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1
Alvarez, Zoe Claire. "Gender Equivalence as Perceived by Students, Parents, and Teachers on the Behavior Assessment System for Children, Second Edition." Thesis, Chapman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707565.
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Prejudice and discrimination based on gender occurs within the referral and assessment process of students' social, emotional, and behavioral functioning. Gender disproportionality has received little attention in special education research (Sullivan & Bal, 2013), yet researchers have found that males are more likely than females to be identified as having learning disability, cognitive disability, emotional disability, other health impairment, speech-language impairment, and low-incident disability (Coutinho & Oswald, 2005). Gender is often discussed as a risk factor for several mental health disorders and gender differences in the experience and prevalence of disorders are emphasized in the Diagnostic and Statistical Manual, 5 th edition (DSM-5) (American Psychiatric Association, 2013). The purpose of this study was to examine student, parent, and teacher ratings on a behavioral rating scale, the Behavioral Assessment System for Children, 2nd edition (BASC-2), for similarity based on the gender of students. The normative data from the BASC-2 rating scale were examined for similarities through independent t- tests of equivalence.
Results indicated that the genders were similarly rated on the majority of the subscales on the BASC-2. Correlations and coefficients of determination were weak and did not demonstrate substantive strength between the BASC rating scales subscales and gender. At the large effect size 100% equivalence was found, at the moderate effect size 86% equivalence was found, and at the small effect size 16% equivalence was found.
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Jansen, Junqueira Karen Elize. "Student teachers and Microsoft Word's Equation Editor." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/415.
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Published ArticleMathematics teachers need an uncomplicated yet effective programme that they can use to type documents that contain mathematical symbols and notation. Many such programmes exist on the market, but are costly and in most cases, difficult to use. Microsoft Word's Equation Editor provides a solution to this problem in that it is easy to use and readily available in the Microsoft package. An investigation into how third-year education students respond to the presentation and use of this programme was made. The research was executed in the form of a case study, as only third-year mathematics students from the School of Teacher Education at the Central University of Technology, Free State, participated. It was found that these students grasped the concepts needed to use the Equation Editor quite easily, although the level of application by the academically stronger group of students was much higher than the level reached by the weaker academic group.
3
Bonnevier, Jesper. "Designing an Interactive Video Editing Tool for Teachers." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77651.
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This study aims to find the answers to how an online interactive video editing tool for teachers to use would be designed. To find out the answers to this, students studying to become teachers and experienced teachers were interviewed and used for observations and usability testing of a prototype. In total there were 27 unique data gathering situations with 11 unique participants. The five teacher students who were participating were all teacher students at Linnaeus University in Växjö. The six experienced teachers have been teaching for many years and are currently lecturing teachers about new technology that can be used in the classroom. The result from interviews, observations and literature search contributed to a list of requirements which in turn became a prototype. What has been discovered is that teachers need a tool which is easy to use with interactions and functions such as adding clickable annotations to clips and creating playlists which will help teachers plan ahead and save time during lectures.
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Heffernan, Lee. "A dangerous job teacher as editor /." [Bloomington, Ind.] : Indiana University, 2007. 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:3290761.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4638. Adviser: Mitzi Lewison. Title from dissertation home page (viewed May 22, 2008).
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Macy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.
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Within the paradigm of Sociocultural Theory, and using Activity Theory as a data-gathering and management tool, this microgenetic case study examined the
processes - the growth, change, and development - engaged in by student-teachers in a foreign language education program as they worked together to complete an activity.
The activity involved digital video recording and editing, mediators which were intended
to facilitate the iterative review of and subsequent reflection and action upon the content of the video during its creation.
By investigating the process of contextual interaction between learners and the
mediational elements of their environment as the activity progressed, this study intended to further understanding of preservice teacher development in at least two important ways. The aims of this study were to discover a) tangible evidence of cognitive transformation (development in the form of regulation), as well as b) aspects of professionalization into a community of skilled second language teachers (as evidenced by activity).
The present study took place in a graduate-level foreign language/TESOL
education practicum course. The activity involved the making of a digital video to
explain and exemplify a given second language instructional approach, as well as the
rationale behind and methods of targeting a specific language skill. Using theoretical
constructs previously shown to be effective in the pedagogy of teacher preparation, the
creators of this task endeavored to design a socially- and artifact-mediated activity with the potential to broaden and deepen student-teachers' pedagogical and professional
knowledge.
The student-teachers failed to engage in meaningful dialogical or critical reflection as they engaged in the task, and made no perceptible regulative movement.
What ultimately was revealed in the case of the study participants was a disconnect
between the intentions of the core-task designers and the outcomes effected by the
student-teachers. The data gleaned from this close examination of student-teacher
processes was revelatory in terms of the quantity and types of factors that appeared to
significantly impact the outcomes of the project. These factors have the potential to
inform the process of translating socio-cultural theory into pedagogical practice, and should be of interest to anyone involved in the development of student-teachers, including those who design or deliver preservice teacher curricula.
Discussed are the possible explanations for the disconnect between the designers
and administrators of the activity and the participants in the study. Also considered are
the potentially serious implications for second language teacher education programs and their curricula in terms of the application of sociocultural constructs to learning tasks and environments.
Recommendations include increased scaffolding by the course professor through
direct guidance, as well as by structuring tasks to facilitate students' ability to collaborate and to perceive and resolve the conflicts, contradictions, and tensions that arise during the course of the activity. On a broader level, serious examinations of teacher education programs and curricula are also recommended to look for ways to better understand, align, and achieve the goals of teacher developers and those of their student-teachers.
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Takami, Linda J. "A content analysis of reading strategies in teacher editions of mathematics textbooks." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Fall2009/l_takami_112409.pdf.
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Thesis (Ed. D.)--Washington State University, December 2009.Title from PDF title page (viewed on Dec. 28, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 96-110).
7
Hammond, Courtney Lynn. "Agreement Between Parent and Teacher Ratings of Social Communication Abilitieson the Children's Communication Checklist-Second Edition." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7485.
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The Children's Communication Checklist-Second Edition (CCC-2) is a behavior rating scale developed to address the difficulties of assessing social communication in children. It was designed to be completed by a parent rater. However, since it would be helpful to know the extent to which ratings are context-dependent, this study looked at the agreement between parent and teacher ratings on the CCC-2 as well as the percent agreement on the severity of disorder. Twelve parent-teacher pairs completed the CCC-2 for children who had a documented developmental language disorder with specific impairment in social communication. Cohen's kappas, Cohen's weighted kappas, and percent agreement of severity of disorder were calculated. Kappa results ranged from less than chance agreement to fair agreement. When differentiating between scores that represent disorder and no disorder, parent and teacher percent agreement for the CCC-2 10 subscales range from 42% to 75%. Further delineation between no disorder, disorder, or severe disorder yielded percent agreement ranging from 17% to 50%. Overall percent agreement on the general communication composite was 92%. Results indicate that while parents and teachers have poor to fair agreement on the exact nature of a child's social communication strengths and weaknesses, they largely agree when a social communication problem exists. Lack of agreement likely resulted from the parent and teacher seeing the child in different contexts which required a somewhat different set of social communication abilities, or a difference in rater perception of what is within the developmental norms. These findings suggest that the best indication of a child's social communication profile may lie in a holistic assessment of performance in all the important contexts in a child's life, including school and home.
8
Ng, Agnes Oi Kee. "Relationships among the Stanford-Binet Intelligence Scale : Fourth Edition, the Peabody Picture Vocabulary test-Revised and teacher rating for Canadian Chinese elementary age students." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31247.
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The use of standardized tests in the assessment of ethnic students who speak English as a second language has become an important issue in Canada due to the increasing number of immigrant students in the school system. The subjects of this study were a group of 34 Canadian born, bilingual Chinese third graders with at least three years of schooling in English. They were tested on two standardized tests and the results were compared with the standardization population. The study also investigated the correlations among these two measures and an informal teacher rating scale.
The subjects were found to perform more than one standard deviation below the norm on the Peabody Picture Vocabulary test - Revised, which is a test of receptive language. Chinese speaking home environments and the culturally biased items in the test might have resulted in the significantly low score obtained by the subjects.
On the Stanford-Binet Intelligence Scale: Fourth Edition, the subjects did not perform significantly different from the norm on the Test Composite, Verbal Reasoning, Abstract/Visual Reasoning, Short-Term Memory and seven subtests. They did score significantly higher than the norm on Pattern Analysis, Matrices, Number Series and Quantitative Reasoning and significantly lower on Copying and Memory for Sentences. When compared with a group of Asian subjects (ages 7-11) from the Stanford-Binet standardization sample, the subjects performed significantly higher on Quantitative Reasoning and lower on Short-term Memory. As consistent with the results of previous research, the subjects in the present study excelled in visual/perceptual and mathematical tests. It is possible that their (English Language) proficiency may have brought about significantly low score in Memory for Sentences. The four reasoning area scores on the Stanford-Binet were found to be significantly different from each other with the subjects' highest score in Quantitative Reasoning and the lowest in Short-Term Memory.
Correlations among the three measures reached statistical significance ranging from the thirties to the sixties. Teacher rating correlated equally well with the standardized tests as there was no significant difference among the correlations. However, the correlations indicated that though these tests shared something in common, in practice, they cannot be used interchangeably.
The study concluded that the Peabody Picture Vocabulary Test - Revised may not be an appropriate instrument for measuring the receptive language of Chinese students who have English as their second language. The Stanford-Binet Intelligence Scale: Fourth Edition could be considered a valid measure of the cognitive ability of this group of students. The positive and significant correlations among Teacher Rating and standardized tests indicate that teachers' perception of student ability parallels what formal testing reveals.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
9
Agiro, Christa Preston. "A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565.
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Yeung, Pui-wah, and 楊佩華. "The effects of written teacher commentary on student writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176760.
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Nogueira, Paola de Oliveira. "O papel do editor no processo de edição do Manual do Professor." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20909.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work has an exploratory character and seeks to understand the role of the editor in the process of editing the specific version of textbooks produced for teachers, known as the Teacher's Guide. In this sense, its main objectives were to map the stages and the actors engaged in the process of editing the Teacher's Guide currently developed in Brazilian publishing houses and to analyze the role played by editors in this process, observing the profile of these professionals, the functions they perform in editing the Teacher’s Guide and the internal and external factors that influence this work. The theoretical reference framework is located in the area of History of Education and, particularly, in the area of History of Curriculum and Textbooks. The methodological procedures were the application of a questionnaire and interviews with editors of the two largest Brazilian textbook publishing houses. The interpretation of the data collected in the field research was based on the theoretical framework presented above and suggests that the main functions performed by editors in the editing process of the Teacher's Guide are related to coordinating activities of other professionals, editing and organizing the original text and writing or rewriting this material. In addition, the analysis of the data collected indicates that editors recognize the Teacher's Guide as an important material for training teachers, presenting the prescribed curriculum, mastering contents and planning classes, although they do not have objective information on how teachers use this material. In this way, by analyzing the practices developed by editors in the editing process of the Teacher's Guide, the work contributes to broadening the understanding about the set of practices that define the curricular system and that, in this sense, directly interfere with the current pedagogical practice
Este trabalho possui um caráter exploratório e busca compreender o papel do editor no processo de edição da versão específica dos livros didáticos destinada ao professor, conhecida como Manual do Professor. Neste sentido, os seus principais objetivos foram mapear as etapas e os atores que compõem o processo de edição do Manual do Professor desenvolvido atualmente nas editoras brasileiras e analisar o papel dos editores neste processo, observando o perfil destes profissionais, as funções que desempenham na edição do Manual do Professor e os fatores internos e externos que influenciam este trabalho. O referencial teórico está localizado na área da História da Educação e, particularmente, na área da História do Currículo e do Livro Didático. Os procedimentos metodológicos foram a aplicação de questionário e a realização de entrevistas com editores das duas maiores editoras brasileiras de livros didáticos. A interpretação dos dados coletados na pesquisa de campo foi feita com base no referencial teórico acima apresentado e sugere que as principais funções desempenhadas pelos editores no processo de edição do Manual do Professor se relacionam com as atividades de coordenação do trabalho de outros profissionais, de edição e organização do texto original e de reescrita ou autoria deste material. Além disso, a análise dos dados levantados indica que os editores reconhecem o Manual do Professor como um material importante para a formação dos professores, para a apresentação do currículo prescrito aos docentes, para o domínio dos conteúdos a serem ensinados e para o planejamento das aulas, ainda que não possuam informações objetivas sobre a forma como os professores utilizam este material. Desta maneira, ao analisar as práticas desenvolvidas pelos editores no processo de edição do Manual do Professor, o trabalho contribui para ampliar a compreensão sobre o conjunto de práticas que configuram o sistema curricular e que, neste sentido, interferem diretamente na prática pedagógica vigente
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Mullican, Carey. "Multiple Intelligences in the Text: Examining the Presence of MI Tasks in the Annotated Teacher's Editions of Four High School United States History Textbooks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4178.
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The current state of the social studies classroom comprises one of uninspired students using unexciting textbooks as their guide for learning U.S. history (Hope, 1996; NCES, 1993; Banks, 1990; Wakefield, 2006). With multiple intelligences gaining popularity in education, renewed hope exists for social studies to produce quality textbooks with differentiated instruction to reach all learners. The purpose was to design a rubric for measuring the presence of multiple intelligences structured tasks in teacher's editions of four 11th grade U.S. history textbooks. Using 1995 to 2007 as a purposeful sample of consistent authorships and similar publications, the study looked at teacher's editions of U.S. history textbooks to create a reliable and valid rubric for measuring the presence of multiple intelligences tasks in the teacher's editions of four high school history textbooks. Using this analytical rubric, the researcher analyzed trends of tasks offered in teacher's editions of textbooks to determine whether multiple intelligences tasks were being offered. Findings suggested that teacher's editions do reflect a MI/directive framework over a non-directive framework, with MI/directive tasks appearing much more frequently. However, linguistic/verbal tasks were more likely to appear as the MI/directive task of choice over other categories. Changes were noted in number of tasks found in mid-1990s editions to mid-2000s editions with a decrease in verbal/linguistic and spatial/visual tasks in The Americans. Yet Pathways to the Present saw an increase in spatial/visual tasks. Hence, it is implied that textbook publishers have not embraced MI whole-heartedly and have not met all learner's needs in terms of curriculum design. Furthermore, textbooks authors and publishers need to incorporate more variety in learning tasks to include other categories of multiple intelligences.
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Ebeling, Larissa. "Presença social em tecnologias da informação e comunicação : um estudo de caso no editor de texto coletivo ETC." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106499.
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A presente dissertação de mestrado discorre sobre uma pesquisa referente à inserção de recursos tecnológicos colaborativos em processos de ensino e de aprendizagem para favorecer o desenvolvimento da Presença Social (PS). O objetivo principal é mapear alguns indicadores de PS em Tecnologias da Informação e Comunicação (TIC), especificamente, nas funcionalidades de interação e colaboração do Editor de Texto Coletivo (ETC). Nesse sentido, verificaram-se as interações dos sujeitos em espaços do ETC como nos fóruns, no editor de texto online e por meio de trocas de mensagens virtuais. Tal proposta está ancorada na concepção de que a tecnologia pode oferecer variadas possibilidades à educação. Inicialmente, busca-se compilar os conceitos da PS e sua relevância na educação online. Em seguida, apresenta-se um embasamento para a inserção de recursos tecnológicos como as TIC em processos educacionais. Posteriormente, faz-se uma reflexão sobre Formação de Professores e se abordam as características do uso de TIC em práticas pedagógicas. Além disso, são aprofundadas questões acerca da PS e sugerem-se algumas TIC com potenciais de inserção na educação. Logo após, é apresentado o ETC, com sua contextualização histórica e detalhes acerca das suas ferramentas e funcionalidades. Por fim, vislumbra-se identificar os elementos constituintes da metodologia planejada para a realização deste estudo. Para tal, escolheu-se como metodologia desenvolver uma pesquisa qualitativa tendo como método estudo de caso exploratório, sendo que a primeira etapa do seu desenvolvimento foi a construção do Objeto de Aprendizagem PSAVA. A análise dos dados foi realizada através de categorias, partindo das produções dos sujeitos que participaram de um curso de extensão, cujo objetivo foi observar os indícios de PS nas interações que os participantes estabeleceram por meio dos recursos de uso colaborativos digitais do ETC. Entre essas, destacam-se o fórum e as trocas de mensagens no editor de texto do ETC. Assim, através de um mapeamento de PS, verifica-se quais são alguns indicadores de Presença Social dos sujeitos que interagem nas funcionalidades do Editor em questão. Nesse sentido, constata-se a relevância de se considerar tais elementos para uma ação docente em meio virtual mais eficaz.This master’s thesis considers research on the insertion of collaborative technological resources in teaching and learning processes to favour the development of Social Presence (SP). The principal objective is to map out indicators of SP in Information and Communication Technology (ICT), specifically in the functionalities of interaction and collaboration associated with the Collective Text Editor (CTE). To this end, interactions of individuals were verified in CTE spaces such as in forums, in the online text editor and through the exchange of virtual messages. Such a proposal is anchored in the idea that technology can offer a range of opportunities for education. To begin with, SP concepts and their relevance to online education are compiled. Next, a foundation is presented for the insertion of technological resources, such as ICT, in educational processes. Finally, a reflection is made on Teacher Training while the characteristics of the use of ICT in pedagogical practices are also dealt with. In addition to this, questions surrounding SP are deepened and ICT with the potential for insertion in education is highlighted. Following this, the CTE is presented within its historical context and with details of its tools and functionalities. Finally, the thesis seeks to identify the constituent elements of the methodology planned for this study. In pursuit of this, a qualitative study with an explorative case study method was selected as methodology – the first stage being the construction of the Learning Object PSAVA. Data analysis was carried out by category, starting with the work of individuals participating in an extension course aimed at observing the indicators of SP in interactions established through the digital collaborative use resources of the CTE. The forum and the exchange of messages in the text editor of the CTE are at the forefront amongst these resources. In this context, through SP mapping, it is possible to verify indicators of Social Presence in individuals who interact using the functionalities of the Editor in question. One is thus able to note the relevance of considering such elements in order to produce more efficient teaching in the virtual environment.
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Liu, Yue. "Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159150.
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This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments.Department of English
15
Onrubia, Goñi Javier. "Interacción e influencia educativa: aprendizaje de un procesador de textos." Doctoral thesis, Universitat de Barcelona, 1993. http://hdl.handle.net/10803/670513.
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El trabajo pretende avanzar en la comprensión teórica y empírica de algunos de los mecanismos de influencia educativa que actúan en las situaciones de aula; es decir, de algunos de los procesos psicológicos subyacentes a los dispositivos mediante los cuales los profesores tratan de ofrecer a sus alumnos una ayuda educativa ajustada al proceso de construcción de conocimiento que estos realizan en tales situaciones. Se propone que los mecanismos de influencia educativa son (al menos en buena parte) de carácter esencialmente interpsicológico y que operan en el ámbito de la "interactividad", es decir, de la articulación de las actuaciones de profesor y alumnos en torno a las tareas y/o contenidos que les ocupan en la situación. Se hipotetiza que entre estos mecanismos ocupan un lugar privilegiado dos procesos: la cesión y el traspaso progresivos de la responsabilidad y el control en el aprendizaje del profesor a los alumnos, y la construcción progresiva de sistemas de significados compartidos entre profesor y alumnos cada vez más cercanos a las intenciones que presiden la acción educativa. El análisis de dos secuencias completas (dos secuencias didácticas -SD-) de enseñanza y aprendizaje de un programa informático de tratamiento de textos, de 8 horas de duración cada una, con alumnos universitarios es la base empírica del trabajo. Las dos SD se analizan de acuerdo con un modelo que contempla dos niveles de análisis diferenciados aunque interrelacionados, un conjunto de unidades de análisis vinculadas a esos niveles, y un procedimiento analítico especifico. Los resultados ofrecen evidencia empírica de la presencia, en las SD consideradas, de los dos mecanismos de influencia educativa hipotetizados. El análisis muestra algunas características comunes a ambos mecanismos, vinculadas a su actuación en el ámbito de la interactividad, así como indicadores e informaciones específicas en relación a cada uno de ellos.
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Hung, Lung-Feng, and 洪瓏鳳. "A study on Using Science and Technology Electronic Textbook of Elementary School Teachers in Kaohsiung:A case study of Kang Hsuan Edition." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/ktu7b6.
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碩士國立高雄師範大學
工業科技教育學系
101
The elec-textbook is carried on CD-ROM as instructional media, which contents are the same as the student-textbook. And the resources are integrated, so that teachers can interact with students. The elec-textbook is alos an assistant for teacher to offer many edit-fuctions of teaching material. This study will investigate the situation, and availability while using elec-textbook in Kaohsiung elementary school by sample surve. The objects of study are Kaohsiung City's public elementary schools whom using "Kang Hsuan version of nature and life science" by 2 grades or more. The investigation of samples are total of 246 questionnaires were issued, and 228 effective questionnaire retured. Take a general survey for this study in process, corresponing a describe-statistical method for the feedback data. Then do the variable frequency distribution, percentage and mean and standard deviation analysis and processing. The conclusion is as following: 1. Higher score is "supplementary measures", the lower score is "additional features". 2. The highest scoring item of "supplementary measures" is "the publishers can improve the design and development of elec-textbooks continouly with timely update. 3. The lowest scoring item of "additional features" is "Configuration Tool". 4. The buttons on the page features meet teachers. 5. The usage of "additional function" is much different due to the operaters’ practice. 6. Elec-textbook is affirmed by teachers. We will make recommendations based on the findings as a reference of textbook-publishers and educational authorities.
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Lai, Yin-Chun, and 賴盈君. "A Study on Using E-Textbook of English Teachers at Elementary School in Kaohsiung City: A Case Study of Kang Hsuan Edition." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/42835s.
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碩士國立高雄師範大學
工業科技教育學系
103
With the advent of the digital age, the vigorous development of computers and networks emerges new trends in teaching. Electronic textbooks will be unmistakable trends. We look forward to electronic textbooks and the traditional textbook can complement each other, and thus enhance the students' learning. This study was designed to investigate the study of English teachers on using E-textbook at the elementary school in Kaohsiung City to be the reference to the future development of English teaching and electronic textbook. This article describes the electronic textbook collection, development and related literature as the basis of theory; the information of the returned questionnaires is analyzed under the statistic way of descriptive statistics, multiple-choice analysis, independent samples t- test and one-way ANOVA. The results are as follows: 1. In the use frequency of E-textbooks, the young English teachers are higher than the older English teacher. 2. In the use frequency of additional features, university, college and graduate Institute of teachers are higher than normal universities (including the Teachers College) graduate teachers. 3. In the use frequency of additional features, using of e-textbooks within six years of the teachers is higher than seven years teachers. 4. In the acceptance of Kang Hsuan Publishing Corp., university, college graduate teachers is higher than the Institute graduate teachers. 5. In appropriateness of teaching English, different background teachers have no significant relationship.
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Lin, Jia-Jun, and 林家君. "The Development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/9yktx4.
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碩士國立臺中教育大學
特殊教育學系碩士班
103
The main purpose of this study was to build a “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition”, and explore the reliability and validity、the effect of save item and classification. The objects of this study was the elementary school teachers of first grade to sixth grade with Learning Disabilities students in the class, and who filled in the questionnaires of this study according to the learning behavior features of a Learning Disabilities student and two peers in the class, and the questionnaires were total 1114. The methods of this study were under the item response theory framework to estimate the ability values of objects, and analyzed the validity、reliability、t-test and one-way ANOVA with Statistical Package for the Social Science. Then got the effect of save items through computerized adaptive testing simulation. Finally, used a quadratic classifier to classify the types of Learning disabilities. The conclusions were drawn as follows: (1) There were good validity and reliability in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. (2) It could save 125 items when the SE equaled 3.5 of the stopping rules of the test. (3) It could distinguishing the group of Reading Learning Disabilities with the group of general students in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. It could be classified Reading Learning Disabilities when the ability values was more than -0.44 in the Reading Learning Disabilities dimension. The correct rate was 92％. (4) It could distinguishing the group of Written Learning Disabilities with the group of general students in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. It could be classified Written Learning Disabilities when the ability values was more than -0.62 in the Written Learning Disabilities dimension. The correct rate was 84％. (5) It could distinguishing the group of Mathematics Learning Disabilities with the group of general students in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. It could be classified Mathematics Learning Disabilities when the ability values was more than -0.69 in the Mathematics Learning Disabilities dimension. The correct rate was 84％. (6) It could distinguishing the group of Nonverval Learning Disabilities with the group of general students in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. It could be classified Nonverval Learning Disabilities when the ability values was more than -1.40 in the Nonverval Learning Disabilities dimension. The correct rate was 72％.
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Hsu, Ru-Chun, and 徐如君. "A Study on Elementary School Teacher Selection Consideration Factor and Edition Usage Satisfaction of Society Textbook." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/76923470382828056603.
Full textAbstract:
碩士育達科技大學
行銷與流通管理所
104
Since school education established, textbooks have played an important role in teaching. Textbooks are not only educational materials to achieve teaching objectives, but also help teachers and students’ learning. Therefore, textbooks affect teaching methods and learning patterns very much. It has a great influence on teacher’s teaching to choose a good textbook. Education is a social society that helps individuals develop their potential, self-achievement, adapt the environment, and improve the environment. Society is a very important foundation of learning areas because individuals cannot live apart. Therefore, social field is necessary for learning in education. This study is based on elementary school teachers on social field in Miaoli County, and uses questionnaire survey. According to the literature review, it consists of four dimensions,“Publishing Properties”,“Learning Properties”, “Teaching facilities”, and “Supplementary Measures”and further discussion on the textbook of satisfaction. 230 questionnaires were distributed and recovered 214 copies, 207 valid questionnaires were returned rate of 93%, effective questionnaire recycling rate of 90%. And the results in Importance-Satisfaction Model statistical software package reliability analysis, regression analysis and other statistical methods results conclusions.
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"Scientific Explanations: Peer Feedback or Teacher Feedback." Master's thesis, 2011. http://hdl.handle.net/2286/R.I.9383.
Full textAbstract:
abstract: Writing scientific explanations is increasingly important, and today's students must have the ability to navigate the writing process to create a persuasive scientific explanation. One aspect of the writing process is receiving feedback before submitting a final draft. This study examined whether middle school students benefit more in the writing process from receiving peer feedback or teacher feedback on rough drafts of scientific explanations. The study also looked at whether males and females reacted differently to the treatment groups. And it examined if content knowledge and the written scientific explanations were correlated. The study looked at 38 sixth and seventh-grade students throughout a 7-week earth science unit on earth systems. The unit had six lessons. One lesson introduced the students to writing scientific explanations, and the other five were inquiry-based content lessons. They wrote four scientific explanations throughout the unit of study and received feedback on all four rough drafts. The sixth-graders received teacher feedback on each explanation and the seventh-graders received peer-feedback after learning how to give constructive feedback. The students also took a multiple-choice pretest/posttest to evaluate content knowledge. The analyses showed that there was no significant difference between the group receiving peer feedback and the group receiving teacher feedback on the final drafts of the scientific explanations. There was, however, a significant effect of practice on the scores of the scientific explanations. Students wrote significantly better with each subsequent scientific explanation. There was no significant difference between males and females based on the treatment they received. There was a significant correlation between the gain in pretest to posttest scores and the scientific explanations and a significant correlation between the posttest scores and the scientific explanations. Content knowledge and written scientific explanations are related. Students who wrote scientific explanations had significant gains in content knowledge.Dissertation/Thesis
M.A. Curriculum and Instruction 2011
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Chang, Wan-Chen, and 張菀真. "The Survey of Editing and Selecting Teaching Materials of Special Education by Resource Room Teachers at Elementary Schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35554600983458215958.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士在職專班
98
The purpose of this study was to investigate the teaching materials of special education edited and selected from resource room teachers at elementary schools. The study targets were the resource room teachers from elementary schools in the central Taiwan area (included 5 counties and cities), and using the designed questionnaires as research tool to investigate. In total 372 questionnaires were sent out, and 334 questionnaires were regained. The 332 valid questionnaires from the 334 returned ones were collected and analyzed using descriptive statistics, chi-square test, t-test, one-way ANOVA, and Scheffe’ method. The results were as follows: 1. Teaching materials were mainly adapted from general classes’ materials. More than half of the interviewees made teaching materials by themselves or selecting general classes’ materials directly. 2. The resource room teachers edited and selected teaching materials primarily for the needs of the students and the curriculum of special education. More than 60％ of them were in order to make teaching activities more lively. 3. Most of courses were Chinese and Mathematics, social technique and emotional management came next. 4. The main type of teaching materials were plane, such as learning manuals, books, and teaching tools came next. 5. Most of resource room teachers edited and selected teaching materials by themselves, and discussing with the others were secondly. 6. More than 60％ of resource room teachers spent one to six hours weekly on editing and selecting teaching materials. 7. The main difficulties that the resource room teachers encountered were working overload, insufficient time, lacking of the exchange opportunities, funding and student’s individual differences. 8. There were significant differences in teachers’ age, professional background, and numbers of students about the difficulties of editing and selecting teaching materials, while the rest variables showed no significance. 9. There were significant differences in teachers’ gender and numbers of students ’ disability about the knowledge of editing and selecting teaching materials, while the rest variables showed no significance. More detailed analyses had given in the paper. According to the above results, the suggestions were sincerely contributed to educational official administrations, resource teachers, and further studies.
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HUANG, CHIUNG-YI, and 黃瓊誼. "Using the TAM to Assess Teacher Adoption of Making the School Yearbook by Editing Online in One Elementary School in Taoyuan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4bk75a.
Full textAbstract:
碩士開南大學
資訊學院碩士在職專班
106
The purpose of this study was to investigate the desire and status of making the school yearbook by editing online among teachers in an elementary school in Taoyuan. The TAM(Technology Acceptance Model) was conducted to examine the factors, including external variables (information literacy and the experience of editing online), perceived usefulness, perceived ease of use, behavioral intention and actual behavior, which affect the desire and status of teachers. The data was acquired through the literature and questionnaire survey, and were processed by SPSS package software. The results showed that teacher’s information literacy significantly affected the perceived usefulness and perceived ease of use of making the school yearbook by editing online, and the system quality of online editing affected the perceived usefulness and perceived ease of use of making the school yearbook by editing online. In addition, the perceived usefulness and perceived ease of use significantly affected behavioral intention and actual behavior.
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PRAŽÁKOVÁ, Lenka. "Jindřich Skopec - kněz a historik." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-252322.
Full textAbstract:
This submitted diploma thesis deals with the life of Jindřich Skopec (1873-1942), who worked as a priest, an archivist, a teacher of theology at a secondary school and a historian. His interests were multilateral, but he indelibly imprinted his name in the past thanks to his unflagging diligence and his honest work. He built his eternal memorial with his careful word processing of the work called "The memories of František Jan Vavák, neighbour and mayor in Milčice". These "Memories" were published in five books and the publisher was "Dědictví svatojánské". Thus, he became an honorary membership of history research group. Publishing of these "Memories" was Skopec´s life work and unforgettable legacy for the future generation. He also deeply stuck in mind of his contemporaries, because he dedicated his life to education of youth. He taught them to religious belief, moral and deeply humility. The diploma thesis is ever the first that tries to contain the life of this outstanding priest and historian from his early childhood over his clerical activity to his research activity.