Dissertations / Theses: 'Study of Primary Interactive Teaching (Project)'

1

Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Estupiñan, Margie Zamora. "The role of primary language in kindergarten interactive journals." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/643.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Gomez, Martha Galindo. "The development of written language among kindergartners using interactive journals: Four case studies." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1286.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Newton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Viebach, Eric John. "Effectiveness of interactive web based review." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3252.

Full text

Abstract:

There were three main goals of this study. First, utilize technology in a non-conventional way to enhance student's study process. Second, gauge if the students access such a tool when it is available to them. Third, assess the student's learning based on the study tools available. This project also examined if there was a difference in comprehension of post-World War II era information between students who use the online test preparation program and those that received only traditional instruction.

APA, Harvard, Vancouver, ISO, and other styles

7

Nelson, Michelle RaeLynn. "A comprehensive approach to using primary sources in elementary curriculum development." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3229.

Full text

Abstract:

A teacher resource packet was created that teachers can use at the third through sixth grade levels to effectively implement the use of primary sources into their existing curriculum to promote greater historical understanding, imagination, emapthy and critical thinking. This project is intended to change teacher behaviors of teaching using an archival view of history to one that applies critical thinking and promotes in-depth student understanding of historical events.

APA, Harvard, Vancouver, ISO, and other styles

8

Sayers, Judy M. "A case study exploration of primary teachers' conceptions of whole class interactive mathematics teaching." Thesis, University of Northampton, 2012. http://nectar.northampton.ac.uk/7471/.

Full text

Abstract:

Research has shown, with respect to the learning of mathematics, that whole class interactive teaching, its form and function, is a complex phenomenon. Teachers develop and exploit pedagogical strategies, which they believe are effective either in engaging their children in mathematical learning or in presenting mathematics to learners. Such strategies, whether later shown to be effective or not, are typically assumed to develop during periods of teacher education or through practice after qualification. Alongside these assumptions is the belief that teachers who are enthusiastic about and have a secure subject knowledge with respect to mathematics will evoke similar enthusiasm, confidence and competence in their learners. However, observations during my years as a teacher educator have led me to conclude that trainee teachers, even those with similar qualifications, frequently behave very differently when put in front of children. Such differences confound the naïve assumption, for example, that similar enthusiasm and confidence will yield similar patterns of teaching practice. Thus, what primary teachers do and why they do it has vexed me for a number of years. I have wanted to know, in particular, what makes teachers teach differently during whole class episodes, not least because my experiences as both teacher and teacher trainer have led me to believe that it is during these periods that teachers induct their children into those mathematics-related beliefs and behaviours that will determine the extent to which they enjoy and engage meaningfully with the subject. Addressing such questions demands an appropriate methodological stance. Consequently an exploratory case study of six teachers, two during a first, essentially pilot phase, and four during a second, was undertaken. All teachers, to facilitate understanding of how exemplary practice differs from one person to another, were considered, against various criteria, as effective. The pilot enabled me to evaluate not only the effectiveness of extant frameworks for analysing classroom behaviour but also my skills as an interviewer and observer of classrooms. The second phase, drawing on what had been learnt during the first, was more open in that existing frameworks were abandoned in favour of allowing the data to speak for themselves rather than being constrained by others’ conceptualisations of effective teaching. Both phases, to examine teachers’ underlying beliefs about mathematics and its teaching, their classroom practice, particularly during whole class episodes, and their rationales for their actions, were addressed by means of a battery of data collection tools. Teachers’ backgrounds and underlying beliefs about mathematics and its teaching were examined through preliminary, life history, interviews framed by a loose set of questions derived from the literature. Interviews were video-recorded. Teachers’ classroom actions were captured by means of a tripod-mounted video camera placed discretely in their classrooms, augmented by a wireless microphone worn by the teacher and a separate, static microphone to capture as much of the children’s talk as possible. Finally, teachers’ rationales and explanations for their actions were examined through the use of video-recorded video stimulated recall interviews. All recordings, whether of classrooms or interviews, were transcribed for later analysis. Analysis during the first phase drew extensively on pre-existing frameworks. While they were helpful in identifying both similarities and differences in teachers’ beliefs, actions and rationales, it became clear that they failed to capture the subtleties and nuances of meaning embedded in the high quality data yielded by the approaches adopted. In so doing it became clear that while data collection approaches were appropriate, analyses needed to be more open in order to allow the data to give up the depth and complexity of their stories. During the second phase, while it was acknowledged that this was not a grounded theory study, analysis drew extensively on the coding strategies of the constant comparison procedures of grounded theory. This approach to analysis yielded results previously unknown in the literature. Quite unexpectedly two groups emerged from the data. Significantly, each was underpinned by teachers’ experiences as learners of mathematics and whether the enjoyment they had gleaned from those experiences was instrumentally located or relationally located. The first group, identified as the mediators, having been engaged, in various ways, with mathematics and derived pleasure from relational experiences expected their children to experience mathematics similarly. Their teaching was based on a desire to develop, in collaborative ways, a deep conceptual knowledge that would form the basis for later procedural skills and, significantly, problem solving. Teachers in the second group, identified as the mediated group, having derived pleasure from their procedural successes as children, saw mathematics and its teaching as skills-based. Their classroom actions and commensurate rationales were focused on surface learning and the replication of the pleasure they had experienced when young. Interestingly, the beliefs of both groups and, to an extent, their classroom actions were independent of any training they had received. The Mediators showed different signs of professional independence and autonomy. They had a clear articulation of their warranted principles and were able to exploit these in the ways that mediated the constraints within which they worked. Moreover, and this presents substantial implications for teacher education, teachers in the Mediated group, exhibited few signs of professional independence; their actions being constantly mediated by the constraints, whether institutional or governmental, within which they worked. They had few articulated principles around which they based their teaching. These differences permeated all aspects of their work.

APA, Harvard, Vancouver, ISO, and other styles

9

Graves, Deborah Bybee. "A primary unit on the desert." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/152.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Niblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Andrews, Ann E. "Key elements of a quality literature program." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Baker, Nancy Jean. "Integrating mathematics in the primary classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/867.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Russo, Iris Jackeline. "The impact of children's literature on the environmental awareness of a population of second grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3348.

Full text

Abstract:

This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.

APA, Harvard, Vancouver, ISO, and other styles

14

Kirchhoff, Mary Annette. "Promoting responsible environmental behavior in second grade students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3142.

Full text

Abstract:

This project provides a convenient way to incorporate environmental education into the already exiting curriculum. Many of the environmental lessons and activities provided in this project cover language arts and math standards as well as providing students with the environmental knowledge, sensitivity, and skills they need.

APA, Harvard, Vancouver, ISO, and other styles

15

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.

Full text

Abstract:

The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.

APA, Harvard, Vancouver, ISO, and other styles

17

Triepke, Bonnie Jean. "Kaleidoscope: Integrating a third grade curriculum through the use of theme studies." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/898.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Rondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.

Full text

Abstract:

This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.

APA, Harvard, Vancouver, ISO, and other styles

19

Ryterband, Astrid. "The pros and cons of using technology in primary education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2665.

Full text

Abstract:

The aim of this thesis is to examine computer technology as an educative tool in primary education and to discover how it's affecting instruction and learning. The writer of this thesis believes that the integration of literacy and computer technology can be successful, provide that government, administration, faculty, parents and students work together.

APA, Harvard, Vancouver, ISO, and other styles

20

Everton, Debra Jean. "Exploring the islands: An educator's manual for teaching primary students about the Channel Islands." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/894.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Williams, Shirley Ann. "Understanding and using multicultural literature in the primary grades: A guide for teachers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2087.

Full text

Abstract:

Many studies have shown that an overwhelming number of classroom teachers are encountering increasing diversity issues in both the content of what they teach and among the students they are teaching The purpose of this project is to provide elementary teachers with a resource of multicultural literature that can be integrated into any curriculum, whether it is Language Arts, Social Studies, or story time.

APA, Harvard, Vancouver, ISO, and other styles

22

Weir, Rosanna McCoy. "Using cooperative learning with literature to enhance social development in the primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/760.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Su, Tzu-Chen. "Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

Full text

Abstract:

Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.

APA, Harvard, Vancouver, ISO, and other styles

24

Mendoza, Cabral Raquel. "A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.

Full text

Abstract:

There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.

APA, Harvard, Vancouver, ISO, and other styles

25

Blum, Miriam Perez. "Using research based teaching strategies with bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2460.

Full text

Abstract:

This project examines instructional approaches that have been used to teach literacy to the English language learner. It also examines elements of the Foundation for California Early Literacy Learning (2003) and how they become integrated into daily classroom instruction.

APA, Harvard, Vancouver, ISO, and other styles

26

Von, Kleist Janelle I. "Implementing literature-based curriculum in primary grades." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/580.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Purkey, Kathie Lyn. "The underwater life off the coast of Southern California." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2752.

Full text

Abstract:

This project reviews the basic chemical and geographical features of the ocean, biological classification of marine life, background of the ocean's flora and fauna, and the ocean's environment. These facts are presented through an underwater documentary filmed at various sites along Southern California's coast and complemented with lesson plans designed for grades K - 4.

APA, Harvard, Vancouver, ISO, and other styles

28

González, Beatriz Barajas. "A culturally relevant approach: Introducing third graders to the injustices of migrant farm work, César Chávez, and social action." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2651.

Full text

Abstract:

The purpose of this project is to provide educators with substantial background information on the unjust history of the Mexican migrant farm worker in the United States and the life of César Chávez. The final goal is to include multiple websites and resources teachers can independently access in order to gain valuable information on migrant farm workers, César Chávez, and social action.

APA, Harvard, Vancouver, ISO, and other styles

29

Chartier, Mary K. "Multicultural literature through the magic of storytelling." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Tsai, Tzu-Ru. "Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.

Full text

Abstract:

The primary goal of this project is to offer Taiwanese teachers diverse innovative literacy instruction and assessments to motivate students' reading processes. Sample curriculum/lesson plans are included.

APA, Harvard, Vancouver, ISO, and other styles

31

Gomez-Schardein, Diana. "Integrating literature across the first grade curriculum through thematic units." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/710.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Golledge, Elaine Diana. "Aesthetic scanning: Refining critical thinking through oral language activities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3231.

Full text

Abstract:

This study examines the use of aesthetics in the art education curriculum as a strategy for building oral language skills and critical thinking skills. In this study reproduced artworks were used to stimulate discussion; students learned to scan paintings using a technique called aesthetic scanning during which they learn how to look at a painting orally through guided questioning by the classroom teacher. It was concluded that providing oral language opportunities through the implementation of the aesthetic scanning program was an effective way to promote oral language skills and critical thinking skills in the kindergarten classroom. Arts, as a core subject can be taught through Disciplined Based Art Education (DBAE). With DBAE all students are given the oppportunity to actively engage in oral language activites as they aesthetically view works of art.

APA, Harvard, Vancouver, ISO, and other styles

33

Kothlow, Kathryn Dellert. "The integration of literature with kindergarten social studies." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/830.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Dudeck, Barbara Jean. "Development of a life science curriculum for kindergarten and first grade reflecting the theories of multiple intelligence and brain-based learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1897.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Lindberg, Glenda Jean. "Literacy through writing." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1821.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Hishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.

Full text

Abstract:

This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.

APA, Harvard, Vancouver, ISO, and other styles

37

Thompson, Jo. "Pueblo Home: An interactive multimedia CD-ROM on Pueblo architecture." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/988.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Menendez, Maria Rosa. "Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/953.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Celaya, Lannette Christine. "Literacy instruction in the all-day kindergarten program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1584.

Full text

Abstract:

This project begins by looking at kindergarten from a historical perspective. It reviews research relating to all-day kindergarten and half-day kindergarten programs. It demonstrates that increased instructional time is beneficial especially for those low-achieving or disadvantaged students.

APA, Harvard, Vancouver, ISO, and other styles

40

Anguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.

Full text

Abstract:

The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.

APA, Harvard, Vancouver, ISO, and other styles

41

Parks, Karin J. "Integrating environmental education into the curriculum through the use of a nature trail." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/614.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Mattera, Carole Anne, and Patricia Anne Atherton. "A thematic guide involving students in literature-based activities utilizing animals." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/943.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Cavenaugh, Colleen Ann. "Reading in the content area: (Social studies: grades K-2)." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/421.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Ingram, Kenneth Phil. "The development of scientific concepts through literacy as a mediational tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1906.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Libler, Rebecca W. "A study of the effectiveness of interactive television as the primary mode of instruction in selected high school physics classes." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776632.

Full text

Abstract:

The study gathered and analyzed data about the impact of interactive television on student achievement and attitude in high school physics classes. Students enrolled in a distance learning program using interactive television to teach physics were the study population. Data were obtained from eighty-five students at six remote sites and the originating site. Z-tests of the mean scores obtained by the study population on each section of the American Association of Physics Teachers/National Science Teachers Association (AAPT/NSTA) Introductory Physics Examination Version 1988R indicated the study population achieved at a level significantly lower than the test norming population in all four areas analyzed. A one-way analysis of variance (ANOVA Model) was completed on achievement data arranged by group according to type of classroom monitoring. Group 1 had certified teachers acting as on-site facilitators; Group 2 had no on-site facilitators. There was no significant difference (p > .05) in achievement between the two groups. A survey was administered to determine the attitudes of students toward interactive television as the method of instruction and to assess student attitude toward the course content. Frequency and percentage distributions of responses to each question on the student survey were descriptive of student attitude. A one-way analysis of variance (ANOVA Model) failed to demonstrate any significant difference at the .05 level in attitudes between the group in classrooms monitored by certified teachers and the group in classrooms which were self-monitored. Students enrolled in the interactive television physics course held slightly more positive than negative attitudes toward interactive television as the method of instruction. Student attitude toward interactive television was less positive after taking the course than prior to taking the course. Students in interactive television classes generally held positive attitudes toward the content of physics.
Department of Educational Leadership

APA, Harvard, Vancouver, ISO, and other styles

47

Wallin, Carol. "Development of writing for Spanish dominant limited English students in various models of primary education." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/631.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Heywood, H. Lawrence. "Publishing class books in first grade: Making the reading-writing connection." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1021.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Walbridge, Michael Norman. "Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Yang, Shun-shing, and 楊順成. "Collaborative learning in science project among primary 5 students using Knowledge Forum (KF)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412389.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Study of Primary Interactive Teaching (Project)'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles