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1
Factora, Miriam Beltran. "A model of sequential music teaching utilising Philippine vocal materials /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19166.pdf.
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Chen, Yung Ching. "A drama project teaching model in English language teaching : an action research at a Taiwanese primary school." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439863.
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Nazeer, Abdulla. "Teaching economics at secondary school level in the Maldives : a cooperative learning model /." The University of Waikato, 2006. http://hdl.handle.net/10289/2540.
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The dominant approach to the study of economics at secondary school level in the Maldives is teacher-centred methods based on behaviourist views of teaching and learning. Despite considerable research on the benefits of cooperative learning in economic education at the post-secondary level, very limited research has been conducted in secondary school classrooms in order to find ways of improving teaching and learning of economics. The purpose of this study was to enhance the teaching and learning of economics at secondary schools in the Maldives by trialing a cooperative learning model to enhance economics teachers' awareness of the impact that cooperative learning might have on student learning. This study explored a cooperative learning approach to teaching and learning economics in secondary schools and investigated teachers' and students' perceptions of cooperative learning. Some elements of both ethnographic and grounded theory methodologies were employed and specific data collection methods included workshops, classroom observations, interviews, video tapes and student questionnaires. Nine teachers and 232 students were involved in this study. The research was conducted in three stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male', the Maldives. Four research themes were derived from the analysis of both pre and post intervention data. These themes were teaching issues, learning issues, cooperative learning implementing issues, and students' and teachers' reactions to cooperative learning. In the pre-intervention phase, the teachers taught in a traditional manner, but after the intervention they incorporated elements of cooperative learning method to teach economics in their selected classes. The overall findings showed a considerable change in teachers' and students' attitudes and perceptions about traditional teacher-centred methods towards more student-centred methods of cooperative learning. It was evident that both teachers and students perceived cooperative learning to be an effective method of teaching. For example, the findings revealed that both teachers and students understood and could see the benefits that cooperative learning offered to the teaching and learning of economics. The students indicated that they liked working in groups and appreciated getting help from other students. In addition, the results revealed that students' interactions and involvement in classroom activities, as well as interest and motivation to learn economics, increased during the implementation of the cooperative learning model. Furthermore, this study found a mismatch between home and the traditional teacher-centred school culture in the Maldives. In contrast, the findings suggest that the principles of cooperative learning match well with the cultural values of Maldivian society. Consequently, a revised model of cooperative learning is presented that includes the aspects of culture. Jordan (1985) argued that educational practices must match with the children's culture (p. 110) and thus culturally responsive teaching can help to minimise confusion and promote an academic community of learners that enables students to be more successful learners (Gay, 2000). This study suggests that training teachers and students for cooperative learning is salient for effective implementation of cooperative learning for a positive influence on students' learning and teachers' pedagogy. However, further research should be conducted to examine other aspects of teaching and learning which may also enhance this relationship.
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Delaney, Alice. "Better Teaching Model? Middle School Science Classroom Using the 4MAT Instructional Strategy vs. Lessons Created Without this Model." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3259/.
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The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.
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Quattrochi, David P. "How one school implements and experiences Ohio's value-added model a case study /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10686.
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Thesis (Ed. D.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains ix, 138 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 127-133).
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Merritt, Llian. "Embedding research as core practice for teachers a model for whole school teacher learning /." University of Sydney. Policy and Practice, 2003. http://hdl.handle.net/2123/659.
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This is a study of teacher professional development at the school level using teacher research as a strategy for both teacher professional learning and school change. A qualitative study was conducted to determine the conditions that would develop and sustain teachers researching their own practice in a culture of inquiry. Participant observation in one school over a two year period was used to investigate the issue of how to embed teacher research as a central feature of teachers� work. As a result of working with teachers as they researched their practice I have developed a model to explain and understand the complexities of schools and their cultures. Teachers researching their practice provided the driving force in the interplay of the elements of the model and had the potential to change school culture. Relationships, structures and processes are central to this model. Social and professional relationships between the teachers and the university partner developed and were supported by structures and processes. As the research continued these relationships changed and evolved. These relationships help develop a culture of inquiry in schools. The school/university partnership in this study evolved from an initial symbiotic�cooperative partnership (in which I shared my expertise and supported the work of teachers) into a later organic�collaborative partnership (one based on mutual and shared goals and benefits). The existing team of four teachers and the allocation of time for them to meet provided the essential structures for the teachers to research their practice. The collective leadership style instigated by the school Principal provided important human and financial support for the development of inquiry cultures. Collaboration and collegiality as forms of association enabled teachers to conduct research which challenged their individual and collective beliefs and assumptions about students� learning and their classroom practice. The content and form of teacher culture mediated the effects of teachers researching their practice. There are critical and transformational effects when teachers research their practice as part of their core work. Introducing these teachers to research was not without its difficulties. There were events and factors in the school relating to relationships, structures and processes which hindered the development of teacher research in a culture of inquiry. Because of the time frame of this study there is no evidence that school culture change is permanent. This could be the subject of future research.
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Weise, Martin. "A model for teaching informatics to German secondary school students in English-language bilingual education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6456/.
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Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction – largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany.
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Hay, Roe Denise A. "Best Practice Model for School Nurses Teaching Human Sexuality Education to High School Students for the Prevention of Unintended Pregnancy." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/311757.
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Maphini, Nwabisa Vivian. "Implementing an intentional teaching model to investigate grade 9 learners’ ways of working with rational algebraic fractions." University of the Western Cape, 2019. http://hdl.handle.net/11394/6943.
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Magister Educationis - MEdIn South Africa it is widely known that most learners struggle with mathematics. The results for mathematics are poor. The department of basic education offers a number of intervention programmes to assist learners in mathematics but the problem still persists. Algebra is the most basic and important topic in mathematics as it becomes an element in almost all the other topics in mathematics curriculum. Algebraic fractions in particular are a challenge for most leaners. Research shows that learners commit a number of errors when they work with algebraic fractions. The study investigated the implementation of an intentional teaching model into grade 9 mathematics learners’ ways of working with rational algebraic fractions. An intentional teaching model is a teaching strategy which emphasizes teaching intentions or teaching objectives are brought to the fore during a lesson, the model emphasizes the use of spiral revision and assessment for learning. Ways of working in this study refers to the way in which learners deal with algebraic fractions when they simplify them including the errors they commit from the misconceptions they have about aspects of working with fractions. The study was conducted in a group of grade 9 mathematics learners at Gugulethu High school, which is located in Guguletu, a township in the Western Cape Province of South Africa. The study is premised on a qualitative research paradigm which focuses on studying situations in their natural settings and applying an interpretive perspective. Data was collected by means of observation and video recording of lessons while learners were engaged in working with algebraic fractions. Learners’ written work was analysed as part of the data collection. The results of the study show that leaners commit a number of errors when they manipulate algebraic fractions. Among other errors are: (i) Cancellation errors which had the highest frequency of occurrence (ii) Defractionalisation (iii) No recognition of the common factor and (iv)Exponential laws error. It was found that the learners’ ways of working with algebraic fractions are mostly characterised by their misunderstanding of exponential laws and difficulty in working with fractions needing the use of factorisation to simplify and find the lowest or highest common denominator during addition or subtraction. The results of the study also reveal that learners struggle to articulate extensively or in detail what they are actually doing as they simplify rational algebraic fraction.
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Arderne, Meagan. "Developing and implementing an information communication technology model for a primary school." Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1215.
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Thesis (MTech (Quality (Faculty of Engineering) Cape Peninsula University of Technology, 2008.While the necessary Information Communication Technology (ICT) infrastructure at the Holy Cross Sisters' School (HCSS) has been established, there has been little evidence of the successful integration of ICT into the school. While traditional teaching methods are still being practiced, ICT integration into the curriculum has been non- existent and mundane administrative tasks are still being performed manually. Furthermore, management has no real vision in place with regards to ICT integration at the school. Due to the fact that the HCSS has not optimally used its ICT capabilities results in administrative processes being inefficient and impacting adversely on the quality of the education provided. The objectives of this research study are to develop a model that mitigates the research problem with focus on improving administrative processes, integrating ICT into the curriculum, and combining ICT with traditional teaching methods to exponentially improve upon the efficiency of teaching and learning. The research methodology for this dissertation will fall within the ambit of action research, using both qualitative and quantitative research paradigms. The research question that will form the crux of this dissertation reads as follows: 'What mechanistic approach can be deployed at the HCSS to integrate ICT within the organization to improve the quality of education and improve on the efficiency of internal processes?' Observations, focus groups and a survey will serve as data collection methods for this research. Data collected will be analyzed using descriptive and inferential statistics.
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Mander, Erin. "Successful Urban Adolescent Writers: A Study of a Collaborative Model of Teaching Writing." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5416.
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The goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in teaching writing? What is the relationship between engaging in a collaborative model of teaching writing and improvement of writing skill in middle level students? The study determined how and why the writing skill was developed at an urban, rural middle school in a Central Florida School District. The rationale for completing research at Horizon Middle School was to provide an exemplar in the teaching of writing skill, a phenomenon. Horizon Middle School presented a learning community that was entrenched in the same challenging demographics, but distinctly showed a high level of academic achievement in writing. Instead of teaching through a formulaic, test-generated approach, students learned through discovery, personal relationship, and engagement. Not only did 97% of 8th grade students passed the Florida Writes examination, but in the process of preparing for the standardized assessment was an embedded foundation laid for students and their future learning. The review of literature focused on: school culture, models of teaching at the middle level, models of teaching writing at the middle level and the standardization found within the FCAT Writes. Data collection was completed through classroom observations, one-on-one interviews and participation in faculty meetings. Data analysis was completed by addressing each research question through the conceptual framework. The study determined that this was a model for developing the writing skill for all middle level students, an exemplar within the field. Suggested uses for the study included the development of future studies focus on successful schools that were challenged by the same demographics and consideration of the partnership that Horizon had with the University of Central Florida as a model for other educational communities to consider.Ed.D.
Doctorate
Education and Human Performance
Education
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McElfresh, Dwight L. "A comparison of staff acceptance of the Baldrige school improvement model and the types of staff development among four school districts in Ohio." Ashland University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260970923.
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Nieuwoudt, Hercules David. "Beskouings oor onderrig : implikasies vir die didaktiese skoling van wiskundeonderwyser / Hercules David Nieuwoudt." Thesis, Potchefstroom University for Christian Higher Education, 1998. http://hdl.handle.net/10394/126.
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Views of teaching: implications for the didactic training of mathematics
teachers. School mathematics teaching is an essential learning area in South
African schools. Owing to persistent traditional positivist-based views and
approaches, it still suffers from a variety of teaching-learning problems. Various
national attempts have already been made to develop an effective teaching-learning
program for school mathematics. Prominent researchers reveal that the failure of
teaching-learning programmes often have to be attributed to the lack of an underlying
grounded didactic theory. Therefore this study focused on the development of a
grounded teaching-theoretical framework for school mathematics teaching.
A further problem regarding school mathematics is that its teaching and learning
traditionally are viewed from a narrow school subject disciplinary perspective.
Therefore this study departed from a general didactic-theoretical perspective,
creating the opportunity to approach and solve problems from a wider angle. A
constructivist-based post-positivist view of effective teaching was developed, before
entering the field of school mathematics. In this way an integrated ontologicalcontextual
view of teaching was developed in terms of six identified ontological
essential features, and their contextual coherence, namely: intention, teacher,
leamer, interaction, content and context. Contrary to traditional positivist views, no
causal relationship between teaching and learning was imposed, and teaching was
not qualified in terms of learning products. Instead, teaching was characterised and
qualified on ontological grounds, departing from the phenomenon itself. In this way
the limitations of positivist process-product views of teaching could be identified,
explained and overcome. Alternatively, a dynamic integrated view of teaching as a
human act, directed at the facilitation of relevant and meaningful learning, was
grounded and developed.
Based on this general ontological-contextually based view, a specific ontologicalcontextual
view of effective school mathematics teaching was grounded and
developed. To this end a variety of prominent contemporary views of and approaches
to school mathematics, and its teaching and learning, needed to be analysed in a
critical way. According to this analysis school mathematics, and its teaching and
learning should be viewed and approached from a constructivist-based dynamic
change-and-grow perspective as human acts. In addition, it could have been proved
that the perspective concerned can facilitate the treatment and solving of the currently experienced teaching-learning problems. This requires the reconsideration,
from a similar perspective, of the current school mathematics curriculum, as well as
the preservice didactic training of mathematics teachers.
Specific implications of the developed ontological-contextual view of effective school
mathematics teaching were identified, and practically tested in the corresponding
preservice didactic training situation in the North West Province. Based on this an
integrated model for the training concerned was formulated. It was found that the
current training largely contributed to the continuation of traditional views of and
approaches to school mathematics teaching, and its essential features. From the
developed integrated ontological-contextual perspective definitive proposals
regarding the transformation of school mathematics teaching and the corresponding
didactic training were made and motivated. Further areas for investigation and
development, resulting from this study, were identified, as well.
This study aimed at investigating, and revealing for further exploration, the specific
and broadening interaction between the general teaching and subject didactical fields
and research, particularly in the two contexts of effective school mathematics
teaching and the corresponding preservice didactical training. A particular attempt
was made to accomplish this in a grounded and integrated way, to the benefit of both
fields.Thesis (PhD)--PU for CHE, 1998.
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Anderson, Nathaniel James McNeal Larry. "The four block scheduling model as a change mechanism a study of three selected high schools /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914564.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 7, 2006. Dissertation Committee: Larry McNeal (chair), Kenneth Strand, Rodney Riegle, Joe Parks, Walter H. Warfield. Includes bibliographical references (leaves 98-103) and abstract. Also available in print.
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Tannenbaum, Joan. "The effects of teacher training in Madeline Hunter's instructional effectiveness model on teacher performance and selected student variables on the secondary school level." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76171.
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The search for instructional methodologies which maximize student achievement has been of central concern to educators for many years. Intensified by the recent focus on staff development and school reform initiatives, this search has begun to produce models for school improvement. The majority of the research studies on these models have centered on the academic achievement of inner-city elementary school students in reading and math. One effort to operationalize the research findings has been the instructional model developed by Dr. Madeline Hunter. The few research studies which have been done on her model focus on the effects of teacher training on teacher performance at the elementary level and on student achievement in reading and mathematics. Claims about the effectiveness of teacher training at the secondary level across a wide variety of subject areas and on selected student variables have not been thoroughly substantiated. It was the purpose of this study to determine if the Instructional Effectiveness Model of Madeline Hunter could be applied at the secondary level and to determine what effects the training would have on teacher performance and on selected student variables.
This study was conducted employing 14 secondary school teachers, seven in the experimental group and seven in the control group. one class from each teacher's schedule was videotaped prior to and after training. Using the Instructional Skills Observation Instrument each videotape was scored by outside observers. Teachers in the experimental group were also presented with four questionnaires which were used to determine the teacher's perceptions of the content and process of the training sessions. Students in each class (N= 245) were measured in regard to class attendance, number of class discipline referrals, class grade point average, class attitude, and class achievement. In addition, four students from each teacher's class (56 students in total) were interviewed to determine their opinion of how the training affected them.
The information obtained from the classroom observations, teacher questionnaires and student interviews was supplemented by ethnographic data.
The findings indicated that the teachers in the experimental group did not teach differently than teachers in the control group. The findings also indicated that the selected secondary students of teachers in the experimental group did not differ from selected secondary students of teachers in the control group in overall class attendance, class grade point average, class attitude, and class achievement. There was a significant difference in overall number of class discipline referrals by sex. The correlation between the teacher's performance score as measured on the ISOI and their mean class score on each of the student variables was not significant. The findings from the ethnographic data corroborated the quantitative findings.Ed. D.
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Al-Subahi, Abdul Hai Ahmad. "A communicative-functional English curriculum for intermediate school in Saudi Arabia : a model for English syllabus design and implementation." Thesis, University of Edinburgh, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314400.
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Davids, Jade Ethel. "Implementing an intentional teaching model to investigate the algebraic reasoning of grade 9 mathematics learners." University of the Western Cape, 2019. http://hdl.handle.net/11394/6918.
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Magister Educationis - MEdThis research has employed an intentional teaching model to investigate the algebraic reasoning of grade 9 learners from a low socio-economic background. It has also sought to study how learners engage with algebra to make generalizations and to scrutinize any misconceptions deriving from the experience. They looked for patterns, paid attention to aspects of the patterns that are important and then generalized from familiar to unfamiliar situations. Algebraic reasoning underpins all mathematical thinking including arithmetic because it allows us to explore the structure of mathematics. This study is based on the Curriculum and Assessment Policy Statement which states that learners are expected to investigate patterns to establish the relationships between variables, as well as represent and analyse the change of patterns. The study also had a huge emphasis on algebra. According to Mphuthi & Machaba (2016): “Algebraic expressions form part of the senior phase CAPS curriculum in South Africa. A substantial amount of time is allocated to this section on evaluating expressions and simplifications of algebraic expressions in grade 7-9.” The study is premised on a qualitative research paradigm and a design-based research methodology for data collection. A set of tasks based on algebraic patterns and generalizations was given to an opportunistic sample of 20 grade 9 learners in a school in Delft, a low socio-economic suburb about 30 kilometres from Cape Town in the Western Cape Province of South Africa. Three weeks after completing the tasks, learners were interviewed to identify their reasoning and how they felt about the tasks. The results of the study show that the majority of the learners struggled with tasks especially when asked what the rules they could derive from the patterns. Learners did not seem to understand what they were doing because they were unable to articulate the given tasks in words and did not have knowledge of concepts like the perimeter.
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Owen, Walter Lee. "A new model of evolution education for middle school science." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2999.
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Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.
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Kay, James Edward. "Improving academic achievement of students with problematic attendance by implementing a multisystemic school-based model." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/718.
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This study addressed the problem of poor attendance adversely affecting grades and learning. Current school policies do not address problematic attendance for all school-aged children, perpetuating trends of academic failure. The research objective was to determine if unexcused absences had a greater negative impact on a high-stakes test compared to excused absences and then develop a manual of best attendance policies to better serve all school-aged children. This study sampled 10,403 students in a southern United States county. Bivariate regression and ANOVA analyses examined the scores students earned on their first attempt at the Social Studies Georgia High School Graduation Test (SSGHSGT) in relation to these students' excused and unexcused absences for grades 9 through 11. Unexcused absences had a significantly greater impact than excused absences on SSGHSGT scores. Scores decreased an average of 1.33 points for every unexcused absence, whereas each excused absence resulted in a score reduction of only 0.47 points. Given the need demonstrated by these results, a manual of best practices was developed from initiatives that had been empirically proven successful in preventing absences. The initiatives, drawn from the theoretical foundation of family systems, employ schools, parents, neighborhoods, peers, government agencies, and teachers to cumulatively influence student decisions about attendance. By preventing students from developing problematic attendance, positively impacting student grades, raising graduation rates, and reducing delinquency-related crimes these improvements can create a positive social change for students, parents, and particularly school personnel who are held responsible for academic achievement.
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Serrell, Karen. "Finders Keepers: A Comparative Study Investigating Teaching The Florida Research Process Finds Model Through Three Different Approaches at the Elementary School Level." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3106.
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The children's taunt "Finders Keepers, Losers Weepers" gives new credence to the information search process at the elementary school level. Children keep what they find, claim it as their own, and accept information without discernment or critique. This study examines the effectiveness of teaching information literacy skills through three different approaches. The first curricular approach uses direct instruction to teach children how to do research using the Florida Research Process FINDS Model. The second approach pairs the FINDS Model with a unit of study that is related to classroom curriculum. The third approach examines the FINDS Model in conjunction with project learning, a constructivist model based on student interest. One hundred twenty- eight third grade students attending a public elementary school in Southwest Florida during the 2008-2009 school year participated in the study. A mixed-methods research approach was used to gather data. Quantitative data was collected with an information literacy pre and post test, and an anonymous media lessons" survey about student preferences. Qualitative data were gathered through a review of student work samples and student interviews. Statistically significant gains were found between the pre to post test scores for all three groups, however no statistically significant differences were found among groups. Although quantitative data did not reveal differences among the treatment groups, qualitative findings revealed that the group taught research skills through the connection to classroom curriculum approach performed better. Thus the findings of this study support existing research which proposes that the best practice for teaching research skills to young children is through a connection to classroom curriculum.Ed.D.
Department of Educational Studies
Education
Education EdD
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Fautley, Martin. "A model of teaching and learning for composing music in the lower secondary school in a group context." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421556.
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Tangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16514/1/Donna_Tangen_Thesis.pdf.
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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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Tangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16514/.
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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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Herr, Scott William. "High School Health Education Teachers' Attitudes and Perceptions Related to Teaching HIV Prevention." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1311274350.
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Wu, Chi Jen, and 吳啟禎. "Nowadays elementary school reserch of calligraphy teaching model." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/48092042151536938192.
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-Wei, Kan Chin, and 康志偉. "An elementary school physical education teacher’s teaching reflection using the Teaching Games for Understanding model." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25617296696808233529.
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碩士國立臺灣師範大學
體育學系
100
The purpose of this study was to investigate an elementary physical education teacher’s teaching reflecting on the Teaching Games for Understanding (TGfU) model. Moreover, different factors of teaching reflection and the problem-solving situations were also studied. The participant of the study was an experienced elementary school PE teacher in Taipei County, who had already trained as an experienced TGfU seed-teacher during the workshop. Participant observation, content analysis, and discourse analysis were used as data collection. The results showed that: 1. The contents of the physical education teacher’s teaching reflection included teacher, students, curriculum, and environment. 2. The factors which the physical education teacher took into account for teaching reflection were teacher’s individual factors, students, time and environment. 3. The contents of the problem-solving and the relevant factors were curriculum, classroom management, and students. At the end, conclusions and suggestions were proposed for enriching and complementing the practical knowledge while using this model.
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Hong, Yuan. "A comparison among major value-added models a general model approach /." 2010. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000052266.
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CHU, JO-TING, and 朱若葶. "Effects of Team Model Smarter Classroom on Elementary School English Teaching." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/zxn4p8.
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碩士國立屏東大學
應用英語學系碩士班
106
The purpose of the study was to compare nonTMSC-supported instruction with TMSC-supported instruction from the reading comprehension of picture story books. Five specific factors were probed: (a) the impact of technology-based learning between learners and instructors; (b) the most helpful teaching strategies to influence technology-based teaching and learning practices; (c) the differences among student metacognitive self-regulation, motivated learning strategies, and metacognitions in lecture; (d) the students’ positive attitudes related to Team Model Smarter Classroom systems (TMSCS); (e) the success rate of the participants between the treatment group and the control group. Forty-four students from grade three to grade six in Sahes Elementary School in Taiwan were engaged in either TMSC-supported instruction or nonTMSC-supported instruction, with four level picture books. The result revealed that the experimental group with TMSC-supported instruction outperformed the control group with nonTMSC-supported instruction on students’ performance of reading comprehensions. A positive attitude among technology-supported classroom was also inspected. Moreover, from the data analysis of questionnaire, the experimental group showed better attitudes than the control ones. It was, therefore, concluded that teaching English in the TMSC-supported environment was a more effective way to enhance student learning. Pedagogical implications, limitations of the study and suggestions for future studies were presented.
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LU, CHENG-YI, and 呂政一. "A Study of the Effect on Modified SPOC Teaching Model of Elementary School Butterfly Ecological Teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/36336542492562054181.
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碩士國立臺南大學
數位學習科技學系數位學習科技碩士在職專班
105
This thesis aims to explore the impact of different teaching methods (traditional letcure teaching method, conventional SPOC teaching method and modified SPOC teaching method) on students' learning outcome of butterfly's ecological knowledge, the degree of classroom discussion and the viewing rate of pre-class films. The thesie would privide a solid reference for elementary school Massive Open Online Courese teaching or SPOC (Small Private Onlne Course) teaching. For the experiment of this study, the number of valid samples were 75 elementary Grade 5 students from 3 different classes in Tainan. The three classes were randomly divided into three groups: one experimental group and two control groups. The research method was a quasi-experimental study, and the butterfly ecological knowledge teaching was carried out for five weeks. “Butterfly Ecology Knowledge Learning Plateform” was implemented during the experimental teaching process. All students from the three groups received the "Butterfly Ecological Knowledge Learning Test" in order to recognize student's learning outcomes. The experiment results show that (1) the learning outcome of students who received “modified SPOC teaching method” in butterfly ecological knowledge is significantly better than thoese who received “traditional lecture method” and the “conventional SPOC teaching method”; (2) students who received “modified SPOC teaching mothod” provides more details and shows much more richness in the classroom discussion than those who received “conventional SPOC teaching mothod”; (3) students who receiced the "modified SPOC teaching method" shows significantly higher pre-class video viewing rate than those who received "conventional SPOC teaching method."
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zhi, Li Zhong, and 李中治. "Research on the Demand of Intelligent Teaching Model in Automobile Driving School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/hax737.
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碩士中國文化大學
建築及都市設計學系碩士在職專班
105
In recent years thanks to the development of automatic electronic sensing technology, driving training methods from the past one-on-one coaching model, and gradually into the road simulation of automatic driving training equipment. The skills of driving training affect the traffic safety of the driver on the road. In the past, relying on the teaching mode of coaches, this study hopes to understand the learning needs of drivers and the management strategies of drivers, and review the current driving training methods to construct an innovative and in line with the times. Demand for driving training methods. In this study, based on the theory of demand hierarchy as the theoretical basis, this paper explores the familiarity and common mistakes of the driving class in the driving training class. Questionnaire survey was carried out on the basis of the questionnaire survey, the basic information, the survey on the difficulty level of each subject in the driving training venues, and the third, the driving training field Import the demand investigation of intelligent driving mode. The cross-analysis method was used to discuss the differences in age, course familiarity, curriculum requirements and equipment requirements. The results of questionnaire survey showed that the types of difficulties were divided into three categories: visual neglect, technical error and lack of response time. In the course of the standard to remind the less familiar parallel to the roadside parking, reversing storage, curve advance and retreat, shift stability and up and down the course of the standard action to remind the wisdom of recognition, and not on the age and familiarity in the course of both Whether or not to deny display smart import of device types renders requirements. Based on this result, this study makes a review of the definition of whether to refuse to display the device type, and compares it with age and course characteristics. The results show that the project is an integrated system device function. In the learning of driving conditions, it has attached great importance to the reference information of environmental information. In the review of the problem of curriculum features, the intelligent devices should introduce distance sensors or distance markers or front- The technology should have the function of collecting the information of the driving state information and feedbacking the facility place information, and the time judgment needs to be similar to the sensing device of the specific equipment as the guide function. In short, the comprehensive respondents in the age and curriculum on the "whether to refuse to display" view, this study suggests that the driving training venues into the wisdom of the system integration capabilities from the introduction of sophisticated review.
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Jang, Jia-Shyan, and 張佳賢. "Interactive teaching with whiteboard on ARCS motivation model for elementary school students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/22446840489703122068.
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碩士樹德科技大學
資訊管理系碩士班
101
The purpose of this study is to use motivation theory evaluating the influence of interactive whiteboard on Students’ learning motivation, and their learning attitude. Survey methods are used to conduct questionnaire design and data collection. A total of 291 valid samples are collected from senior students of public elementary schools at Kaohsiung City. The study conclusions are as follows: 1. Learning motivation of students is imporoved when students are in the learning environment with interactive whiteboard. 2. .Students learning attitude is influnced significantly by using interactive whiteboard.
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Lee, Chi-Jen, and 李祈仁. "Development A Web-based Instructional Model for Teaching Primary School Students’Critical Thinking Skills." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/73571662447458613075.
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碩士國立高雄師範大學
工業科技教育學系
91
The purposes of this study were to develop a web-based instructional model for teaching primary school students’ critical thinking skills, and to promote the critical thinking skills for primary school students. This model can provide a reference for teachers in teaching critical thinking activities with web-based instruction. By the reference of the connotation, definition and relational studies of critical thinking, the gateway that developed instructional model refered from Ennis’ critical thinking instrucational model, and integrated with the characteristic of web-based instruction. To design a web-based instructional activity to examing the effect of the web-based instructional model for teaching primary school students’ critical thinking skills. Two classes with 40 students were drawn from the 5th grade in a primary school in Kaohsiung as the experimental samples for 5 weeks. There were 4 instruments for evaluating the effects of the instructional experiment. The results from the data analysis are as follows: 1. The Web-based instructional model for teaching primary school students’ critical thinking skills can promote the critical thinking skills and problem-solving abilities of primary school students. 2. The Web-based instructional model for teaching primary school students’ critical thinking skills can promote the interpretations’ skill of critical thinking of primary school students. 3. The Web-based instructional model for teaching primary school students’ critical thinking skills can not promote the critical thinking inclinations of primary school students 4. The Web-based instructional model for teaching primary school students’ critical thinking skills can promote the consciousness and conjecture of problem-solving of primary school students. 5. The Web-based instructional model for teaching primary school students’ critical thinking skills can get the forward feedback. According to the result, there are recommendations as follow: 1. The Web-based instructional model for teaching primary school students’ critical thinking skills is useful for the teachers to refer. 2. Teaching abilities in critical thinking and web-based instruction should be included in the teacher training and on-the-job training progrem. 3. Encourage teachers to create new teaching method for advancing the efficiency of teaching. 4. Emphasize importance of individual differences and learning motivation for learning critical thinking skills. The recommendations for the studies of the future are as follow: 1. There may have different effects in the instructional experiment with the difference of the subjects in a curriculum, the time of study, samples influence? 2. Develope different critical thinking instructional methods for instructional innovation. 3. Try qualitative studies in web-based critical thinking instructional skills.
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Chern, Jang-jenq, and 陳章正. "A Study on Teaching Model of Physics Problem Solving in Senior High School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/67522431210230858623.
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博士國立高雄師範大學
科學教育研究所
96
A Study on Teaching Model of Physics Problem Solving in Senior High School Abstract The purpose of this study was to search for a teaching model and a strategy of assessment which may promote students’performance in physics problem solving. Based on reviews of the literature related to students’difficulties and teaching models of physics problem solving, the researcher merged two strategies, analytical concepts and stepwise scoring, teaching model of problem solving in senior high school physics called AURORA. The participants in this study were 548 students enrolled the tenth grade physics classes in a senior high school in Kaohsiung city, Taiwan. A t test was used to detect significant difference in students’performances. And a case study of a student was used to extract representations in physics problem solving, to evolved a “Checklist for Physics Problem Solving, CPPS” for senior high school students. The research findings were as followed: 1) Analytical strategy can guide students to succeed in problem solving. 2) The strategy of “stepwise scoring” may promote students’will to engage in physics problem solving. 3) The CPPS can serve as a step-by-step guide to the physics problem solving process. In sum, the AURORA can help senior high school students succeed in physics problem solving. According to the results of this study, the following recommendations can serve as some general principles for senior high school physics teachers and students. In physics problem solving teaching, teachers should pinpoint the difficulty students have and use multiple strategies to support them. In physics problem solving assessment, teachers should adopt the strategy of “stepwise scoring”. In physics problem solving learning, students should keep the CPPS in mind and use it as a problem solving guide.
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Chang, Yu-Chih, and 張毓智. "A Study of Hybrid Instructional Model for Mathematics Teaching in Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/80074713902851467478.
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碩士國立高雄師範大學
資訊教育研究所
100
Hybrid instruction which combined the advantages of traditional and web-based instructions is a sort of emerging teaching model in recent years. Although the processes of preparing for the hybrid instruction require plenty of time, the main purpose of teaching is to increase students’ learning effect. The issues of students’ learning satisfaction with hybrid instruction and students’ acceptability of hybrid instructional environment are worthy of investigation. The subjects in this study are third-grade students from two classes at Chung Lun Junior High School in Fongshan district, Kaohsiung City. A questionnaire survey is conducted in the research. The processes of this study are including planning for instruction and organizing for teaching content, confirmation of research subjects, collection of survey, and data analysis. This study received 62 samples from the two classes. There were 4 incomplete survey and eliminated from the study, resulting in a 93.54% response rate. The results of data analysis indicate that there are no differences between different classes, and gender on the satisfaction of learning activities with hybrid instruction. Among the tests of satisfaction with hybrid instruction, the item of I like this learning activity very much obtains the highest satisfaction (91%), while the item of the instructional content for me is suitable receives the lowest satisfaction (66%). Despite the fact that the preliminary works of hybrid instructional model are complex, this model could be a reference case for future hybrid instruction as long as all the previous preparations are sufficient.
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(9841433), David Turner. "The teaching school model as a means for addressing the knowing-doing gap." Thesis, 2011. https://figshare.com/articles/thesis/The_teaching_school_model_as_a_means_for_addressing_the_knowing-doing_gap/13457798.
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The quality of teaching in schools is proven important to achieving student learning outcomes. It follows that in order to ensure graduates of pre-service teacher education programs have the required capabilities, problems inherit in such programs need to be addressed. In this respect an identified problem in the provision of teacher education programs is the theory-practice divide. The existence of this gap is confirmed in a range of recent Australian and international studies, reports and policy responses. Pfeffer and Sutton (2000) confirmed this gap in the business management literature where it is known as the knowing-doing gap. The Bachelor of Learning Management (BLM) teacher education program was designed to address the knowing-doing gap. Its rationale, including a commitment to an ‘industry responsibility’ for the preparation of teachers, resulted in the emergence of a new approach to pre-service professional experience in schools called the Teaching School Model. This research is underpinned by two constructs: the TSM and the knowing-doing gap. The research used a sequential mixed methods approach applying an online survey instrument and focus group schedule to explore the perceptions of TSM practitioners about the model’s capacity to address the knowing-doing gap. There are three key findings from this research concerning the use of the TSM that contribute to the addressing of the knowing-doing gap. Firstly, the use of portal tasks (akin to assessment tasks) requiring application of knowledge presented in the university program in teaching schools, were found to address the knowing-doing gap. Secondly, coordination of the “in-school” functions of the teaching school and the “across teaching schools” functions of the teacher education program were found to be critical roles for the effective operation of the practicum. The nature of these roles, and the relationship between the roles, provided insights into how closer relationships between schools and pre-service teacher education providers can also address the knowing-doing gap. Thirdly, the portal task has the potential to facilitate professional learning in both pre-service teachers and their mentors. This finding has implications for enhancing the professional practice of pre-service teachers and their mentors, and could be applied to support change agendas in schools. By using these key findings a framework for addressing the knowing-doing gap in the practicum is presented.
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Feng, Chung-Hsing, and 封中興. "A Research on the Teaching Effectiveness by Using “Modeling-Based Argumentation Teaching Model” in Junior High School Science Class." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/92240458401060434440.
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博士國立高雄師範大學
科學教育研究所
99
Base on the viewpoints of “Science as model building”, “Science as argument”, and “School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science”, this research developed a teaching model which was named “Modeling-Based Argumentation (MBA) teaching model”. A quasi-experimental design was used in this study. The research samples were 8th graders. The experimental group was instructed in the MBA teaching model, while the contrast group was instructed in the “Didactic Argumentation (DA) teaching model.” The contents of teaching material in both groups were the Junior High School Science Textbook Volume Ⅲ Chapter 4 “Optics”. The instruments “Students’ Understanding of Science Models (SUMS)” and “Achievement Test of Students’ Argumentation Ability (ATSAA)” were used to collect data and analyzed as students’ learning effectiveness. The research results were as follows: 1. The results of SUMS: The paired-samples t-test and the ANCOVA analysis showed that the experimental group was significantly better than contrast group, and the effect sizes were moderate or large. 2. The results of ATSAA: The paired-samples t-test and the ANCOVA analysis showed that the experimental group was significantly better than contrast group, and the effect sizes were moderate or large. 3. The correlation between SUMS and ATSAA: After the experimental treatment, the correlation of SUMS and ATSAA of the experimental group raised to moderate positive correlation, while the correlation of SUMS and ATSAA of the contrast group still remained low positive correlation. 4. The Argumentation Ability Performance of different subgroups in the experimental group: In the results of the ANOVA analysis, the Schefee method showed that the more the students understood about scientific models and modeling, the better the students performed in ATSAA. According to the results of this research, the MBA teaching model is workable and can be used in the junior high school science class to enhance the 8th graders’ Learning Achievements in SUMS and ATSAA.
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Ringwood, Frances. "Teaching 'Hamlet' in South Africa: refining, developing and applying the Wits School Shakespeare Model." Thesis, 2014.
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Hsiao, Yuying, and 蕭郁瑩. "A Research Of Senior High School Teachers’ Teaching Readiness Model For Personal Financial Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/71439196751531115017.
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博士國立臺灣師範大學
公民教育與活動領導學系
101
The purpose of the research is to probe into the construction of teaching readiness model in the behavior of personal financial behavior, teaching competence and financial content knowledge for senior high school teachers. Based on theory and experiences, the researcher would like to construct an exploratory model for high school teachers’ teaching readiness. First, with the overview of relevant literature review in financial education, personal financial behavior, teaching competence, content knowledge and teaching readiness, a teaching preparatory model was formulated. Second, with the “Financial Basic Teaching Learning Framework”as a basis, the researcher made an outline for interview and conducted an in-depth” high school financial education” interview with six professionals in the field. Based on the results of the interview, a Delphi Method “High School Financial Education Subject Content Knowledge” questionnaire was designed. 22 scholars and high school teachers were invited for the construction and organization of “Financial Education Subject Content Knowledge” questionnaire. Meanwhile, the researcher also surveyed previous “Personal Financial Behavior”, “Teaching Competence”, “Teaching Readiness” questionnaires, in combination with the “Financial Education Subject Content Knowledge” to formulate “High School Teachers’ Teaching Readiness for Personal Financial Education” as the main research instrument in the research. High school Civics and Society teachers were the subjects. According to the statistical data from MOE-”High School Civics and Society Teachers in 2011 academic year- arranged by school distribution”, there were 1153 Senior High School Civics and Society teachers. By means of sampling, 650 pieces of questionnaire were sent and 503 effective pieces were collected from 170 high schools in Taiwan, with the effective response rate of 77.38%. The current study adopted SPSS12.0 and AMOS 18.0 and other statistical analysis software independently for descriptive statistics, indifference analysis and factor analysis and structural equation model to validate that the constructual model of the current research is appropriate for the explanation of high school teachers’ personal financial education and teaching readiness. According to the research, teachers’ “Subject Content Knowledge” had the direct influence on “Personal Financial Behavior”, “Teaching Competence” and “Teaching Readiness”; “Teaching Competence” has a direct influence on “Personal Financial Behavior” and “Teaching Readiness” while “Subject Content Knowledge” has indirect influence on “Teaching Readiness”. Based on the findings, we can conclude that: 1.High school financial education subject content knowledge could be categorized into 4 major dimensions and 14 items, with responsibility and planning as the main cores. 2.High teachers performed better in teacher-student interaction, professional development, insurance and risk management, credit and loan, insurance and risk. 3.High school teachers performed comparatively less satisfying in the category of knowledge investment and personal financial planning. 4.The background factor had significant influence on some high school teachers’ financial education knowledge. 5.The constructual model was adaptive for the interpretation of teachers’ teaching readiness. 6.The influence of “Financial Education Content Knowledge” on “Teaching Readiness” is more significant than “Teaching Competence”. Nevertheless, the influence of “Financial Education Content Knowledge” and “Teaching Competence” on “Teaching Readiness” is more significant than “Personal Financial Behavior.” To sum up, the research aims to provide constructive suggestions for future financial education curriculum planning, high school teacher financial education, teaching readiness and further research. In addition, it could be used as a reference for Teacher Cultivation Organizations, Financial Supervisory and high school teachers.
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Chia-Jung, Hsu, and 許家榮. "A Preliminary Study of Implementing the “Three-dimensional Teaching Model” in an Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/94062849302946075594.
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碩士國立花蓮教育大學
科學教育研究所
96
This study intends to clarify, in terms of the “Three-dimensional Teaching Model”, if the teacher in the case is capable of PCK for NOS to carry out the competence indicators concerning the nature of science while teaching. Based on “PCK for NOS” by Schwartz and Lederman, the “B-form questionnaires about the competence indicators concerning the nature of science” are used to analyze the teacher’s understanding about the subject. The “content knowledge test on wheel-axle and pulley” is used to analyze the teacher’s understanding of the subject matter knowledge. Then the analysis which makes use of the RTOP-NOS is presented to show how far the teacher carries out the “Three-dimensional Teaching Model.” Moreover, more collection of qualitative data is provided with interviews to be analyzed with the quantitative data. The study shows that the teacher understands well enough both the competence indicators concerning the nature of science and the subject matter knowledge. Still, the teacher is not very capable of PCK for NOS since the teaching in practice does not fully correspond with the instructions of the “inquiry” and “discursive practice” of the Three-dimensional Teaching Model. The study also shows that RTOP-NOS does reflect some of the teacher’s capabilities of PCK for NOS and can point out what the teacher needs to improve about his teaching in practice. There are further discussions in the thesis about how to present the teacher’s capability of PCK for NOS thoroughly, how to carry out the Three-dimensional Teaching Model in the classroom, and what the potentiality of RTOP-NOS is.
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Chen, Li-chen, and 陳麗貞. "The Impact of PBL Teaching Model on Junior High School Students’ English Learning Motivation." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/03663425425395490977.
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碩士雲林科技大學
技術及職業教育研究所碩士班
97
This main purpose of this study was to investigate the impact of problem-based learning(PBL) teaching model on students’ English learning motivation in Junior High. Participants included 50 ninth-grade students from 2 classes of a public junior high school in Yun Lin county. The all research time was lasting eight weeks. The primary methods of data collection was observation, interview, documentary and field notes in order to scrutinize how junior high school students motivation to learn to be involved in English through PBL teaching model. The results of this study revealed that students showed a higher degree of English learning motivation through PBL implementation. Moreover, results also revealed that students had intrinsic psychology to perform a task as follows: 1. The learners feel more competent in learning English while using PBL teaching model. 2. The knowledge students gained during the process is much deeper. 3. PBL was effective to make a chance to share and discuss with peers and enhance students’ mind via other tutors’ identification. 4. The members in group needed to take the responsibility of accomplishing their tasks in the PBL teaching model and it was effective to strengthen students’ self-confidence in learning. 5. The PBL teaching model was helpful to be more active in learning. 6. PBL was helpful for students to affirm the value of English learning by providing them with the right learning topic. 7. PBL shed light on the importance of maximizing the intrinsic learning potential, willing and interests of students. 8. Students obtained a higher degree of English learning achievement via oral presentation.
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Wu, Weishen, and 吳為聖. "A Model of Middle School Science Teachers’ Intentions toward Integrating Information Technology into Teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/75706729001623402571.
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博士國立彰化師範大學
科學教育研究所
95
While schools are striving for instating the use of information technology (IT), many researches reported only a few secondary teachers have used IT in their teaching practices. Previous researches have explored the factors influencing teachers’ adoption of IT; however, there has been relatively few works on the theoretical verifications. This study aims to establish a research model by which to examine the factors influencing science teachers’ intentions to infuse IT into teaching, and to investigate the discrepancies of individual differences toward intentions of infusion and the influencing factors. Combining the revised Technology Acceptance Model (TAM) with the decomposed Theory of Planning Behavior, this study added new socio-cultural factors and external variables derived from the Social Cognitive Theory, the Theory of Innovation Diffusion, and the Task-technology Fit Theory as the research framework. An online questionnaire was administrated to 1,835 science teachers in 461 middle schools based on a stratified random sampling method. A total of 457 effective samples from 461 middle schools were obtained. Results of exploratory and confirmatory factor analyses showed that the reliability and validity of the instrument were at acceptable levels. The model fitness and path attributes were examined by a structural equation modeling approach. The model fitness indices showed the samples had a good fit with the research model. Nine factors were revealed, including the resource availability (RA), perceived usefulness (PU), perceived ease-of-use (PE), entrance stress (ES), subjective norm (SN), image, (IM), perceived fit (PF), personal innovativeness (PI) and self-efficacy (SE). Results showed all hypotheses were supported, except for the relationship between PE and PU. The research model explained 61 percent of variance of intention to infusion (ITI). The stronger effects to ITI included the RA, PU, PE, PF, ES, SE and PI while the weaker effects to ITI included the SN and IM. There were thirteen paths to ITI, including three paths from endogenous variables and ten paths from exogenous variables. Of all paths to ITI, the strongest path was the PFPUITI. With the RA, the baseline model dramatically increased the total variance explained (R2=0.59); however, the full model only slightly increased the total variance explained. Results indicated that science teachers’ intentions to infusion were influenced by nine factors within the personal cognitions and characteristics, school contests, and socio-cultural dimensions. Their relationships are summarized as follows: (1)The RA, PU and PE positively influenced ITI while ES negatively influenced ITI; (2)The SN positively influenced ITI by ways of PU and IM; (3)The PE positively influenced ITI; (4)As the antecedents of PU, SN, IM and PF positively influenced ITI via PU; (5)As the antecedents of PE, SE and PI positively influenced ITI via PE; PI significantly determined SN. The discrepancies of individual differences between intention and infusion, as well as the influencing factors, were tested by the one-way ANOVA. Results were summarized as the follows: (1)The Science teachers with a Master’s degree held the strongest intentions of infusion, followed by those with Bachelor’s degrees and those with Ph.D.’s; (2)The Science teachers with Master’s degrees had stronger cognitions on PE, SN, RA, PF, SE and PI than those with Bachelor’s degrees and Ph. D’s; (3)Male Science teachers had stronger cognitions on PU, PE, IM, SE and PI than female science teachers; (4)Science teachers in the northern districts had stronger cognitions on PU and PI than science teachers in the eastern districts and off-shore islands. The present study confirms the applicability of the research model on explaining or predicting teachers’ adoption of IT in their teaching practices. It supports application of TAM in the educational setting and enhances understanding of teacher’s IT usage. The findings provide useful information for designing teacher growth programs in practices.
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Wang, Chiu-Kuei, and 王秋貴. "Applying ADDIE Model to Explore the Teaching Design of Digital Learning Materials--A Case of Teaching Programming in Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/4ee835.
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碩士南華大學
資訊管理學系
104
Because the programming language courses in junior high school will be officially implemented in 2018, but at this stage of the programming language teachers lack teaching ability, in order to improve teaching and learning difficulties, this study generally agreed that the use of effective design ADDIE model of instructional design, look for language teaching program provides modest contribution. The study found that in teaching design basis ADDIE model, through analysis, design, development, implementation and evaluation of further systematic program that helps teachers in general to achieve the purpose of curriculum design. In this study, the introduction in the teaching activities on the site code.org "Hour of Code" digital learning materials. For students, the " Hour of Code " having the game of learning environment, beautiful graphics and interesting characters, so that students maintain a high level of motivation in learning programming languages and for the establishment of the concept of having good effect. For teachers, teaching activities in this manner, we can guide students to develop basic programming concepts and familiar visual language of narrative, and smooth convergence "Scratch" teaching curriculum, teaching suggestions for future continue and to promote to other teachers. As for program development tool "Scratch" has a visual interface operation, easy to use in the learning process of teaching introductory programming language has a positive benefit. Set easily and has a communication function "Google Classroom" course management platform that provides teachers an efficient online learning environment, but also more convenient for students to engage in learning activities, recommendations for future continue.
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Tzu-Chien, Hung, and 洪子謙. "An Action Research of Blended-learning Model on Web-design Teaching of the Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/46221351996327874539.
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碩士臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位
96
The purpose of this study is to apply blended learning model to web design instruction in an elementary school setting through the method of an action research. The research subjects of this study are students from a 6th-grade class. First, the aim is to investigate the background of the students to web design and blended learning. Second, the reflecting cyclic process including plan, action, observation, and introspection is carried out to understand the implementing process of applying blended learning to web design instruction and to study the effects on student web design learning. Furthermore, data are collected from platform records, instructor’s reflection journals, students’ works, questionnaires, and interviews. Finally, in order to construct a better learning environment for students, the researcher introspects constantly, finds solutions to problems, and adapts teaching strategies. The findings are as follows: 1. More than 90 percent of the students have a computer and broadband network at home. Among the research subjects, six students own a personal computer, and the remaining must share the computer with their families. Most of them have an e-mail account. They usually contact with others via Yahoo MSN. 2. On Wednesdays, Fridays, and weekends, students usually use the computer and visit E-learning websites as well. On weekdays, 30 percent of the students visit E-learning websites right after school or after 9 PM, and 40 percent of them after dinner and before 9 PM. On weekends, 60 percent visit E-learning websites in the afternoon or at night. 3. During the teaching process of blended learning C+E model, students are not active in the forum section since the contents and questions proposed cannot be clearly described. Therefore, when students encounter any problems about web design, they prefer to ask their classmates and teacher for help.In addition, some students are not engaged in E-learning before the instruction. 4. Blended learning provides plenty of learning resources in the aspect of web design learning and it also effectively promotes the rate of completion of webpage production. 5. E-learning websites provides a bridge between the instructor and the learners. Moreover, web design instruction can be extended from traditional computer clusters to virtual classrooms. 6. Both students and parents have positive thinking as well as optimistic attitude toward blended learning.
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TSAI, YEN-TING, and 蔡燕婷. "An Innovative Teaching Design with Flipped Classroom Model for the Dialect Course of Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/r4jpt4.
Full textAbstract:
碩士醒吾科技大學
資訊科技應用系
105
Elementary schools in Taiwan have implemented mother tongue education for many years. However, the overall conditions of teaching environment are not up to standard, limiting the capabilities of students, with listening, speaking, reading and writing skill in mother tongue and knowledge of local cultural awareness all at inadequate levels. In view of these environmental conditions, it is difficult to compromise the hours of other basic courses in elementary schools. Therefore, using the modern thinking and methods to create a viable teaching model that meets the needs of the hours of teaching in mother tongue language, will help address the urgent problem that needs to be solved. In this study, the concept of flipped classroom, self-.learning, the characteristic of the mother tongue and distance education skills are replaced with the concept of the existing learning environment between school and home. Moreover, updating the existing teaching materials in the classroom to homework pattern which is adapted to the students need learning from distance education, and to provide students with opportunity to seek interaction with friends, relatives in the surrounding area learning and solving the problems. Teachers then collect and assess students’ uploaded answers by where they can reinforce the relevant works in the classrooms, reinforcing the related knowledge students require in mother tongue. The relevant verification test is conducted by using the quasi-experimental method. First, using web. collaboration platform provided by Google as a platform for distance interaction and database and designing teaching website for uploading the record in mother tongue. Moreover, changing Taiwanese material in elementary schools to homework material which is easier for distance education and facilitate the students and family or neighborhood to learn and understand. And then, choosing two senior classes in the elementary school as experimental group and practicing the innovative teaching model and the control group of traditional teaching model to test listening, speaking, reading, writing and cultural awareness before experiment, then make short-term teaching experiment on a specific subject. Once finished, proceeding post-test to identify the differences between new teaching method and traditional teaching method. The test subject in this study is selected from a class of 6th grade elementary students based at two different schools in Taoyuan City, who speak Taiwanese as mother tongue. The two groups of students were set up as experimental group and control group for 8 weeks of Taiwanese language teaching experiments, and with the scores seeing single-factor analysis of covariance by SPSS statistical method. The overall result shows that the students who use the flipped classroom innovative education of elementary mother tongue education, regardless of their pre-school ability or gender, are better than those who are taught with traditional method and achieve an average of 11.76 points or more;and the attitude to learning and acceptance by parents are also positive.
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Huang, Ting-Min, and 黃婷敏. "A Study of a Multi-objective Decision Model for Planning Teaching Resources of Nursery School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74319406017841246694.
Full textAbstract:
碩士輔仁大學
資訊管理學系
99
Abstract: As the problem of society with low birth rate incurred the change of social structure, in addition to subsidizing baby care, providing a secure and comfortable environment should be a feasible alternative, in which an optimal teaching resources planning is also one of critical factors for successfully managing a nursery school. This study focuses on ‘courses and faculty’ planning in a nursery school. First, each preference scale among courses, students, faculty, parents etc. was evaluated by using analytic hierarchy process (AHP). Based on above results, a multi-objective linear programming (MOLP) model is built under resource constraints, such as class requirement of each course, wage of faculty, space-time limit, etc. Then this study applied a software package-Lingo to solve above MOLP model, and an interactive web-based system was developed by the evolutionary prototyping method. According to preferences among various aspects, resources constraints, etc., this system can more objectively provide an optimal solution of teaching resource planning as well as enhance total-weighted satisfaction of user, efficiency and effectiveness of the platform, etc. Finally, evaluation and managerial analysis from various survey data and their simulations on the prototype system can be used to present the references for developing advanced platform and the foundation of successive research for related decision making.
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Chen, Shih-Yu, and 陳思攸. "Exploring Junior High School Students' Table Tennis Learning Experience through Teaching Games for Understanding Model." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/82881069537934144360.
Full textAbstract:
碩士國立臺灣師範大學
體育學系
102
This study aimed to explore the junior high school students’ table tennis learning experience through Teaching Games for Understanding model, from the students’ subjective interpretation toward experience to reflect instruction model implementation. Participants were a class of 7th grade students from a junior high school in New Taipei City, implementing 8 lessons, 45 minutes per session (totally 360 minutes). On data collection and data analysis, students’ learning process were collected with video recording, worksheet and student interview, and then analyzed by qualitative method. The results showed that students’ experience included space change, sphere change, force change (quantity), the placement, rotation, strength, concentration, skill learning level, forehand serve, backhand, forehand, group cooperation, serious treatment, training reaction, force and the best batting position. Conclusions were that game play was changed by different context, and students would think according to different situations and win the games through thinking tactics and strategies; lacking time and periods influenced skill practice and implementation during game play context; students experienced fewer skills; learning experience for the students mostly positive and interesting.
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Huang, Chun-Pin, and 黃俊斌. "The Critical Thinking Teaching Model and It’s Application to Social Study in the Elementary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/05271264513764333441.
Full textAbstract:
博士國立臺灣師範大學
教育學系
96
Abstract This study attempted to construct a critical thinking teaching model for social study in the elementary school , and was aimed to investigated effects of the constructed critical teaching model and social study academic achievement on students’ critical thinking performance in social study. Four sixth grade classes were selected from an elementary school in Kaohsiung City, with two class of 67 children as control group, and the other two class of 67 as experimental group, totally 134 samples. Social Study Critical Thinking Test were adopted as data-collecting instruments. A quasi-experimental design with pretest and posttest was adopted. Quantitative analyses included two-way ANCOVA and two-way MANCOVA statistical methods for testing hypothesis. For qualitative analyses, 6 cases were selected from experimental group by sorting their social study academic scores and conducted classroom observation with them, to evaluate their developments of critical thinking abilities. The findings were as follows: 1. The critical thinking teaching model is more useful for improving critical thinking ability than ordinary teaching model. The experimental group was significantly better in total score than the control group. At high-level students of social study achievement, the experimental group was significantly better in question and emancipation score than the control group. At Low-level students of social study achievement, the experimental group was significantly better in emancipation and reconstruction score than the control group. 2. Abundant background knowledge is advantageous to students for learning critical thinking abilities. The high-level group on social study achievement was significantly better in total score than the high-level group. At control group, the high-level group on social study achievement was significantly better in reconstruction score than the low-level group. 3. The critical thinking teaching model is beneficial to raise student’s critical thinking quality. After accepting the critical thinking teaching model for social study, all cases could question about biases and faults in the opposition’s arguments; most cases could make reasonable arguments; most cases could correct improper standpoint and accommodate subject’s values; most cases could attempt to look after both sides’ values, and bring up ideas of problem-solving. 4.The originally constructed critical thinking teaching model should be partly revised. Finally, the investigator gave recommendations for critical thinking teaching and the future research.
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SHEN, Hsueh-Chieh, and 沈學杰. "An Action Research on School-Based Curriculun Development of Chi-Mou Mountain Biodiversity Teaching Model." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/41624747843152914288.
Full textAbstract:
碩士國立中正大學
教學專業發展數位學習碩士在職專班
98
The goal of this research is to promote the biodiversity concept and literacy of students, teachers and members of community. By means of situation analysis, this study evaluate a variety of challenges and questions of the Chi-Mou Mountain Biodiversity Teaching model (CMMBTM) development. Besides evaluation, this study also cultivate the goal of the CMMBTM by collecting and analyzing the data from seminar discussions and students’ feedbacks using action research methodology. The main questions of this study are the following, 1. What are the related issues in development of the CMMBTM in conducting scenario analysis? 2. What are the practical strategies in planning the CMMBTM? 3. What are the developmental trials in formulating the CMMBTM? 4. What are the results and efficacy from the evaluation of the CMMBTM?. The results of this study are as bellow, 1. There are no negative effects for the development of the CMMBTM after scenario analysis. However, the impact degree varied, for example, the main promoting energy depends on the professional literacy and the background of teachers and students’ teams, and the administration and the parents have neutral influence. 2. The process in developing the CMMBTM will be more convenient if the students possess related experience and knowledge background for biodiversity, and also acquainted with physical environment. 3. For achieving the model’s teaching objectives as sustainable and to fit into nine-year curriculum sketch, teachers’ team must integrate the own property of all factors involving students’ motivation and concept frame, school-based background and all feedbacks from iv the program. 4. In evaluating the development of this model, professional opinions strongly suggested on the organizational reconstruction, and advised to reform the learning organization by infusing biodiversity literacy into school-based curriculum. In conclusion, this study offers a series of suggestions for schools, teachers and parents who operate relevant educational programs using the results that were mentioned before.
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Chien, Hung-Yi, and 簡宏益. "The Learning Effectiveness of Applying Movement Analysis Model to Elementary School Track and Field Teaching." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/30514829570331473454.
Full textAbstract:
碩士國立臺北教育大學
體育學系碩士班
99
The purpose of this study is to investigate the effect of Movement Analysis Model applying in Track and Field crouch start on learning effectiveness of the elementary school students, and to purposively sample the object of some fourth grade students in elementary school in Taipei City. There are two classes, One is for experimental group with the students who received the course of Movement Analysis Model. While the other one is for control group with the students who received traditional curriculum. The experiment has six courses lasted for three weeks, and each section contains forty minutes of teaching. This evaluation before and after those curriculum includes: cognition domain, which uses drawing sheets to learn about the concept of action; affective domain, which uses affective observation sheet for student as a tool, and follows system observation method to record sports spirit and learning attitude of students during the curriculum; psychomotor domain, which uses a method of recording, before and after the courses, to document the action of crouch start of student, and follows skills checklist on crouch start for scoring. The information obtained by experimental group and control group will be in the process of independent samples t test, dependent samples t test, analysis of covariance, and descriptive statistics, to analysis the learning performance on experimental and control group. The results are below: 1. After the fourth grade students received three weeks of the learning on the Movement Analysis Model or on traditional “Track and Field” curriculum, there is significant difference on the performance for concept of action. Between the Movement Analysis Model and traditional curriculum, it shows great improvement on concept of action, and for overall test, it shows that Movement Analysis Model is greater than the traditional one. 2. Between the Movement Analysis Model and traditional curriculum, the overall result shows that the Movement Analysis Model works better than traditional curriculum. 3. After the fourth grade students received the learning on the Movement Analysis Model, their skills on crouch start improve much. After receiving traditional “Track and Field” curriculum, their skills on crouch start also have greater improvement globally. we can see that the performance on crouch start action shows good result indeed for the students. Between the Movement Analysis Model and traditional curriculum, only crouch start action shows no difference on their performance, so we can obviously know that there is no difference between the Movement Analysis Model and traditional curriculum for this item.