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Dissertations / Theses on the topic 'Teachers of non-Linguistic disciplines'

Author: Grafiati
Published: 14 December 2024

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1

Pegourie, Khellef Marjorie. "Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte." Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20028/document.

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De quelle manière un enseignant de discipline dite non linguistique (DdNL) prend-il en charge la situation exolingue de sa classe ? En d’autres termes, quelle place pour la L2 dans les pratiques des enseignants de DdNL ? Cette question de recherche a été posée à 60 acteurs éducatifs variés de trois écoles religieuses bilingues français-arabe en Egypte. Le corpus est constitué de séquences filmées de cours de sciences et de mathématiques en français, d’entretiens audios des différents acteurs et de matériel pédagogique. Cela a permis de procéder à une analyse quantitative et qualitative, contex
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2

Daafouz, Malika. "Analyse des ajustements dans l’activité enseignante en classe. Le cas des enseignants des disciplines nοn linguistiques au Μarοc". Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMC013.

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L’objectif de la thèse est d’identifier et de caractériser les ajustements dans l’activité enseignante en classe des enseignants débutants des disciplines non linguistiques (DNL) au Maroc, notamment à partir de la compréhension de leurs difficultés situées, avec une visée de formation. Comment ces enseignants débutants font-ils face au défi d’enseigner les sciences en langue française, alors que ce n’est pas leur langue maternelle ? Comment gèrent-ils leurs difficultés dans ce contexte ? Comment répondent-ils au caractère imprévisible des situations d’enseignement-apprentissage pour venir sati
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3

Abe, Daudi J. "Effects of non-traditional instruction on the classroom discipline of African American students /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7669.

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4

DeFrain, Erica, and Erica DeFrain. "An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621018.

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This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of background variables comprised of nine course, instructor, and student characteristics. Data from over 130,000 course evaluations from over 4,000 courses from four distinct departments taught between 2007 and 2014 were analyzed. Student ratings have been used to formally evaluate effective teaching practices at all levels of education for nearly 100 years. The subsequent body of literature examining and challenging this practice is vast a
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Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.

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<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African School
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6

Billie, Sikelelwa khuthala. "Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/${Handle}.

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This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement,
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7

Quail, Karen. "Non-violent discipline options for caregivers and teachers: a systematic overview of the evidence and exploration of the role of attunement." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32939.

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Violence against children is a widespread problem with devastating consequences, and corporal punishment is a risk factor for more serious forms of physical abuse. One reason for the persistence of corporal punishment may be lack of awareness of positive disciplinary alternatives. At the other extreme, lack of awareness of positive options may lead to permissive parenting, which also has negative outcomes for children. The primary objective of this research was to find, and explore the state of the science on, individual non-violent interventions for challenging behavior, in so doing forming a
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8

Lansdale, Jackie Courntey. "NCR vs DRO: Evaluation of Effectiveness, Teacher Preference, and Fidelity of Implementation." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4355.

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Abstract Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective procedures in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no ide
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9

Bellini, Serge. "Insécurité linguistique et alternance codique : le cas des professeurs de biologie dans les classes bilingues franco-moldaves." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA030013.

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Notre recherche a été motivée par l’observation personnelle que nous avons pu faire des dispositifs d’enseignement bilingues scolaires en Europe centrale et orientale. Il nous ait paru justifié d’apporter notre réflexion à la problématique générale de l’enseignement bilingue. Nous avons choisi comme entrée la description, au sein du dispositif franco-moldave, des pratiques de classes des professeurs de biologie dispensant leur discipline en utilisant le français. Notre observation se focalise sur la gestion de leurs compétences langagières dans l’alternance entre le roumain et le français. Pou
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10

Fraczek, Margo. "Perpetuating a Culture of White Behavior: The Experiences of Non-Native Speaking Hispanic Students in a PBIS School." Thesis, Boston College, 2010. http://hdl.handle.net/2345/bc-ir:104465.

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Thesis advisor: Elizabeth Twomey<br>This phenomenological study investigated the effects of a Positive Behavior Intervention and Support (PBIS) Program on non-native speaking Hispanic students in a public middle school. The purpose of the study is to discover whether the PBIS program alleviates, intensifies or does not change the degree of bias towards minority students currently in existence through traditional discipline models. It also intends to discover whether the experience of the Hispanic students is similar to the intent of the program as determined by the implementing staff. Finally,
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11

Corny, Laurence. "Les discours d'enseignement en français langue seconde : le cas de la compréhension des textes expositifs d'histoire et de géographie par les élèves allophones nouvellement arrivés en France et scolarisé au cycle 3." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA095.

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La recherche s’inscrit dans le cadre de la didactique du français langue seconde en contexte scolaire. Elle a pour objet d’étude les textes expositifs, c’est-à-dire ceux qui synthétisent les éléments de savoirs à acquérir. A partir de l’analyse d’un corpus de textes expositifs extraits de manuels scolaires de cycle 3 d’histoire et de géographie, la recherche se propose de définir une démarche explicite de la compréhension adaptée aux compétences et aux besoins des élèves allophones nouvellement arrivés. Pour cela, les facteurs d’hétérogénéité, le contexte de la scolarisation, les caractéristiq
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12

Pane, Debra Mayes. "The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/109.

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Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ deci
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13

Beaugrand, Céline. "Transposition des démarches du français sur objectifs spécifiques en contexte scolaire ˸ élaboration didactique en français langue de scolarisation dans trois disciplines du collège." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030020.

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Depuis le début des années 1990, le français langue de scolarisation (FLSco) s’est peu à peu constitué en objet d’étude dans différents contextes où le français est langue d’enseignement pour des élèves allophones. La situation des enfants migrants scolarisés en France a ainsi été progressivement prise en compte dans les recherches en didactique comme dans les directives institutionnelles. Celles-ci soulignent notamment que la réussite de leur inclusion scolaire nécessite de s’intéresser à la dimension langagière dans les différentes disciplines où le français est « langue instrumentale » ; ma
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14

Le, Ferrec Laurence. "Le français langue seconde comme langue de scolarisation. Théorisation, description et analyse d’interactions didactiques en classe d'accueil." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030152.

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La recherche envisage le français langue seconde comme langue de scolarisation à partir d’une réflexion sur la situation d’enseignement/apprentissage du français par des élèves allophones scolarisés dans le système éducatif français en classe d’accueil de collège. La notion de langue de scolarisation, utilisée à l’origine à propos de l’enseignement scolaire dans les pays de français langue seconde, est mise au cœur de l’étude et fait l’objet d’une analyse didactique et linguistique s’attachant à en identifier les composantes. A partir d’une réflexion sur les usages de la langue à l’école, la r
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15

Luz, Mary Neiva Surdi da. "LINGUÍSTICA E ENSINO: O DISCURSO DE ENTREMEIO NA FORMAÇÃO DE PROFESSORES DE LÍNGUA PORTUGUESA." Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/3967.

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This study aims at investigating how and which theoretical aspects of linguistics are effective for implementing a Letters course directed across the educations of Portuguese language teachers. This doctoral dissertation is anchored to a theoretical-methodological perspective of the French discourse analysis which dialogues with the History of Linguistic Ideas. Our analysis is carried out through a documental investigation of a corpus of analysis containing accounts on the Letters course, specifically at UNOCHAPECÓ a community college in Santa Catarina, Brazil. In this study we looked upon t
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16

PASQUARIELLO, MARIO. "APPRENDIMENTO LINGUISTICO INTEGRATO E VIDEO-EDUCAZIONE: LE NUOVE FRONTIERE DELL'INSEGNAMENTO CLIL. IL PROGETTO CLIL-MUVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/40428.

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La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale. Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera. Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le pr
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17

PASQUARIELLO, MARIO. "APPRENDIMENTO LINGUISTICO INTEGRATO E VIDEO-EDUCAZIONE: LE NUOVE FRONTIERE DELL'INSEGNAMENTO CLIL. IL PROGETTO CLIL-MUVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/40428.

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La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale. Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera. Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le pr
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18

Gambhir, Mira Raj. "Non-native speakers of English in a Canadian teacher education program : needs, experiences, and policies." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94969&T=F.

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19

Correa, Doris M. "Understanding voice in the disciplines: The struggles of Latina non -traditional students and their instructors." 2008. https://scholarworks.umass.edu/dissertations/AAI3315508.

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For years, university faculty has complained that students come to the university unprepared to meet the demands of their content courses. In particular, they complain that students do not know how to cite or how to quote the work of others. To help students, university and content faculty have taken a series of measures which include creating a series of junior and academic writing courses, developing academic honesty policies and bringing APA or MLA handouts to class, and including in their syllabi academic honesty policies. All these measures come from a view of writing as a set of rules th
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