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Dissertations / Theses on the topic 'Subject skills'
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1
Andrich, Christelle. "Grade R teachers’ subject knowledge of visual perceptual skills for early reading." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1873.
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Full thesis
Submitted in fulfilment
of the requirements for the degree
Master in Education
in the
Faculty of Education and Social Sciences
at the
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY
2014<br>This study investigates the quality of Grade R teachers’ subject knowledge of Visual Perceptual Skills (VPS). This knowledge includes their competence in visual-training design, which they need in order to give their learners access to early reading.
Literature reviewed covers areas pertaining to the knowledge specialization required by Grade R teachers in order to impart VPS to young learners in the pre-reading or pre-alphabetic phase. These areas are: Visual Perception (VP), cognitive development, early reading, teacher knowledge and the Grade R policy framework.
The mainly qualitative data collected over a period of ten months was derived from various potential or actual sources of teacher subject knowledge of VP. The most important source was the existing knowledge base of the four Grade R teachers in the sample. The connections between the data provided a picture of the accuracy and explicitness of the VP conceptual-content in the sources. For the Grade R teachers to be competent in visual training design, they would need suitable subject knowledge capacitation in VP.
The findings revealed that training undergone by most Grade R teachers is VP deficient; the Grade R curriculum is VP vague; teacher training requires more infusion of Grade R curriculum; the regional Grade R diagnostic test is VP rich, albeit semi-concrete and not concrete in the assessment activities’ learning levels; finally, the Grade R teachers in the sample are highly motivated, and they are hungry for professional development.
Key words: subject knowledge; Visual Perceptual Skills (VPS)/Visual Perception (VP); visual-training design; pre-reading/pre-alphabetic phase; professional development.
2
Thomas, Haley Anne. "Workplace Social Skills for Young Adults with Autism Spectrum Disorder: A Single-Subject Community-Based Intervention." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7421.
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Since socialization deficits are the primary characteristic of autism spectrum disorder, attaining and maintaining employment in adulthood can prove to be problematic. This study evaluates the effectiveness of a nine-week program designed to teach workplace social skills to young adults with autism in a community setting. Both qualitative and quantitative methods were used to analyze outcomes. Quantitative methods consisted of live observational behavioral coding. Qualitative measures used written intake and discharge reports, obtained from the program's coordinators, to analyze their perceptions of pre-intervention goals and post-intervention outcomes and remaining barriers related to social skills. Overall outcomes suggest the program does produce slight improvement in social skills for individuals with autism. Quantitative outcomes indicated specific improvements in engagement and quality of engagement when participants were in the presence of both coworkers and the public. Likewise, qualitative report comparisons indicated improvements in specific conversation skill areas. Based on this study's findings, schools and communities should encourage transition services to teach workplace social skills to young adults with autism in community-based settings. This type of learning experience may better prepare these young adults for successful future employment.
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Mackley, Timm A. "Direct instruction of subject-matter content and cognitive skills associated with the Ohio fourth-grade proficiency test /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633521052.
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Karasu, Necdet. "Promoting social and communication skills of children with developmental disabilities a meta-analysis of single-subject design studies /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232565.
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Thesis (Ph.D.)--Indiana University, School of Education of Special Education, 2006.<br>"Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2940. Adviser: Samuel L. Odom.
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Raymond, Stephanie M. "The Effect of Narrative Language Intervention on the Language Skills of Children with Hearing Loss." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7902.
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Children with hearing loss have limited auditory access to their native language and struggle to develop appropriate language skills. These children consistently demonstrate less complex oral language output, smaller vocabulary inventories, and delays in overall communicative proficiency. With the extensive implications hearing loss has on language development, a child with hearing loss requires immediate access to appropriate and effective intervention to address deficits and curb long-term language delays. However, there is a paucity of research investigating the effects of various language intervention programs with children with hearing loss. Much of the existing research focuses on the consequences of a selected language modality or lacks the rigor needed to produce conclusive evidence. While it has not been extensively investigated with children with hearing loss, narrative language intervention has been effective at improving a number of language skills of children with a variety of disabilities and language needs. Therefore, the purpose of this study was to investigate the effect of narrative language intervention on the narrative retelling skills and vocabulary use of children with hearing loss. To do so, a multiple baseline research design and a repeated acquisition research design were implemented. Participants included two children ages 5 and 9 diagnosed with bilateral sensorineural hearing loss and fitted to an amplification device. Each child received weekly, individualized narrative language intervention with a focus on use of target vocabulary words. Both participants demonstrated weekly increases in narrative retell scores and repeated pre-test to post-test gains in the use of targeted vocabulary. Results suggest narrative language intervention improved the narrative retell ability and vocabulary use of children with hearing loss.
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Wong, Kin-hang Antonio, and 王健鏗. "An evaluation of graduates' perceptions of a generic skills subject inthe higher diploma in corporate administration and systems programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30257438.
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Stefanidis, Angelos. "Undergraduate information systems in the UK : analysing curriculum skills and industry needs." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14267.
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In recent years there have been repeated calls for universities to better equip students with skills which are relevant to business and industry. The field of Information Systems (IS), along with the wider discipline of computing, has often been described as outdated, slow to adopt new technologies and unable to keep up with the fast pace of change of the real world . Exacerbating the issue of academic relevance in relation to industry needs, universities around the world have experienced a growing disinterest in the study of IS and computing, resulting in worryingly low levels of new graduates who do not meet industry demands. To understand the contentious relationship between academia and business in relation to IS, the research presented in this thesis investigates the current IS undergraduate provision in the UK and its alignment with the skill requirements of the IS industry. This is achieved through a two-stage approach of examining the position and expectations of each stakeholder, followed by the development of a method to facilitate the alignment of their inter-related needs. As part of the first stage, the investigation into the academic stakeholder undertakes a holistic analysis of IS curriculum to quantify its content. This leads to the identification of original Career Tracks which specify the IS careers promoted by the curriculum. The second stage involves the investigation of the business stakeholder measuring the careers in demand and the skills that support them. The resulting findings from these investigations show that it is possible to determine the skills required by IS graduates in the UK to meet the demands of industry. This is achieved through the use of a newly developed IS Course Survey Framework that enables the configuration of IS courses to align to specific career tracks, thus mapping directly to the needs of industry as expressed through their job requirements and associated skills demand.
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Harris, Kathleen I. "The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092.
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Greig, Phillipa Catherine. "Accounting: A case study of an elective subject in the Queensland senior high school curriculum." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116901/1/Phillipa_Greig_Thesis.pdf.
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The shift to a knowledge economy has impacted education, particularly curriculum, as governments demand twenty-first century knowledge workers. This case study was developed as an in-depth consideration of the high school accounting curriculum in Queensland in a time of disruption and curriculum change. The study provided insight into stakeholder knowledge of the high school accounting curriculum, perceptions of the curriculum and reasons those perceptions have developed. The findings of this research indicate the skills developed in this elective high school subject are of value to stakeholders in disrupted times. This study has informed a new accounting syllabus in Queensland.
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Reiser, David A. "An impact analysis of computer assisted instruction on the reading skills of students with disabilities." Ashland University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ashland152328041292333.
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Johansson, Sofia. "Ämnesövergripande undervisning i läsförståelse : Mellanstadielärares kompetens och undervisningsstrategier i olika ämnen." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36891.
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In this study, six teachers have been interviewed about their vision and teaching of reading comprehension, both for pupils who has cleared the reading code and those who have not. The aim is to illustrate if teachers in middle school spend time to exercise reading comprehension, or if this is left to the Swedish teachers. Thus only according to the subject Swedish, the students are entitled to be given the opportunity to develop reading strategies. The interviews are semi-structured based on qualitative research. The informants are three teachers of Swedish and three teachers of other subjects. Two different interview guides were used containing three questions. The main questions were the same but each guide had some question directly connected to the subject. The results show that all teachers believe that exercising reading comprehension is to be conducted in all subjects, not just Swedish. However, the work is done differently. Teachers in the Swedish subject discuss their teaching in a much more purposeful way than the other teachers. Teachers in the Swedish subject have developed their competence concerning reading comprehension and have got more knowledge than those on other subjects. Those teachers who do not teach Swedish as a subject say that lack of time is the reason why reading comprehension cannot be integrated to the extent that they desire<br>I den här studien har sex verksamma lärare intervjuats angående deras syn på undervisning av läsförståelse, både när det gäller elever som knäckt läskoden respektive de som inte har det. Syftet är att åskådliggöra om samtliga lärare på mellanstadiet lägger tid på läsförståelseträningen, eller om det är lämnat åt svensklärarna, då det enbart står i ämnet svenska att eleverna ska ges möjlighet att utveckla lässtrategier. Intervjuerna är semi-strukturerade och bygger på en kvalitativ studie. Informanterna är tre lärare i svenska och tre lärare i andra ämnen Två olika intervjuguider användes som innehöll tre frågor, huvudfrågorna användes till samtliga lärare medan någon fråga var direkt riktad till de ämnen lärarna undervisar inom. Resultatet visar att samtliga lärare är eniga om att läsförståelseträning ska bedrivas i alla ämnen och inte bara svenska. Däremot skiljer sig båda kategorierna åt då svensklärarna diskuterar sin undervisning på ett mycket mer målmedvetet sätt än de övriga lärarna
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Lavik, Katherine Bobak. "The Effectiveness of a Goal Setting Intervention that Incorporates Performance Feedback, Self-Graphing, and Reinforcement on Improving the Writing Skills of High School Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1395826954.
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Vos, Louisa Johanna. "Die akademiese inligtingsbibliotekaris in 'n elektroniese inligtingsomgewing / Louisa Johanna Vos." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/42.
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The traditional academic reference environment has been
transformed by electronic technology. The purpose of this study is to investigate the
consequences of this transformation concerning the changing role of the reference
librarian as well as the new competencies that are needed to be efficient in this
electronic information environment.
Research method: A literature study was conducted in order to establish the
nature of the traditional academic reference environment; to determine the changes
that took place in the electronic reference environment and the effect of these
changes on the role expectations and competencies of the academic reference
librarian.
Core findings: The role of the academic reference librarian in an electronic
environment has changed from sole information provider in the traditional
environment to facilitator and guide to relevant resources in the electronic
environment. Three main roles have been identified: it can be expected of an
academic reference librarian to be a trainer, an information manager and to be
equipped to handle information enquiries via electronic mail. Reference librarians
need additional training and continuing education in order to develop new skills and
acquire new knowledge to enable them to handle these identified tasks. Although
responsibilities for providing training and education opportunities reside with library
managers, in the end, each reference librarian must assume responsibility for
acquiring the required competencies. Librarians must not see the developments in
information technology and especially Internet as a threat, but as an opportunity and
vehicle to deliver and support better information services to users.<br>Thesis (M.Bibl.)--Potchefstroom University for Christian Higher Education, 2002.
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Lewis, R. S. "An exploration of the effectiveness of Educational Psychology consultation in supporting the development of emotional regulation skills in young people who have been adopted : a series of single subject case studies." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636476.
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Children who are adopted can experience significant developmental delays which are noticeable for years after their adoption. A particularly prominent area of delay is in the arena of emotional and social development, most notably emotional regulation (ER).The central focus of this thesis asks to what extent the increasingly advocated, theoretical and practice framework of consultation can effectively support the development of those young people's emotional regulation skills following early trauma impact. The aim is not to draw general conclusions about adopted young people, but to provide a source of rich descriptions about this specific group of young people, their parents and school staffs' experiences of consultative Educational Psychology (EP) involvement and identify implications for EP practice, particularly in relation to ER change. This is following Government agendas (e.g. Every Child Matters), as well as the Educational Psychology (EP) profession itself, discourses regarding the perceived value and effectiveness of EPs, and the scope of their work. In order to explore this issue a concurrent mixed methods, qualitative-led, multiple case study design was adopted. Four young people (aged between 10 and 14 years old) were the focus of individual single case studies. Young people, their parents and school staff completed a number of specific questionnaires pre-and post- consultative Educational Psychology intervention (relating to executive functioning and emotional regulation), as well as weekly Likert scales in order to build a detailed picture over time. Parents and teachers were subsequently interviewed to elicit their experiences and perceptions of the overall consultation process and specific consultation meeting. Data was gathered on their reflections of whether changes had taken place, and if so, their reasoning as to . what contributed to making that difference.
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Mailliot, Stéphanie. "Penser les processus de changement à travers l'expérience de la mobilité professionnelle : De l'objet discursif à l'activité de transition." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3002.
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La thèse, menée dans le cadre d’une convention industrielle de formation par la recherche (CIFRE) avec l’Observatoire Régional des Métiers (ORM, Marseille), porte sur le thème des mobilités professionnelles, entendues comme l’ensemble des changements qui ponctuent le cours des vies au travail. Elle montre que la « mobilité professionnelle » est une expression polémique qui renvoie à la question de savoir dans quelle mesure le pouvoir de la norme vient aujourd’hui imposer une forme unilatérale aux multiples vécus du changement au travail. En effet, construire la mobilité professionnelle d’un point de vue discursif (dans les champs social, politique, juridique et épistémologique) conduit à l’instituer comme mode de vie. A partir de ce constat, étayé au cours de la première partie, il s’agit de voir en quoi s’intéresser de près au vécu du changement peut contribuer à retravailler la norme qui intime aujourd’hui l’ordre de « bouger ». Pour répondre à cette question, l’analyse de récits biographiques de trajectoires professionnelles permet d’appréhender la mobilité professionnelle comme expérience impliquant le déploiement d’une véritable « activité de transition ». L’axe de l’expérience est transversal à l’ensemble de la deuxième partie de la thèse et il est travaillé selon trois directions : celle du déploiement des compétences au cours des situations de transition, celle du métier à l’épreuve ou à l’appui des processus de mobilité et enfin celle du développement du « sujet de la mobilité », revenant sur la question de savoir comment « le même » reste à la fois lui-même et « devient autre » à travers l’expérience du changement. In fine l’ensemble des éléments développés ouvre la voie à une réélaboration possible du concept de mobilité professionnelle. Aussi, deux niveaux de lecture de la thèse ne peuvent être dissociés : l’un, portant sur l’expérience de la mobilité professionnelle, nourrit l’autre, concernant des enjeux épistémologiques de définition du phénomène considéré<br>This doctoral thesis, which was supported in the framework of a CIFRE funding agreement with the Observatoire Régional des Métiers (ORM, the Regional Occupational Observatory in Marseille), focuses on the theme of occupational mobility, defined as the whole set of changes which occur during people’s working lives. The author explains what a controversial term “occupational mobility” is, since it raises questions about the difference between discursive norms and how people actually experience the occupational changes made during their careers. Introducing the concept of occupational mobility into public discourse (in the social, political, juridical and epistemological fields) is bound to set mobility up as a way of life. Based on this conclusion reached in the first part of this study, it was proposed to examine how it may be possible to modulate the current coercive norm which incites people to keep on changing, by looking more closely at how these occupational changes have been experienced. To answer this question, some peoples’ personal accounts of their occupational trajectories were analyzed, and occupational mobility was found to be an experience which requires the ability to invest in transition as if it were an activity in itself. The theme of personal experience which runs through the whole of the second part of this study is approached from three different angles: how people’s skills are deployed during the transition phase, how people’s occupational skills are either put to the test or facilitate the process of mobility, and how the “mobile subject” develops as the result of this experience, i.e., how each person remains exactly the same while “becoming another person” due to this experience of change. In conclusion, all the aspects addressed here point to the need to revisit the concept of occupational mobility. The two levels at which this study was undertaken are therefore indissociable: the findings made on people’s personal experience of occupational mobility contribute to identifying the epistemological stakes involved in defining the phenomenon in question
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França, Maria Luiza Pontes de. "Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/5968.
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Previous issue date: 2012-03-01<br>Financiadora de Estudos e Projetos<br>In considering the national publications about gifted and talented children, it was noticed that there is a lack on scientific knowledge and empirical research about the socio-emotional characteristics of these children, specifically, about social skills repertoire and the level of subjective well-being. It was noticed too, that there is a prevalence of publications on cognitive characteristics and educational needs of these children. Therefore, the main objectives of this study were: (1) characterize the repertoire of social skills in gifted and talented children; (2) characterize the level of subject well-being in gifted and talented children; (3) investigate the relationship between social skills and subjective well-being of these children; (4) identify the predictive power of social skills in explaining subjective wellbeing of these children; (5) identify possible differences and similarities in relation to social skills classes in different domains of gifted (general intelligence, creativity, socio-emotional and sensorimotor); and (6) identify possible differences and similarities in relation to subjective well-being in different domains of gifted (general intelligence, creativity, socioemotional and sensorimotor). Sample was composed by 394 children with age range between eight and twelve years. They were separated in 269 gifted and talented children and 125 not gifted children. Participants completed the following questionnaires: Evaluation System of Social Skills (ESSS), Multidimensional Scale of Life Satisfaction for Children (MSLSC), Scale Positive and Negative Affect Children and Socio-Demographic Questions. Descriptive and inferential analyzes were performed in order to accomplish the aims of this research. Results showed that gifted children reported a broader social skills repertoire and a higher level of subjective well-being than non-gifted children. Regarding the classes of social skills and the subjective well-being indicators, both samples of children reported more frequently the expression of positive feelings and higher satisfaction with family and reported a lower frequency of problem avoidance and lower level of negative affect. These results indicated that a broader repertoire of social skills is associated with a higher level of subjective wellbeing in gifted and talented children. Subjective well-being was predicted by most social skills classes. It was observed that when compared gifted children in a domain with gifted children who did not showed the same performance in that domain were observed differences in some social skills classes and in some subjective well-being indicators for verbal and mathematical sub-domains (belonging to general intelligence domain) and for socioemotional and sensorimotor domains. In conclusion, this study can be considered relevant for the scientific literature of this field research. The results demonstrate that the socio-emotional disadjustment seen as a gifted and talented children feature is a myth, once these children reported a broader social skills repertoire and higher level of subjective well-being overall. Moreover, information about the social skills repertoire and the level of subjective well-being of gifted and talented children might contribute to identify children who excel in the socioemotional domain, once there is a few programs that select gifted children based on their social competence and related variables.<br>Ao considerar as publicações nacionais, destaca-se que prevalece no país a falta de maior conhecimento da comunidade científica e de pesquisas empíricas a respeito das características socioemocionais de crianças dotadas e talentosas, especificamente, do repertório de habilidades sociais e do nível de bem-estar subjetivo, uma vez que predominam as publicações sobre as características cognitivas e necessidades educacionais dessas crianças. Diante disso, os objetivos do presente estudo foram: (1) caracterizar o repertório de habilidades sociais de crianças dotadas e talentosas; (2) avaliar o nível de bem-estar subjetivo dessas crianças; (3) verificar a relação entre habilidades sociais e bem-estar subjetivo dessas crianças; (4) identificar o poder preditivo das habilidades sociais na explicação do bem-estar subjetivo dessas crianças; (5) identificar possíveis diferenças e semelhanças em relação às classes de habilidades sociais nos diferentes domínios de dotação (inteligência geral, criatividade, socioafetivo e sensoriomotor); e (6) identificar possíveis diferenças e semelhanças em relação ao bem-estar subjetivo nos diferentes domínios de dotação (inteligência geral, criatividade, socioafetivo e sensoriomotor). A amostra deste estudo foi composta por 394 crianças na faixa-etária de oito a doze anos. Dessa amostra, 269 crianças eram sinalizadas como dotadas e talentosas e 125 crianças eram identificadas como não dotadas. Os participantes responderam a quatro instrumentos: Sistema de Avaliação de Habilidades Sociais (SSRS); Escala Multidimensional de Satisfação de Vida para Crianças (EMSVC); Escala de Afeto Positivo e Negativo para Crianças e Questionário Sócio- Demográfico. Foram realizadas análises descritivas e inferenciais com o intuito de atender aos objetivos propostos para esta pesquisa. A partir dessas análises verificou-se que as crianças dotadas apresentaram no autorrelato um repertório de habilidades sociais mais elaborado e maior nível de bem-estar subjetivo de modo geral do que as crianças não dotadas. Dentre as classes de habilidades sociais e os indicadores de bem-estar subjetivo, as duas amostras de crianças relataram maior frequência em expressão de sentimento positivo e maior nível de satisfação com a família bem como relataram menor frequência em evitação de problema e menor nível de afeto negativo. Os resultados deste estudo indicaram que um repertório elaborado de habilidades sociais está associado a um maior nível de bem-estar subjetivo em crianças dotadas e talentosas. O bem-estar subjetivo foi predito pela maioria das classes de habilidades sociais. Acrescenta-se que ao comparar as crianças dotadas que se destacavam em um domínio com as crianças dotadas que não se sobressaíam nesse mesmo domínio, foram verificadas diferenças em algumas classes de habilidade sociais e em alguns indicadores de bem-estar subjetivo para os subdomínios verbal e matemático pertencentes ao domínio inteligência geral e para os domínios socioafetivo e sensoriomotor. Conclui-se que este estudo pode ser considerado como relevante para a literatura científica da área, pois contribui com resultados que indicam que o desajustamento socioemocional visto como uma característica de crianças dotadas e talentosas trata-se de um mito uma vez que essas crianças relataram um repertório elaborado de habilidades sociais e alto nível de bem-estar subjetivo de modo geral. Além disso, as informações sobre o repertório de habilidades sociais e o nível de bem-estar subjetivo da população de crianças dotadas e talentosas podem contribuir para a identificação de crianças que se destacam no domínio socioafetivo, dado que poucos programas selecionam crianças dotadas baseados em sua competência social e variáveis relacionadas.
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Gunduz, Madelen. "Vad kännetecknar en bra respektive mindre bra lärare? : En studie om gymnasieelevers syn på ledarskapskompetens i klassrummet." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3201.
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<p>The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality.</p><p>Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics.</p><p>The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication. Results of the category 'a less good teacher' show characteristics of a teacher who does not have subject expertise, and who does not vary their teaching styles as well as favors some students over others.</p><p>The discussion concludes the study by highlighting significant implications of the survey for teaching practice. The student perspective reported on in this study, gives evidence for the importance of considering students' perspectives in maintaining quality in teaching practice and classroom leadership.</p><p> </p>
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Schönborn, Konrad J., and Trevor R. Anderson. "Bridging the Educational Research-Teaching Practice Gap: Foundations for assessing and developing biochemistry students’ visual literacy." Linköpings universitet, Medie- och Informationsteknik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59468.
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External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for interpreting and visualizing ERs. In this article, first we describe a model of seven factors influencing students’ ability to learn from ERs. Second, we use this model and relevant literature to identify eight cognitive skills central to visual literacy in biochemistry. Third, we present simple examples of tasks as a foundation for designing more sophisticated and complex items for assessing and developing students’ visual literacy. We conclude that visual literacy is fundamental to the development of sound conceptual understanding and it is crucial to develop visual skills in parallel with meaningful learning outcomes in all biochemistry curricula.<br><p>All issues of BAMBED become freely available after a two-year hold</p>
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Balci, Ceyda. "Conceptual Change Text Oriented Instruction To Facilitate Conceptual Change In Rate Of Reaction Concepts." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607815/index.pdf.
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The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquo<br>misconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject.
42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in Ç<br>anakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year.
Two groups of students participated in the study. One group was called Experimental Group and instructed with conceptual change texts oriented instruction accompanied with analogies and the other group was called Control Group and was instructed with traditionally designed chemistry instruction over a period of four weeks.
To investigate the effectiveness of the treatment, Rate of Reaction Concepts Test and Attitude Scale Towards Chemistry as a school subject were administered to both groups of students at the beginning and at the end of the treatment period. To evaluate students&rsquo<br>science process skills, Science Process Skills Test was administered to both groups of students before the treatment.
MANCOVA was used to test the hypothesis of the study. The results of the study indicated that students instructed with conceptual change texts oriented instruction accompanied with analogies gained higher average scores in Rate of Reaction Concepts Test than the students instructed with traditionally designed chemistry instruction.
Results and strategies that were developed for the present study may be used by science teachers to reduce and eliminate students&rsquo<br>misconceptions about rate of reaction concepts.
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Silveira, Lisiane Martins da. "HABILIDADES ORAIS EM CRIANÇAS: VALIDAÇÃO DE INSTRUMENTO E INFLUÊNCIA DE HÁBITOS ORAIS E DO ALEITAMENTO MATERNO." Universidade Federal de Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/6514.
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This study aimed to validate an instrument designed to assess the oral motor skills in children at 9 months of age, as well as to assess the influence of oral behaviors and breastfeeding on them. Six judges with oralfacial motricity experience and 125 children belonging to the 4th Regional Health of Rio Grande do Sul State participated in this study. For the content analysis, the instrument was sent to judges in order to verify the agreement about its relevance and pertinence. In a second moment, the instrument was applied in children. A questionnaire answered by parents investigated the presence of oral behaviors in this population. The results showed satisfactory content validity and reliability; however, the factorial validity indicated a need for revision since five of the eleven items not shown to be contributing to assess the oral motor skills in children at this age. Regarding the influence of oral behaviors and breastfeeding, the pacifier negatively affected the abilities of suction while breastfeeding positively affected them. It was also found that although most children did not present ability to use the cup, the behavior of putting objects in mouth has promoted the development of such ability. We concluded that the instrument proposed can be use to evaluate the oral motor skills in children at 9 months of age. The oral motor skills developed well when breastfeeding was present.<br>Este trabalho teve como objetivo validar um instrumento elaborado para avaliar as habilidade orais de crianças, aos 9 meses de idade, bem com verificar a influência de hábitos orais e do aleitamento materno sobre as mesmas. O estudo contou com a participação de 6 juízes, com formação e experiência na área da Motricidade Orofacial, e de 125 crianças com cerca de 9 meses de idade, pertencentes à região da 4ª Coordenadoria Regional de Saúde do Rio Grande do Sul. Para a análise de conteúdo, o instrumento foi enviado aos juízes com o objetivo de verificar a concordância sobre a pertinência e validade dos itens propostos. Em um segundo momento, o instrumento foi aplicado às crianças participantes. Através de questionário aplicado aos pais foi investigada a presença de hábitos orais na população estudada. O instrumento elaborado apresentou validade de conteúdo e de fidedignidade satisfatórias, no entanto, a análise fatorial indicou a necessidade de reformulação do instrumento, uma vez que cinco dos onze itens avaliados não acrescentaram contribuição para avaliar as habilidades orais de crianças aos 9 meses de idade. Em relação à influência de hábitos orais e do aleitamento materno, verificou-se que o uso da chupeta influenciou negativamente as habilidades de sucção. Já o aleitamento materno favoreceu o desenvolvimento das habilidades orais na sucção, no grupo estudado. Verificou-se também que, embora a maioria das crianças não apresentasse habilidade para usar o copo, o hábito de introduzir objetos na boca favoreceu o desenvolvimento de tal habilidade. Conclui-se que o instrumento elaborado pode ser utilizado na avaliação das habilidades orais de crianças, aos 9 meses de idade. As habilidades orais desenvolveram-se de forma mais adequada na presença do aleitamento materno.
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Barron-Johnson, Tamara. "Using Music in Teaching Social Skills to Mentally Retarded Subjects." DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/6199.
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The purpose of this study was to determine the extent to which Melodies to Assist Social Interaction (MASI) would affect the social skills performance of the educable mentally retarded.
The study employed a pretest-posttest control group design with an N of 27 mentally-retarded subjects. It also employed a one-group pretest-posttest design with an N of 8 non-mentally retarded subjects.
All of the subjects received a pre- and post-score for their social skills performance level. Nineteen of the mentally-retarded subjects and all eight non-mentally retarded subjects received the MASI social skills teaching program as part of their regular curriculum.
The pre- and post-treatment performance was analyzed by a correlated means t-test. An analysis of covariance was used in which the posttest means were compared using the pretest means as a covariate.
It was concluded that MASI did not have an impact, positive or negative, on the social skills performance level of the subjects.
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Rosby, Linnea. ""Allas röst i rummet" : Lärares syn på utveckling av samtalsförmågor i svenskundervisningen i skolans mellanår." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78247.
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The aim of this study is to investigate the approach taken by upper primary school teachers to the development of pupils’ verbal communication skills in Swedish as a school subject. The study also looks at to what degree quieter pupils receive support in the development of these skills. A qualitative study was undertaken in which interviews were conducted with four qualified upper primary school teachers. All four teachers reported that they organized their teaching so as to suit all their pupils. All the teachers described their methodology as interactive where the pupils are involved and active. Three teachers described the work with the development of pupils’ verbal communication skills as not to be prioritized in comparison to the other parts of the Swedish subject. According to the teachers, pupils often practice these skills in other subjects. The teachers talked about the need for a supportive classroom environment if pupils are to be willing to speak while others are listening. Nevertheless, the teachers also found creating a disciplined and accepting classroom environment to be a challenge. In each of their classes the teachers had a couple pupils who did not follow the classroom rules and that effected other pupils in the class. All the teachers described quieter pupils in their classes. Three teachers reported that they supported quieter pupils through a good contact with both the pupils and the parents. Otherwise, the quieter pupils didn’t get any specific support.<br>Syftet med denna studie är att undersöka lärares syn på att utveckla elevers samtalsförmågor i svenskämnet i skolans mellanår. Syftet är vidare att undersöka hur mer tystlåtna elever får stöd i detta arbete samt vilka utmaningar som lärare upplever i utvecklingen av elevers samtalsförmågor. Metoden som har använts är kvalitativa intervjuer av fyra legitimerade och verksamma lärare i skolans mellanår. De deltagande lärare beskriver att de utformar arbetssätt som präglas av att eleverna är aktiva. Arbetssätten beskrivs som utformade för att passa så många som möjligt av eleverna i klassrummet. Tre av fyra lärare beskriver att utvecklingen av elevers samtalsförmågor är lågprioriterad i jämförelse med andra delar av svenskan vilket lärarna menar kan bero på att samtal sker kontinuerligt i flera ämnen. Alla lärare beskriver betydelsen av ett tryggt klassrumsklimat för att elever både ska våga och vilja ta ordet i klassrummet när andra lyssnar. Lärarna beskriver att upprätthållandet av ett tryggt klassrumsklimat kan vara en utmaning eftersom ett par elever i varje klass på olika sätt inte förhåller sig till gemensamma regler. Det i sin tur menar lärarna kan påverka andra elever i klassrummet. Alla lärare beskriver även att det finns mer tystlåtna elever i klassrummet. Det stöd som de mer tystlåtna eleverna får i utvecklingen av samtalsförmågorna beskrives som dialoger med elev och vårdnadshavare angående tystlåtenheten samt genom positiva förstärkningar. I övrigt stöttas inte dessa elever på något specifikt sätt.
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Taylor, K. Lynn. "Thinking skill development in the context of a mainstream subject area." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/10568.
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University teaching and learning experiences which are characterized as unsatisfactory by many faculty and students can be more precisely defined as manifestations of poorly developed higher order thinking skills. Two hypotheses relevant to this problem are explored in this thesis. The first is that it is possible to use the characteristics of good and poor problem solvers documented in the literature as a productive way of recognizing and understanding the learning problems experienced by many university students. The second hypothesis is that the integration of the characteristics of effective problem solvers into a framework of general problem solving heuristics is a practical and effective strategy to move students along a continuum to better developed higher order thinking skills within the broader context of knowledge acquisition. The teaching strategy developed from the literature and illustrated in a case study, is designed to capitalize on the scholarship of faculty often underutilized in their teaching, by encouraging faculty to be more self-conscious in making process skills explicit in a way that is meaningful to their students. As demonstrated in the case study, it is a strategy which utilizes teaching opportunities and data sources available in the classroom situation. The results of the case study indicated that, in this case: (1) characteristics of good and poor problem solvers were observable in the classroom situation; (2) faculty could learn and use the strategy effectively in the context of discipline teaching; (3) the strategy did not seriously restrict the amount of content to be taught; (4) students did acquire skills specific to the strategy implemented; and (5) that particular areas of concern for further applications were encouraging students to actively engage in process tasks, to have more confidence in their use of reasoning as a tool and to place more emphasis on the cognitive skill of evaluation.
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Mann, Joanna Emily. "Geographies of the knitscape : re-thinking the craft subject through skill, creativity, and community." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705454.
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ERCOLINO, Immacolata. "CLIL Teaching Units in Blended Learning on Moodle Platform for Building Students’ Skills to Learn Subjects in Biosciences." Doctoral thesis, Università degli Studi di Camerino, 2019. http://hdl.handle.net/11581/428661.
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[…] I give an overview on the basic concepts that had inspired this PhD . project. I describe the theoretical model of the Constructivism and the importance of the use of computer based technologies for its applications. Moreover, I give an overview on the state of the art of the application of the Content and Language Integrated Learning (CLIL) methodology in Italy, on the advanced courses that teachers must follow for teaching CLIL in the last high school year classes including regulations and finally I describe the objectives of the present work. […]
During the PhD . project as e-learning environment for the organization and delivery of on-line courses, I used the Moodle platform [http://www.moodle.org],. Moodle (Modular Object-Oriented Dynamic Learning Environment) is a open source Learning Content Management Systems (LCMS) to upload teaching materials, use interactive and collaborative tools, together with instruments to map the flux of course activities (logs, users, accounts), and evaluation kits (questions, games, meetings). Moodle is a powerful learning environments platform. The great success of this e- learning platform is due to the flexibility of the open source system, providing users, administrators, teachers and students the opportunity to make new contributions, with new applications, making it one of the most widely used system in education courses administered at various distances. Another advantage is related at the transition from teacher-centered towards student-centered learning environments. In addition, Moodle is the e-learning platform used by the University of Camerino since 2004 to deliver all its on-line teaching activities. The access to the platform was provided by the administrator of the educational platform of the University of Camerino, where the author of this PhD worked on its graphic personalization of learning enviroment of the platform
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Ng, Yick-mui Emily, and 吳奕梅. "A case study of activity learning in secondary school business subjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30290338.
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Short, Christine M. "Comparison of Employability Skill Subjects Taught Statewide to Junior and Senior Programs in a Vocational School." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281639544.
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Meng, Qiuhong. "Bearing capacity failure envelopes of foundations with skirts subjected to combined loading." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for bygg, anlegg og transport, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23367.
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The bearing capacity of the foundation is reduced in combination with horizontal loads and moments, and can be further reduced when torsion moment is applied. Therefore, torsion moment must be taken into account when calculating the loading capacity. This is particularly relevant for offshore foundations (underwater structures), since torsion is often of considerable size.The aim of this thesis is to make a numerical study of a rectangular mudmat foundation subjected to vertical loading, horizontal loading and torsion moment. The numerical calculations were mainly calculated by the finite element program PLAXIS 3D. Meanwhile, hand calculations of bearing capacities with Janbu and Davis & Booker methods are also carried out for comparison. The numerical studies were limited to undrained loading condition, where the undrained shear strength increases linearly with depth for a rectangular mudmat foundation; a) with outer skirts only b) with both outer and inner skirtsVertical and horizontal bearing capacities of mudmat foundation from finite element program PLAXIS 3D correspond well with the hand calculation results by Janbu method. However, the vertical bearing capacities from PLAXIS 3D are slightly higher than Janbu method, with a differencial value of 460kN(Model 1) and 80 kN(Model 2), corresponding to a differencial of 6% and 1%, respectively. It may have several explanations:?The results of finite element programs is dependent on network element and element type. Theoretically, the analyses of model with more fine meshes and smaller average element size would generate more accurate results. ?PLAXIS 3D bulids a real 3-dimensional model, taking into consideration the 3D effections. However, Janbu method is based on the plane strain. However, torsional bearing capacity from PLAXIS 3D is almost twice the value determined from hand calculations, which may because of the conservative calculation method or some possible parametrical errors in PLAXIS 3D. By intergrating the FEM analyses package PLAXIS 3D with the Swipe test procedure of loading, the failure envelopes of mudmat foundation and approximating expressions are investigated. Through numerical computations and comparative analyses based on FEM, the two-dimensional failure envelopes of mudmat foundation are established by using proposed method to evaluate the stability of foundation under combined loadings. These results could be utilized to provide vital reference for the design and construction of mudmat foundation.
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Moya, Mario Raul Angel. "Using language learning strategies to develop ab-initio PGCE students' skills in primary modern languages." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/320282.
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The announcements concerning the introduction of modern languages in Key Stage Two in England (https://www.education.gov.uk/schools/teachingandlearning/ curriculum/national curriculum2014, [accessed 8 March 2013]), although not a new initiative, have renewed the need to train generalist primary teachers in teaching modern languages. Following an initial announcement of the introduction of the English Baccalaureate, the poor outcomes achieved by England in the European languages survey (COE, 2012) and the news that modern languages would be part of the primary curriculum (http://www.bbc.co.uk/news/education-18531751 [accessed 21 June 2012]) contributed to refreshing the agenda of languages in the country and the role of early second language learning appears to be slowly resurrecting. In order to provide trainee teachers with the skills necessary for teaching young learners modern languages, this study focuses on increasing subject knowledge and pedagogical competence in a short time by developing trainees’ reflective practice, broadly following the tradition of strategy-based instruction (Macaro, 2001; Cohen, 2007; Oxford, 2011), but within a social constructivist understanding of learning using collaboration. The research, which follows a mixed method case study approach, proposes and trials a teaching approach that incorporates language learning strategies in a collaborative manner. The design of a revised strategy-based approach has a three-fold purpose: (i) to enable primary trainee teachers to develop the linguistic skills necessary to teach another language through the use of the linguistic knowledge they already possess in their own mother tongue (Saville-Troike, 2012); (ii) to use self-regulation to build confidence and competence in the target language; and (iii) to enable trainees and pupils to develop their language learning autonomy. Results indicate that, within the case studies reported here, such an approach seemed to be an effective way of learning and teaching another language simultaneously for adults, as it provided ab-initio language learners with a basis for the development of linguistic skills thus increasing their capacity for languages. Whilst there is no claim to generalisation here, the studies indicate that using language learning strategies may create and sustain interest and engagement in the subject—a condition that has been identified as critical to the success of any teaching approach. Whilst the results were positive in terms of developing acceptable levels of linguistic competence in adult learners over a short time, the use of a strategy-based method with children did not prove satisfactory, perhaps because of the high metacognitive demands placed on them when they had not yet developed high level abstract thinking, particularly the amount of prior knowledge needed and the language required to verbalise complex cognitive processes.
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Ratkic´, Adrian. "Dialogseminariets forskningsmiljö." Doctoral thesis, KTH, Yrkeskunnande och teknologi, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3975.
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This study explores the application of the dialogue seminar method within a doctoral programme KTH Advanced Programme in Reflective Practice of the research area of Skill and technology at the Royal Institute of Technology (KTH) in Stockholm. In order to understand distinctive features of the dialogue seminar method the study starts with a survey of how the method and its spirit were affected by the history of ideas related to the research area, of which many were generated within the intellectual milieu gathered around the Dialogue seminar of the Royal Dramatic Theatre in Stockholm and cultural journal Dialoger. The dialogue seminar method stands for a well thought out idea about what the link between skills, literature, philosophy, history of ideas, art and science is made up of. This idea is expressed in the way the dialogue is conducted; various topics are explored through associations, digressions and deviations form the subject. This indirect approach to reflection is called analogical thinking in contrast to the thinking based on deduction or induction. Analogical thinking prevails in judgement and action. It is also of great significance in e.g. development projects, in arts, all sorts of problem-solving, and those phases of research that call for inventiveness and imagination. The Dialogue Seminar’s Research Milieu brings up new questions about the possibilities of pursuing scientific or methodological reflection by means of analogical thinking and about the status of classical humanistic readings within the post graduate education.<br>QC 20100629
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Cutshaw, Laura M. (Laura Marie). "Assessment of Functional Communication Skills in Institutionalized and Non-Institutionalized Elderly Subjects Using the Spontaneous Speech and Auditory Comprehension Subtests of the Western Aphasia Battery." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500560/.
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The purpose of this study was to determine if there is a difference in functional communication skills between elderly persons in nursing homes and those living independently in the community. Thirty non-institutionalized elderly subjects were given the Western Aphasia Battery (WAB) screening tool. These scores were compared to WAB screening scores obtained from 20 institutionalized subjects. The difference between these scores was statistically significant. The institutionalized subjects' scores were also correlated with a Facilitators Evaluation of Communication Skills (FECS) inventory. Results showed a moderate correlation between the institutionalized subjects' WAB screening score and their FECS rating. The benefits of a screening tool for elderly populations are discussed.
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Delacour, Gérard. "Apprendre comme Inventer." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2010. http://tel.archives-ouvertes.fr/tel-00545764.
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Apprendre comme Inventer, essai pour introduire le concept didactique d'insension. Apprendre est une activité, aussi bien au sens de " to teach ", du point de vue de l'enseignant, apprendre comme enseigner, qu'au sens de " to learn ", du point de vue de l'apprenant, c'est-à-dire apprendre comme connaître. L'analyse de l'activité par la Didactique professionnelle en tant qu'analyse de ce qui est productif et constructif dans l'action, peut s'appliquer à l'action d'apprendre. Or il existe, à côté de la conceptualisation dans l'action, des moments où le Sujet apprend en s'incorporant à lui-même la connaissance. Ce moment est un acte du Sujet par induction, c'est-à-dire par colligation d'éléments épars, perçus et/ou imaginés. Le Sujet accède ainsi au sens qu'il donne en acte à l'apprendre. Cette saisie du sens, ou " insension " est une invention du Sujet qui participe doublement à son développement : d'une part, les connaissances appropriées au Sujet par le Sujet engagent le développement de sa compétence, d'autre part, l'activité d'apprendre comme inventer est conjointe au développement identitaire du Sujet. Pour l'ingénierie didactique de formation, apprendre à enseigner demande l'écoute de la singularité du cadre de référence du Sujet. Pour faciliter à l'ignorant le passage à la connaissance, c'est-à-dire à l'incorporation des savoirs référencés, il faut que les dispositifs de formation aient pour point de départ la perspective de l'apprenant. Le Sujet ignorant est reconnu capable d'apprendre à partir de son cadre de référence, tel qu'il est, c'est-à-dire capable d'un acte d'incorporation pour soi des savoirs que l'insension (colligation) transforme en connaissances. Le Sujet peut alors accéder socialement à la reconnaissance de sa compétence.
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Birch, Adrian. "An investigation into distance learning for technical and skills based subjects within the retail motor industry : critical analysis of distance learning within the retail motor industry." Thesis, Liverpool John Moores University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402969.
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Bin-Ishak, Mohamad H. "Quantification of human operator skill in a driving simulator for applications in human adaptive mechatronics." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/10066.
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Nowadays, the Human Machine System (HMS) is considered to be a proven technology, and now plays an important role in various human activities. However, this system requires that only a human has an in-depth understanding of the machine operation, and is thus a one-way relationship. Therefore, researchers have recently developed Human Adaptive Mechatronics (HAM) to overcome this problem and balance the roles of the human and machine in any HMS. HAM is different compared to ordinary HMS in terms of its ability to adapt to changes in its surroundings and the changing skill level of humans. Nonetheless, the main problem with HAM is in quantifying the human skill level in machine manipulation as part of human recognition. Therefore, this thesis deals with a proposed formula to quantify and classify the skill of the human operator in driving a car as an example application between humans and machines. The formula is evaluated using the logical conditions and the definition of skill in HAM in terms of time and error. The skill indices are classified into five levels: Very Highly Skilled, Highly Skilled, Medium Skilled, Low Skilled and Very Low Skilled. Driving was selected because it is considered to be a complex mechanical task that involves skill, a human and a machine. However, as the safety of the human subjects when performing the required tasks in various situations must be considered, a driving simulator was used. The simulator was designed using Microsoft Visual Studio, controlled using a USB steering wheel and pedals, as was able to record the human ii path and include the desired effects on the road. Thus, two experiments involving the driving simulator were performed; 20 human subjects with a varying numbers of years experience in driving and gaming were used in the experiments. In the first experiment, the subjects were asked to drive in Expected and Guided Conditions (EGC). Five guided tracks were used to show the variety of driving skill: straight, circular, elliptical, square and triangular. The results of this experiment indicate that the tracking error is inversely proportional to the elapsed time. In second experiment, the subjects experienced Sudden Transitory Conditions (STC). Two types of unexpected situations in driving were used: tyre puncture and slippery surface. This experiment demonstrated that the tracking error is not directly proportional to the elapsed time. Both experiments also included the correlation between experience and skill. For the first time, a new skill index formula is proposed based on the logical conditions and the definition of skill in HAM.
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Metcalfe, Paul N. "Learning and teaching the art of sound design: An analysis into determining best practices." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/102704/8/Paul_Metcalfe_Thesis.pdf.
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The aim of this study was to investigate the learning and teaching of sound design in higher education contexts. Two main aspects were examined: firstly, an investigation into published resources, addressing sound design as creative practice, and, secondly, an examination of the relationship between technical process and creative skills development within curriculum design. The perceived educational benefits were also investigated, of collaborative projects and other practical exercises, contrasting them with technical, skills-based learning. Finally, the study suggests avenues for future development that may provide better access to reference materials that support sound design students' development as creative, industry ready practitioners.
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Wallace, Rick L., and Bruce Behringer. "Potential of Technology to Improve the Availability and Use of Health Information on Cancer Subjects for Clergy from Rural Communities." Digital Commons @ East Tennessee State University, 2020. https://doi.org/10.1111/hir.12275.
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Background: Cancer is a leading cause of death around the world and often is a chronic long term disease. This calls for an expanded workforce to include non-traditional health care providers.
Objective: To determine effectiveness of a cancer information training project with clergy from selected rural Appalachian areas to improve comfort and willingness to work as part of the cancer health care team.
Methods: Clergy were trained in the consumer health database of the National Library of Medicine MedlinePlus.gov. Exercises were required that were done using an iPad tablet with an online curriculum. They were also taught how to do a population health assessment of their particular area and develop a health ministry for their church.
Results: Three key elements were confirmed that would enable replication of the pilot: access to medlineplus, programmed learning modules using mobile technology such as iPads, and staff support including librarians and medical staff. With these key elements, the cancer project is potentially replicable with other groups beyond clergy.
Conclusion: about population health, built on new awareness and topical health knowledge, and using new skills to identify relevant information and library resources, could open minds and enhance community support for preventive and medical interventions.
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Fisher, Susan. "The effect of a study strategy, SQ3R, on the ability of fifth-grade students to read a social studies textbook." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/457829.
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The purpose of this study was to examine the effect of teaching a study strategy on the ability of fifth-grade students to read a social studies textbook. The specific strategy was survey, question, read, recite, and review (SQ3R) (Robinson, 1961). It was taught as an integral part of the social studies lesson. The effect of gender and reading level on the SQ3R strategy was studied.The subjects were 72 students enrolled in four intact fifth-grade classrooms of two schools in an urban, midwestern school district. The classes were randomly assigned to a control group consisting of 37 subjects and an experimental group consisting of 35 subjects.The instrument used was the Sequential Tests of Educational Progress III (STEP III). The ability to read a social studies textbook was measured by the social studies subtest during pre- and posttesting procedures. The reading grade level indicator was determined by the reading subtest during the pretesting procedures.An inservice session conducted by the researcher trained the teachers of the experimental group in the SQ3R strategy. Traditional teaching procedures were followed by the control group teachers for the 9-week period.An analysis of covariance was used to examine the results at the p<.05 level of significance. The pretest score of the social studies subtest of the STEP III was used as the covariant.Statistical analysis of data generated the following results:1. There was a significant difference in the preinstructional knowledge of social studies between the experimental and control groups.2. There was no significant difference in the mean scores of the social studies subtest of the STEP III of fifth-grade students taught the SQ3R strategy and those taught the traditional way.3. There was no significant difference in the mean scores of the social studies subtest of the STEP III of males and females taught the SQ3R strategy and those taught the traditional way.4. There was no significant difference in the mean scores of the social studies subtest of the STEP III of above-average, average, and below-average readers taught the SQ3R strategy and those taught the traditional way.5. There was no interaction among the mean scores of the social studies subtest of the STEP III, the gender, and the reading level of fifth-grade students taught the SQ3R strategy and those taught the traditional way.
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Wheeler, John J., Michael R. Mayton, Julie Downey, and Joshua E. Reese. "Evaluating Treatment Integrity Across Interventions Aimed at Social and Emotional Skill Development in Learners with Emotional and Behaviour Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/313.
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This study contributes to the existing literature on treatment integrity (TI) by presenting TI findings across interventions aimed at the development of social emotional skills in learners with emotional and behavioural disorders. Social and emotional skills were selected as the target for our investigation given the significance of these skills in relation to the academic and behavioural success of learners and the challenges most often faced in these skill areas by students with emotional and behaviour disorders (E/BD). The study analysed single-subject experimental studies from 2000 to 2009 in two leading journals in the field of emotional and behaviour disorders: Behavior Disorders and The Journal of Emotional Behavioral Disorders. The degree to which studies operationally defined independent variables and evaluated and reported measures of treatment integrity and associated risk factors is reported. Thirty-three studies met the inclusion criteria for the present study and TI was evaluated across six variables (1) year published, (2) dependent variable(s), (3) independent variables(s), (4) participant characteristics, (5) treatment agent and (6) assessment of TI. Results indicated that approximately 49% of the studies monitored and reported TI, meaning that they provided a description of the TI procedure and resultant data. Findings from the study point to the need for attention to TI both in the description of methods used and in the reporting of TI data.
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Cook, Tina. "Ways of seeing - ways of learning : the role of honest methodology in research and evaluation." Thesis, Northumbria University, 2007. http://nrl.northumbria.ac.uk/2157/.
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This work is based on eight papers published between 1998 and 2006. The papers present a process of investigating, discussing and documenting how, through exploring, stretching and developing opportunities offered by various qualitative research approaches, facilitated collaborative action research (CAR) and evaluation became entwined They question how and where participants in projects recognise their own knowledge and learning, and how they use and develop their understandings in relation to new knowledge. In these papers I worked at the interface between the known and the nearly known; between knowledge-in-use and tacit knowledge that was yet to be useful. This interface, a 'messy area', was a place of contested knowledge. In this 'messy area' long-held views, shaped by pro essional knowledge, practical judgement, experience and intuition, came together to disturb both individual and communally held notions of knowledge for practice. Working in the 'messy area' enabled new knowing that has both theoretical and practical significance to arise, a 'messy turn' to take place. This is the purpose of mess. These papers add to the body of knowledge about 'seeing' and 'knowing', 'the importance of not knowing' and the role of participation, collaboration, facilitation and learning as key change mechanisms in research and evaluation.
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Lisa, Tanttu. "VI GÖR NÅT SVÅRT, VI GÖR EN HAMBURGARE! : Tjugofyra banankartonger sex barn och en pedagog på ett torg, ett designpedagogiskt projekt." Thesis, Konstfack, Institutionen för Bildpedagogik (BI), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-3336.
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Vår värld står inför den stora utmaningen att försörja en ökande befolkning. Därför anser jag att en designpedagogisk undersökning där hållbarhetsperspektivet får vara en av grundstenarna vara relevant. Jag har valt att basera min undersökning på frågorna: Hur kan jag som pedagog bygga upp en situation för gemensamt lärande med låg miljöpåverkan? Hur kan banankartonger fungera som redskap för ett gemensamt skissande? Vilka andra redskap är verksamma i just det här projektets process? Hur förhåller de sig till varandra? I projektet har frågorna behandlats konkret genom att en grupp barn på Skärholmens torg har undersökt möjligheterna att arbeta med banankartonger som det huvudsakliga verktyget i en gemensam skissprocess. Det är en kvalitativ undersökning som bygger på ett sociokulturellt perspektiv och är inspirerad av etnografisk metod. Empirin består av: fotografier, ljudupptagningar, minnesanteckningar och sparade lådor. Barnen har i projektet visat att genom tillgång till olika sätt att uttrycka sig med hjälp av ett returmaterial, blev lärande med låg miljöpåverkan möjligt. Genom att kartongerna fungerade som ett inkluderande redskap som inbjöd till många olika typer av kommunikation blev också ett gemensamt skissande möjligt. Andra redskap jag fann ha betydelse i arbetet var: det offentliga rummet, gruppen, verbal kommunikation, pedagogen, tiden, slumpen, pennan, snöret, silvertejpen, saxen, kameran och fotografierna. Några av dem var på förhand utvalda medan några av dem upptäcktes längs vägen. Dessa verktyg kunde på olika sätt verka och samverka i barnens arbete. Resultatet visas också under januari 2012 i examensutställningen på Konstfack. Utifrån barnens idé att bygga en trappa av kartonger jobbar jag vidare och bygger upp en modul. På ”trappans” sida projiceras sedan fotografier från barnens arbete i syfte att synliggöra deras process.
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Maguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.
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Uzuntiryaki, Esen. "Effectiveness Of Constructivist Approach On Students&." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/692046/index.pdf.
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The main purpose of this study was to compare the effectiveness of instruction based on constructivist approach over traditionally designed chemistry instruction on ninth grade students&<br>#65533<br>understanding of chemical bonding concepts. In addition, the effect of instruction on students&<br>#65533<br>attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated.
Forty-two ninth grade students from two classes of a chemistry course taught by the same teacher in METU Development Foundation Private School 2000-2001 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Chemical Bonding Concept Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills.
The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&<br>#65533<br>attitudes toward chemistry as a school subject was found.
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Ljungberg, Roland. "En resa från det ordlösa : en kartläggning av ett personligt yrkeskunnande." Doctoral thesis, KTH, Yrkeskunnande och teknologi, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4877.
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A Journey from the Wordless is a study of the development of the author’s own professional knowledge. After an introductory chapter on theory and method, there are four chapters treating of the author`s academic training as an artist (Ch. 2), a presentation and analysis of his own exhibitions (Ch. 3), a chapter on a cooperative effort entitled Pompeii in Time and Space (Ch. 4), and a concluding discussion of the nature of personal knowledge (Ch. 5). Questions are addressed concerning artistic knowledge; how it is built and transferred and how it is developed and transformed. Since the author`s own professional knowledge is the object of the research, special perspectives on personal experience emerges that otherwise would be difficult to articulate. The thesis is also a contribution to the debate surrounding artistic research in the visual arts, focusing on the importance of reflection and analysis in art education and creative art work.<br>QC 20100824
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Onder, Ismail. "The Effect Of Conceptual Change Approach On Students&." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607345/index.pdf.
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The main purpose of this study was to compare the effectiveness of instructions one based on conceptual change approach and the other based on traditional chemistry instruction on tenth grade high school students&<br>#8217<br>understanding of solubility equilibrium concept. In addition, students&<br>#8217<br>attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students&<br>#8217<br>science process skills were also investigated.
125 tenth grade students from four classes of a chemistry course taught by three teachers in Kocatepe Mimar Kemal High School in 2004-2005 spring semesters were enrolled in the study. Quasi-experimental research design where intact groups were randomly assigned to experimental and control groups, was applied since it was difficult to arrange students randomly to experimental and control groups. Students in experimental group instructed by conceptual change approach in which conceptual change texts were used. On the other hand, in control group students were instructed by traditionally designed chemistry instruction.
Solution concept test was administered as a pre test before the study to all groups. In addition, science process skill test and attitude scale toward chemistry as a school subject were also administered to students before the study. Solubility equilibrium concept test was administered as a post test to all groups. Moreover, each group also received attitude scale toward chemistry after the treatment and the students in experimental group also received attitude scale toward conceptual change texts after the treatment.
The hypotheses were tested by using correlation analysis, t-test, ANOVA and analysis of covariance (ANCOVA). The results indicated that instruction based on conceptual change approach caused significantly better acquisition of concepts related to solubility equilibrium than the traditionally designed chemistry instruction. In addition, no significant difference was found between experimental group and control group students with respect to attitudes toward chemistry as a school subject. However, significant mean difference was found between male and female students with respect to both their attitudes toward chemistry and their attitudes toward CCTs. Moreover, no relationship was obtained between attitudes toward CCTs and understanding of solubility equilibrium concept. In addition, students&<br>#8217<br>science process skills and prior achievements were strong predictor of understanding of concepts related to solubility equilibrium. On the other hand, no significant effect of interaction between gender difference and treatment with respect to both students&<br>#8217<br>understanding of solubility equilibrium concept and their attitudes toward chemistry as a school subject was found.
Results obtained revealed that students have several misconceptions that hinder learning, related to solubility equilibrium concept. Therefore, it is important to find ways for remediation of those misconceptions. Therefore, the effectiveness of instruction based on CCA in which CCTs were used in this study on remediation of misconceptions and enhancing understanding of solubility equilibrium concept compared to instruction based on traditional methods was investigated and instruction based on CCA was found more effective.
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Kilavuz, Yeliz. "The Effects Of 5e Learning Cycle Model Based On Constructivist Theory On Tenth Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608670/index.pdf.
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The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquo<br>understanding of acid-base concepts.
Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atatü<br>rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills.
The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
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Seker, Aytul. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614212/index.pdf.
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The main purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied with analogies on eight grade students&rsquo<br>understanding of chemical bonding concepts. In addition, the effect of instruction on students&rsquo<br>attitude toward science as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated.
Fifty eight-grade students from two classes of a science course taught by the same teacher in Bü<br>yü<br>kelç<br>i Nazim Belger Primary School in the 2010-2011 spring semesters participated in the study. The study included two groups which were selected randomly throughout three classes. One of the groups was defined as control group in which students were instructed by traditionally designed science instruction, while other group was defined as experimental group in which students were instructed by conceptual change texts oriented instruction accompanied with analogies. Chemical Bonding Concept Pre-Test was administered to both groups as a pre-test and Chemical Bonding Concept Post-Test was administered to both groups as a post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Towards Science as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test was used at the beginning of the study to measure their science process skills.
The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward science as a school subject than the traditionally designed science instruction. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&rsquo<br>attitudes toward science as a school subject was found.
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Pabuccu, Aybuke. "Effect Of Conceptual Change Texts Accompanied With Analogies On Understanding Of Chemical Bonding Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605121/index.pdf.
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The purpose of this study was to explore the effects of CCTIA over TDCI for 9th grade students&rsquo<br>understanding of chemical bonding concepts. Also, the effect of instruction on students&rsquo<br>attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts and attitudes toward chemistry were investigated.
The subjects of this study consisted of 41 ninth grade students from two classes of a chemistry course in TED Ankara High School. This study was conducted during the 2003-2004-spring semester. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by TDCI whereas students in the experimental group were instructed by CCTIA. CBCT was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given ASTC as a school subject at the beginning and end of the study to determine their attitudes and SPST at the beginning of the study to measure their science process skills. At the end of the study, we administered interviews to the students.
The hypotheses were tested by using ANCOVA and ANOVA. The results revealed that CCTIA caused a significantly better understanding of scientific conceptions related to chemical bonding concepts than the TDCI. In addition, these two modes of instruction developed the similar attitude toward science as a school subject. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. Alternatively, no significant effect of gender difference on understanding the concepts about chemical bonding and on students&rsquo<br>attitudes toward chemistry as a school subject was found.
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Akar, Elvan. "Effectiveness Of 5e Learning Cycle Model On Students'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605747/index.pdf.
Full textAbstract:
The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students&rsquo<br>understanding of acid-base concepts.
Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atatü<br>rk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on 5E learning cycle model. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills.
The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on 5E learning cycle model caused a significantly better acquisition of scientific conceptions related to acid-base produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
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Pabuccu, Aybuke. "Improving 11th Grade Students'." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609912/index.pdf.
Full textAbstract:
The purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally instruction on students&<br>#8217<br>understanding of acid-base concepts. Also, the effect of instruction on students&<br>#8217<br>attitude toward chemistry as a school subject and the effect of gender difference on understanding of acid-base concepts and attitudes toward chemistry were investigated.
During the second semester of 2007-2008, 130 eleventh grade students from six classes of two different high schools attended this study. The classes were randomly assigned as control and experiment groups. Students in the control groups were instructed by traditional instruction whereas students in the experimental groups were taught by 5E model. Attitude Scale Toward Chemistry as a School Subject and Acid-Base Concept Test were administered as a pre and post-tests. In addition, Science Process Skill Test and Views on Science-Technology-Society instrument was utilized.
The hypotheses were tested by using two-way analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results revealed that 5E Model caused a significantly better understanding of acids and bases than the traditional instruction. In addition, these models of instruction developed the similar attitude toward science as a school subject. Science process skill was a strong predictor in understanding the concepts. On the other hand, no significant effect of gender difference on understanding the acids and bases and on students&<br>#8217<br>attitudes toward chemistry as a school subject was found. The results of Views on Science-Technology-Society gave a picture of the students&<br>#8217<br>views on nature of science.
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Alsahou, Hamed. "Teachers' beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19224.
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Fostering students’ creativity in school subjects has recently become a central focus of educational researchers, educators, and educational policymakers around the world. In Kuwait, educational researchers and teacher educators have supported the need to foster students’ creativity via a national curriculum. Yet, the Ministry of Education has conducted few studies to explore practitioners’ perspectives on how to foster creativity through the current curriculum. The overall aims of this study were to explore science teachers’ pedagogical beliefs and practices in fostering creativity in science classrooms as well as to investigate the influences of sociocultural factors on teachers’ beliefs and practices in fostering creativity. The study also examined the consistency and inconsistency levels between teachers’ beliefs and practices. The study has a qualitative nature that stands on an interpretive worldview. The methodology uses eight case studies, each of which consisted of a male science teacher and one of his classes. Multiple methods were used, including semi-structured interviews (pre- and post-observational interviews), student focus groups, unstructured observations, participants’ drawings, and field notes. The analysis was based on thematic analysis model proposed by Braun and Clarke (2006). Thematic findings and case studies findings were drawn from the analysis of the data collected. In general, the thematic findings indicated that science teachers are able to define the meaning of creativity and its main aspects. Professed pedagogical beliefs enforce four teaching approaches to foster creativity in the science classroom: the teaching of thinking skills, inquiry-based learning, cooperative learning, and practical investigation (experimentation). The teachers believe that these approaches could promote students’ creativity in science classroom when specific sociocultural factors facilitate the effectiveness of such approaches in terms of fostering creativity. Three interdependent categories represent these facilitating factors: (1) educational setting-related factors, (2) teacher-related factors, and (3) student-related factors. Differences and similarities appeared when these professed beliefs were compared to the applied classroom practices. The thematic analysis revealed several themes underlying the main categories. Extensive teacher-centred practices and modest student-centred practices were evident; more specifically, the observations revealed primarily teacher-centred approach inside the science classes. Meanwhile, student-centred approaches were modestly applied in comparison to teacher-centred activities. The teachers justified their practices in accordance with the sociocultural factors that mediate their beliefs and practices as well as the role of their goal orientation. The science teachers perceived the mediating factors as constraints that prevent them from applying their beliefs about fostering creativity in classroom practices. Multiple constraining factors emerged, and they were categorised into personal, external, and interpersonal constraints. Concerning the case study findings, consistencies and inconsistencies were identified using a cut-off point as an analytic technique to classify teachers’ beliefs and practices into traditional (non-creativity fostering), mixed, or progressive (creativity fostering). The case study findings identified four consistency and inconsistency levels characterizing teachers’ beliefs and practices: traditional (consistent level), mainly traditional (inconsistent level), mixed (consistent level), and mainly progressive (inconsistent level). Each level was represented by an exemplary case study. The exemplary case studies revealed that sociocultural contexts influence teacher’s belief-practice relationship with respect to fostering students’ creativity in science classroom. Further, the thematic and case study findings were discussed in relation to the existing body of knowledge, followed by an illustration of significant conclusions, including some implications, contributions, limitations, and future suggestions.