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Kehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.
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[Abstract]: Learner autonomy in language learning has been described as the ability to take charge of one’s own learning by determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedure of acquisition and evaluating what has been acquired (Holec, 1979). Few would doubt that learner autonomy in language learning is a positive thing and can lead to learners who are more proficient in the target language. These sentiments are echoed in many language programs, which have as their explicitly stated goal the development of autonomous, self-directed learners. This project is a pilot study with the aim of investigating one such program: the Languages Other Than English (LOTE) (Indonesian) program at a regional public high school.Taking a collective case study approach this investigation sought to determine two LOTE (Indonesian) learners’ and their teacher’s beliefs about roles and responsibilities in the language learning process and how these beliefs are translated into their teaching and learning behaviour. Prior to any interventions aimed at facilitating the transfer of responsibility for the management of the learning process from the teacher to the learner, it is essential to access learners’ and teachers’ beliefs and attitudes as these have a profound impact on their learning and teaching behaviour and erroneous beliefs may lead to less effective approaches to learning, ultimately impacting on learners’ success in language learning (Horwitz, 1987).The data, collected through structured interviews and classroom observations, suggest that the subjects simultaneously exhibit characteristics consistent with and in contradiction to the profiles of autonomous learners and of a teacher who engages in pedagogy aimed at the development of autonomous learners. The two LOTE learners’ beliefs, and their learning behaviour, suggest that they defer responsibility to the teacher for the technical aspects of their learning, such as identifying learning objectives and topics, selecting learning activities and resources. On the other hand, through their expressed beliefs, and from the observed lessons, it appears that the two learners accept some level responsibility for reflecting and evaluating their learning and fully accept responsibility for maintaining their interest and motivations in learning the LOTE. While the LOTE learners defer responsibility for the technical aspects of their learning to their LOTE teacher, the LOTE teacher herself defers responsibility to the LOTE syllabus. However, the LOTE teacher was observediiiworking with learners, helping them to evaluate and reflect upon their learning and maintaining their interest and motivation in learning the LOTE.Recommendations for pedagogy to promote the development of learner autonomy and further research are presented.
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Hawkley, Melissa Noel. "Roles and Relationships in Learning and Teaching: A Case Study of the Development and Worldwide Implementation of a New Religious Curriculum." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4204.
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This in-depth case study examines perceptions of teacher and learner roles and relationships that were the basis for common understanding in the creation and implementation of the new youth curriculum, Come, Follow Me: Learning Resources for Youth, for The Church of Jesus Christ of Latter-day Saints. The assumptions and beliefs of teachers and learners directly influence each other in their perception of their roles and thus, directly influence the type of teaching and learning they engage in. The curriculum was intentionally designed to help members of the Church teach and learn for conversion. Teachers who understand both their role and that of the learners, can invite this type of learning through their teaching. Reciprocity of roles, living what you teach, and principle-based teaching, all contribute to correct perceptions of roles and relationships. Teacher councils—where participants counsel together, look for the good in each other's teaching, practice, and then reflect— help facilitate a climate where teachers risk and try new things, break out of old paradigms of misperceptions of roles and relationships, and move toward an effective teacher role.
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Song, Hongbo. "Effects of gender and perceived interation on learner motivation, sense of community, instructor role, and learner role in Internet-based distance education." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1159460802.
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Samadi, Mohammad Rahim. "Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7994.
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Master of ArtsDepartment of Modern Languages
Abby Franchitti
The role of first language (L1) has been controversial in foreign language (FL) learning and teaching. This study examines the relationship between L1 use and gender and level of education of EFL teachers as well as gender and EFL proficiency level of learners in an Afghan university setting. It also investigates the relationship between FL use and learner anxiety by learner gender and EFL proficiency level. The study hypothesized that female FL teachers use the L1 more than male teachers in FL classrooms. Second, low FL proficiency learners consider L1 use as necessary in FL classrooms. Third, low FL proficiency students experience more anxiety with the exclusive use of FL than higher level learners. Fourth, female learners experience more anxiety than male students with the exclusive use of FL by learners and teachers. Twenty EFL teachers participated in the study by completing a 19-item questionnaire and sixty EFL learners by completing a 27-item questionnaire about their views towards L1/FL use and learner anxiety. The data, analyzed through SPSS software, included calculating frequencies and percentages, computing correlations, and conducting independent-samples t-tests to compare the mean difference between the variables. The first hypothesis was not supported as male teachers reported using the L1 more than female teachers. The study also revealed that male teachers with BA and MA degrees used the L1 more than female teachers with BA degrees. In contrast, female teachers with MA degrees used the L1 more than male teachers with BA and MA degrees and also more than female teachers with BA degrees. The results supported hypothesis two. More elementary learners considered the use of L1 as necessary than intermediate and advanced students. The findings also supported hypotheses three and four. Elementary learners as well as female students experienced more anxiety with the exclusive use of FL than intermediate and advanced level students and male learners. The principal conclusion indicated a significant positive correlation between the exclusive use of FL and learner anxiety.
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Clifford, Marian. "Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17275.
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Bibliography: pages 299-310.This study explores the contribution that the learners and the teacher made to curriculum development in a process approach to English as a second language for adults. The research was carried out with a group of workers attending a basic English course in an adult education programme on the East Rand. This study covers the entire sixteen month period from 1986 to 1987, and was carried out by the teacher-as-researcher. The research methodology was a form of illuminative evaluation, using syllabus accounts. These accounts provided a record of what took place in the classroom and were organised into three main themes. Subsequent analysis of the accounts focussed on learner and teacher roles in determining the learning experiences generated in the classroom. These findings were then re-examined in the light of the literature on process approaches. Conclusions were drawn about these roles and the implications for teacher development and learner training. Subsequently these conclusions were presented as illuminative data to reflect upon the curriculum framework underlying process approaches. The conclusions drawn in this study challenge the assumption that learners and the teacher jointly and equally negotiate learning in a process approach. Instead they suggest that the teacher is very much in control as the overall manager of curriculum development, and that learners are secondary agents in this endeavour. The roles of both parties are also more complex and more interlinked than the literature implies. Following this, conclusions were drawn about the roles that learners and the teacher played in curriculum development in this study. The research went on to examine the broader implications of these findings, by assessing the feasibility of a process approach for large-scale adult basic education work in South Africa. From this assessment, a new 'hybrid' approach was proposed which retains important features of a process approach while modifying it to make it more accessible and appropriate for South Africa's needs. Finally, the study identified future research directions.
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Sparks, Candice Leah. "Teacher reaction to and understanding of a task-based, embedded syllabus." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16524/.
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This thesis investigates where the Years 4-10 Queensland French Syllabus is receiving support, by investigating groups of teachers with shared characteristics. In doing so, it aims to shed some light on why teachers have not embraced this new syllabus. Specific issues pertaining to the syllabus are investigated, such as the use of task-based instruction as the chosen methodology and of embedded content, as well as contextual issues, such as employment sector and levels taught. Teachers' reactions to change have also been investigated in relation to the introduction of this syllabus. In addition to this, the process involved in acceptance of an innovation has been explored which led to an examination of teacher understanding of the current syllabus. This study is divided into five chapters. Chapter one outlines the syllabus and context, as well as hypotheses for this study and rationale. Chapter two is a literature review which brings together previous research and links it to the current study. The chosen methodology is covered by chapter three, with chapter four being a detailed explanation of results received from the data collection. The final chapter, chapter five, discusses these results and the implications of these findings.
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Dancis, Julia Sara. "The Role of Teacher Autonomy Support Across the Transition to Middle School: its Components, Reach, and Developmental Effects." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4727.
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Building upon self-determination theory, this study sought to ascertain the reach of teacher autonomy support beyond its well-documented impact on student autonomy and engagement to include student competence and relatedness, as well as to parse apart specific teacher behaviors that comprise autonomy support (i.e., respect, choice, relevance, coercion) and their unique influences on the multiple motivational outcomes, surrounding the transition to middle school. These questions were examined using information from 224 fifth graders, 339 sixth graders, and 345 seventh graders attending elementary and middle schools in a predominantly Caucasian working and middle class school district.
Regression analyses, predicting change in student motivation over time, revealed that students' experiences of their teachers' autonomy support in the fall predicted changes in student competence, relatedness, and engagement from fall to spring. Although teacher autonomy support was positively connected to student autonomy in correlational analyses, it did not predict changes in student autonomy from fall to spring. Unique effect analyses regressing each of these motivational outcomes on all four components of teacher autonomy-support revealed that respect, relevance, and coercion were unique predictors of each outcome concurrently, but that choice only made a unique contribution to autonomy and relatedness.
Developmental patterns extracted from multiple regression analyses in all three grade samples indicate that respect is most predictive of fifth grade student motivation, respect and coercion are most salient for sixth grade motivation, and respect, coercion and relevance together are most central to seventh grade students. MANOVA analyses of mean levels showed the expected patterns of differences, namely: compared to fifth graders, sixth graders reported lower levels of teacher autonomy support (and every component) and seventh graders showed even lower levels still. Further, students reported lower levels of all four motivational outcomes with the same pattern as autonomy support differences. MANCOVA analyses examined whether grade differences in teacher autonomy support could account for this pattern of grade differences in motivational outcomes. When analyses controlled for levels of teacher autonomy support, mean levels of relatedness were no longer significantly different across grades. Although still significant, MANCOVA analyses for autonomy, competence, and engagement showed much smaller F-values when teacher autonomy-support was entered into the model.
Together, these findings illustrate that teacher autonomy support does predict student competence and relatedness, in addition to autonomy and engagement. Additionally, it highlights the importance of several components of teacher autonomy support, especially for middle school students. Finally, it points to the need for further investigation on how teacher autonomy support, as an organizational construct and as separated by its components, impacts key motivational outcomes for students in different grades surrounding the middle school transition. Implications for researchers and educational practitioners are discussed.
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Daniels, Diane. "The role of school counsellors in supporting teaching and learning in schools of skills in the Western Cape." uwc, 2013. http://hdl.handle.net/11394/3244.
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Magister Educationis - MEdCurrent debates in education and education support focus on the importance of schools needing to facilitate the holistic development of learners and also ensuring the achievement of educational objectives. This study focused on the need for counsellors to support teaching and learning in Schools of Skills and investigated challenges that emerged when school counsellors facilitate school development. The research question which framed this study was, what is the role school counsellors play in supporting teaching and learning and school development? A mixed methods approach that employed both qualitative and quantitative techniques was adopted in an attempt to construct a rich and meaningful picture of school counselling practice within School of Skills. Participants included principals, counsellors and educators at four schools of skills situated in the Western Cape. The data collection process included interviews and questionnaires. Semi-structured individual interviews were conducted with the four principals and the four school counsellors and questionnaires including both open-ended and closed questions were completed by educators. The findings illuminate the psycho-social barriers experienced by learners and how school counsellors can support learners. Roles of school counsellors are varied and involve the provision of support to various members of the school community in addition to teaching and administration. Challenges faced by school counsellors were highlighted as lack of human resources, lack of support and workload. The recommendations are presented as suggestions for consideration at various levels in the system, from micro (level of the individual) to macro (level of the state).
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Baxter, Lance J. "A View From Within : Instructors' Perspectives of Their Roles With Adult Learners in Need of Remediation." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/404.
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This qualitative research study focused on the perceptions of 12 faculty members teaching courses in adult basic education and described their professional experiences and interactions with adult learners within the context of a two-year, public, postsecondary institution. Participants, ranging in teaching experience from 13 years to 43 years, volunteered to take part in one-to-one, semi-structured interview sessions to offer insight into their professional experiences. The interview sessions yielded the complex, context-specific data for detailed analysis. Data analysis, supported through educational criticism and relevant concepts from the professional literature (Eisner, 1998), was used to develop four themes: how the faculty viewed themselves professionally, how faculty viewed their students, instructional strategies used to promote student learning, and perceived challenges to student learning. Faculty perceived themselves as caring, humanistic managers; moreover, faculty viewed their students, while limited in certain fundamental academic skills, as being capable learners equipped with ancillary skills that could be used to complement their classroom learning. Furthermore, faculty reported that they used active, student-centered instructional approaches relevant to students' experiences to promote learner persistence in the face of challenging circumstances. This study included recommendations for leaders in higher education to provide high-quality professional development opportunities for faculty and adequate counseling, mentoring, and tutoring services for the students the faculty serve.
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Simoneau, Carol Lynne Brooks. "Communities of learning and cultures of thinking : the facilitator's role in the online professional development environment." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/514.
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Galicia, Marcela A. "An Examination of the Roles of Classroom Quality and Approaches to Learning on the Early Academic Skills of Latino Dual Language Learners Enrolled in Head Start." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7791.
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This thesis examined the relationship between classroom quality, approaches-to-learning, and early academic skills among 384 Latino dual language learners (DLLs) enrolled in Florida Head Start programs. The children were living in low-income homes where Spanish was the primary language spoken by at least one parent. The study analyzed the extent to which approaches-to-learning behaviors moderate early literacy and numeracy skills in Head Start classrooms of varying quality. During the spring of their prek-4 year, the children were administered the English and Spanish Letter-Word Identification and Applied Problems subtests of the WJ-III (Woodcock, McGrew, & Mather, 2001) and the Batería III (Muñoz-Sandoval, Woodcock, McGrew, & Mather, 2005) Tests of Achievement. General features of classroom quality were measured using the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). Multilevel models indicated that there is a negative association between a classroom's level of emotional support and early English Literacy Skills, a positive association between Attention/Persistence Learning Behaviors and early English Literacy Skills, and a positive association between Competence Motivation Learning Behaviors and early English Numeracy Skills. Approaches-to-learning behaviors did not moderate the relationship between classroom quality and early academic skills. Results are consistent with previous research that has found that general measures of classroom quality may not capture the cultural and linguistic factors that influence a DLL's early academic skills. The current findings are consistent with previous literature on the positive influence of approaches-to-learning behaviors on early academic skills. Implications for practice include using culturally responsive teaching practices, creating a positive classroom environment, and supporting the development of Attention/Persistence and Competence Motivation Learning Behaviors. Implications for research include strengths-based research examining the promotive role of approaches-to-learning in DLL development and using culturally sensitive measures of classroom quality.
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McFarland, Jan Gwendolyn. "Acknowledging the gap between learner and teacher." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34494.pdf.
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Pretorius, Lizelle. "The nature of teacher-learner classroom interaction." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95955.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society.
AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.
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Thayne, Shelby Werner. "Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4026.
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This study investigated the connection between teacher use of motivational strategies and observable learner motivated behavior in an adult Intensive English Program (IEP) in the United States. The question of whether teachers would find value in being specifically trained in the use of motivational strategies as part of teacher educations programs was examined. Eight teachers and 117 students were observed over the course of 24 classes using a classroom observation instrument, the motivation orientation of language teaching (MOLT), originally developed by Guilloteaux and Dörnyei (2008) and modified by the current researchers. The MOLT observation scheme allowed for real-time coding of observable learner motivated behaviors and teacher motivational behaviors based on Dörnyei's (2001) motivational strategy framework for foreign language classrooms. Postlesson teacher evaluations completed by both the observer and the teacher formed part of the measure of teacher motivational practice. Additionally, teachers attended up to two training sessions, responded to postlesson interview questions and completed a feedback survey. The results validate the previous findings that teacher motivational practice is strongly related to learner motivated behavior. Additionally, results show that teachers find value in motivational strategy training.
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Erasmus, Wilma. "Exploring quality and diversity : the role of the teacher in a class of diverse learners." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27821.
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The advent of democracy has witnessed radical changes in the demographic constitution of the learner population in schools. Many teachers now encounter classes that comprise learners from diverse racial, ethnic, religious and language backgrounds. How do these teachers ensure quality education in such a class of diverse learners? Accordingly, this research study set out to explore quality and diversity in a class of diverse learners with particular emphasis on the role of the teacher. The meta-theoretical paradigm that directed it was a combination of constructivism and interpretivism. The methodological paradigm employed a qualitative mode of inquiry and various sampling techniques to select the participants. Convenience sampling was used to select three schools, two classes per school and five learners per teacher, while purposive sampling were used to select two teachers per school. A mix of instruments was used to collect the data, such as semistructured interviews, observations, field notes and a researcher journal. Findings from this study were fivefold. First, the training that teachers received with regard to diversity is insufficient and does not prepare them to teach a class of diverse learners. Second, the role of the teacher is complex and requires them to fulfil more than one role at a time; even though some roles are neglected, the majority of teachers focus on the role of facilitator. More emphasis should be placed on the importance of the roles and how they can contribute to quality in education. Third, teachers must follow an asset-based approach in a class of diverse learners. By using difference as a resource and an asset, teachers will be able to encourage open class discussions, involve learners in the lesson, keep their attention and use this to promote their understanding about complex topics and terms. Fourth, teachers have to make certain adjustments to their teaching style to accommodate diverse learners. It is important for all teachers to examine their own attitudes towards teaching diverse learners in order to provide the best education possible. Finally, certain quality assurance methods are in place at schools, but just how appropriate they are is debatable. New approaches must be developed and utilized to meet the needs of the current social context in South Africa to ensure that quality teaching takes place at schools.Dissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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King, Jeffrey M. "Learner-Centered Teacher Beliefs and Student-Perceived Teaching Effectiveness." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2520/.
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Following Barr and Tagg's formalization of the concept of learner-centered educational practice at the postsecondary level as described in their seminal article in Change in 1995, survey instruments have been developed to assess teachers' beliefs about their own learner-centeredness.. The research reported in this dissertation examined the connection between college students' perceptions of teacher effectiveness on each of four dimensions appearing as questions on the IDEA Survey of student reaction to instruction and courses (developed at the IDEA Center, Kansas State University, in the early 1970s) and the Assessment of Learner-Centered Practices (ALCP): Beliefs Portion of the Postsecondary Level Instructor Survey, College Level (developed in early 1999 by B. L. McCombs, University of Denver Research Institute; alpha reliabilities reported).
Using scoring rubrics accompanying the ALCP instrument, instructors were identified as learner-centered or non-learner-centered based on their responses. Independent t-tests were performed to determine whether learner-centered instructors were perceived differently by students in terms of teaching effectiveness than non-learner-centered instructors on each of four dimensions: overall excellence of course, overall excellence of instructor, effectiveness of instructor in helping students achieve relevant objectives in the course, and effectiveness of course and instructor in improving students' attitude toward the field of study. Students rated learner-centered instructors higher in all dimensions, but results were not statistically significant.
Instructors were also identified as possessing learner- or non-learner-centered beliefs to a greater degree than that necessary for an overall designation. Independent t-tests were performed to determine any differences in student perceptions of effectiveness between these two groups. Again, students rated learner-centered instructors higher in all dimensions, but results were not statistically significant.
Recommendations for further research with the ALCP instrument are made, including research to determine whether specific factors and/or questions prove to be statistically significant in predicting student evaluations of effectiveness. Also recommended are replications of the study to investigate moderating variables influencing accurate faculty self-identification of beliefs about teaching and learning.
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Keller, Christine Ida. "Learner-to-Learner: Refocusing the Lens of Educational Immediacy." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc28372/.
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As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures of teacher to learner immediacy behaviors, producing a new measure focusing on learner-to-learner immediacy. Following a pilot survey, the reliability of this new measure was determined through face validity and factor analysis, producing the Learner-to-Learner Immediacy Behavior Scale. In Study III, the Learner-to-Learner Immediacy Behavior Scale was combined with Christophel's 1990 Immediacy Behavior Scale, Cognitive Learning Scale, Affective Learning Scale, and Trait and State Motivation Scales and administered to 273 undergraduate students to test the affects of common learner-to-learner immediacy behaviors on student state motivation, affective learning, and perceptions of cognitive learning loss. Multiple regression analyses indicated learner-to-learner immediacy as functioning similarly to teacher-to-student immediacy when mediated through state motivation in its influence on student affective learning and perceptions of cognitive learning loss.
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Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.
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Thesis (Ph. D.)--University of Kentucky, 2008.Title from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).
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Boqwana, Sizakele. "Teacher and learner perceptions of the relationship between gang activity and learner academic performance in township schools." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1960.
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Thesis (MTech (Education and Social Sciences))--Cape Peninsula University of Technology, 2009This study examines the nature and the extent of school gang activity and how it impacts on learner academic performance in South African township schools. The research evidence shows that learners in South Africa have been exposed to widespread school gang activity leading to poor learner academic performance in the township schools. The effects of the phenomenon of school gang activity on learner academic performance are given a more insightful understanding of its effects. The literature review supports the central argument that school gang activity persists in South African schools, especially in the townships. In addition, the literature provides both international and local perspectives of the high prevalence of school gang activity and claims that it results in an insecure teaching and learning environment. The specific research design selected for the study is a phenomenological study and is qualitative, explorative and descriptive in nature. A semi-structured interview method was employed to gather the data required. The findings of the study reveal that many learners in the township schools experience direct incidences of school gang activity either at school or on the way to or from school. In addition, the findings reveal that feelings of insecurity are most intense in the classroom situation because the opportunities to escape danger are minimal. The conclusions drawn from the study are that classrooms are dangerous places and this impacts on the ability of learners to achieve academically. Based on the findings, this mini-dissertation recommends collaborative efforts of all role-players to interact and produce amicable strategies and solutions that will decrease the occurrence of school gang activities and school violence. Gang activity in schools severely hinders learner academic performance. Hence incorporating interdisciplinary perspectives, involving activities such as teamwork and programme development can provide some solutions. This mini-dissertation is dedicated to my little angel, Avuyile Boqwana, in memory of the day she was born. I said that day, "A professor is born in my house," trusting that my wishes will be fulfilled one day. As young as she is, she is the source of all my inspirations to pursue life-long learning. My little is a source of motivation every time I look at her. She is my hope for the future. It was her enduring love when she always missed her bedtimes waiting for me to come back from my late tiring sessions that provided "the wind beneath my wings" to complete this educational journey.
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Yu, Xia. "Text memorisation in China : hearing the learner and teacher voice." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/198177/.
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This thesis investigates text memorization, a widely used yet under-explored language practice in foreign language teaching and learning in mainland China. The inquiry was conducted along two lines: to conceptually examine a number of issues central to the understanding of the practice of text memorization in the Chinese context, and empirically inquire into Chinese learners/teachers’ practices and perceptions of the inclusion of text memorization in foreign language learning and teaching. The review of literature shows that (text) memorisation had been widely practiced in other parts of the world until recently, including the Anglophone west. By challenging the belief that emphasis on memorisation stifles and creative thinking, which is believed to be one of the key aims of Western education, I argue that memorisation or memorised knowledge is not only legitimate in but constitutes an important part of learning. I also demonstrate that Confucius’ theory of learning, which allows the coexistence of emphasis on memorisation and critical thinking arguably can be of relevance to education in the 21st century. Also advanced in the conceptual study is the argument that the methodological considerations underlying ALM (Audio Lingual Method), despite its western origin, match up to some fundamental Chinese conceptions of learning and teaching. The empirical study reported in this thesis addresses the need for a comprehensive and in-depth understanding of the practices and beliefs of Chinese learners and teachers regarding the use of text memorization in foreign language learning and teaching. This study bases its methodology on semi-structured interviews complemented by small-scale surveys. The data was collected from a group of Chinese learners (N=42) and teachers (N=20) affiliated with 10 schools and 6 universities at three different educational levels, i.e. junior high, senior high and college, which constitute the major part of foreign language education in China. Data collection was mainly based in a single Chinese inland capital city and lasted for one year and two months involving two fieldwork trips to China. Analyses of the data lead to two major findings. First, both learners and teachers hold overwhelmingly positive perceptions of the use of text memorization in foreign language learning and teaching. The practice was perceived to be beneficial not only because it assists learning in a number of ways but because it builds the learners’ sense of achievement and confidence. Second, the informants’ positive beliefs about text memorisation, though context-constrained, might be more attributable to their perception of benefits to their language learning and teaching than to the view that the practice is consistent with traditional Chinese culture and values. In sum, this inquiry promotes a ‘different-rather than-deficit’ perspective in understanding Chinese learners and their learning practice as well as problematizing the uncritical assumptions about the negative impact of a Confucian philosophy of education.
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Neal, Diane A. "Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496.
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Krudwig, Kathryn Marie. "Learner Centeredness as a Predictor of Teachers' Role Stress and Career Commitment." UNF Digital Commons, 1999. https://digitalcommons.unf.edu/etd/373.
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Questions explored in this study were: (a) Is learner centeredness related to teacher role stress and/or career commitment; (b) If so, can learner centeredness explain variance in teachers' role stress and/or career commitment; (c) Is the discrepancy between teacher and student perceptions of teacher practices related to teacher role stress and/or career commitment; and (d) if so, can this discrepancy explain variance in teachers' role stress and/or career commitment? The current need to provide every child with qualified and committed teachers in the face of a growing, national teacher shortage supported the significance of the research. The study was based on open systems theory (Thompson, 1996). An open system consists of inputs, process, and outputs, as well as feedback loops connecting these three components. All systems adjust to changes in their search for equilibrium (Katz & Kahn, 1966; Thompson, 1996). The xiii changes inherent in the shift toward learner centeredness can be expected to disrupt role expectations and lead to role stress for teachers (Connor, 1992; Fullan, 1991). A related construct, career commitment, is critical to sustaining teachers through the stresses of change (Firestone & Pennell, 1993). Middle school teachers (N = 318) in three northeast Florida counties completed four surveys that measured their learner centeredness, role stress, career commitment, and demographic background. In addition, 60% of the sample (N = 192) had one class complete a survey about teacher practices. A total of 4,539 students completed this survey. Findings from Pearson product-moment correlations suggested that teachers who were more learner centered in their beliefs and practices experienced less role stress (role insufficiency, role ambiguity, and role boundary) and higher levels of career commitment (career identity, career resilience, and career planning) than teachers who were less learner centered. With strength~ of relationships ranging from low to moderate, it appears that learner centeredness offers measurable benefits to teachers. In addition, findings from stepwise multiple regression suggested that learner-centeredness was a predictor of role stress and career commitment in teachers. The variance that was explained by learner-centered beliefs and practices ranged from 19% to 25% for role stress (role insufficiency, role ambiguity, and role boundary) and career commitment (career identity, career resilience, and career planning). Thus, teachers may be able to influence some of their own role stress and commitment to the profession through their beliefs and practices. Using Pearson product-moment correlations, a low relationship was found between the discrepancy between teacher and student perceptions of xiv teacher practices and two dimensions of role stress, role ambiguity and role boundary. In addition, discrepancy was related to career commitment: The relationship to career identity was negative but low, while the relationship to career planning was negative but moderate. Finally, results of multiple regression indicated slight predictive value of discrepancy for role stress and career commitment. The variance that was explained by discrepancy ranged from 3% to 11% for role stress (role boundary and role ambiguity) and career commitment (career identity and career planning). An open systems model was developed to show the influence of learner-centered beliefs, practices, and discrepancy on teachers' role stress and career commitment. Tentative suggestions for practice, as well as recommendations for further study, concluded the dissertation. Focus was placed on the need for continued research of the complex issues that impact teachers' resilience.
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O'Hare, B. O. "Educational innovation and resistance to change : The teacher as adult learner." Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242171.
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Steele, Dorothy Diane. "Relationship Between Teacher Instructional Preparedness and English Learner Language Arts Performance." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4684.
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English language learners (ELLs) are the fastest-growing population in California schools, with a high percentage of students not meeting the standard of the English language arts performance on the California Standardized Test (CST). This project study investigated the problem in a California school district where it was unknown whether the intervention strategies provided to teachers gave them the curricular skills needed to address the instructional needs of ELLs. The purpose of this quantitative study was to determine whether teachers' self-reported instructional preparedness to teach ELLs was related to ELLs language arts performance. The study was grounded in Marzano's model of teaching effectiveness, which guided the anonymous survey given by the district to assess teacher instructional needs for ELL and helped define the independent variables. Archival data from the teacher survey and the CST were analyzed by using a simple linear regression and factor analysis in response to the research questions, which explored whether a relationship existed between self-reported teacher preparedness and the standardized test scores of ELLs students. Findings indicated no relationships between teacher preparedness to instruct ELLs and language arts performance on the CST. A significant finding on the teacher self-reported survey was that English language arts is a topic of concern to teachers and warrants additional training. To address this, a professional development project was created and influenced by Marzano's model of teaching effectiveness to address the best instructional practices for ELLs. Better preparation of teachers to instruct ELLs may promote positive social change by increasing student performance in English language arts and providing better opportunities for college and career that ultimately benefit the community.
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Burke, Deirdre M. "The Holocaust in education : an exploration of teacher and learner perspectives." Thesis, University of Wolverhampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264376.
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This study is a qualitative exploration of the perceptions of teachers and learners in their encounters with the Holocaust. Research and literature on issues related to the Holocaust in education are limited in scope and in their consideration of 'teaching and learning issues'. The major concern is what pupils should learn about rather than how they learn. This means that not enough is currently, known about the impact of the Holocaust on teachers and learners. Thus,, a Delphi study was undertaken with ten Holocaust educators to problematise teaching in this area and to consider the preparation necessary for teachers. The Delphi also explored where learners were expected to struggle and provided a bridge to the pupil study. Delphi statements on the areas where pupils were expected to struggle were used as the basis for the pupil questionnaire and focus group interviews. Over a hundred pupils, aged 14, from four secondary schools in the West Midlands were involved in the study. The data collected from pupils made it possible to explore the nature of the impact on these learners and consider how they were able to utilise their own personal and intellectual resources to cope with their encounter. Analysis of data was undertaken to detail the areas of study that were difficult for the pupils in this study., This research contributes to knowledge about the impact of the Holocaust upon learners by exploring the perceptions of educators and using these as a base from which to investigate pupil understandings. The educators used to problematise the area provided an international cohort and thus the results of the Delphi study provide a unique 'dialogue' that goes beyond national boundaries and concerns. This broad base for the pupil study ensured that the research was not just based within particular national or local concerns about Holocaust education. The research findings support the initial perspective that previous research had merely scratched the surface of this vast topic by uncovering some of the ways in which the Holocaust impacted upon pupils. Research findings were set in the context of an experiential theory of pupil Holocaust learning. The main contribution of this research study is to provide evidence that 'teaching and learning' in a complex and controversial area like the Holocaust, must be set upon fine pedagogical foundations. Teachers need to be prepared for teaching about the Holocaust, and such preparation should be based on an understandingo f pupil learning in this area
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Chatty, Prishodhini. "The management of learner-to-teacher bullying in public secondary schools." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/79511.
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The management of learner-to-teacher bullying in schools is one among many of the challenges 21st century teachers face. The aim of this study was to investigate how schools manage learner-to-teacher bullying. This study was motivated by recent incidents of learner-to-teacher bullying and the lack of teacher protection against learners in the school and classroom environment. Ten teachers from secondary schools in the Tshwane South District in the Gauteng province were purposively selected to participate in this study. A qualitative research approach and a case study design was used to investigate how teachers manage learner-to-teacher bullying in schools. Semi-structured interviews were used to collect rich, in-depth data from participants on how they manage learner-to-teacher bullying in their school and classroom environment. Most participants acknowledged being a victim of either physical, emotional or verbal bullying at least once in their career. The findings of this study revealed that teachers believe learner social backgrounds influence their behaviour and, as a strategy for managing learner-to-teacher bullying, most teachers suggested investigating the reason behind the learner’s behaviour. Teachers often struggle with managing incidents of learner-to-teacher bullying as they believe that they are not as protected as learners are by the school or school policies. Most participants suggested that the most effective procedure in managing learner-to-teacher bullying is to conduct a one on one conversation with the perpetrator after class.Dissertation (MEd)--University of Pretoria, 2020.
Education Management and Policy Studies
MEd
Unrestricted
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Doyle, Maureen Margaret. "The subjects and agents of change : teachers navigating the role of leader and learner /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7609.
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Williams, Tracy. "Teacher leaders in formal roles a qualitative study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/T_Williams_043009.pdf.
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Wagner, Jo Ann. "High School Principals' Roles in Teacher Professional Development." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77085.
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As the key leader at the school level, the principal plays a central role in the implementation of professional development programs and measurement of the outcomes of these activities (Elmore, 2000). This investigation explored high school principals' roles in and principals' perceptions of teacher professional development as a mechanism for improving teacher instructional practices. The 15 high school principals interviewed for this study were from one region in a southeastern state.
Using the professional development standards developed by the National Staff Development Council (NSDC) (2001) to frame this study, a non-experimental descriptive research design was employed. Specifically, data collection methods included focus group interviews and document analysis. Three focus group interviews were conducted, each lasting approximately 90 minutes. Data sources were the transcripts from the focus group interviews with principals and information from each principal's school improvement plan. Data from both the transcripts and document review were sorted and categorized using the long-table approach (Krueger & Casey, 2000). Data were organized into the NSDC domains of context, process, and content.
The findings indicated that principals assumed the responsibility for providing professional development at their school and reported that as part of that responsibility they performed the following eight roles: (a) connected the professional development to school and/or division goals, (b) allowed teachers to play a part in their professional development, (c) provided the resources of funding and time for professional development, (d) provided support and encouragement for implementation of the professional development, (e) held a variety of professional development activities at their school, (f) collected student achievement data to determine the professional development needs, (g) determined the effectiveness of the professional development in classrooms, and (h) allowed teachers to choose the professional development activity to attend. The two roles, supported in the literature, which only a few principals discussed were: implementing PLCs and providing on-going, continuous professional development with follow-up. One area of concern reported by the principals was the reality that all teachers do not implement the professional development in their classrooms.
Five major conclusions were drawn from the findings in this study. Principals value teacher professional development as a mechanism to change teachers' instructional practices and accept the responsibility for implementing professional development at their schools. The majority of the professional development activities reported by the principals were generic type professional development activities that related to all teachers. However, principals do not expect that all teachers will implement the innovations in their classrooms. PLCs, in which teachers are working collaboratively to improve student achievement, are not being implemented in all reporting participants' high schools. Time is an important factor in determining the implementation of the professional development in the classroom.Ed. D.
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Jiyana, Siphelele. "The roles of parents and teachers in the education of learners: a case study of Mandlenkosi Secondary School , Lindelani Area." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1731.
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A thesis submitted to the Faculty Of Arts in fulfilment of the requirements for the Degree of Masters in Community Work in the Department of Communication Science at the University Of Zululand, 2018The intention of this research is to define and bring about an integrated role between the triple society components into sustainable education development, and in respect to producing learners who are self-disciplined, self-dependent, skilled, employable and qualifying for higher education. The study investigates communication impact, attitudes and, teaching and learning space between teachers and parents’ involvement from a shared role and a shared partnership necessarily to advance learners basic needs. Hence, this cooperative role is the extension of communication between parents and teachers. Reystek (1999: 111) in Mpofana (2004) observed that parents in black communities disregard their mission of being part of the education of their children. However, the South African Schools Act (Act. No. 84 of 1996) (SASA) suggests that parents must accept the co-responsibility of their involvement. It is on this premise that this research work is designed to investigate into the state of the unknown. The study depicts the understandings and perceptions of Mandlenkosi Secondary School learners at eThekwini North district; a district predominantly black people. The District proves to be associated with an area called Lindelani, an informal settlement which is challenged by socioeconomic transformation. This is in consonance with what Legotlo (2002) who posits that poor and uneducated parents have a tendency to be unenthusiastic towards getting involved in their children school activities because they feel inferior to the highly educated, knowledgeable and rich teachers. In any case this is true. This evidently demonstrates a potential lack of parental involvement in school matters, in as much as teachers are adequately present but there is a vulnerable gap as far as morals and attitude are concern. The theory of overlapping spheres of influence that discusses the mutual interests and influence, policies and practices of all stakeholders’ interaction, family creation and schools can help the learners to become more successful in education by Epstein (2001:15) was employed by the researcher to account for this phenomenon. In order to accomplish the objectives of the study, a mixed research method was used and the main data collection instruments used, were interviews and questionnaires. From a quantitative process, a descriptive research method was applied, of which the study focused on a group of 30 learners studying at Mandlenkosi Secondary School, 10 parents of learners that study at Mandlenkosi Secondary School; and 10 teachers that teach as Mandlenkosi. The present study also made use of a qualitative design to describe the attitudes of the learners, parents and teachers. On a qualitative process, an in-depth interview was done, by the researcher through putting to gather, organizing and interpreting information. In addition, a dominant language like the mother tongue, that is, isiZulu was used to interpret questionnaires as they were written in English. The study findings revealed that there is lack of effective communication from school to parents, and as a result, communication needs to be disseminated in a more proficient and receptive manner. The study also indicated that the performance level between a child with both parents and child with single parents is not the same. In conclusion, the study revealed that there needs to be a social worker or rather an educational psychologist that is always available on the school premises, whose role is to address learner’s behaviour modification, as well as addressing the issues of poverty and entry level [Grade 8] career guidance to learners. In summary, this study concludes that it is appropriate to reward and acknowledge teachers and learner’s performance by using annual awarding programs in order for learners and teachers to be kept motivated, appreciated and recognized.
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Davis, J. "Staff perceptions of student learning difficulties : The implications for staff development." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233124.
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Shamim, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397452.
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Nyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.
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The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.KMBT_363
Adobe Acrobat 9.54 Paper Capture Plug-in
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Shamin, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Thesis, University of Leeds, 1993. http://etheses.whiterose.ac.uk/495/.
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The thesis presents a descriptive-interpretive account of teacher-learner behaviour and classroom processes in large ESL classes in Pakistan. The fieldwork for the study was done in 6 secondary schools in Karachi, Pakistan; a total of 232 classes of varying size were observed; furthermore, 20 teachers and 21 groups of learners from the same classes were interviewed. The major findings of the study are as follows: 1) Numbers seem to be necessary but not sufficient for defining class size. Other factors which influence participants' perceptions of class size include participants' previous experience, the average class size in the immediate educational context, the size of the room and the ease or difficulty of doing certain activity types in the classroom. 2) Participants tend to view their difficulties in teaching-learning in large classes in relation to the ease in doing the same kinds of activity types in classes of a smaller size. 3) All teachers use a set of 'core' activity types and accompanying teacher-learner behaviours in their classrooms, irrespective of the size of their classes. This indicates the presence of a shared culture of teaching and learning in school classes in Pakistan which cuts across the variable of class size. On the other hand, though enhancing activity types are used by different teachers in both larger and smaller size classes, individual teachers seem to find it more difficult to use enhancing activities in larger as compared to smaller classes. 4) It seems that teachers do not change their teaching style if two (or more) classes are perceived by them to be in the same 'size category' in regard to their threshold levels of class size. 5) In large classes, the location of the students in the front or the back of the classroom seems to affect the pattern of teacher-learner interaction and the degree of learner participation in the classroom. This, in turn, has consequences for the classroom behaviour, and the motivation and learning of students at varied locations in the classroom.
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Chow, Yuet Wah Fanny. "Teacher and learner perceptions of ELT textbooks in Hong Kong secondary schools." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30871.
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The study aims to explore the textbooks from the perspectives of teachers and learners at the three key stages of the English curriculum in Hong Kong secondary schools in terms of suitability and parameters. Suitability depends on the perceptions of the users (e.g. learners' and teachers') regarding their needs, pedagogy and language use and the goals established by the government English curriculum. The method used is based on a Textbook Evaluation Model (TEM), which establishes the parameters (prescriptive, chronological, psychological and sociological) and emphasises the importance of exploring the variables affecting textbook suitability in the Hong Kong context. Previous research studies on the suitability of textbooks in general are controversial. As a consequence, this thesis attempts to answer some of these criticisms by showing how teacher and learner variables contribute to the concept of textbook suitability. This is all closely allied to the consideration of the parameters and the stakeholders' needs. The survey involves the learners at the three key stages from 52 schools, representing most of the districts in Hong Kong. A total of 555 teachers and 2,535 learners answered the questionnaires. Their opinions were compared to determine, whether any credibility gaps exist among the parameters and stakeholders. The findings indicate that improved textbook development and evaluation can enhance textbook suitability. The overall findings also suggest that statistically different perceptions exist among the intergroups (e.g. learners and teachers) and the intragroups (e.g. subject streams, learning stages, teacher qualifications and experience). The study recommends greater collaborative effort among the textbook stakeholders regarding textbook development and evaluation as a way to attain greater textbook suitability and user satisfaction.
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Persson, Camilla, and Catherine Ljungman. "Successful Learners’ Motivation to Learn English as a Foreign Language in Secondary School and the Teacher’s Role in Their Motivation." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34837.
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The focus of this dissertation is to explore what motivated and successful learners in grade eight and nine think motivates them to learn English in school. One aim is to find out what the learners think their own responsibilities are for their motivation. In addition, we aim to find out how the pupils regard the role of the teacher as a source of inspiration. The research was carried out with the use of qualitative interviews. The interviews took place in a booked room in the school where our interviewees attend their schooling. A questionnaire had been prepared for the interview as a frame and guide to our aim. The results show that motivated and successful learners think that they create and are responsible for their own motivation. In addition, they see the connection to and relevance of English is connected to what they do in their spare time and relevant to their future goals. Furthermore we have found that the learners think that the teacher’s role is to protect and maintain the pupils’ level of motivation.
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Estradas, Madeleine. "Perspectives on teacher autonomy : an investigation into teacher autonomy and its relationship with the development of learner autonomy." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438312.
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Brinkmann, S. "The role of teachers' beliefs in the implementation of learner-centred education in India." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1532842/.
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International education has witnessed a widespread push for promoting Western-originating ‘learner-centred’ approaches, often without adequately considering the challenges involved in crossing cultures. Like many developing countries, India for decades has been attempting a paradigm shift from predominantly ‘teacher-centred’ to more ‘learner-centred’ classrooms, particularly through in-service teacher education, yet most Indian classrooms remain dominated by rote-learning. One possible reason suggested by scholars is that Indian teachers’ pedagogy is grounded in deeply-rooted cultural beliefs resistant to change. However, research and training have rarely attempted to identify and address these underlying beliefs. This study explores how Indian teachers’ beliefs relate to their practice, whether there are prevalent beliefs that conflict with a learner-centred paradigm, and how these can be addressed within teacher education. The beliefs of 60 government primary teachers in 3 Indian states are explored through questionnaires, semi-structured interviews and open-ended life-narratives, while their pedagogy is analysed through classroom observations. Insights are also drawn from interviews with 73 teacher educators. Findings suggest eight prevalent beliefs that contradict learner-centred assumptions of policy documents, and that indeed correlate with less learner-centred practice. These include beliefs about equality, democratic relationships, diversity, knowledge, purpose of education, responsibility for outcomes, professional commitment, and change. A critical realist lens is used to analyse causal mechanisms accounting for teachers’ beliefs, practice, and the relationship between the two, revealing many of these beliefs to be rooted in dominant caste ideology. Drawing from transformative learning theory and Freirean problem-posing, the study proposes a new framework for Indian teacher educators seeking to empower teachers as rational agents capable of bringing changes in their own beliefs and practices. This research offers insights for teacher educators and policymakers in India and other developing countries, regarding the need for engaging with teachers’ beliefs, the need for contextualising Western-originating progressive pedagogies, and suggestions for doing both.
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SENIOR, Rosemary, and r. senior@curtin edu au. "The good language class: teacher perceptions." Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.
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This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.
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Rousseau, Nicoline. "Fostering learner autonomy amongst second language student teachers with computer assisted language learning in a supportive role." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/898.
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Petkova, Mariana M. "Classroom discourse and Teacher talk influences on English language learner students' mathematics experiences." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002912.
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Sitoyi, Zandisile Mawethu. "Teacher and learner experiences of violence in a cape flats school, Western Cape." University of the Western Cape, 2020. http://hdl.handle.net/11394/7957.
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Magister Educationis - MEdThis study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence. This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in dealing with it, with a specific focus on school policies on discipline and how violence affects teaching and learning. The investigation also included learner behaviour during recess.
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Baker, Amber. "The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40446.
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South Africa has a unique cultural, historical, socio-economic and linguistic contextual complexity that influences the implementation the intended curriculum and educational policies. The contextual complexity continues to result in Science teachers entering into the teaching profession with a wide spread diversity in background and qualifications. The secondary data analysis used a concurrent mixed methods approach (QUAL + quan) to explore the interconnection between teacher characteristics, classroom practices and learner achievement in Physical Science. The primary sample consisted of 18 schools that were stratified by district and quintile. From the available data, nineteen Grade 12 Physical Science teachers with varying levels of qualifications and experience were analysed. A combination of qualitative and quantitative instruments, specifically, Science teacher questionnaires, Science lesson observations and Science teacher interviews, were explored. The data was analysed quantitatively using descriptive statistics, frequency tables and Pearson correlation coefficients. The qualitative data involved content analysis and the presentation of case studies and the themes that emerged. Significant Pearson correlations indicate a positive relationship between years of related experience and pass rates and also pointed to an interconnection between professional qualifications, related experience and learner achievement. Differences in teacher characteristics were also indicators of competency in content knowledge and ultimately influenced classroom practices. Four case studies are offered in an attempt to provide in-depth descriptions of the teacher characteristics and practices for Grade 12 Physical Science teachers in Gauteng. Recommendations for future research, teacher training and policy implementation are presented. The diversity in teacher characteristics, particularly in Physical Science classrooms, influences the classroom practices that teachers select in their day-to-day teaching and impacts learner outcomes in terms of achievement.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
unrestricted
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Aljehani, Mona Ali M. "Learning to teach languages : an exploratory study of student language teachers' beliefs and their relationship to learner and teacher-as-learner autonomy." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566683.
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Oyinloye, Oluwatoyin Mary. "Teacher and learner experiences and conceptions about ‘assessment for learning’ and its impact on learner performance in life sciences in uThungulu District." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1644.
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A thesis submitted to the Faculty Of Education in fulfillment of the requirements for the Degree Of Doctor Of Philosophy (D.Ed) in Science Education in the Department of Mathematics, Science and Technology Education at the University Of Zululand, 2018Classroom assessment is an essential component of teaching and learning. It should be an on-going process that improves instruction rather than a periodic evaluation of what has been achieved. This study was designed to investigate teachers’ and learners’ conceptions and experiences about assessment for learning (AfL) and its impact on learners’ performance in Life Science. Simple random sampling was used to select four schools from the uThungulu district to participate in the study. Two of the selected schools constituted the Treatment Condition while the other two served as the Comparison Group. Altogether, 160 Grade 11 learners (forty from each participating school) participated in the study – comprised of four intact classrooms, one from each participating school. Two teachers were trained to use AfL as an instructional approach, while the teachers of the Comparison Group used their usual instructional approaches. The topic being studied by all the learners were Animal Nutrition and Cellular Respiration, lasting six weeks for the two groups. In addition, 80 Life Science teachers also took part in the study as respondents on their assessment practices in the subject. Data were collected using pre- and post-tests for the learners and a questionnaire for the teachers. These were followed by semi-structured interviews with the two teachers of the Treatment Group and selected learners from the same group. The quantitative component of the study took the form of a Quasi-Experimental Pretest-Posttest Comparison Group Design, while the qualitative component employed a hermeneutical research approach. Data were collected using a test, questionnaire, survey and semi-structured interviews. The findings revealed that the current formative assessment practices used by Life Science teachers in uThungulu district are out of alignment with the principles of formative assessment as directed by the Department of Basic Education (DBE). Furthermore, the respondents’ conceptions of AfL did not influence their classroom assessment and instructional practices. On the question of learner performance following the six week instructional intervention, the study found that learners in the Treatment Group performed significantly higher than learners’ in the Comparison Group. From these results, recommendations are made to influence both policy and classroom practice. Investigating the wide variety of assessment practices has allowed me to come to understand the culture of assessment within the AfL approach, where assessment placed learners at the center of learning to help support the learning process. Learners’ views/experiences about AfL approach suggests that AfL instructional approach constitutes a better strategy that makes learning a more enjoyable and pleasant experience.
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Heath, Elizabeth Vernon. "Teacher Perceptions of Post No Child Left Behind Elementary Teacher and Student Test Anxiety." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26236.
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The purpose of this pilot and main study was to examine teachers' perceptions of the post No Child Left Behind (NCLB) elementary classroom, the perceived changes, and the implications for teachers' feelings of empowerment and student test anxiety. Previous investigators have agreed that the teacher's voice has been missing, but needed in test anxiety research. By engaging veteran teachers who had experience both before and after the enactment of NCLB in reflective conversation about their experiences, valuable information was gained concerning whether or not teachers felt empowered to perform their duties and what impact they perceived that high stakes standardized testing has had on both teacher anxiety and student test anxiety. This information could be used to inform educational practice and decision making.
Triangulation of data sources included narrative data collected through face-to-face interviews with the teachers, the writing of field notes, interview process notes, and reflective journal entries from both the pilot and main studies. Three clear themes emerged that fit the division of the data by the research questions: change in the teachers' experiences, change in teaching vocabulary, and change in the students' experiences. These themes emerged through a process of categorical-content perspective analysis for coding the data and sorting it into themes. The Hermeneutic narrative analysis approach was used to analyze and identify the meaning of these related experiences and stories. The context of the pilot and main studies was elementary schools in a rural school system in the Southeastern United States. The participants were eleven elementary teachers from grades three through five with experience before and after NCLB enactment who taught core academic subjects. Member checks of the interview transcripts and data analysis enhanced the credibility of these reports. The analysis revealed both positive and negative perceptions of the changes in the classroom experience of these elementary teachers, their feelings of empowerment, and the impact of the changes on the test anxiety of their students. Participants across the pilot and main studies indicated that increased stress, pressure, frustration, and professional struggles have had a negative impact on teacher anxiety, teacher efficacy beliefs, and student test anxiety.Ph. D.
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Del, Valle Rodrigo. "Online learning learner characteristics and their approaches to managing learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204535.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006.Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0152. Adviser: Thomas M. Duffy. "Title from dissertation home page (viewed Jan. 8, 2007)."
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Jiang, Yan, and 蒋燕. "Exploring classroom-based assessment activities and learner roles in two tertiary institutions in Guangdong, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208617.
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Classroom assessment can be a powerful means of enhancing student learning, but there has been insufficient examination of how this potential can be realized, especially in the Chinese educational context. The student role in assessment is repeatedly emphasized in articles about learning and teaching, but surprisingly few studies have systematically investigated how to activate it in classroom practice. This study explores classroom-based assessment activities and learner roles in two tertiary institutions in mainland China.
A qualitative multiple-case design was adopted, involving four teachers and thirty-one students from four classes. Data were collected primarily through classroom observation and semi-structured interviews. Quantitative analysis was conducted to identify major patterns in assessment practices. Qualitative analysis was also conducted in order to reveal the participants’ perceptions.
The findings showed that a variety of assessment activities, from formal tests to informal teacher observation, were implemented in the four classes to varying extents. Teacher questioning and peer assessment were two prominent methods used. The learner role in teacher questioning was reported at three stages of the questioning process. At the initiation stage, convergent questions dominated and learners were placed in a passive position of knowledge reception. At the response stage, choral and individual answers were most common; the former possibly disguising learner difficulties and the latter acknowledging the student role through encouragement of independent thinking. At the evaluation stage, meaningful interventions were rarely composed to activate the learner role and move learning forward.
The learner role in peer assessment was found to be associated with the participants’ conceptions of this practice. The adherents viewed learners as active participants playing the central role in assessment; those supporting peer assessment but with reservations regarded learners as immature assessors capable of providing valuable comments but in need of teacher support; the opponents saw students as incompetent assessors and considered teachers to be the leaders in assessment.
Various factors were found to have interacted to shape the learner role in classroom-based assessment activities. These included teacher and student factors at the individual level, such as teacher beliefs and student academic competence; contextual factors at the classroom and institutional level, such as institutional culture; and contextual factors at the wider socio-cultural level, such as Confucian-influenced thinking.
The study enriches our knowledge about classroom-based assessment in the Chinese context and offers critical insights into the student role in this process. It contributes to the understanding of the role of teacher questioning in classroom interaction, as well as factors influencing the learner role in classroom-based assessment. Further, the study offers insights into peer assessment implementation in ordinary English courses and has implications for effective implementation of peer assessment in the Chinese context.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Jeppsen, Amy. "An Examination of the Role of Writing in Mathematics Instruction." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd940.pdf.
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Ogina, Teresa Auma. "Redefining the role of educators in managing the needs of orphaned learners." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05202008-174923.
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