatory learning strategies that are supposed to characterise the mentoring relationship are to have their parallels in the teaching and learning contexts of the mentoring dyad in schools and colleges in terms of a shift in pedagogy. The findings suggest that theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It must be based on the socio-cultural as well as the professional factors within the context of implementation since it is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.
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Szabados, Cynthia Grassel. "Utilizing the principles and strategies of brain based learning in educating the deaf." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2405.
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McLeod, Clay. "The noble path of socially-engaged pedagogy: connecting teaching and learning with personal and societal well-being." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/3000.
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This thesis is an articulation of how the principles of socially-engaged Buddhism, a
spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist
practice and social activism, can enrich and enhance contemporary educational practice.
It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and
practice and relates these things to holistic education, critical pedagogy, SEL, and global
education. On the basis of the theoretical understanding represented by that discussion, it
articulates several theoretical principles that can be practically applied to the practice of
teaching and learning to make it resonate with the theory and approach of sociallyengaged
Buddhism. In integrating the implications of Buddhist teachings and practices
with teaching and learning practice, it draws from bell hooks’ notion of “engaged
pedagogy” in order to articulate a transformational, liberatory, and progressive approach
to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents
the notion that teaching and learning can be a practical site for progressive social action
designed to address the real problem of suffering, both in the present and in the future, as
it manifests in the world, exemplified by stress, illness, violence, war, discrimination,
oppression, exploitation, poverty, marginalization, and ecological degradation.
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Bilgin, Zikri. "Long-term Potentiation In Teaching Vocabulary In Foreign Language." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611684/index.pdf.
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This thesis mainly intends to study and reach some conclusions related to major challenges concerning vocabulary teaching or learning, how vocabulary teaching can be improved, findings obtained from the studies in order to reach that purpose and to what extend the suggested alternative vocabulary techniques are effective. It is also aimed to outline the basic insights of the mind, storage, and retrieval from the literature involving linguistics and language teaching. Based on above mentioned background knowledge, it is also intended to derive some significant conclusions to improve the effectiveness and thus the quality of vocabulary teaching in language instruction. In accordance with the principles of the human memory, how we can alter current vocabulary instruction techniques and activities and what scholars offer language teachers and learners are dealt with in detail. So as to validate and prove the efficiency of suggested techniques and activities, a case study is carried out and findings are discussed at large. Additionally, interviews about vocabulary teaching have been carried out with the involved students and instructors and the obtained data has been evaluated. In the final part of the research, some implications and suggestion related to vocabulary teaching are provided along with the underlying rationale behind them aiming to increase the quality of teaching of lexical items and as a result to increase overall quality of language instruction.
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Hewitt, Julie E. "Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.
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Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom.
While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms.
The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators.
The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.
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Fortune, Ronald Arthur. "The influence of educational leadership on quality teaching and learning of high school mathematics." University of the Western Cape, 2020. http://hdl.handle.net/11394/7590.
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Philosophiae Doctor - PhDI address the relevance of quality learning and teaching in South African high schools’ as it relates to the strategic direction provided by high school leadership for the benefit of knowledge economies and higher learning institutions. The main research question is: “How does educational leadership influence the quality of learning and teaching of high school mathematics?” The research was framed within a confirmatory study viewing quality learning and teaching from a doing mathematics perspective, within the context of a community of practice acknowledging that school leadership can also be situated within the same practice, i.e. doing mathematics. The research was qualitatively designed to employ unstructured, semi-structured and focus group discussion interviews with the school leaders, teachers and students respectively. These enquiries were conducted within six high schools’ representatives of all previously South African demographical perspectives. The analysis was conducted through interpretive phenomenological analysis for sensemaking of situational leadership within a mathematical practice. The findings of the research lacked “doing mathematical” depth, beyond students and teachers. Explanatory findings of a grounded theoretical analysis yielded a school leadership’s silence on quality learning and teaching of mathematics contrary to the literature review’s expectation. The significance of the study lies in the possibilities associated with an under-research stakeholder to the development of quality learning and teaching of mathematics and meeting the expectations of knowledge economies and higher educational institutions.
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Elliott, Dennis L. "The teaching styles of adult educators at the Buckeye Leadership Workshop as measured by the Principles of adult learning scale /." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243019948.
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Elliott, Dennis L. "The teaching styles of adult educators at the buckeye leadership workshop as measured by the principles of adult learning scale." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1153344917.
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Hewitt, David Paul. "The principle of economy in the learning and teaching of mathematics." Thesis, Open University, 1994. http://oro.open.ac.uk/54190/.
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This thesis looks at the learning and teaching of mathematics through the issue of economy. Here, economy is concerned with the personal time and effort given by a learner to achieve some desired learning. The study sets out to establish that the principle of economy informs the learning and teaching of mathematics, and to establish a list of principles which can assist an economic approach to the teaching of mathematics. The study is carried out within the Discipline of Noticing and is based on the development of theory from significant events building on the work carried out by Caleb Gattegno on the subordination of teaching to learning. An account ofthese events are given, followed by accounting for them, and linking the generality contained within these isolated events with everyday learning experiences. At times, the reader is asked to carry out simple tasks which assist in drawing their attention, through a personal experience, to the points being developed. The learning process which turns something newly met into something which can be done with little conscious attention, is analysed and called functionalisation. The analysis of this process produces the idea of practice through progress, where the learner's attention is placed in a task which requires the desired learning to be subordinated to it. Particular attention is given to the learning of young children before entering school, since this is impressive in terms of economy. This study identifies powers children use in their early learning, and how these link in with root notions in mathematics called mathematical essences. A list of principles of economy are developed which provide guide-lines for approaches to teaching to make use of children's powers and utilise mathematical essences. A computer program, GRID Algebra, is developed to demonstrate how the principles of economy can be incorporated into a resource.
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Nyeste, Chelsea Alana. "In ways they can be heard : teaching story, social responsibility, and the First Peoples principles of learning in the English classroom." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38309.
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This thesis explores the connection between using the First Peoples Principles of
Learning and the inclusion of authentic First Peoples texts in a mainstream English Language
Arts class on student expression of social responsibility, specifically valuing diversity and
respecting human rights. Using action research and the data collected from student journal
entries and the researcher‘s own reflective journal, the results show that the application of the
First Peoples Principles of Learning pedagogy and the inclusion of First Peoples texts does
indeed have a positive effect on student expression of valuing diversity and defending human
rights. The critical review of the literature covers a broad base of research as a background to
the study. The fields of Indigenous pedagogy and critical pedagogy are explicated, and a link
between the two fields is established. In addition, there is a clear research base in the area of
teaching for social justice using young adult literature; the research shows that teaching about
human rights through story makes the lessons easier for students to learn.
In this study, the researcher designs a unit of instruction that is inspired by the First
Peoples Principles of Learning and uses authentic First Peoples texts and teaches this unit to
her subjects; over the course of the unit, student journal entries are measured against the
British Columbia Ministry of Education Performance Standards for Social Responsibility.
Based on the results, the researcher concludes that student expression of valuing diversity and
defending human rights does improve after the application of the unit, but student ability to
internalize the lessons is dependent on previous life experience, skill at reading, capability of
the students to synthesize information from the young adult literature with their own lives, and
knowledge of vocabulary to discuss diversity and human rights.
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Burridge, Christopher Alan. "An alternative approach to the teaching of Baptist history and principles at the Queensland Baptist College of Ministries." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.
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Crouse, Tricia Lynn. "Comparisons of the Educational Outcomes from Distance Delivered versus Traditional Classroom Instruction in Principles of Microeconomics." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/10138.
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Recent advancements in the speed and availability of the Internet have catapulted distance education into the forefront of possible economic education alternatives. Distance learning courses are taught exclusively over the Internet. Economics distance courses provide alternatives for economics students to traditional classroom instruction, and also invite new students to the discipline who may not have otherwise enrolled. An increase in the number of distance courses in the economics field has sparked a debate over the ability of distance courses to provide equivalent educational outcomes as traditional in-class courses.
This study evaluates educational outcomes from a traditional section and two distance sections of introductory agricultural microeconomics courses, Economics of the Food and Fiber System (AAEC 1005), taught at Virginia Tech. The study compares student learning, attitudes and interests in economics, and perceptions of instructor effectiveness between traditionally taught students and those taught through distance education. Average exam scores, and common exam questions given to students in both course types, are the measures of student learning used in this study. Attitudes and interest are measured by student survey, and perceptions of instructor effectiveness are measured by student course evaluations. A variety of statistical tests are conducted comparing distance and traditional students in order to determine the influence of delivery method on educational outcomes. Results indicate that traditional students generally obtain higher grades on tests, and have a higher opinion of course instruction than distance students, suggesting that distance education is not an equivalent educational alternative to traditional classroom instruction.Master of Science
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Van, der Merwe Cornelia Christina. "Abenteuer mit Werner und Roswitha : a multimedia program based on suggestopedic principles for the teaching of German in the first year at university." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1253.
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Dunn, Valerie Michelle. "Transformative learning and teaching: Using the National Writing Project's tools and principles to prepare graduate student instructors to facilitate first-year composition." SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3498135.
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Altendorff, Lorraine Elizabeth. "An exploration of the ‘cultural script’ for teaching and learning mathematics in English secondary schools and its relationship with teacher change." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39646/.
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Recent reports on mathematics education in English secondary schools have consistently expressed concern about students' performance and enjoyment as well as their progression into studying mathematics post-16 (Smith, 2004; Ofsted, 2006, 2008a; Royal Society, 2008, 2010; Vorderman et al, 2011). Too often students were expected to follow rules and procedures without mastering underlying concepts and connections, and hence without developing their mathematical understanding (Ofsted 2008a). Boaler (2008a) provides evidence for the introduction of Complex Instruction (CI) as an effective alternative approach to teaching and learning mathematics. The CI pedagogy combines rich mathematical tasks and instructional strategies that foster collaborative group work and problem solving. The approach emphasises effort over ‘ability' and challenges beliefs that only some students can do mathematics and that they should be taught in ‘ability' groups. This thesis explores factors which facilitate or militate against the adoption of such an approach by drawing upon Stigler and Hiebert's (1999) concept of a ‘cultural script' and Dweck's (2000) ‘theory of self and others'. It aims to build a better understanding of what influences teaching in mathematics classrooms in order to inform teacher development. The study combines quantitative and qualitative methods through the use of questionnaires, interviews and a reflective research journal over a two year period and includes: Secondary analysis of interviews with 20 teachers in schools with high numbers of students studying mathematics post-16; Course evaluations from 27 teachers attending a workshop on CI and interviews with a sample who were willing to use the approach; Pre and post study interviews with a lead mathematics teacher at two contrasting schools; one using CI with mixed ability groups and the other not. Questionnaires completed by 221 Year 7 students and their mathematics teachers at the two contrasting schools. Open coding analysis of the teacher interviews was used to produce themes. The questionnaires were statistically analysed to explore teachers' and students' frameworks of intelligence and personality in relation to learning and performance goals in mathematics. The findings support the notion of a ‘dominant cultural script' for teaching mathematics in English secondary schools. Teachers refer to ‘expected national norms', where the expectations are driven by their understanding of National Strategy/Ofsted guidelines and the judgements upon them are based upon students' exam performance. This performance goal orientated model, coupled with teachers' anxieties about unacceptable behaviour in the classroom together with concerns about finding time to plan and resource a different approach, offers strong reasons for teachers' reluctance to change. The findings demonstrate that the teachers using CI still adhered, to some extent, to aspects of the ‘dominant cultural script'. They felt vulnerable in terms of examination results and inspection. The extent to which they deviated from the ‘script' was contingent upon factors such as having a strong supportive department with collaborative sharing of resources; seeing students as actively involved in the learning process and continuing professional development opportunities both within their schools and with university departments of education. Whilst these teachers, though mindful of exam performance and inspection, held other beliefs and goals for their students, these were not necessarily shared by the students. A high proportion of students, particularly amongst the lowest attaining students and girls, were found to hold fixed frameworks of intelligence and personality coupled with a preference for performance over challenge in mathematics. Dweck (2000) suggests that having such beliefs is unlikely to lead to mastery orientated qualities in students, which are the key to improvement in progress. Hence, given a dominant script for teaching mathematics which also emphasises performance goals, the likelihood of all students achieving their full potential in mathematics in such a climate is jeopardised.
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Wray, Jacqueline Bruton. "Principals' Perspectives on the Effect of Standardized Testing on Teaching and Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2181.
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Standardized tests are designed to show what students have learned and retained in a classroom setting. The study examined principals' perspectives related to the impact standardized testing has on teaching and learning in Grades K-12. In addition, the correlation between principals' perceived effects of standardized tests on students' performances and principals' characteristics was investigated. Vygotsky's theory was used as theoretical framework of the study, as the theory suggested nonstandardized assessment approaches are more effective. Research questions focused on principals' perspectives on the effect of standardized testing on teaching and learning within the school district in North Carolina and the extent that principals' experience, type of schools, gender, and academic degree are correlated to their perceived effects of standardized tests on student performance. A quantitative method with descriptive and correlation design was used to answer the research questions. A purposeful sample of 31 participants completed the online Likert survey. Data were analyzed using means, standard deviations, and correlation tests. Findings indicated that principals perceived that standardized testing hinder students' perfromaces. There was not a significant relationship between principals' perception related to the impact standardized testing has on teaching and learning in grades K-12 and their years of experience, type of school, gender, and academic degree. A positive social change implication includes informing educators about principals' views related to standardized testing as a feasible tool to enhance curriculum content delivery and student achievement.
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Dunn, Valerie Michelle. "TRANSFORMATIVE LEARNING AND TEACHING: USING THE NATIONAL WRITING PROJECT`S TOOLS AND PRINCIPLES TO PREPARE GRADUATE STUDENT INSTRUCTORS TO FACILITATE FIRST-YEAR COMPOSITION." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/427.
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The National Writing Project (NWP) conducts four and five-week professional development summer workshops that K-16 expert teachers consistently praise as transformative. The central question posed in this dissertation focuses on whether the NWP workshop, based on a teachers-teaching-teachers design, could also serve as an effective professional development vehicle for transforming and preparing graduate student instructors (GSIs) to teach first-year composition. This question arises out of the need for knowledge-building graduate student preparation programs that keep pace with the increased demands of the first-year composition course and of the first-year composition students. Methods used to explore the feasibility of the NWP to prepare GSIs involve an analytic autoethnography and two survey research instruments. In the autoethnography, the researcher views the various processes experienced throughout the NWP workshop through the twin lenses of Transformation Learning (TL) theory and constructivist learning pedagogy. In the survey research, the researcher investigates the GSI participants' and local site directors' perceptions concerning the value and benefits of the NWP workshop to prepare GSIs for teaching writing. The researcher's analytic autoethnography reveals the transformative effects of the NWP experience on the teacher-frames of the researcher and of those peers attending the same NWP institute, while the surveys of the GSI participants and the local site directors reveal similarly positive effects of NWP pedagogy for preparing GSI for teaching writing. Based on these findings, combined with foundational support from the NWP meta-analysis of student writing outcomes of NWP participating teachers generated by the Local Sites Research Initiatives (LSRI), along with the independent Inverness Associates' studies focusing on the perceptions of teachers involved in the NWP's New-Teacher Initiative (NTI), the researcher recommends a pilot project involving a NWP designed pre-semester workshop for graduate student instructors prior to teaching first-year composition.
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Ustun, Ulas. "To What Extent Is Problem-based Learning Effective As Compared To Traditional Teaching In Science Education? A Meta-analysis Study." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615106/index.pdf.
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The main purpose of this meta-analysis was to investigate the effectiveness of PBL not only on student achievement and motivation in science, but also on attitudes towards science and skills in primary, secondary and higher educational levels. In addition, the effects of some moderator variables including publication type, research design, teacher effect, researcher effect, country, subject matter, school level, PBL mode, length of treatment, group size, type of questions and assessment instrument on the effectiveness of PBL were also examined in the scope of this meta-analysis. 147 effect sizes were revealed from 88 primary studies selected to be included in the meta-analysis based on the inclusion criteria. Random-effects model rather than fixed-effect model was chosen to be conducted to compute effect sizes indicating the effect of PBL on different outcomes while mixed-effect and fully random-effects model were used while performing analog ANOVA for moderator analysis. The results clearly show that PBL is more effective on different outcomes when compared to traditional teaching methods. The results indicate an overall medium mean effect size of 0.633 for PBL effectiveness. More specifically, PBL has a large impact with a large effect size of 0.820 on students&rsquoachievement in science subjects in different levels and reveals medium effect sizes of 0.566, 0.616, and 0.565 for students&rsquo
attitude towards science, motivation in science and different kinds of skills, respectively. Moderator analyses indicate that publication type, country, subject area, school level and length of treatment have a noteworthy impact on the effectiveness of PBL.
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Tu, Wendy. "Designing for Statistical Reasoning and Thinking in a Technology-Enhanced Learning Environment." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/10.
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Difficulties in learning and understanding statistics in college education have led to a reform movement in statistics education in the early 1990s. Although much work has been done, there is more work that needs to be done in statistics education. The progress depends on how well the educators bring interesting real-life data into the classroom.
The goal was to understand how course design based on First Principles of Instruction could facilitate tertiary-level students' conceptual understanding when learning introductory statistics in a technology-enhanced learning environment. An embedded single descriptive case design was employed to investigate how integrating technology and real data into a tertiary level statistics course would affect students' statistical literacy, reasoning, and thinking. Data including online assignment postings, online discussions, online peer evaluations, a comprehensive assessment, and open-ended interviews were analyzed to understand how the implementation of First Principles of Instruction affected a student's conceptual understanding in a tertiary level introductory statistics course. In addition, the teaching and learning quality (TALQ) survey was administered to evaluate the teaching and learning quality of the designed instruction from the student's perspective.
Results from both quantitative and qualitative data analyses indicate that the course designed following Merrill's First Principles of Instruction contributes to a positive overall effectiveness of promoting students' conceptual understanding in terms of literacy, reasoning, and thinking statistically. However, students' statistical literacy, specifically, the understanding of statistical terminology did not develop to a satisfactory level as expected.
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Uster, Sema. "The Role Of Gender-based Brain Differences On The Vocabulary Learning And Consolidation Skills And Strategies." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610252/index.pdf.
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ABSTRACT
This study aims to investigate the possible relationship between the differences of the male and female brain and vocabulary learning strategies of male and female students. For this purpose, a study has been carried out with a group of 200 students attending the Preparatory Program at TOBB University of Economics and Technology.
This study initially aims to identify the differences between the biology of the male and female brain as well as the hormones influencing the memory and vocabulary retention. This information will then be applied to the vocabulary learning strategies of males and females.
In order to identify the strategies used by males and females, a questionnaire was administered to a group of students attending the Preparatory Program at TOBB Economy and Technology University. Before the main study, the questionnaire was administered as a pilot study with 50 students from the same achievement group. After the pilot study of the questionnairevalidity, reliability and factor analysis studies were carried out. All of these subjects were at the same level of proficiency. The relationship between the genders and their vocabulary learning strategies was studied according to the results of the study through statistical evaluation through t-test analysis on SPSS. The data collected through the questionnaire were analyzed by comparing them to the literature suggesting the differences between the male and female brain characteristics. As the result of this study, it has been found out that females use more variety of strategies than males. Females have been found to employ determination, social, and cognitive strategies more frequently than males while males employ memory strategies more than females. In addition, there was not a statistically significant difference between the use of metacognitive strategies of male and female participants.
27
Kouame, Germain Noel. "The application of some second language teaching/learning principles in multimedia language design : a case study of a multimedia approach to an undergraduate course in Swahili." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/10696.
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Bibliography: leaves 68-70.This study investigates aspects of the learning process that takes place in the Computer-Assisted Language Learning (CALL) classroom in the Department of Linguistics and Southern African Languages at the University of Cape Town. It also studies how a small sample of students make adjustments in language learning with the help of the multimedia Swahili programme. The sample comprises four UCT learners (mixed Ll 's) studying a (CD-ROM) multimedia Swahili language programme.
28
Dzičkovskaja, Beata. "Refleksyviojo mokymo principų realizavimas teisinio ugdymo pamokose." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110705_130046-61352.
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Teisinis ugdymas yra reikšmingas bei būtinas elementas, kad visuomenė išauklėtų teisingą, moralų, pareigingą ir dorovingą ţmogų. Ţmogus galės visapusiškai išreikšti save kaip dorovingą pilietį tik tada, kai jis ţinos ne tik savo teises ir pareigas, bet kartu supras ir gerbs įstatymus, kitų ţmonių teises ir laisves. Mokykla ir yra ta institucija, kuri padės įgyti pagrindinių teisinių ţinių. Tačiau, kad minėta įstaiga išugdytų dorovingą pilietį vien ţinių perteikimo nepakanka. Todėl būtina teisinio ugdymo pamokose įgyvendinti, realizuoti refleksyvųjį mokymą, kuris gali padėti pasiekti kokybiškesnių mokymo rezultatų įsigilinant ne tik į perteikiamas ţinias, bet ir į save, į savo jausmus, stebint savo veiklą, pasiekimus. Todėl refleksyviojo mokymo principų realizavimas teisinio ugdymo pamokose yra aktuali tema. Paţymėtina, refleksyvus mokymas yra plačiai tirtas suagusiųjų mokyme. Tačiau kaip refleksyvus mokymas gali būti realizuojamas bendrojo lavinimo mokyklose, teisinio ugdymo pamokose nėra tirta.
Darbo tema bei tyrimo objektas – refleksyviojo mokymo principų realizavimas teisinio ugdymo pamokose bei tuose dėstomuose dalykuose, kuriuose integruojamos teisinio ugdymo atskiros temos. Darbo tikslas – ištirti refleksyviojo mokymo principų realizavimą teisinio ugdymo pamokose bei tuose dėstomuose dalykuose, kuriuose integruojamos teisinio ugdymo atskiros temos. Atsiţvelgiant į darbo tikslą, formuluojama hipotezė – refleksyviojo mokymo principų realizavimas teisinio ugdymo pamokose... [toliau žr. visą tekstą]Legal education is a significant and essential element in order the society would bring up a fair, moral, responsible and truthful person. A person will be able to comprehensively express oneself as a moral citizen only when one will know not only one‟s rights and duties, but also will understand and respect laws, rights and freedoms of other people. School is such an institution, which will help to acquire the main legal knowledge. However, just imparting the knowledge is not enough for the mentioned institution to raise a moral citizen. Therefore, during legal education lessons it is essential to implement, realize reflective teaching, which may help to reach more qualitative teaching results, seeing not only into the imparted knowledge, but also to oneself, one‟s feelings, observing one‟s activity and strides. Consequently, realization of reflective teaching principles in legal education lessons is a relevant topic. It should be noted that reflective teaching has been widely studied in adult education. However, it has not been studied yet how reflective teaching may be realized in general education schools, legal education lessons. The subject of the thesis and the research object is realization of reflective teaching principles in legal education lessons. The aim of the thesis is to analyze realization of reflective teaching principles in legal education lessons. In consideration of the aim of the thesis the hypothesis has been formulated – realization of reflective... [to full text]
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Sertdemir, Erisken Yelda. "A Comparative Case Study On The Manifestation Of The Five Disciplines Of A Learning Organization In The English Language Preparatory Programs Of Two Higher Education Institutions." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608131/index.pdf.
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This comparative case study aimed to explore the elements that align with Senge&rsquos framework of the Learning Organization, comprised of the disciplines of Personal Mastery, Shared Vision, Mental Models, Team Learning, and Systems Thinking, in the English Language Preparatory Programs of two selected higher education institutions to determine what characteristics of a learning organization they possess. In this study, qualitative case study method was employed. The study was conducted in two organizations, one (Organization A), part of a private Englishmedium university, and the other (Organization B), part of a public Englishmedium university, in Ankara, Turkey. The sample contained seven administrators and twenty-two instructors from Organization A and seventeen instructors and 3 administrators from Organization B. The data collected through semi-structured interviews were analyzed using content analysis technique. The findings revealed that both organizations are evolving towards a learning organization, but have not institutionalized the five disciplines to an ideal state yet. Organization A is doing somewhat better than Organization B as regards the disciplines of Team Learning and Personal Mastery
however, there is no considerable difference between the organizations in terms of the disciplines of Shared Vision, Mental Models and Systems Thinking. Overall, in both organizations there are impediments in terms of the development and achievement of personal visions, learning of individuals and teams, development of a shared vision, surfacing and questioning mental models, and acting from a comprehensive systems approach.
30
Shaffi-Mir, Surriya. "An evaluation of the principles of language learning, teaching and syllabus design towards a specification of a new English syllabus for intermediate level in the Punjab, Pakistan." Thesis, Institute of Education (University of London), 1991. http://eprints.ioe.ac.uk/18596/.
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This dissertation explores why, even after nine years of studying the English language, graduates in the Punjab emerge with very deficient English. An examination of the currently prescribed syllabuses for the Secondary, Intermediate and Degree stages reveals that they are based on out-dated concepts of language teaching. They not only provide impoverished language content but fail to take into consideration the learners' actual needs. They are exclusively based on translation and 'dead language' techniques. Moreover, the examinations allow memorized answers to set questions which are repeated year after year. This dissertation examines the theoretical bases for a specification of a new syllabus. It considers the background of psychology, psycholinguistics, ELT theories and methodologies, and syllabus design, and attempts to develop a pragmatic approach toward the teaching of English in the Punjab. New syllabuses need to be proposed for all three stages of English language study. In this dissertation a proposed specification for the Intermediate stage is outlined, which, if adopted would function as a model for other stages. The specification is for a multi-dimensional syllabus, combining the benefits of both communicative and structuralist approaches, and taking full account of the needs of the particular learners involved and of the local context of education.
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Thornton, Kimberly. "Early Childhood Education Trainers' Knowledge and Use of Andragogical Principles." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812056.
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Early childhood education (ECE) teachers often lack the experience and skills to provide children with supports necessary to foster academic and social skill development. Professional development can improve ECE teachers’ skills, but ECE trainers often lack understanding of adult learning principles, known as andragogy. Knowles’ conceptual framework of andragogy was used to explore the knowledge and use of andragogical principles of 8 ECE trainers selected via criterion-based purposive sampling. The research questions focused on ECE trainers’ knowledge and use of andragogical principles. Three cases, each consisting of 2 or 3 live professional development trainings for early childhood educators, were used in this study. Data sources included (a) observations of ECE trainings, (b) semi-structured interviews with ECE trainers, and (c) content analysis of ECE training materials. Thematic analysis revealed that although participants were not formally trained in andragogy and were unfamiliar with the associated verbiage, most had a strong grasp of andragogy and used andragogical principles to drive the development and presentation of their training materials. The 3 main themes that emerged were (a) lack of training/background in andragogy, (b) training strategies employed, and (c) training design. Findings from this study provide an original contribution to the limited existing research on the professional development of early childhood educators and expand the existing body of research on andragogy. This study contributes to social change by revealing that trainers may benefit from formal andragogical training, which may then improve the education provided by ECE teachers to young children.
32
Bazzazi, Sogol. "Dialogisk undervisning inom matematik : En fallstudie kring hur dialogisk undervisning framträder på låg-, mellan- respektive högstadiet." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-301730.
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På grund av mångfalden i dagens svenska skolor kan inte alltid traditionellt arbetssätt i matematikundervisning främja elever att utveckla sina förmågor såsom analys- och resonemangsförmåga. Läroboksstyrda lektioner ger inte elever möjligheter att komma till tals, lyssna på andras resonemang, tänka kritiskt och analysera andras tankesätt. Därför som matematiklärare blir det intressant att undersöka hur lärarna på alla stadier (låg-, mellan- respektive högstadiet) använder sig av dialogisk undervisning och vilken form av dialogisk undervisning som dominerar i respektive stadie. Därför genomfördes en fallstudie av dialogisk undervisning inom ramen för detta självständiga arbete. Datainsamlinggenomfördes genom observation samt ljudinspelning, i en lågstadie-, i en mellanstadie- och i en högstadieklass, sammanlagt nio lektioner. För att kunna analysera data har Robin Alexanders välkända ramverk för dialogisk undervisning använts (presenterat bl.a. i artikeln Developing dialogic teaching, 2018). I ramverket kategoriseras undervisningen utifrån repertoarer och principer som belyser olika aspekter av dialoger i klassrummet. Fallstudien visade att lektioner präglade av dialog förekom mest på låg- och mellanstadiet och i mindre utsträckning på högstadiet. Lärarnas främsta teaching talk bestod av recitation (initiera-respons-feedback) men kompletterat med hur och varför i hög grad i låg- och mellanstadielektioner med syfte att föra samtalet vidare vilket i sin tur möjliggjorde för att eleverna att komma till tals för att förklara och motivera sitt tänkande till skillnad från på högstadielektionerna där elevernas främsta learning talk bestod av korta svar.Due to the diversity in today's Swedish schools, traditional methods in mathematics teaching can’t always promote students to develop their abilities such as analytical and reasoning skills. Textbook-guided lessons don’t give students opportunities to speak, listen to others thoughts, think critically and analyze the thinking of others. Therefore, as a mathematics teacher, it will be interesting to investigate how teachers at all stages (primary, intermediate, and upper-secondary) use dialogic teaching and which form of dialogic teaching dominates in each stage. Therefore, a case study of dialogic teaching was conducted within the framework of this independent work. Data collection was carried out through observation and sound recording, in an elementary school, in an intermediate school and in a high school class, a total of nine lessons. In order to be able to analyze data, Robin Alexander's well-known framework for dialogic teaching has been used (presented in the article Developing dialogic teaching, 2018). The framework categorizes teaching on the basis of repertoires and principles that illuminate various aspects of dialogues in the classroom. The case study showed that lessons characterized by dialogue occurred mostly in primary and middle school and to a lesser extent in high school. The teachers' main teaching talk consisted of recitation (initiate-response-feedback) but supplemented with how and why to a large extent in the primary and intermediate stage with the aim of passing on the conversation, which in turn made it possible for the students to speak to explain and motivate their thinking unlike in high school where the students' main learning talk consisted of short answers.
33
Pantshwa, Zimasa Prudence. "Exploring learning and teaching support given by principals to Grade R teachers in Mqanduli Area in the Eastern Cape." Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007197.
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The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.
34
Yip, Wing-yan Valerie. "School based management (SBM) and effective teaching and learning a case study of a local secondary school /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963602.
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Foster, Daniel Douglas. "INSTRUCTOR VARIABLES, STUDENT VARIABLES, AND CLASS SESSION ENVIRONMENT VARIABLES: DESCRIBING THEIR RELATIONSHIP TO STUDENT COGNITION DURING CLASS SESSIONS." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243864019.
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Madden, John Henry, and res cand@acu edu au. "An Exploration of the Relationship Between Teacher Leadership and the Principalship in Nurturing Student Learning." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp155.30052008.
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The concept of instructional leadership has become a growing interest in the discourse on school leadership. Effective schools studies in the 1970s and early 1980s found that principals who were strong instructional leaders significantly influenced school performance. While this thesis predominately focuses on the relationship between principal, school curriculum officer (hence forth as SCO) and teacher, it focuses heavily on the role of the principalship in fostering the growing emphasis on multiple leadership approaches throughout the school. The specific purpose of this study is to explore how teacher leadership and the principalship nurture student learning. It highlights the professional culture which principals nurture to engage teachers in school improvement issues. The notion of teacher leadership potentially empowers teachers to exercise professional responsibility for student learning and promotes a focus on teacher professionalism. The literature illuminated several key themes, which formed the conceptual framework underpinning the research. These included school improvement, encouragement of learning communities, teacher commitment and motivation, changing roles of principals and promotion of teacher leadership. Given the purpose of this study it seemed fitting that the approach of the study should be predominantly interpretive and orchestrated through multiple site case study. The research results confirmed the findings of the literature in terms of leadership. The response of schools to improve student learning was strongly influenced by the principal and SCO who were able to articulate school vision and engage staff in meaningful whole school decision-making practices. This study concluded that the support of the principal for the role of the SCO was a major determiner of the SCO’s success in implementing school-wide pedagogical reform. The findings also affirmed the role of principals as being able to influence student learning through their interactions with class teachers. Furthermore it is essential such interactions are school wide, agreed upon and implemented via a close working relationship with the principal and the SCO. The findings also highlight that specific work conditions had an influence on the motivation and commitment of teachers to ongoing school reform.
37
Kolosey, Connie. "Assist Principals' Perspectives on Professional Learning Conversations for Teacher Professional Growth." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3188.
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The purpose of this study was to discover, document, and describe the salient actions, events, beliefs, attitudes, social structures and processes related to professional learning conversations from the perspective of nine assistant principals (APs). The participants were elementary, middle and high school APs, three at each level. Using a modified critical incident technique through participant written response and two in depth interviews with each respondent, this study investigated the lived experiences of these APs related to the practice of professional learning conversations in their schools. The research questions focused on: (1) the participants' beliefs and attitudes about professional learning conversations, (2) their roles in facilitating these conversations, (3) their ability to identify elements of trust within the groups of teachers with whom they work and (4) their roles in building trust.
The research literature is clear that teacher collaboration is a key factor in professional growth and self-efficacy, yet often the structure of the school day, a negative emotional environment, and a culture of teacher isolation prohibit meaningful teacher collaboration. Although faced with many obligations and directives, school administrators have considerable influence over the organizational structure within their individual schools. Furthermore, assistant principals often become the face of administration within their schools as they directly supervise teachers and APs are less studied than students, teacher or principals. How these individuals perceive and value professional learning conversations will likely impact the level of collaboration at their individual schools.
The findings of this study indicate that professional learning conversations for teacher growth were more prevalent at the elementary school level, that trust may be more difficult to cultivate at the middle and high schools, and that protocols as structures for facilitating conversations and building trust were not widely in use. A better understanding of the opportunities and barriers schools face related to professional learning conversations as well as a better understanding of the dynamics of trust will assist district and school administrators to engage in a problem solving process for better collaboration. Ultimately, administrators have an opportunity and a responsibility to touch the hearts and minds of the individuals on the front line of the work - the teachers in the classrooms working with students. Without teacher confidence, hope, optimism, resilience and self-efficacy, no amount of financial incentive, cajoling, or sanction will improve student learning.
38
Kilavuz, Yeliz. "The Effects Of 5e Learning Cycle Model Based On Constructivist Theory On Tenth Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608670/index.pdf.
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The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquounderstanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atatü
rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
39
Yip, Wing-yan Valerie, and 葉穎欣. "School based management (SBM) and effective teaching and learning: a case study of a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963602.
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Hawkley, Melissa Noel. "Roles and Relationships in Learning and Teaching: A Case Study of the Development and Worldwide Implementation of a New Religious Curriculum." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4204.
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This in-depth case study examines perceptions of teacher and learner roles and relationships that were the basis for common understanding in the creation and implementation of the new youth curriculum, Come, Follow Me: Learning Resources for Youth, for The Church of Jesus Christ of Latter-day Saints. The assumptions and beliefs of teachers and learners directly influence each other in their perception of their roles and thus, directly influence the type of teaching and learning they engage in. The curriculum was intentionally designed to help members of the Church teach and learn for conversion. Teachers who understand both their role and that of the learners, can invite this type of learning through their teaching. Reciprocity of roles, living what you teach, and principle-based teaching, all contribute to correct perceptions of roles and relationships. Teacher councils—where participants counsel together, look for the good in each other's teaching, practice, and then reflect— help facilitate a climate where teachers risk and try new things, break out of old paradigms of misperceptions of roles and relationships, and move toward an effective teacher role.
41
Juffs, Alan. "Learnability and the lexicon in second language acquisition : Chinese learners' acquisition of English argument structure." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41626.
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This thesis investigates the knowledge of semantics-syntax correspondences in second language acquisition (SLA) within the Principles and Parameters framework. A parameter of semantic structure is proposed to account for crosslinguistic syntactic differences between two previously unrelated, and superficially distinct, verb classes: change of state locatives and 'psychological' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the proposed parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on representation transferred from the L1, it is shown that L1 influence may persist until quite advanced stages of acquisition. The implications of the results are discussed for the parameter setting model of SLA.
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Nyamane, Lawrence Laudonn. "Multicultural diversity and OBE practices : a case study of the Harrismith region / Lawrence Laudonn Nyamane." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10342.
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The crucial issue in the new democratic South Africa was to change the type of education system that was based on social discrimination to one which is non- discriminatory, unbiased and accessible to all South Africans. However, to teach in a multicultural society and being faced with the challenge of teaching multicultural diverse classes, within an OBE paradigm, demands special knowledge, skills and attributes of teachers. Therefore, this study intended to investigate teachers’ OBE practices in multicultural classrooms in order to determine the strengths and weaknesses that could be useful for the improvement of teaching and learning within multicultural contexts. The study was approached from a socio-reconstructivist point of view and focused specifically on schools in the Harrismith region. The purpose of this study was thus to explore and come to a better understanding of how teachers’ OBE practices accommodate multicultural diverse learners in the Harrismith region. In order to direct the study towards the intended purpose, a literature study was undertaken to define multicultural diversity and to conceptualize OBE practices in order to operationalize the concept within the context of the study. The empirical research was done by following a qualitative research design in the form of a case study. Semi-structured, individual interviews and observations were used as data collection instruments. Interviews were conducted with teachers teaching Grade 8 and 9 learners as well as learners from the same grades, of five purposefully selected schools in the Harrismith region. By using maximal variation sampling, ten teachers and ten learners from the selected schools eventually participated in the research. Observations were recorded by means of anecdotal notes which were used to verify and supplement data obtained through the interviews. According to the findings of the empirical research, it appears that the research participants’ understanding of multiculturalism lack substance. The findings also revealed that multiculturalism is mainly accommodated by implementing the following OBE practices: working together with others, showing respect, cultural sensitivity, acknowledgement of individual learner differences, and by creating positive classroom climates. It was also evident that teachers act as change agents by discrediting discrimination and prejudice. Teaching in multicultural classrooms also poses some challenges. These included language problems, acceptance of different cultural practices, racial differences and “inherent” segregation. Though the findings revealed that teachers’ OBE practices still need to be refined in order to successfully accommodate multicultural diversity, positive attitudes were reflected in terms of improving their competence with regard to teaching in a multicultural diverse environment.MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2012
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Mhlanga, Nontuthuzelo. "Leadership practices of principals in multiple deprived contexts : a case of successful schools." Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/76719.
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School principals lead and manage schools to achieve success. However, some schools are located in multiple deprived contexts, which affect the school internally and externally. Little is known about how principals in well-performing schools manage teaching and learning despite the contextual challenges. This study explored the role of successful school principals managing teaching and learning in schools in multiple deprived contexts in Gauteng Province.
A qualitative case study within a constructive / interpretivist paradigm was adopted for the research. The theoretical framework of this study is grounded in the Context-Responsive Leadership theory by Bredeson, Klar and Johansson. Eleven secondary schools performing well in the Senior Certificate Examination in Tshwane North District were purposefully selected for the study. The school principals were the participants in this study. The data was obtained from different sources which include semi-structured interviews, observations and documents review. The data was thematically analysed and the results were categorised according to themes and sub-themes.
The findings of the study highlight the economic and social factors used by the principals to describe the context of their schools as well as other external and internal factors that affected teaching and learning. Collaborative leadership, as well as instructional leadership of the school principal, seem to be a common strategy used by the principals of successful schools to overcome the contextual challenges. The principals also applied other relevant context-responsive leadership practices in their multiple deprived schools. The study concluded that leadership practices of school principals seemed to be based on an understanding and interaction of self and the context in which the school operates.Thesis (PhD)--University of Pretoria, 2019.
Education Management and Policy Studies
PhD
Unrestricted
44
Ekici, Nese. "A Needs Assessment Study On English Language Needs Of The Tour Guidance Students Of Faculty Of Applied Sciences At Baskent University:a Case Study." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/101348-1/index.pdf.
Full textAbstract:
The purpose of this study was to examine the English language needs of Tour Guidance students of Faculty of Applied Sciences at BaSkent University by referring to the perceptions of students, English instructors and curriculum coordinators and to see whether there was a relationship between students’
attitude towards English language and their self ratings of learning and target needs. The data collection instruments used for the study were the attitude scale and student needs assessment questionnaire administered to forty-five students, ESP Identification Form administered to two curriculum coordinators and English Instructor Questionnaire administered to both of the curriculum coordinators and the three English instructors. The descriptive analysis of the data revealed that there were both similarities and differences among the perceptions of students, English instructors and curriculum coordinators with respect to the learning needs and target needs of students. Paired-Samples T Test results indicated need for most of the skills referring to learning and target needs. The relationship between students&
#8217
attitude towards English language and their self ratings of learning and target needs came up to be of different values for the seven subdimensions of attitude. On the basis of the results of the study, it is suggested that speaking, listening and specialist vocabulary be emphasised more in order to fulfill the ESP needs of Tour Guidance students. Applying skill based syllabus as primary and situational and content approaches to syllabus design as subordinate is suggested to be effective as well. Using instructional materials appealing to the subdimensions of attitude is another suggestion presented.
45
Dodge, Terri. "Impact of Standardized Testing Emphasis on Teaching and Learning in Kindergarten through 12th Grade in United States Schools: East Tennessee Principals' Perspectives." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2103.
Full textAbstract:
The pressure to perform on standardized tests in the United States has become intense. Increased accountability has caused principals to think about their perceptions of standardized testing with regard to accountability measures, test validity, use of test data, impact of testing on the curriculum, and stress related to testing. The purpose of this study was to investigate kindergarten- through 12th-grade principals' perceptions of standardized testing. The study included 91 principals of Title I and nonTitle I schools located in 8 rural East Tennessee school districts. Data were gathered using a survey instrument to determine principals' opinions of standardized testing.
There were 4 predictor (independent) variables in this study: Title I status of the school measured by status (Title I school and nonTitle I school), gender predictor variable, predictor variable of highest degree earned by principals (master's, specialist, and doctorate), and predictor variable of experience in current position (1-6 years, 7-14 years, and 15-39 years). The data analysis focused on 5 dimensions of standardized testing. The 5 (dependent) variables were: (a) general impact-accountability, (b) validity of standardized tests, (c) use of standardized tests in individualizing instruction, (d) impact on curriculum, and (e) stress related to standardized testing.
The findings reflected that in general, principals had a positive view of standardized testing; however, the study showed that there was agreement among principals that standardized testing has limitations, particularly in the area of fairness to ethnic groups. The research indicated that principals use test data in many ways to improve their schools. Regardless of Title I status, gender, highest degree earned, and years of experience in current position, there were no significant differences in principals' opinions of standardized testing regarding the 5 dimensions of standardized testing.
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Hadley, Raylene Jo. "Principals' Opinions on the Impact of High-Stakes Testing on Teaching and Learning in the Public Elementary Schools in the State of Utah." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2385.
Full textAbstract:
The No Child Left Behind Act of 2001 (NCLB) brought high-stakes testing to the forefront of American public education. With its call for teachers and schools to be accountable for academic performance, NCLB has focused the spotlight on yearly progress, as measured by students' test scores. Issues associated with this charge include the questionable reliability of tests, the variation evident in state standards, and the consequences an emphasis on high-stakes testing may have on teaching and learning in the classroom. The purpose of this study was to investigate the consequences of high-stakes testing on teaching and learning in public elementary schools in Utah from the vantage point of school principals. Although policymakers assume a direct correlation between increased test scores and academic achievement, this study went beyond test scores. Analysis of semi-structured interviews with 12 principals, selected through purposive sampling from both Title 1 and non-Title 1 schools, revealed both positive and negative themes. Principals appreciated the focus and collaboration that NCLB testing encourages among teachers, but they disliked the impact of poor test scores on faculty morale. Unlike respondents in previous studies, principals did not feel that NCLB diminished creativity in the classroom; they did worry, however, about the validity of scores as a measure of student learning, particularly in the case of a one-time, year-end test.
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Santo, Carlos Miguel do Espirito. "O ensino da estatística em S. Tomé e Principe." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/25785.
Full textAbstract:
Esta dissertação tem como objectivo analisar a motivação e a preparação dos professores que ensinam Estatística no ensino secundário de São Tomé e Príncipe, bem como as percepções das suas dificuldades. Outro dos objectivos centra-se no próprio aluno, também nos seus conhecimentos e motivação para com a Estatística e na tentativa de perceber qual a percepção que têm da importância da Estatística nas suas vidas e/ou profissões futuras. Para tal, foram elaborados questionários para a recolha presenciais de dados a professores de Matemática e a alunos do ensino secundário (1.º e 2.ºciclos), de 15 escolas pertencentes a 6 distritos do país. Obtiveram-se 2538 questionários validados a alunos (o que correspondeu a 10,42% dos alunos destes ciclos de estudo) e 90 questionários a professores que leccionam a disciplina de Matemática. Após a análise dos resultados concluimos que há reconhecimento pela importância da Estatística mas percebemos também a existência de alguma desmotivação na aprendizagem destes conteúdos. Quanto aos docentes, os resultados evidenciam a necessidade de uma melhor preparação para o ensino dos conteúdos de Probabilidades e Estatística e que se deve promover, e investir, na aplicação de novas tecnologias nesta área; Abstract:
The Teaching of Statistics in Sao Tome and Principe
This dissertation aims to analyze the motivation and the preparation of the teachers who teach Statistics in the secondary education of São Tomé and Príncipe, as well as the perceptions of their difficulties. Another of the objectives is to focus on the student himself, his knowledge and motivation with regard to Statistics and in an attempt to understand his perception of the importance of Statistics in their lives and/or future professions. For this purpose, questionnaires were created for the collection of face-to-face data for mathematics teachers and high school students (1st and 2nd cycle), from 15 schools belonging to 6 districts of the country. There were 2538 questionnaires validated to students (corresponding to 10.42% of the students in these cycles) and 90 questionnaires to teachers who teach the Mathematics discipline. After analyzing the results, we conclude that there is recognition for the importance of Statistics but we also perceive the existence of some lack of motivation in the learning of these contents. As for teachers, the results highlight the need for better preparation for the teaching of Probability and Statistics contents and that should be promoted and invested in the application of new technologies in this area.
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Hagman, Martin. "Matematikundervisning på väg... Men vart ska vi? : Grundskolelärares egna ord om hur de vill utveckla sin undervisning i matematik, analyserat ur ett dramapedagogiskt perspektiv." Thesis, Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95702.
Full textAbstract:
The aim of this thesis is to ascertain how primary school teachers would like to improve their mathematics teaching. The central questions for this research are: In what ways do teachers want to improve their mathematics teaching? How do the teachers justify their statements? What main features can be distinguished out of the teachers answers? Three interviews and seven surveys have been used to collect information from a total of nine teachers, at one primary school. Teaching pupils from preschool to sixth grade. The results have been analysed, interpreted and discussed using a drama pedagogical perspective, inspired by a holistic approach to learning. In order to investigate connections between drama pedagogic and holistic perspectives on learning in the teachers’ answers, three main characteristics of drama pedagogic usage have been defined: To embody (meaning: to act and/or create); Process (meaning: learning takes time and seeks deep understanding); Play (meaning: joyful activity which involves relatively little supervision by the teacher). The results show that teachers would like to work in more practical ways, where investigative and experimental activities are more commonplace. Although not supported by all responses, a significant majority of respondents expressed belief in working methods, and reasoning about learning, with fundamental connections to a drama pedagogic and holistic perspective on learning. This thesis concludes that the teachers surveyed believe in embodiment actions as a learning medium, and that knowledge can be highlighted by the principles of process.Examensarbete nr 1 (utav totalt 2) inom lärarprogrammet med inriktning drama mot skolår 5 - 9 samt gymnasieskolan.
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CHEN, YU-MIAN, and 陳鈺棉. "The Effect of Sharestar Teaching on Principles of Form Learning Attitude And Learning Effectiveness for Students of Vocational High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7u6mcp.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所
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The purpose of this study is to explore the influence of the ShareStart teaching method on the motivation and learning effectiveness of the professional subject course of the students of the higher vocational design group, and then compare and explore the differences between different teaching methods into the professional subject courses of vocational students. This study was conducted by the quasi-experimental and pre-experimental research method of the unequal group, with the second grade of a higher vocational design group in Changhua County, and the two classes of the same grade taught by the researchers as the research object, the study was divided into two classes of the experimental group and the control group, and the experimental group (34 people) and the control group (39 people) were taught by the researchers. The experimental group implemented the teaching method of ShareStart, while the control group implemented the traditional narrative teaching strategy. The research tool revised the "ARCS Learning Motivation Scale" for the researchers to implement questionnaire tests before and after the experiment, the experimental group, the control group before and after the implementation of the teaching method of the "professional subject period mid-term test" and the researchers custom experimental group students after the implementation of the teaching method of the comparative view and impact questionnaire on different teaching methods, The collected data were carried out quantitative statistical analysis, such as the sample t test of the SPSS system, and the experimental group compared the comparative questionnaire of the sedat teaching method and the original narrative teaching method, and made the indirect inference according to the student quality interview, and discussed the difference softerness and effectiveness of the subjects in the design group modeling principle subject. And the experimental group accepted the learning strategy of the ShareStart teaching method, in the individual, the group's learning attitude and motivation change. The main findings of this study are as follows: 1． The learning achievement of students in the modeling principle course of students in the design group of higher vocational design group has remarkable results. The learning motivation of students in the modeling principle course of the students of the design group higher vocational design group has remarkable results. 2． The learning motivation of students in the modeling principle course of the students of the design group's higher vocational design group has remarkable results. 3． The relevance and self-satisfaction of students in the modeling principle course of design group design group with the sedate teaching method have remarkable results. 4． The influence of students' self-confidence in learning motivation in the modeling principle course of the students of the design group's higher vocational design group has remarkable results. 5． After teaching the ShareStart teaching method of different modeling principle courses, it has an impact on the students' learning.
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"The development of learning activities for teaching music using indigenous Tswana children's songs in Botswana primary schools : principles and practice." Thesis, 2009. http://hdl.handle.net/10413/1735.
Full textAbstract:
This study aimed to intervene in the challenges emanating from the launch of a new primary schools Arts syllabus which is geared towards reflecting Batswana cultural values in Botswana primary schools. The launch was hurried, before all necessary
provisions were made (Phuthego, 2007). Consequently, there is dire need of relevant resource materials, teaching/learning activities and qualified teachers, who can effectively translate the syllabus objectives and aims. The aim of this study was hence to
devise learning activities based on Tswana children’s songs as the selected materials to realize the objectives of the existing primary school music syllabus for Botswana primary schools lower standards. This has been done through analysis of Tswana children’s songs, studying their nature and inherent values, on the basis of which culturally relevant teaching and learning activities have been designed for use in Botswana primary school
music curriculum. In order to validate the need for a consideration of culturally relevant teaching and learning activities in Botswana primary schools, the study explored the music of the Batswana prior to and during colonialism and how it manifests itself in the
current curriculum delivery. The study has also considered the current education policy’s aspirations of instilling cultural values in learners, as well as grooming a rounded citizen who can adjust to the challenges of the 21st century corporate world. The study employed content analysis through which twenty-four children’s songs were studied for their inherent values and musical concepts. Eclectic learning activities which take cognizance of the holistic approach prevalent in Tswana music making milieu,
combined with the Rhythm Interval Approach (Akuno, 2005) which advocates the use of temporal and tonal elements of sound as the basic ingredients from which other musical elements such as form, texture, timbre harmony and dynamics are derived were
employed. The activities were then tested in standards 1 to 4 to address the music syllabus. The results showed that the songs completely address the objectives stipulated in the syllabus and moreover, provide some extra-musical concepts which are embedded within them. The results also revealed that the Rhythm Interval Approach is applicable in Botswana lower primary schools, hence implicitly suggesting its further possible
applicability to upper primary classes because the syllabus has been designed in a spiral fashion, where the same musical concept like ‘sound’ appears at different levels of intensity across all classes. The study recommended that The Revised National Policy on Education’s aim of grooming a locally and internationally compatible learner can be enhanced through
learners’ awareness and appreciation of their culture on the basis of which they can later on spread their wings, to other world cultures. Tswana children’s songs have been observed to have a potential to act as a bridge to ease the transition of cultural pedagogy of rote learning to current paradigm of symbolic representation and abstraction of concepts. The study devised twenty learning activities to facilitate the use of these songs
for curriculum delivery in standard 1-4.Thesis (M.Mus.)-University of KwaZulu Natal, Durban, 2009.