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Weiwegg, Matilda. "Reciprocal teaching : En systematisk litteraturstudie gällande läsförståelsestrategins betydelse för lässvaga elever." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58915.
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Forskningen som ingår i den här studien undersöker effekten av att använda reciprocal teaching för, i huvudsak, lässvaga elever för att utveckla deras läsförståelse. I den tidigare forskningen som ingår i studien jämförs olika elevgrupper som arbetar utifrån fyra olika arbetssätt. Dessa arbetssätt innefattar reciprocal teaching, en annan läsförståelsemetod, enbart samma material eller att eleverna endast deltar i den ordinarie läsundervisningen. Syftet med analysen är att undersöka hur reciprocal teaching kan utveckla lässvaga elevers läsförståelse. Metoden som används till den här studien är en systematisk litteraturstudie. Olika sökord och kriterier har formats utifrån den gällande frågeställningen, som sedan har använts för att systematiskt söka efter relevant tidigare forskning. Genom analysen av de forskningsartiklar som ingår i studien, kan man se att reciprocal teaching är en gynnsam metod för att utveckla lässvaga elevers läsförståelse oavsett ålder, geografiskt område, intellektuella svårigheter eller kulturell bakgrund. Eleverna får under de olika studiernas gång göra olika tester på bland annat sin läsförståelse, för att se hur och om den utvecklas. De får även göra tester några veckor efter studiernas slut vilka visar på att eleverna bibehåller sina kunskaper samt att de även fortsätter utvecklas och förbättrar sina resultat. Något som är betydelsefullt att tänka på när metoden reciprocal teaching används i de lägre åldrarna, är att den behöver anpassas efter elevernas tidigare kunskaper. Anpassas den inte bidrar det till att eleverna inte kan använda metoden på ett fördelaktigt sätt och stjälper mer än vad den hjälper deras läsförståelseutveckling. I arbetet med metoden är lärarens roll otroligt betydelsefull. Får inte eleverna den vägledning av läraren i början som de behöver, kan de heller inte använda metoden på det sätt som gynnar deras läsförståelseutveckling på det sätt som metoden är skapad för.
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Hennings, John. "A didactic analysis of student learning in the reciprocal style of teaching." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939245911&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Bohane, Guy. "How can I develop integrity in practice through the teaching and learning of ethics in management? : an action research enquiry." Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-can-i-develop-integrity-in-practice-through-the-teaching-and-learning-of-ethics-in-management-an-action-research-enquiry(483a77c3-7c76-4769-9f44-b65eb45fdc74).html.
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This thesis reports on the key elements of an action research study in which I looked at my practice over a three year period of teaching ethics in management in a London university using an action research epistemology. I was concerned about how to effectively teach and facilitate the learning of ethics on undergraduate management programmes, and my main focus was to consider my integrity in practice and thus my praxis as lecturer and researcher. I have described and explained two action research cycles, in which I established and developed an innovative approach to my practice. I have mapped and evaluated the changes that I put into place to improve my practice. The thesis shows how I developed reciprocal learning environments in class whereby students could engage critically, both cognitively and emotionally, with ethical dilemmas. I show how students undertook mini action research projects which helped them to develop a voice through questioning their own and others’ values. For many students, learning ethics through action research is a profound, transformative and reciprocal process that has its own integrity. I also show how I developed an understanding of the theory of praxis through using integrity in practice within my educational setting as a foundation, principle and guide. The journey has been a profound and challenging task of self-reflection on my work as a university lecturer. It has changed the way that I see myself as a teacher and it has offered me a deeper commitment towards my practice.
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Eriksson, Linnea, and Elin Andersson. "Undervisningsmodeller för att utveckla elevers läsförståelse : En litteraturstudie kring hur lärare kan tillämpa undervisningsmodellerna RT, TSI, CORI och QtA samt vilka effekter modellerna har på elevers läsförståelse." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144177.
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Syftet med denna litteraturstudie är att granska och analysera forskning kring hur lärare kan tillämpa modellerna RT, TSI, CORI och QtA i läsförståelseundervisning för att utveckla elevers läsförståelse. Studien är riktad mot elever i årskurs 2 och 3. Metodinsamling för denna kvalitativa litteraturstudie har inneburit sökningar i databaser, men även manuell sökning. Sammantaget tolv vetenskapliga forskningsartiklar har legat till grund för denna studies resultat. Resultaten visar att undervisningsmodellerna; Reciprocal Teaching, Transactional Strategy Instruction, Questioning The Author samt Concept-Oriented Reading Instruction visar på goda effekter på elevers läsförståelse. Vi har kommit fram till att modellerna har flera gemensamma inslag, men det finns även några skillnader. Forskning visar att strategiundervisning som lärs ut i ”set” har god effekt på elevers läsförståelse. Vidare styrker forskningen att förståelse av en text ökar när frågor ställs på olika nivåer till textens innehåll för att få förståelse för textens budskap. Sammanfattningsvis betonar forskning att det krävs en planerad undervisning samt ett stort engagemang från läraren, för att utveckla elevers läsförståelse. Läraren bör dessutom formulera tydliga mål i elevundervisningen samt ge ett större elevinflytande, då detta enligt forskning resulterar i engagemang och motivation hos elever.
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Isaksson, Eva-Lena. "Att läsa texter tillsammans är bra : En studie om läsförståelseundervisning i särskolan med hjälp av strukturerade textsamtal." Thesis, Umeå universitet, Institutionen för språkstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-68712.
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International reading comprehension studies, like PIRLS and PISA, state that the reading comprehension of Swedish students has decreased significantly since 2000. As a consequence, the National Agency of Education has made reading comprehension teaching a prioritised field in terms of further education for teachers. There has also been a change in Lgr 11, the national curriculum for compulsory school, where it is stated that teaching in reading strategies shall be a part of the central content throughout compulsory school. When the pupils reach upper secondary school level, reading comprehension education is no longer a part of the curriculum. Today, students at upper secondary school for individuals with learning disabilities currently share the same curriculum as the ordinary upper secondary school. As from July 1st 2013, the new upper secondary school for individuals with learning disabilities will start, and the new curricula for each subject for these school forms will be in use (National Agency of Education). The Swedish Schools Inspectorate and several reports indicate that there are deficiencies concerning too low challenges on individual level in the teaching of Swedish at upper secondary level for students with learning disabilities. The teaching is predominantly on individual level, causing lack of interaction between students. One main school objective is to prepare these students for an active participation in society. It is vital that students receive instructions when reading, in order to increase their reading comprehension. The basis of the study is a research based teaching program for reading comprehension teaching, called Reciprocal teaching (Palinscar and Brown 1984). The program has been modified and modernised with the aid of interactive media and the computer program Power Point. The aim of the study is to examine whether the reading comprehension and the motivation for reading are affected by the teaching program Reciprocal teaching. Method: Three 17-year-old students at upper secondary school for individuals with learning disabilities have participated in the study for four weeks. During the study, the students' participation and commitment were observed. The reading comprehension was tested before and after taking part of the program. Result: According to tests, the ability to decode a text has increased for all the students, which is an important factor for understanding a text. The commitment and motivation have increased and the students state that reading and talking about texts together was good. Interactive media with graphical support combined with structured questions from the teacher contributed to the students' increased commitment.
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Eriksson, Elin, and Julia Johansson. "Att samtala sig till läsförståelse : En studie om textsamtal som arbetssätt i undervisningen av läsförståelse med koppling till kunskapskraven för svenska i årskurs F-3." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53821.
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Denna uppsats sammanställer forskningsresultat kring användandet av textsamtal i undervisningen och jämförs vidare med kunskapskraven för läsförståelse i grundskolans årskurs F-3. Undervisningen i läsförståelse ska syfta till att eleverna upplever läsning som meningsfullt och ska anpassas efter varje individs förmåga och behov. Som lärare är det viktigt att bidra till en kunskapsutveckling för eleverna och vara ett stöd i deras läsutveckling. Genom textsamtal där eleven görs aktiv i samtal och får möjligheter att dela sina tankar och idéer kan ett gemensamt kunskapsbyggande ske. Syftet med litteraturstudien är att belysa hur textsamtal används och vilken betydelse de har för elevers läsförståelse. Därefter jämförs hur strategierna kan tillämpas i förhållande till kursplanen för svenska i årskurs F-3. Det material som undersökts består av vetenskapliga artiklar och doktorsavhandlingar som analyserades och sammanfattades. Artiklarna har sin utgångspunkt i läsförståelse, läsförståelsestrategier och samtal om text. Resultatet visar hur läsförståelsestrategier kan användas i undervisningen för att bidra till en ökad förståelse för texters budskap och struktur. Läraren har visat sig ha en viktig roll i modellering av strategierna för att eleverna ska tillägna sig dessa kunskaper och därmed kunna delta i textsamtal. Andra faktorer som påverkar elevers läsförståelse visade sig vara ordförråd, grammatik, genrepedagogik och byggandet av föreställningsvärldar. Elever med svårigheter i läsförståelse kunde stödjas genom högläsning och i diskussioner med andra. Analysen utgick från den sociokulturella teorin, enligt vilken ett samspel mellan lärare och elever är den grundläggande utgångspunkten. I diskussionen presenteras slutsatsen att lärare har en betydande roll i modellerandet av läsförståelsestrategier och att dialogen utvecklas när eleven själv får vara ledande i textsamtalen.
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Jakobsson, Viktor. "Högstadielärares läsförståelseundervisning : Fyra svensklärares uppfattning och undervisning om läsförståelse i årskurs 7–9." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48341.
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This study highlights and raise the question regarding how Swedish language teachers teach reading comprehension. The study presents the results of four interviews conducted with four different Swedish language teachers from the grades 7-9. Starting in previous research and current theories about reading, interaction and teaching, the subject focus on the problem from a teacher’s perspective. The study is based on a qualitative research with focus on qualitative and semi structure interviews as a choice of method. The purpose of this study is to highlight how Swedish language teachers perceive their own reading comprehension teaching and how they teach their pupils in reading comprehension. The result does not represent how teachers in general teaches pupils in reading comprehension. It shows the experience, the perception and the view of four Swedish language teachers on reading comprehension. Abilities such as analyze, read between the lines and interpret different text types are components which all of the asked teachers are highlighting as important factors to make pupils develop good reading comprehension. The four Swedish language teachers in this study also mean that the decoding ability is a big deal in this context. The Swedish language teachers reading comprehension teaching in educational environments are exemplified by discussions and dialogues in the classroom through social interaction, different kinds of aloud reading, strategies of reading between the lines, teaching of different kinds of reading strategies through model learning.<br>Den här studien behandlar och tar i första hand upp frågan om svensklärares läsförståelseundervisning. Studien redovisar resultatet från de intervjuer som genomfördes med fyra olika svensklärare som är verksamma på högstadiet. Med utgångspunkt i tidigare forskning, samt aktuella teorier om läsning, interaktion och lärande, behandlas problemområdet utifrån ett lärarperspektiv. Undersökningen utgår från en kvalitativ forskningsinriktning med kvalitativa och semistrukturerade intervjuer som metodval. Syftet med denna studie är att belysa hur svensklärare, mot grundskolans senare år, uppfattar sin läsförståelseundervisning, samt hur de undervisar elever i läsförståelse. Resultatet är inte representativt för hur lärare undervisar elever i läsförståelse, utan redovisar istället fyra svensklärares erfarenhet, uppfattning och syn på läsförståelseundervisning. Förmågor som att analysera, läsa mellan raderna och tolka olika texttyper är komponenter som samtliga lärare framhäver som viktiga faktorer för att elever ska utveckla god läsförståelse. Svensklärarna i studien menar också att ordavkodningsförmågan spelar en stor roll i det här sammanhanget. Svensklärarnas läsundervisning i pedagogiska miljöer exemplifieras bland annat av diskussioner och samtal i klassrummet genom social interaktion, olika former av högläsning, strategier för att läsa mellan raderna, undervisning av olika typer av läsförståelsestrategier genom att modellera.
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Mucić, Boris. "”Vem är det Amanda hänger med då?” : Ett verksamhetsutvecklande arbete i årskurs 6 om hur textsamtal kan öka elevers delaktighet i läsundervisningen och gynna elevers läsförståelseutveckling." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46439.
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In my workplace, the pupils' shortcomings in reading comprehension were noticed after a teacher at theschool noticed that only a few students actively participated in the whole class teaching and that few pupils could answer questions related to the text that was read in the whole class. The pupils in year sixat the school already have uneven results in reading comprehension and the reading lessons that has been conducted in the two classes has for the most part consisted of whole class tutoring and individual work. Based on the development needs that I have noticed in my workplace, the purpose of this study is to analyze four student groups' work with text conversations and find out what role support has in text conversations to develop students' reading comprehension. Furthermore, the study intends to investigate whether text conversations in small groups can increase students' participation in reading instruction inthe the swedish subject. Based on this, the following questions have been formulated: How can text conversations in small groups serve as support for students and promote the use of reading strategies? How can text conversations in small groups increase students' participation in reading lessons? The analytical tools that has been used to analyse the empirical data is scaffolding, reciprocal teaching and the participation model. Qualitative methods have been used to collect empirical material. These arefocus group interviews and observations. The results show that support, participation and interaction are important concepts that can, to a large extent, effect students' reading comprehension development.
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Wentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
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Magister Educationis - MEd<br>Since the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of
Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
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Chao, Tsung-kai, and 趙崇凱. "Online learning for reading comprehension with reciprocal teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/38045026205457209329.
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碩士<br>國立雲林科技大學<br>資訊工程研究所<br>97<br>This research aims to investigate the effects of reciprocal teaching on students’ comprehension of reading English. Reciprocal teaching is an instructional activity that takes place in the form of a dialogue between teachers and students. The dialogue is structured by four strategies: predicting, clarifying, question generating and summarizing. A reciprocal teaching & learning online system is proposed as a means to engage students in practicing these four strategies. With in-class instruction and online practice in an empirical experiment, students seemed to develop their metacognitive skills. Based on the findings, some implications for reading instruction and future revision of the online system are suggested.
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"Through the Looking Glass: Learning Teaching." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9177.
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abstract: This research is a reversal of the traditional concept of the student-teaching research experiment. Instead of studying the clear and stated goal of an apprenticeship, that of a pupil learning from the tutelage of a master, the focus here is on what a mentor-teacher learns from a student-teacher. During the act of teaching a novice, what can a mentor-teacher learn about her own practice, while demonstrating it to a pre-service teacher? Using the conceptual framework of the National Board for Professional Teaching Standards' Architecture of Accomplished Teaching, and using it within a framework centered around cognitive coaching and reciprocal mentoring, this action research study implemented an intervention that called for series of five cognitive coaching cycles between a mentor- and student-teacher designed to foster dialogue and reflection between them. The ultimate aim of this case study was to help determine what a mentor-teacher learned about her own practice as a result of mentoring a student-teacher. Qualitative data were collected over sixteen weeks in a charter high school. Five findings were identified created after the data were analyzed using a grounded theory approach, and four conclusions were drawn about the intervention's role in the mentor-teacher's reciprocal learning.<br>Dissertation/Thesis<br>Ed.D. Educational Leadership and Policy Studies 2011
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Hsieh, Wan-Jung, and 謝宛容. "Learning Effects of the Integration of Metacognitive Strategies into Mosstton Reciprocal Teaching Form." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/07377752153549783048.
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碩士<br>國立體育大學<br>運動科學研究所<br>103<br>This study discussed the learning benefits of two different instruction forms in Mosstton PE teaching spectrum, namely, reciprocal teaching and the integration of meta-cognition into reciprocal teaching. It adopted quasi-experimental research, and the research subjects were students in Grade 7 (age: 15±1 years old; 48 male students and 48 female students) of the certain junior high school in Miaoli County, totally 96 students. The subjects were divided into the group of reciprocal teaching and the group of metacognitive reciprocal teaching. The teaching of the volleyball underhand passing and catching the ball skill was implemented for 4 weeks of 8 lessons, and the retention test was conducted before and after the experiment. The statistical methods of independent sample t test and paired-sample t test were adopted to collect and analyze data(α=.05). The findings showed that: (1) after the reciprocal teaching and the integration of meta-cognition into reciprocal teaching, the two groups of students both have the significant progress before and after the skill learning test; (2) after the instruction with two different teaching methods, the learning retention effect of the integration of meta-cognition into reciprocal teaching method is better than reciprocal teaching method. Conclusion: it has proved that the motor skills’ academic achievement of the integration of meta-cognition into reciprocal teaching method is superior to that of the general reciprocal learning method. Therefore, it is suggested that more courses in students practice types should be arranged in PE interest selected course.
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Yi-chun, Chen, and 陳怡君. "The Effect of Reciprocal Teaching on Biology Learning and Academic Achievement of Seventh-Grade." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/04076279559942748752.
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碩士<br>大葉大學<br>教育專業發展研究所<br>98<br>This study explored the effectiveness of a reciprocal teaching intervention de-signed to enhance biology learning attitude and academic achievement of seventh-grade students. Sixty-one students participated in the study. The experimental groups received the reciprocal teaching intervention for ten weeks, whereas the control groups did not. The instructor modeled four reciprocal teaching strategies (questioning, clarifying, summarizing, predicting) and assessed the biology learning attitude and academic achievement of the students.
The subjects were administered by Biology Attitude Questionnaire (BAQ) and Junior Science Ability Test Biology Subtest and collected course feedbacks as support-ing information. Descriptive Statistics, T-test and analysis of covariance (ANCOVA) were used for the data analyses. A randomized pre-test-post-test control group design was employed. The finding showed that experimental group receiving the reciprocal teaching method significantly increased their biology learning attitude and academic achievement. Students hold positive attitude for the course and are willing to continue to learn it. The findings have implications for both practice and research.
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Kuo, Chu-Mei, and 郭竹梅. "The Learning Effects of Mosston Reciprocal Teaching Style on Senior High School Students’ Swimming." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96124464274108019947.
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碩士<br>國立臺灣師範大學<br>體育學系在職進修碩士班<br>101<br>The purpose of this study was to investigate the learning effects of reciprocal teaching style on the aspects of affective, skill and cognitive. The specific objectives were to examine（1）the affective learning effect of reciprocal breaststroke teaching style on high school students;（2）the skill learning effect of reciprocal breaststroke teaching style on high school students;（3）the cognitive learning effect of reciprocal breaststroke teaching style on high school students. This study adopted the action research approach. The participants were thirty-four 12th grade students from a public high school, including 11 females and 23 males. The swimming teaching lasted for 5 weeks, 2 sessions per week and a total 10 sessions. Pre- and posttests were conducted. Learning Attitudes Scale, swimming skill and cognitive tests were used to collect quantitative data. These data were analyzed by paired-samples t-test. The qualitative data were collected from the open-ended questionnaire after the 8th lesson and analyzed by content analysis. Results indicated that: (1) There were significant difference on the aspect of affective learning effects after Mosston Reciprocal Teaching Style (t＝-4.70，p <.05). (2) There were significant difference on the aspect of skill learning effects after Mosston Reciprocal Teaching Style (t＝-8.49，p <.05). (3) There were significant difference on the aspect of affective learning effects after Mosston Reciprocal Teaching Style (t＝-12.25，p <.05). It was concluded that after implementation of the breaststroke swimming program designed using Mosston Reciprocal Teaching Style, the learning effects of high school students showed improvement on the aspects of affective, skill and cognitive. Suggestions: (1) Teachers may choose more than one teaching style for teaching design, and students can choose group on will or rotate. (2) Future research may consider increasing the number of class, the length of teaching time or comparing different grade and gender.
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Lin, Yuan-ni, and 林瑗倪. "How to enchance effects and attitude of foreigners in Chinese learning by reciprocal teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/96523507805389137159.
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碩士<br>國立屏東教育大學<br>心理輔導教育研究所<br>100<br>The main purpose of this study is to investigate how to enchance effects and attitude of foreigners in Chinese learning by reciprocal teaching.
This study collected 15 foreigners’ Chinese learning performance data from action research, classroom observation records, in-depthinterview, Teaching Notes, interviews and introspection in 64 events of reciprocal teaching activity, The duration of all event is nine month and took 124hr, After organize, analyze and check the data ,we summarized in the following conclusions.
1.Reciprocal teaching have a positive affect on the effect of learning Chinese of foreigners .
2.Reciprocal teaching have a positive affect on the attitude of learning Chinese of foreigners.
Finally, a few suggestions to further research and reference for Chinese teaching.
1.Reciprocal teaching have a positive benefit in teaching for foreigners Chinese reading.
2.To enhance foreigners reading comprehension ,Teacher should be proficient in reciprocal teaching skills, understand the factors affecting language learning of the foreigners and foreigners learning characteristics before applying reciprocal teaching strategy in Chinese teaching.
3.Help foreigners pre-read by learning list designed by reciprocal teaching strategies.
4.Applying different teaching modes in accordance with the amount of students in class in reach of the effectiveness of Chinese teaching
5.Objective appraise how to form a reading habit by "self-directed learning readiness scale”.
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Jau, Bau-Sheng, and 趙保昇. "The Learning Effects of Mosston Reciprocal Teaching Style on Junior High School Students' Long Jump." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/08093515560774624371.
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碩士<br>國立臺灣師範大學<br>體育學系在職進修碩士班<br>101<br>The purposes of this study was to investigate the effects of reciprocal long jump teaching of 7th graders, and to compare the difference on the learning effects between male and female students. This study adopted action research approach. The participants were 30 (18 males &; 12 females) high school students in Taipei City. The teaching lasted for 4 weeks, 2 classes per week, 45 minutes per class, and 8 classes in total. The quantitative data from learning attitudes scale and long jump test were analyzed by independent t-test, paired-samples t-test and analysis of variance. The qualitative data were collected from the open-ended questionnaire after the 8th lesson and analyzed by content analysis. The results were as follows: (1) There were significant learning effects on long jump skill for male students (t= -6.75, p＜.05) and female students (t= -6.58, p＜.05) . (2) The learning effects on gender (F= .74, p＞.05) were not significantly different on long jump skill. (3) There were significant learning effects on learning attitudes for male students (t= .12, p＞.05) and female students (t= -1.66, p＞.05) . (4)The learning effects on gender (F= .02, p＞.05) were not significantly different on learning attitudes. These results showed that there were significant learning effects on Mosston reciprocal teaching style for junior high school students' long jump. Meanwhile, it was found that the participants are in favor of Mosston reciprocal teaching style. The findings of this study could be used as a base of reference for physical education teachers and other related units in selecting physical education teaching method.
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Chou, Sue-Huei, and 周淑惠. "The Effectiveness of Incorporating M-learning with Reciprocal-teaching on Elementary Students English Story Reading." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/42104518939190016258.
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碩士<br>淡江大學<br>教育科技學系碩士在職專班<br>102<br>The purpose of this research was to investigate the impacts of Ｍ-learning for studying with English readers on primary students’ learning interactive in the classroom, students’ attitude of mobile assisted language learning, students’ satisfaction of English readers and students’ effectiveness of reading comprehension . A total of 200 students were grouped by randomization into 4 groups, which were M-learning with reciprocal teaching, M-learning with traditional teaching, reciprocal teaching only and traditional teaching only. These 4 groups participated experimental teaching in this study for 4 classes total 160 minutes. Each of 4 groups took Pretest-Posttest of “Questionary of interactive learning ”, ” Questionary of students’ attitude of mobile assisted language learning”, “Questionary of Reading satisfication”, and “Reading comprehension quiz” as research tools. The collected data analyzed using descriptive statistics, t-test, and one-way ANOVA. The results are as follow:
1. Compared 4 groups’ effectiveness of learning interactive in the classroom, satisfaction of English readers . The goups with M-leranig were better than the groups without M-learning and significant.
2. Compared 4 groups’ effectiveness of reading comprehension, the 4 groups were not found signifaicant.
3. Compared 2 groups effectivness of attitude of mobile assisted language learning, there were not found signifaicant.
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Hsu, Ya-Hui, and 許雅惠. "Reciprocal Teaching Combined with Graphic Organizer Strategies on Reading Comprehension for Students with Learning Disabilities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94607967431698000402.
Full textAbstract:
碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>103<br>The purpose of this research was to investigate the effects of reciprocal teaching combined with graphic organizer strategies on reading comprehension for students with learning disabilities. The researcher used the A-B-M design of the single-subject experimental approach for 18 sessions, geared toward fourth-grade students with learning disabilities, and collected information through self-designed reading comprehension test. The data were analyzed through visual inspection and simplified time-series analysis C statistic, to investigate the immediate and maintenance effects. The findings of this study were listed as following:
1.After using reciprocal teaching combined with graphic organizer strategies, the students with learning disabilities had shown immediate and significant effects on test comprehension of teacher-made tests.
2.After removing reciprocal teaching combined with graphic organizer strategies for two weeks, three subjects had shown maintenance effects on test comprehension of teacher-made tests, but one subject had not shown.
3.After using reciprocal teaching combined with graphic organizer strategies, the students with learning disabilities had shown immediate and significant effects on summary of teacher-made tests, but one student had not shown.
4.After removing reciprocal teaching combined with graphic organizer strategies for two weeks, three subjects had shown maintenance effects on summary of teacher-made tests, but one subject had not shown.
Based on the aforementioned results of the research, some suggestions for the reading strategy instruction and future studies were proposed.
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Lin, Han, and 林菡. "The effects of multi-media annotation conduct the unidirectional and reciprocal teaching on programming learning." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/65584093165717386058.
Full textAbstract:
碩士<br>國立中央大學<br>網路學習科技研究所<br>100<br>Programming is a problem-solving subject which students face complicated cognitive processes. However, novices lack for prior knowledge of programming and the interaction with peers and teachers in traditional programming course. Thus, they have difficulties to get instant feedback or help when they meet problems. The aim in this study is to investigate Unidirectional teaching and Reciprocal teaching methods for helping programming learning, and also to apply multi-media annotation (VPen) as the tool for sharing learning content and conduct two teaching methods. We conducted 46 college students, one class of 23 students was employed as the experimental group and the other class was employed as the control group. In Phase 1,the experimental group implements unidirectional teaching who need to explain program structure and programming solution to peers in verbal way. Furthermore, applying unidirectional teaching in reciprocal teaching, the experimental group has been divided into groups and was led to use unidirectional teaching, questioning, and clarifying strategies in sequence. This kind of scaffolding cooperative method could help novices to conquer the programming difficulties by sharing learning content and discussing. The results of the experiment results show that unidirectional teaching could help students perform better on post-test and the cognition of program concept. In phase 2, the experimental group who conducts reciprocal teaching has the better significant than control group who conduct unidirectional teaching without interaction. Furthermore, students apply teaching methods more frequency, the better learning performance it would have, especially the quantity of using reciprocal teaching has significant correlation with programming achievement. It is concluded that reciprocal teaching with VPen application could have better effect on programming learning.
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Lin, Pel-Hsin, and 林佩欣. "The Effects of Reciprocal Teaching on Reading Comprehension of Junior High School Students with Learning Disabilities." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/86216338933634944164.
Full textAbstract:
碩士<br>國立彰化師範大學<br>特殊教育研究所<br>92<br>The purpose of this study was to investigate the effects of reciprocal teaching on reading comprehension of junior high school students with learning disabilities. The student reading comprehension performance with expository and narrative texts was compared. The strategies used by the students at the beginning and end of the intervention were analyzed.
The researcher utilized “ET-RT model” (explicit teaching before reciprocal teaching). The students were introduced to the four strategies before the dialogues began. A multiple-baseline across subjects design was used, which included baseline, treatment, and maintenance phases. The subjects were three first-grade students with learning disabilities. The researcher developed a series of reading comprehension tests. Each test consisted of two types of texts (i.e., expository and narrative texts). All tests were scored to evaluate student performance in reading comprehension. The data-processing procedures adopted visual analysis and the simplified time-series analysis methods. The researcher explored the way each strategy was used by the students at the beginning and end of the intervention.
The results of this study were summarized as follows：
1. Reciprocal Teaching had a significantly immediate effect on improving the student test scores (expository, and narrative comprehension tests), but the results were not maintained at the 2-week follow-up.
2. There was no significant difference between the expository and narrative text scores before, during and after the intervention.
3. The observed strategies were used more frequently by the subjects at the beginning than at the end of the intervention.
4. At the beginning of the intervention, the subjects performed rereading more frequently while using strategies. At the end of the intervention, the subjects performed text-organizing more frequently while using the strategies. The strategy category used at the end of the intervention was greater than at the beginning of the intervention. There were fewer strategy errors at the end of the intervention than at the beginning of the intervention.
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Weng, Hsiao-Han, and 翁筱涵. "Reciprocal Teaching Combined with ZUVIO on Reading Comprehension for Junior High School Students with Learning Disabilities." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/74w9rm.
Full textAbstract:
碩士<br>淡江大學<br>教育科技學系數位學習碩士在職專班<br>106<br>The purpose of this research was to investigate the effects of reciprocal teaching method combined with ZUVIO Interactive Response System on the learning motivation and reading comprehension of junior high school students with learning disabilities.
The researcher used the A-B-M design of the single-subject experiment.The research participants consist of three ninth-grade junior high school students with learning disabilities of the same school in New Taipei City.The teaching experiment lasted for six weeks from December 2017 to January 2018 collected information through self-designed reading comprehension test.
The researcher investigated the immediate and maintenance effects, interviewed the students, the case-management teacher, and classroom logs, collected these qualitative information to understand the learning motivation. The data were analyzed by visual inspection and C statistic.
The statistical result reveals that:
1. After using reciprocal teaching combined with ZUVIO Interactive Response System, the students with learning disabilities had shown immediate effects on comprehension tests.
2. After removing reciprocal teaching combined with ZUVIO Interactive Response System, the student had shown maintenance effects on test comprehension tests.
3. After the end of the research, the students with learning disabilities considered the course had a positive effect.
4. After the end of the research, the teachers of the students with learning disabilities considered the course had a positive effect.
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LEE, WAN-LUN, and 李婉倫. "The Effect of Reciprocal Teaching on Math-Word-Problem Solving Skill and Learning Attitude of 2nd Graders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/26028605817590593237.
Full textAbstract:
碩士<br>大葉大學<br>教育專業發展研究所<br>104<br>ABSTRACT
The purpose of this study was to explore the effectiveness of reciprocal teaching designed to promote math-word problem solving skill and learning attitude. Subjects were thirty-seven of second grader students in S elementary school from Miaoli County ,and divided the students into two groups. The experimental group had been implemented reciprocal teaching for ten weeks,whereas the control group did not. Before and after the experimental treatment, the two-group subjects accepted pre-test and post-test respectively in order to understand the differences.
"The mathematics diagnostic test of lower-grade in elementary school" and "Mathematics learning attitude scale" were used in this study as the research tools. Data were analyzed in "one-way analysis of covariance (one-way ANCOVA)" statistical test. The researcher also used "analysis Single feedback" as assistant research data. The findings showed that experimental group significantly increased their math-word problem solving skill and learning attitude. Students certainly had positive attitudes toward the implementation of reciprocal teaching methods. The findings have implications for both practice and research.
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Kao, Jo-Hua, and 高若華. "The Effects of Reciprocal Teaching Style and Mosston’s Traditional on the 3rd Grade Students in Diabolo Learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ff5f2d.
Full textAbstract:
碩士<br>國立彰化師範大學<br>運動健康研究所<br>107<br>The Effects of Reciprocal Teaching Style and Mosston’s Traditional on the 3rd Grade Students in Diabolo Learning
Abstract
The purpose of the study was to compare the teaching effects of traditional teaching styles and Mosston’s reciprocal teaching styles on grade 3 students in diabolo learning, and to investigate the differences in cognitions, skills, and emotions of grade 3 students. The purpose was to prove the differences between the effects of Mosston’s traditional and reciprocal teaching styles on a total of 49 grade 3 students, in groups of two, through six diabolo learning lessons in three weeks.
(1) After analyzing and verifying the test scores of the two teaching methods in pairs, the traditional and reciprocal teaching methods both had significant progresses; and the reciprocal method showed more apparent improvements in scores. (2) In order to avoid the issue affected by the results between the post testing and the former testing, this study used the covariate analysis to find that the reciprocal teaching was indeed more advanced than the traditional teaching after the influence of the covariate was excluded.
Key Words: Spectrum of Teaching, Diabolo, Reciprocal Teaching Style, Traditional Teaching Style, Teaching Effects
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Wu, Pei-Yu, and 吳珮瑜. "The Effects of Reciprocal Teaching Instruction on the Eighth Grade Remedial Students’ English Reading Comprehension and Learning Attitude." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/15809989473985317361.
Full textAbstract:
碩士<br>國立雲林科技大學<br>應用外語系<br>103<br>The purpose of the study was to investigate the effects of Reciprocal Teaching Instruction on eighth grade remedial students’ English reading comprehension and learning attitude. The participants were 11 eighth grade remedial students of a junior high school in southern Taiwan. The researcher conducted this study of two regular 45-minute class periods on a weekly basis for one semester from February to June in 2013. Drawing on feasible applications of reading strategies (e.g., topic sentence, main idea, supporting/development sentences, reciprocal teaching, and concluding sentence), and the researcher conducted the reciprocal teaching instruction as the main strategy to proceed this study of the effects on eighth grade remedial students’ English reading comprehension, vocabulary, and learning attitude. The research instruments included pre-/post-tests of both reading comprehension questions and vocabulary for the effects on the participants’ reading comprehension; the hemi-opened response survey of Reciprocal Teaching Instruction and interview record for the effects on their learning attitude. The findings of the study suggested that after the training, most of the students have improved their reading comprehension and their attitudes toward reading have become more positive. In conclusion, after reciprocal teaching instruction, the students felt more confident and became more interested in reading English and more importantly, the students improved their English reading comprehension. This study may provide teachers with effective ways that demonstrate how reciprocal teaching instruction could be implemented in teaching English reading on remedial students.
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Yu-Chia, Fan, and 范育嘉. "The Effects of Integrating Digital Game-Based Learning with Reciprocal Teaching on Junior High School Students' Reading Literacy." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/10556569212599520784.
Full textAbstract:
碩士<br>國立雲林科技大學<br>應用外語系<br>104<br>With the widespread of information and communication technologies (ICT), the concept of reading literacy has been expanded and highlighted. Among studies about enhancing reading literacy, reciprocal teaching (RT) was found to have great effectiveness. However, few have explored how junior high school EFL students within a digital game-based learning (DGBL) environment apply RT to benefit their learning. Conducting a mixed methods research for 10 weeks in central Taiwan, the study implemented RT in a DGBL environment to examine 9 EFL eighth graders’ reading progress, their improvement in summary writing, and their perceptions. Paired sample t-tests were adopted to examine students’ reading progress in the pre-post tests and the reading literacy practices. Besides, to probe into students’ summary writing skills and perceptions, Patton’s (2002) content analysis was employed to analyze students’ records from the concept map and their responses to the open-ended questionnaire. The results indicated that RT significantly improved students’ reading literacy in a DGBL environment. The students’ records from the concept map also indicated that the students were able to make progress in summary writing skills through the summarizing task. Finally, students’ responses to the open-ended question reported that the students were benefited from the instructional intervention. In light of the findings, some implications and suggestions are proposed to language researchers and educational practitioners in junior high schools.
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Dunham, Stacey Marie. "Impacts on student learning and the gross anatomy experience in medical education with the implementation of reciprocal peer teaching and self-directed learning." Diss., 2018. https://doi.org/10.7912/C28935.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)<br>Ongoing changes to medical education curricula in the United States require
continued evaluation of best practices for maintaining and enhancing anatomical
education in medical schools. The purpose of this study was to identify the impacts of
incorporating an alternating dissection schedule, peer teaching, and self-directed learning
(SDL) in the Human Gross Anatomy (A550-551) laboratory for students in the first year
of medical school at Indiana University School of Medicine, Bloomington (IUSM-BL).
The researcher sought to determine the impacts of peer teaching and dissection on student
gross anatomy grades, to explore the underling perceived effects of peer teaching on the
student gross anatomy experience, and to explain how a gross anatomy course,
specifically the laboratory component, could contribute to the development of SDL. A
mixed method design was selected to combine the analytic strengths of quantitative and
qualitative methods. Quantitative analysis using a generalized estimating equation
determined the act of dissection had an impact on students’ abilities to correctly identify
structures on human gross anatomy assessments. An analysis of variance determined
that student gross anatomy final grades, lecture exam averages, laboratory practical exam
averages were unchanged when incorporating peer teaching and alternating dissections
into the laboratory sessions. A grounded theory methodology identified perceived
changes in the student experience in A550-551 through analysis of student interviews,
instructor interviews, and course assignments. In conclusion, the researcher determined that active dissection is a critical component in gross anatomy; however, peer teaching
and alternating dissections offset the negative impacts of reduced dissections hours
through: increased active dissection time, decreased intragroup conflict, new
opportunities to develop teaching and communication skills, and increased efficiency in
the anatomy laboratory classroom. Additionally, this research described suggestions for
future successful implementations of SDL in A5500-551. These findings provide
information for educators at IUSM-BL as they make revisions to meet curricular
demands and inform ongoing discussions in anatomy education related to the importance
of dissection, time for laboratory experiences, and the continued goal for excellence in
educating students.
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Hsieh, Yi-Shiou, and 謝宜秀. "The Effects of Reciprocal Teaching on Reading Comprehension learning efficiency in the third grade Children of the New Inhabitants." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82337822654791345481.
Full textAbstract:
碩士<br>國立嘉義大學<br>教育學系研究所<br>99<br>The purpose of this study is to explore the effects of reciprocal teaching on reading comprehension learning efficiency in the third grade children of the new inhabitants. This study is adopted by experimental research method. The subjects of experimental group were 21 third-grade students from Sin-Sin Elementary School in Chiayi County. The subjects of control group were 21 third-grade students from Siang-Rong Elementary School in Chiayi County.
Students of experimental group receive reciprocal teaching in 8 weeks; the entire is 18 classes in tatal and each class lasts for 40 minutes. All students accept reading understanding difficult screening examination and fill in questionnaires of reading comprehension strategies. This study has applied Johnson-Neyman method and descriptive statistics to analyze the data. There are three main findings of this study as below:
1.Reciprocal teaching has partial effects on the boost of reading comprehension ability in the third grade children of the new inhabitants.
2.Reciprocal teaching has partial effects on the boost of reading comprehension strategies of reciprocal teaching in the third grade children of the new inhabitants.
3.After reciprocal teaching, all students of experimental group can use reading comprehension strategies of reciprocal teaching. The strategy of clarify the content has been applied the most frequently.
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Huang, Hui-Shan, and 黃惠珊. "The Effect of Reciprocal Teaching in Improving Reading Comprehension for Elementary School Students with Mild Cognitive or Learning Function Impairment." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/66853596812638120816.
Full textAbstract:
碩士<br>國立臺中教育大學<br>特殊教育學系碩士在職專班<br>101<br>The purpose of this study focuses on the effect of reciprocal teaching in improving reading comprehension on the students with mild cognitive or learning function impairment. Two sixth-graders from resource class- one student with learning disability and the other with mild mental retardation chosen as research subjects. The A-B-A-B withdrawal design of single-subject research is the main experimental design. The measurement of the effect of reading comprehension is based on two research tools， "Adaptation Reading Comprehension Test", "Elementary School Reading Comprehension Screening Tests". How many times the students have used reading strategies are observed and recorded, and then give out reading strategies learning sheets to analyze how the students have learned. After that, the subjects, the parents, and the teachers are requested to fill out the "reciprocal teaching feedback from", in order to further understand the changes of their reading attitudes and their views about using reading strategies. Organize the above data and analyses, the results of this study are described in the following:
1.Reciprocal teaching has really improved the effect in the " Adaptation Reading Comprehension Test " on the elementary school students with mild cognitive or learning function impairment.
2.The effect of reciprocal teaching is not obvious in the "Elementary School Reading Comprehension Screening Tests," on the elementary school students with mild cognitive or learning function impairment.
3.Reciprocal teaching does improve literal comprehension and inferential comprehension, and the inferential comprehension is greatly enhanced.
4.Both of the subjects use different strategies- one using clarifying strategies more often than summarizing strategies and the other using summarizing strategies more often than predicting strategies.
5.As for the qualities the students show in the course of using reading strategies, the students using clarifing strategies tend to ask for the outside help; the ones using summaring strategies are limited to basic summaries; most of the students using questioning strategies are able to raise proper questions.
6.After the practice of reciprocal teaching, both students and their parents agree the approach really changes their reading attitudes and strategies, But both their teachers show different ideas about their learning results, One teacher agrees that his student has already known how to appropriately use reading strategies, and the other teacher indicate that the subject student does not meet the standard of his own totally.
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Wang, Hsun-Hua, and 王峋華. "The Effects of Reciprocal Teaching on English Learning of Junior High School Students on the Remote Island - A Case Study of Cool English Learning Platform as Medium." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/59andf.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育學系<br>105<br>The difficulties of education on remote islands in Taiwan are troublesome, such as low teaching proficiency, the lack of learning resource, and students’ low learning motivation. To improve the situation, this study is aimed to discuss the application process of Reciprocal Teaching. It also investigated on the changing of students’ learning way after using on the on-line learning website, Cool English. The probability of students’ learning performance improvement is explored in this study.
The approach of this study was action research. The participants of this study were 9 students on the ninth grade of junior high school on the remote island in Penghu. During three months, this study was operated in English classes and remedial teaching time. The data collection included reading comprehension test scores, students’ worksheet portfolios, teaching observation, interview records, learning motivation questionnaire. The results of the study show that：
1. There is practical value in using Cool English as assistance of English teaching and students’ autonomous learning.
2. Reciprocal Teaching and Cool English Learning Platform promote the English learning attitude and motivation of the remote island students.
3. Reciprocal Teaching and Cool English Learning Platform improve the English learning outcome of the remote island students.
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CHEN, WEI-CHIANG, and 陳煒強. "The Study on The Comparison of The Learning Effect and Retention Effect Between Mosston's Command and Reciprocal Style in TAN-TUI Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/30549373962036851422.
Full textAbstract:
碩士<br>國立臺灣體育運動大學<br>休閒運動管理研究所<br>104<br>This study was explored the learning effect and retention effect of the situation in TAN-TUI. It is different sexes to compare the imperative method and the reciprocal method. In two classes of 30 students passed learning effect after seven weeks. And then after two weeks, they are independent practice for retention effect.The command (A) and Reciprocal (C) Teaching were taught TAN-TUI. Those are test dates in Dependent t-test and Two-Way ANOVA. This study results as follow:First, it is different in teaching methods; we can see more imperative methods than reciprocal methods.Second, the different teaching methods don’t show in retention effect.Third, they aren’t interaction effect in gender effects and retention effect.But it’s different in gender effect; the boys are more higher than the girls.
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Wu, Tsu-Hsien, and 吳祖賢. "Investigation of Reciprocal Teaching and Flipped Classroom of PBL and their Influences on High Cognitive Level and Learning Achievements in Engineering education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/x3ykb9.
Full textAbstract:
碩士<br>國立中央大學<br>網路學習科技研究所<br>106<br>Compare to traditional engineering education, it is common that students have little
training on project implementation or less chances to cultivate their abilities of communication,
expression, and creativity. Therefore, we hope to incorporate project based learning(PBL),
flipped classroom, and reciprocal teaching into the classroom to help students become better
team players and also enhance their advanced cognitive skills through multiple activities.
The object of study one is twelve graduate students from a university in Taiwan, major in
Electrical Engineering and took "Signal Processing of Power Quality Disturbances" class in
their first year. They were divided into six groups with two students per group. The results show
that the learning activities we incorporated into the class have put a weight on students' loading.
Therefore, students have no enough time to think about new ideas or move forward to develop
their advanced cognitive skills such as evaluation or creative ability.
The study two shares the same background of object and same teacher as study one, except
only ten students included in the study. However, we had made suggestions to group students
through questionnaires based on their tendency of leadership and creativity for five groups with
two on each group. The results show that students' advanced cognitive skills improve gradually
through and students are satisfied for this course via online survey.
Compare to study one, the plan of study two is more flexible and hence to reduce students'
class loading. Furthermore, we arranged LabView course at a computer lab twice per month.
The goal is to enhance students' concept knowledge and develop their advanced cognitive skills
through hands on practice. We have found students gradually develop their advanced cognitive
skills. In the future, we hope to work continually and find out more to improve students' learning
experiences on this field.
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Chen, Ming-Jin, and 陳名進. "A Study on the Comparison of the Learning Effectiveness between Mosston’s Practice and Reciprocal Style Teaching in Tee Ball Strike Skills for Elementary School Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/63778757518745755369.
Full textAbstract:
碩士<br>臺北市立大學<br>體育學系體育教學碩士學位班<br>103<br>The purposes of this study was to compare the teaching effects between Mosston’s two teaching styles (“Practice Style” and “Reciprocal Style”),and consist of 95 students from four classes of Taipei Jiantan Elementary School,Taipei in Academic Year 103. After 5 weeks of 10 teaching, the quasi-experimental design used pretest and posttest. The one-way ANOVA, one-way ANCOVA, and dependent t-test are applied to analyze the data.The results were as follows: 1.The students of the four groups all improved obviously in the skill learning on the tee ball strike after the teaching. 2. Both “Practice Style” and “Reciprocal Style” teaching didn’t show clear differences in skill development of the fifth grade students. “Practice Style” excelled “Reciprocal Style” in skill development of the third grade students. 3.The effects of the fifth grade students and the third grade students were similar after the “Practice Style” teaching. The fifth grade students excelled the third grade students after the “Reciprocal Style” teaching.
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Hu, Mei-Er, and 胡美娥. "The Action Research on the Effects of Reciprocal Teaching Instruction on English Reading Comprehension Strategies Learning and English Reading Attitudes of the Fifth Grade Elementary Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/81605908840235491718.
Full textAbstract:
碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>96<br>The purpose of this study was to examine the effectiveness of reciprocal teaching in promoting fifth grade elementary students’ English reading comprehension performance and English reading attitudes. In addition, students’ responses to reciprocal teaching were probed. The participants of this action research included 29 fifth graders in Taoyuan City in the fall semester of 2007. The design of this study was qualitative in nature. Class observation, interviews and document analysis were the major research tools employed to gathering data. In addition, one questionnaire was adopted: for measuring the students’ reading attitudes toward reciprocal teaching.
After twelve weeks of experiments, the main results of this study can be summarized as follows:
1. Reciprocal teaching helped the participants build up knowledge and use the instructed strategies.
2. The participants’ reading comprehension strategies improved after the implementation of reciprocal teaching.
3. The participants’ attitudes toward and responses to reciprocal teaching may be described as being supportive and positive.
4. Most of the participants expressed their willingness to employ the instructed strategies in their future English reading.
5. The participants preferred the way in group discussing.
6. The participants’ reading attitudes were significantly promoted.
7. The materials in this study attracted the participants to read.
According to the results mentioned above, some suggestions for future studies and reading instructions were provided.
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Lu, Wei Lin, and 呂唯琳. "A Study on Effects of Using Reciprocal Teaching in English Story Books Reading to Promote The Sixth Grade Students' English Learning Motivation in an Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/13307744884157379731.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教師專業碩士學位學程<br>102<br>The aim of this study was to discuss effects of using reciprocal teaching in English story books reading to promote the sixth grade students' English learning motivation in an elementary school. The researches subjects were 41 the sixth grade students, 23 boys and 18 girls. Data were collected through " The English Learning Motivation Test Battery of the sixth grade students " and "Feedback form of students' opinions about using reciprocal teaching in English story books reading ". The data were analyzed by using descriptive statistics and paired-samples t-test.
The research yielded the following findings:
1. It had no significant influence on " Motivational intensity" , to learn English.
2. It had no significant influence on " Desire" to learn English.
3. It had no significant influence on " Attitudes" towards learning English.
4. Using English story books to instruct could arise students' desire to learn English.
5. Teaching models and students' vocabulary affected students' attitudes towards learning English.
Based on the findings, the suggestions for future studies and instructions were provided.
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張志豪. "A Study on Comparison of the Learning Effects among Mosston’s Command, Practice and Reciprocal Style in Under-Hand in Volleyball Serve Teaching in High-Grade Elementary School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/92436019773314436643.
Full textAbstract:
碩士<br>臺北市立大學<br>體育學系體育教學碩士學位班<br>102<br>The purpose of this study was to compare the learning effects and retention effects in under-hand volleyball serve ability through Mosston’s command, practice and reciprocal style. Eighty four students were the high-grade from elementary school in New Taipei City. This study was conducted with an experimental method. After 8 weeks of 16 classes under-hand volleyball serve teaching, the experimental design used pretest and posttest test. The statistic methods used the t-test and the one-way ANOVA. The results of this study were as follows: 1.The learning effects in under-hand in volleyball serve ability of Mosston’s command style worked excellently. 2. The learning effects in under-hand in volleyball serve ability of Mosston’s practice style worked excellently. 3. The learning effects in under-hand in volleyball serve ability of Mosston’s reciprocal style worked excellently. 4. The three teaching styles of the command, practice and reciprocal style, under-hand volleyball serve learnig effects showed no significant differences.
Key words：the command style, the practice style, the reciprocal style, Under-Hand volleyball serve, learning effect
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WANG, LI RU, and 王麗如. "The Learning Effects of Reciprocal Teaching on Obtaining Golf Skills of Students with Different Competence in SPM- A Case Study High Graders of Elementary School in New Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/zym2e7.
Full textAbstract:
碩士<br>聖約翰科技大學<br>工業工程與管理系碩士在職專班<br>102<br>Purpose: Applying Mosston reciprocal teaching method, this studyt aims to explore the performances of students with different graphic reasoning abilities using Le Le Golf. Method: Six graders from three different classes of an elementary school in Taipei City are our subjects of experiement. By Raven’s SPM test, students were divided into high (SPM> 95), medium (SPM76 ~ 94) and low (SPM25 ~ 75) reasoning ability group. After having four hours of putting and chip shot with Le Le Golf teaching, the pretest and posttest scores of the students putting and making chip shot as well as the scores two weeks after th teaching are using for statistical analysis. The results are used to explore the differences of the learning effect and conservation effect using reciprocal teaching for elementary students of different reasoning abilities. Repeated measures ANOVA analysis and independent samples ANCOVA analysis are adopted as the statistical methods. The results of the research are the following: 1. There is a significant difference of the learning effect of the putting skilll between the experimental group and the control group using reciprocal teaching; 2. There is no significant difference between the learning affect and the conservation effect of the putting ability among the three groups using reciprocal teaching; 3. Reciprocal teaching can significantly increase the learning effect and the conservation effect of the putting skill for students of high, medium and low reasoning abilities; 4. There is no significant differences between the experimental group and the control group in terms of the learning effect of chip shot using reciprocal teaching; 5. There is no significant difference between the three groups of students of different reasoning abilities in terms of the learning effect and conservation effect of chip shot using reciprocal teaching; 6. For students of low reasoning ability, reciprocal teaching can significantly increase the learning effect and the conservation effect of chip shot using reciprocal teaching. For students of medium and high reasoning ability, reciprocal teaching can significantly increase the conservation effect of chip shot using reciprocal teaching. From these results, this study concludes that reciprocal teaching offered reasonable retaining effect of putting. For complex motor skills, you should have a longer learning time. The reasoning ability does not affect students’ learning. But for high, medium and low reasoning ability students, the reciprocal teaching enhance their learning and retention effect of the putting and chip shot with Le Le Golf.
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Teixeira, José Miguel Fabrício Pereira. "Plataforma para o suporte de blended peer assisted learning." Master's thesis, 2010. http://hdl.handle.net/10400.13/325.
Full textAbstract:
Este projecto foi realizado na Universidade da Madeira, no âmbito do Mestrado em Engenharia Informática e tem como título “Plataforma para o suporte de Blended Peer Assisted Learning”.
Ao longo da nossa pesquisa sobre os vários métodos de aprendizagem online, deparamo-nos
com uma grande lacuna que abrange a maior parte dos sistema de ensino assistidos por
computador, ou seja, todas elas preocupam-se com a passagem de conhecimentos, mas raras
são aquelas que têm em atenção o tipo de utilizador, qual a seu percurso académico e
profissional, qual a metodologia que fará com que o mesmo capte melhor os conteúdos, etc.
Com este objectivo em mente, e tendo em atenção as diversas plataformas e metodologias de ensino existentes, optou-se por elaborar uma arquitectura de uma plataforma capaz de centralizar na mesma, um conjunto de funcionalidades e metodologias que possibilitassem um acompanhamento mais específico do utilizador, proporcionando um maior conhecimento, através do qual poderia encaminhar o utilizador para a estratégia de aprendizagem que mais se adequasse a um utilizador com as suas características. Como se poderá constatar no decorrer desta dissertação, a plataforma desenhada e o módulo desenvolvido têm como base teórica o
Peer Assisted Learning (PAL) e as suas estratégias de aprendizagem.
O PAL é um conceito relativamente novo, que se encontra em plena ascensão, sendo cada vez
maior o número de instituições/organizações que adoptam o PAL como metodologia de ensino
para a formação dos seus membros. Este crescimento deve-se em grande parte às várias
estratégias PAL que visam uma maior adequação ao tipo de utilizador, contribuindo assim para uma aprendizagem mais rápida e eficaz.
Uma vez que a implementação da plataforma na sua totalidade seria de todo impossível, optouse por desenvolver apenas um dos módulos referente à estratégia de PAL – Peer Tutoring (PT).
No final, o objectivo principal, passa não só por fornecer as bases necessárias ao
desenvolvimento da referida plataforma, mas também pela disponibilização do módulo de PT
que servirá de referência para o desenvolvimento das restantes estratégias.
Tendo em atenção toda a investigação efectuada, facilmente se depreende as inúmeras vantagens que podem advir da utilização do PAL, das quais se salienta, a adequação da estratégia PAL mais indicada para cada tipo de utilizador.<br>Universidade da Madeira