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Krehbiel, Matthew D. "Science is as science does : aligning teaching philosophy, objectives, and assessment." Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/191.
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St, Clair Sean William. "The Instructional Objective Writing Assistant (IOWA) : addressing the need for learning objectives in the engineering classroom." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/19325.
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Kadir, Jusoh. "The teaching of Arabic in Malaysia : A study of it's historical perspective, objectives and methods of teaching." Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503602.
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Marks, Lori J. "Addressing IEP Goals and Objectives Through Switch Accessible Software." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3714.
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Glover, Jacob I. "Finding the right mix: teaching methods as predictors for student progress on learning objectives." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13623.
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Doctor of PhilosophyDepartment of Special Education, Counseling and Student Affairs
Aaron H. Carlstrom
This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning objectives. Analyses were conducted in four class-size groups, Small (between 10-14 students), Medium (between 15-34 students), Large (between 35-49 students), and Very Large (50 or more students). Archival data were over 580,000 classes of instructors and students who responded to two instruments within the IDEA Student Rating of Instruction system: Instructors completed the Faculty Information Form, and students responded to the Student Ratings Diagnostic Form. Significant progress, for the purpose of this study, means students indicated they made either substantial or exceptional progress on learning objectives the instructor identified as relevant to the course. Therefore, student ratings of progress were dichotomized and binary logistic regression was conducted on the dummy variables. Descriptive statistics and point-biserial correlations were also conducted to test the hypotheses. Teaching methods that stimulated student interest were found to be among the strongest predictors of significant progress on the majority of learning objectives across all class sizes. For all class sizes, significant progress was correctly classified from a low of 76% of the time to a high of 90% of the time. The higher students rated the instructor in stimulating them to intellectual effort the more progress they reported on a majority of learning objectives across all class sizes. Higher instructor ratings on inspiring students to set and achieve challenging goals were also associated with significant student progress on learning objectives across all class sizes. Class size was not a major factor affecting the predictive strength of groups of teaching methods on student progress on learning objectives. However, it was a factor concerning the predictive strength of individual teaching methods. The larger the enrollment the greater was the predictive strength of key teaching methods. Implications of the study for faculty professional development and for future research are discussed.
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Ismail, Pengiran Anak Haji Amiruddin Alam Shah bin Pengiran Anak Haji. "The needs and objectives of the teaching and learning of Arabic language in Negara Brunei Darussalam." Thesis, University of Aberdeen, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485403.
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This case study aims, to establish the expectations of future trends of teaching Arabic in Negara Brunei Darussalam, with special reference to 1pe findings of the Needs Analysis in teaching and learning Arabic in educational institutions (Arabic Secondary School, ASS and Universiti B1\lIlei. Darussalam, UBD), and government . ~ . Ministries (the Ministry ofReligious Affairs, MRA; the Ministry ofEducation, MOE; and Ministry of Foreign Affairs, :MFA). A questionnaire was developed and used for students in the schools and university, and for officers in the three ministries. The ~concept of teaching is understood' here as a process that is fundamentally and inseparably bound up with learning. The teaching of a language based on learnerqentred ,education has become a new trend in the teaching of a language' in recent years. This should be considered as leading to the development and improvement of , the teaching of Arabic in the above mentioned institutions. The teaching of the target language should be focused on learner behaviour and should be coordinated with the learner's goals in, needs for, and objectives in the studying of Arabic; In fact, ,acknowledgment that learners have needs has resulted in the identification of many· factors which influence the learning and teaching process. Issues related to the teaching and learning of Arabic in each institution has been discussed, and some problems have been detected and defined. To solve these problems, I have proposed several recommendations and suggestions; it is hoped and expected that the quality of the teaching and learning of the Arabic language in Negara Brunei Darussalam will thus be improved, arid iI). particular at the five institutions that require and use of Arabic.
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Ferrin, Thomas Lane. "Authentic Purposeful Design Within Moral Spaces of Teaching at BYU." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6748.
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This thesis is an exploration of the role of a new course design method in the teaching practice of faculty at Brigham Young University (BYU). This method, used by teaching and learning consultants at BYU, is termed authentic purposeful design. It encourages faculty to succinctly define what their course will help students become, use principles of backward design to align all course elements to that purpose, and teach the course with its core purpose in mind. The course design and teaching methods of 3 faculty members who used authentic purposeful design were studied using a qualitative research approach. Themes emerged regarding various values and forces involved as teachers strive for excellence, as well as the roles and dynamics that authentic purposeful design can have in relation to those efforts. The study also revealed ways that the formulation and use of authentic purposeful design could be altered for greater utility by consultants at BYU and other institutions of higher education.
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Joiner, Kimberly D. "Play Therapy Instruction: A Model Based On Objectives Developed by the Delphi Technique." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4206/.
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The purpose of this study was to determine the core skills/methods and practicum experiences play therapy experts and professors believe to be essential in the education of the beginning play therapist in the specific areas of theory and history, terms, organizations, authors who have contributed to the field, methods, skills, training in special populations, practicum experience, and advanced skills. Two questionnaires were used to obtain opinions from play therapy experts and play therapy instructors. The first questionnaire was sent to twelve play therapy experts to obtain their opinions on the core curriculum and experiences necessary for training a play therapist in an introductory play therapy class, practicum experience, and advanced play therapy training. Frequencies and means were obtained and used to delete and add items for Questionnaire II. Questionnaire II was sent to 180 play therapy professors. Fifty play therapy professors returned the instrument. The ratings on Questionnaire II given by the professors were used to provide curriculum guidelines for developing a play therapy program. This program includes an introduction to play therapy course, play therapy practicum experiences, and advanced skills and advanced practicum experiences.
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Luxen, Hessel. "Taking it to the Next Level : A Research on how to Improve Teaching English as a Foreign Language in Europe." Thesis, Uppsala universitet, Teologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-230215.
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The primary purpose of this study is to determine how teaching English in European schools can become more effective in order to improve the quality of foreign language education and the quantity of students learning it. Currently, only the minority (38%) of European citizens possesses the ability to speak English, while its importance continues to grow. In addition, it is argued that English can be a very useful instrument in the process of European unification. The current crisis laid bare that there is no underlying emotional bond between people from different member state countries and English has the potential to change that. This research consists of a total of four parts with every part answering a different sub question. In the first part is discussed what the implications of the growing importance of English are on national identities and languages. The second part includes the factors which influence the process of second language acquisition. Subsequently, a case study is conducted which compares the organization of and participation in Dutch, Swedish, Spanish and Bulgarian primary and secondary education and also looks at the teachers and teaching processes. Finally, in the fourth part numbers are presented and analyzed on whether or not EU member state countries are attaining the Barcelona objectives: mother tongue plus two. The main conclusions of all these parts are that a national identity and a possible European identity are able to co-exist instead of replace the other. Similarly, national languages are very robust and will never dissolve into new intermediate idioms. The difference between the percentages of English speakers within Europe cannot merely be explained by education. There are also important linguistic and societal factors influencing second language acquisition. Only a few countries are attaining the Barcelona objectives so far, but there have been reforms in many states which show that they are making an effort. The case study showed that there is still a lot of room for improvement in all four countries when it comes to teaching foreign languages in primary and secondary education. The conclusion lists twelve recommendations on how to do this. For example, it is advised to lower the age of compulsory language learning to the age of 5, to exclusively use the language of instruction in the classroom, to expose students to the target language outside of school and to offer more programs and courses taught in English in universities.
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Long, Lucy Banks 1938. "A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332383/.
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The purpose of this study was to determine if students who participated in language arts remediation which was infused with critical thinking activities and metacognition would make greater gains in skills and achievement than those students who were remediated with a regular language arts curriculum. The population for this study was a group of at risk students who were fourteen to sixteen years old and who were participants in the 1987 summer Youth Opportunities Unlimited project at the University of North Texas. Their progress was measured with California Achievement Test and Iowa Test of Basic Skills pretests and posttests. The organization of the study includes a statement of the problem, a review of the literature, the methods and procedures used to collect the data, the analysis of data, and a summary of the findings, conclusions, educational implications, and recommendations tor additional research. Data from the eight hypotheses were treated with an analysis of covariance. The analysis of data revealed the following: 1. The infusion of critical thinking activities and metacognition did not improve students' skills or achievement in the following areas: spelling, capitalization, and punctuation. 2. The infusion of critical thinking activities and metacognition did not improve students' skills in usage and expression as tested with items focusing on subject/verb agreement, verb tense, pronoun case, and pronoun degree. 3. The critical thinking activities and metacognition made a significant difference in students' achievement in language expression. The education implications are that lessons designed with mechanics objectives such as capitalization and punctuation should include independent practice. However, lessons designed with objectives focusing on usage, subject/verb agreement, double negatives, verb tense, and pronoun case and degree should include critical thinking activities and metacognition.
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Hughes, Patricia Ann. "A study to assess the achievement of established learning objectives of the mathematics program of a small midwestern elementary school." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/506640.
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The purposes of the study were threefold: (1) to assess whether the math program of a small, midwestern elementary school was meeting the district's established cognitive mathematics objectives, (2) to make recommendations for improvement of the existing mathematics program and (3) to provide a basis for the cognitive components of elementary mathematics program evaluation suitable for adoption by school corporations of a similar size.The study was designed to determine the following: Does the existing mathematics program currently conducted by a small, midwestern elementary school meet the stated program learning objectives as measured by the Metropolitan Achievement Test and the program's criterion-referenced tests?The review of literature considered pertinent for the study was reviewed and categorized as. follows: (1) history and overview of achievement assessments, (2) evaluation of mathematics achievement, (3) mathematics teaching today, and (4) mathematics program recommendations. The population for the study was defined as those students in kindergarten through grade six in a small, midwestern elementary school enrolling 506 students who had been administered the Metropolitan Achievement Test during the week of April 28, 1985.The assessment of the achievement of the cognitive mathematics objectives was dependent upon results of the mathematics subtest scores of the Metropolitan Achievement Test, Form JS, Survey Battery and the criterion-referenced tests of the U-SAIL Mathematics Program. Data obtained from the tests were analyzed, summarized and presented in a narrative report.Based upon the results of the study using the MAT the following conclusions have been drawn:1. At all grade levels, the mathematics program learning objectives as measured by the MAT are generally met, however, the proportion of the curriculum measured is not adequate for assessing achievement of the district's established mathematics cognitive objectives.2. The Metropolitan Achievement Test does not measure enough objectives to adequately assess achievement of the program's mathematics cognitive objectives.Based upon the results of the study using the U-SAIL criterion-referenced tests, the following conclusions have been drawn:1. At kindergarten, first and second grade levels, the objectives are adequately met. The program is effective.2. At third, fourth, fifth and sixth grade levels, the objectives are being inadequately met. The program is ineffective.68
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Biedrzycki, Joshua. "Determining whether English teachers have pre-established learning objectives before or after showing a Hollywood movie in their classroom." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004biedrzyckij.pdf.
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Ewing, John C. "Teaching techniques, and cognitive level of discourse, questions, and course objectives, and their relationship to student cognition in College of Agriculture class sessions." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154989421.
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Smith, James A. (James Arthur) 1945. "The Elements of Lesson Design, Elementary Public School Students' Mastery of Mathematics Objectives, Accrued Teaching Experience, and Teacher Inservice Training." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332391/.
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The purpose of this study was to investigate the relationship among the teachers' use of the individual elements of lesson design, students' mastery of mathematics objectives, the hours of inservice training completed by the teachers and the teachers' years of experience. The individual elements of lesson design are defined by Madeline Hunter and are anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, and independent practice.
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Firnges, Beth Anne. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Tutoring Guidelines" and "Designing an Overall Plan for a Course"." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2993.
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A team of graduate students from Brigham Young University under the supervision of the main author, Dr. Henrichsen, collaborated on creating a book with an accompanying website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL). The entire program consists of 10 main sections with nearly 50 units addressing topics that novice teachers can choose from to help them prepare to teach English to non-native speakers. The BTRTESOL program answers the need for material designed for novice teachers, material that will help them to be better prepared in a minimalistic, non-overwhelming way. The goal of this program is that novice teachers will be more prepared to face the challenges and responsibilities that teaching English to speakers of other languages (TESOL) brings. Each member of the BTRTESOL team created two units of the program. Each unit summarizes the information about each topic into a few pages of text that provides the minimum amount of information novices should know. The units then direct them to other sources in order to learn more. The program is still under development and is anticipated to be completed within the next few years with other TESOL MA students and Dr. Henrichsen completing subsequent units. This selected project details the making of two units of the BTRTESOL program, one in section one, "Basic Concepts," titled "Tutoring Guidelines," and one in section two, "Designing Programs and Lessons," titled "Designing an Overall Plan for a Course." The tutoring unit describes some guidelines for novice tutors, whether or not they have taught larger classes before. The course design unit describes the basics of creating a course curriculum. Novice tutors and teachers are frequently expected to plan everything for the tutoring sessions or courses as soon as they start their assignments. These units are designed to give them a starting point. In addition to an opening scenario, explanatory text, and resource connections, both of these units provide activities (i.e., a video clip or case studies) for visualization, analysis, reflection, and practical application.
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Granillo, Lilia Reyes. "Teacher attitude towards technology: Usage in K-2 classrooms." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2606.
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This thesis is designed for teachers in early elementary education. It focuses on how and if, these teachers are integrating technology while meeting the many State Standards required by the State of California.
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Longchamp, Juliette Cavanaugh. "The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/734.
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Teacher evaluation is changing in the United States, primarily due to federal policies requiring that measures of student growth be embedded within teacher evaluation systems. Student Learning Objectives (SLOs) emerged as one way to measure teacher effectiveness. SLOs are teacher-developed goals for student achievement that reflect student learning and growth over a specified time period. Each state or district utilizing SLOs in teacher evaluation implements SLOs in a different way, and the details of SLO implementation affect the extent to which teaching is improved. This grounded theory research study investigated the influence of SLOs on teachers and teaching. The researcher interviewed 20 teachers from six regions of the United States. This research identified three dimensions of SLO implementation that influence SLOs' effect: School Leadership, School Climate and Teacher Agency. These dimensions are explored in this research, resulting in recommendations that would serve to enhance the benefits of SLOs on teachers and teaching. Additionally, future research suggestions are noted to add to the growing body of research on SLOs.
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Felix, Alan Alistair. "Dominant pedagogies used in three rural geography primary school classrooms in the west coast district." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2133.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.
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Schwarber, Laura A. "A COMPARISON OF GENERAL EDUCATION AND SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SELF-EFFICACY, AND CONCERNS IN TEACHING CHILDEN WITH AUTISM." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1154641936.
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Lozano, Albert Steven. "Science education at an elementary school: Teaching the scientific processes to English language learners." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1246.
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Zewdie, Marew. "The teaching of English at the tertiary level in Ethiopia with special reference to ESP : an evaluation of objectives, implementation and learning outcomes." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303107.
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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.
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This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.
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Venter, Antoinette. "Cognitive preparation of NCS (grades 10-12) accounting learners for studies at a University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2367.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.This study focuses on the cognitive preparation of National Curriculum Statement (NCS) (Grades 10 – 12) Accounting learners for studies at a University of Technology (UoT). The purpose was to determine to what extent NCS cognitively prepares Accounting learners for studies at a UoT, and whether there is a difference in the extent to which NCS (pre-2014) and CAPS (2014) cognitively prepare learners for the first-year National Higher Certificate in Accounting and Financial Information Systems at a selected University of Technology (UoT). This study is contextually situated within the curriculum theories developed by Basil Bernstein‘s ‘code theory’ in the sociology of education. The theoretical framework for this thesis draws on the work of David Conley’s redefining college readiness, in which he argues that Higher Education (HE) readiness is a multi-faceted concept comprising numerous variables. Cognitive preparation for HE Accounting studies is reviewed in terms of the educational objectives of the cognitive domain of Benjamin Bloom. A mixed method approach for the research design was employed. The quantitative approach entailed completion and analysis of questionnaires by first-year Accounting students at a selected UoT to ascertain learners’ levels of Accounting competence as envisioned by the NCS (Grades 10 – 12). Marks for the Grade 12 National Senior Certificate (NSC) examination in Accounting were obtained so that these examination marks could be compared with students’ levels of Accounting competence and marks at the end of the first term (March). The qualitative approach entailed document analyses of the Accounting FET (Grades 10 – 12) curriculum, the curriculum of the National Higher Certificate, the NSC Accounting examination of 2014, and the National Higher Certificate in Accounting March 2015 assessment, as well as interviews with the Accounting 1 lecturers at a selected UoT. Data revealed that the NCS (Grades 10 – 12) Accounting curriculum (formal or intended curriculum) adequately prepares learners cognitively for studies at a UoT. There is little evidence that CAPS prepares learners better for tertiary studies than students not trained according to CAPS. There is a statistically significant relationship between the mark obtained in the NSC, the mark in the questionnaire and the formal assessment in March. There are, however, various other factors that contribute to academic success or failure and drop-out in HE. Findings from this study suggest that the Department of Basic Education (DBE) and universities could work more closely together in various subject groups to ensure these challenges are met and that universities provide feedback to the DBE on whether the changes implemented are making a difference to the quality of first-year students who enter university.
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Yeung, Pui-ming Stephen, and 楊沛銘. "A study of the impact of public examinations on the relationship between the stated and implemented curriculum objectives of advancedlevel geography in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B38626834.
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Doucette, Carol Elizabeth. "Factors affecting technology integration: A K-12 Inland Empire profile." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1158.
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In this thesis, a survey design was used following closely the objective of descriptive research. The idea was to take a sample of the population of teachers in the area, gather demographic data, and find out if the reasons they fail to fully integrate technology into their classrooms can be attributed to skill deficiency, motivation, lack of environmental support or a combination thereof.
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Schwarber, Laura A. "A comparison of general education and special education teachers' knowledge, self-efficacy, and concerns in teaching children with autism." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1154641936.
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Arendse, Abraham John. "Die vestiging van 'n leerkultuur in 'n kinderhuisskool." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52801.
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Thesis (MEd)--Stellenbosch University, 2002.ENGLISH ABSTRACT: The aim of this study is to research the establisment of a culture of learning in a childcare school. The appeal by the government of the establisment of a culture of learning, serves as background to this study. This appeal implies a change of attitude by both learners and educators with regard to the learning and teaching process. The objective of this change is to prioritize learning and teaching in schools. This will enable learners to effectively develope intelectually, personally and socially. The feasibility to transform the school to a learning organization , is being researched. In a learning organization , learning is being internalised. Transformation to a learning organization will ensure that the school keeps pace with, and make the neccesary adjustments relative to the change. In achieving the transformation to a learning organization, such a school can be sure that learning and teaching will remain a top priority. This study is a situational analysis of a childcare school, which requested to remain anonymous. This analysis clearly expose the lack of a culture of learning at this school, due to the cultural bagage of the learners, which are manifested in serious behavioral problems, and which in turn prevent an effective learning prosess. The behavioral problems impede an the educators abillity to teach effevtively. It leads to high stress levels and a low morale. It is very clear that this situation can only be remedied if the behavioral problems of the learners are effectively dealt with. The study begins with identifying the problems and setting the questions for research. In the ensuring chapters, a study of the literature, a situational analysis and proposed programme to establish a culture of learning, follows. The proposed programme, amongst others, put forward a strategy to eliminate the behavioral problems of learners as well as reducing the stress-levels of the educators. It uniformaly focusses on the role of the prinicipal in obviating the said encumbrances, and the transformation to a learning organization. The programme includes a comprehensive discussion of strategic planning as an instrument In establishing a culture of learning and transformation to a learning organization. The programme can possibly serve as a guideline for schools which accommodate large numbers oflearners with serious behavioral problems.
AFRIKAANSE OPSOMMING: Die vestiging van 'n leerkultuur in 'n kinderhuisskool is in hierdie studie ondersoek. Die studie is onderneem teen die agtergrond van die regenng se oproep om 'n leerkultuur in ons skole te vestig. Hierdie oproep impliseer 'n verandering in leerders en onderwysers se ingesteldheid ten opsigte van leer en onderwys. Hierdie verandering het dit ten doel dat leer en onderrig prioriteit in skole sal geniet. Die moontlikheid om die skool in 'n lerende organisasie te transformeer word ondersoek. In 'n lerende organisasie word leer geïnternaliseer. Transformasie na 'n lerende organisasie sal verseker dat die skool tred hou met verandering en die nodige koersaanpassings maak. Indien 'n skool daarin kan slaag om tot 'n lerende organisasie te transformeer sal dit verseker dat leer en onderrig altyd prioriteit by die skool sal bly. Hierdie studie is 'n situasie-analise van 'n kindershuisskool, wie op versoek anoniem wil bly. Vanuit die situasie-analise blyk dit duidelik dat daar nie 'n leerkultuur in die skool aanwesig is nie. Die leerders se kulturele bagasie, wat uitdrukking vind in ernstige gedragsprobleme, verhoed dat effektiewe leer plaasvind. Die gedragsprobleme kortwiek die onderwysers se werkverrigting aangesien dit aanleiding gee tot hoë stresvlakke en dus 'n lae moraal. Dit blyk baie duidelik dat dit slegs moontlik sal wees om 'n leerkultuur te vestig indien die leerders se gedragsprobleme effektief aangespreek kan word. Die studie begin deur die probleem en navorsingsvrae te stel. Die volgende hoofstukke behels 'n studie van die literatuur, die situasie-analise en 'n voorgestelde program om 'n leerkultuur in die skool te vestig. Die voorgestelde program doen, onder andere, strategieë aan die hand om die leerders se gedragsprobleme te elimineer en om die onderwysers se stresvlakke te laat daal. Dit fokus deurgaans op die prinsipaal se rol in die uitskakeling van bogenoemde hindernisse en sy rol in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie. Die program sluit 'n volledige bespreking van strategiese beplanning as instrument in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie in. Die program kan moontlik as riglyn dien vir skole wie groot getalle leerders met gedragsprobleme huisves.
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Sjödin, Emma. ""One goal is to understand the world better" : A Thematic Analysis of Upper-Secondary School Teachers' Choice and Use of Literary Texts in EFL." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47932.
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The aims of the present study were to explore how teachers in upper-secondary school choose and use literary texts and genres in their teaching of English as a foreign language (EFL), what their attitudes are towards the role of literature in reaching the learning objectives and what implications their textual choices have for literature teaching in general. Six people participated in the study, three male and three female upper-secondary school teachers in Sweden with English as one of their main subjects. The data were collected through semi-structured interviews with questions focusing on how the teachers use literary texts in order to teach English in the courses English 5, 6 and 7. The data were analysed using a grounded theory approach. The identified themes were teachers’ general attitudes to literature teaching, learning objectives taught implicitly through literature and teachers’ basis for literary choices. The main conclusions drawn from this study were that in most of these cases, factors such as relatability and degree of intelligible input overrode canonicity in EFL literature teaching.
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Thrower, Michael F. A. "The Hegelian objective mind in education." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285133.
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Yu, Kuang-Chao. "A comparison of program goals emphasized in technology education among selected groups of professionals in the state of Virginia." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37290.
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Thompson, Lisa Anne. "Bloom's taxonomy goes high tech: A software review." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3017.
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The paper is a review and evaluation of software used for the purpose of its correlation to content standards, ease of classroom use, ability to keep the student on task, and student appeal. This project was to create a software review based on instructional standards and the principles of Bloom's taxonomy, which is a classification of levels of thinking.
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Escobar, Virginia Lizette. "Lessons in Character Development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2863.
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The purpose of the project was to provide first grade teachers at the Baldwin Park Unified School District with teaching approaches, tools, and strategies in instructing their students in character development education. These approaches, tools, and strategies will support students' academic learning as they develop a deeper comprehension of responsibility skills.
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Mnene, Mthetheleli. "Investigating teaching and learning within three Eastern Cape reception year classrooms." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003471.
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The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
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Frieslaar, Denise Eleanor. "The development and evaluation of the Objective Structured Dispensing Examination (OSDE) for use in an undergraduate pharmacy training programme." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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Almeida, Ana Paula Santos de. "Descobrindo o valor das coisas ao meu redor : vivência de educação patrimonial no ensino de história." reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/3059.
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A dissertação “Descobrindo o valor das coisas ao meu redor”: vivência de educação patrimonial no ensino de história tem por objetivo analisar como o patrimônio cultural local, que se encontra no interior e no entorno de escolas periféricas, pode ser utilizado como fonte de conhecimento para o fortalecimento da cidadania, possibilitando um diálogo entre o ensino de História e as questões pertinentes à Educação Patrimonial. Para o desenvolvimento dessa pesquisa foi construído e desenvolvido o Projeto de Educação Patrimonial “Descobrindo o valor das coisas ao meu redor” a partir de uma série de atividades alicerçadas na utilização da metodologia de alfabetização patrimonial, com uma turma do nono ano da Escola Municipal de Ensino Fundamental Guerino Zugno, localizada no bairro Planalto II, um bairro periférico da cidade de Caxias do Sul-RS. Para a análise dos resultados obtidos, durante a aplicação das oficinas que integram o projeto buscou-se suporte em elementos teóricos acerca do patrimônio e da memória, relacionando-os com a educação patrimonial e a sua interligação com a construção da identidade e o fortalecimento da cidadania, assim como da formação das grandes cidades como espaços de constantes transformações, mas que trazem no seu patrimônio elementos de identidade. Para tanto, trago para discussão a ampliação do tema educação patrimonial nas escolas, a partir de iniciativas em conjunto com as Universidades, propiciando a aproximação da academia com as comunidades. O produto derivado da pesquisa encontra-se em um Caderno de Memórias que expõe o percurso do Projeto “Descobrindo o valor das coisas ao meu redor”.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-08-18T12:14:21Z No. of bitstreams: 1 Dissertacao Ana Paula Santos de Almeida.pdf: 4217677 bytes, checksum: f228c456616bb890f4b8953e8b41e93b (MD5)
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The dissertation "Discovering the value of things around me": an experience of heritage education in the teaching of history aims to analyze how the local cultural heritage, located in and around peripheral schools, can be used as a source of knowledge For the strengthening of citizenship, enabling a dialogue between the teaching of History and the issues pertaining to Heritage Education. For the development of this research, the Patrimonial Education Project "Discovering the value of things around me" was built and developed from a series of activities based on the methodology of heritage literacy, with a group of the ninth year of the Municipal School of Elementary School Guerino Zugno, located in the district Planalto II, a peripheral district of the city of Caxias do Sul-RS. For the analysis of the results obtained, during the application of the workshops that integrate the project, support was sought in theoretical elements about heritage and memory, relating them to heritage education and its interconnection with the construction of identity and the strengthening of Citizenship, as well as the formation of large cities as spaces of constant transformation, but which bring in their patrimony elements of identity. To this end, I bring to the discussion the expansion of the topic of heritage education in schools, based on initiatives in conjunction with universities, fostering the approximation of academia and communities. The product derived from the research is found in a Notebook of Memories that exposes the course of the Project "Discovering the value of things around me".
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Hess, Rick, Nicholas E. Hagemeier, Reid B. Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Using a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.5688/ajpe80464.
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Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts.
Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions.
Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines.
Conclusion. Students’ patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.
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Stanek, Tomasz Bogdan. "Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/134.
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The purpose of this study is to discover how courses in world history and United States history are taught in Southern California secondary schools. At this stage of the research the study of the history course instruction will be generally defined as an exploratory and investigative inquiry involving the interviews of the history faculty, analysis of their course offerings and syllabi content, and the overall teachers' course content preparation and knowledge.
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Hess, Rick, Nicholas E. Hagemeier, Reid Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1478.
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Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts.
Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions.
Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines.
Conclusion. Students’ patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.
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Erasmus, Anna Wouterina. "Research at Technikons : the journey from apprenticeship training to technological degrees." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21450.
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Thesis (DPhil)--University of Stellenbosch, 2008.ENGLISH ABSTRACT: This thesis presents the findings and conclusions of the function of research in the technikons’ journey from apprenticeship training to technological degrees. The analysis and interpretation of primary sources on the development of technical higher education and research revealed that research developments at technikons evolved in a pattern so closely resembling and reflecting an evolving technical education mission that it is difficult if not impossible to pinpoint cause and effect. The evolving technical education mission was characterised by diversity entrenched in the provision of technical education, a continuing problematic process of differentiation between vocational and technical education, the development of formal centrally-controlled technical higher education and continuous differences between the Education Department and the sector officials on the nature of the technical higher qualifications and the role of research in these qualifications. As a result of the factors characterising the development of technical higher education, gaps were created between the technikon officials’ vision of research at technikons, the strategies and plans to establish a research culture and the technikons’ research performance. In addition, an evaluation of technikon research performance in terms of the nature, scope, content and volume of research reflects a limited understanding of the relation between the input factors and the process factors utilised to lead to a system capable of sustaining a research culture, especially in view of maintaining the newly-assigned University status.
AFRIKAANSE OPSOMMING: Hierdie dissertasie handel oor die bevindinge en slotsom ten opsigte van die funksie van navorsing in die technikons se reis van vakleerlingskapopleiding tot die aanbied van tegnologiese grade. Die analise en interpretasie van primêre bronne wat handel oor die ontwikkeling van hoër tegniese onderwys en navorsing het bewys dat navorsingontwikkeling by technikons op ‘n manier ontwikkel het dat dit die evolusie van die tegniese onderwysmissie streng navolg en reflekteer. Dit maak dit moeilik, indien nie onmoontlik nie, om die oorsaak en gevolg vas te stel. Die evolusie van die tegniese onderwysmissie is gekenmerk deur diversiteit wat ingebed is in die voorsiening van tegniese onderwys, ‘n voortdurende problematiese proses van differensiasie tussen beroeps- en tegniese onderwys, die ontwikkeling van formele sentraalbeheerde hoër tegniese onderwys en voortdurende verskille tussen die Department van Onderwys en die sektorbeamptes oor die aard van die hoër tegniese kwalifikasies en die rol van navorsing in hierdie kwalifikasies. As gevolg van die faktore wat die ontwikkeling van hoër tegniese onderwys gespeel het, het gapings ontstaan tussen die technikonbeamptes se visie van navorsing aan technikons, die strategieë en planne wat ontwikkel is om ‘n navorsingskultuur te vestig en die technikons se navorsingsuitsette. Saam daarmee het ‘n evaluasie van technikonnavorsingprestasie in terme van die aard, omvang, inhoud en volume ‘n beperkte begrip van die verhouding tussen insetfaktore en die prosesfaktore wat gebruik word om tot ‘n sisteem te lei wat daartoe in staat is om ‘n navorsingskultuur te onderhou, gereflekteer, veral met die doel om die nuuttoegekende universiteitstatus te onderhou.
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Krome, Elizabeth Ann. "The effects of cooperative learning on student attitude and achievement in a Middle School science classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2608.
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Smith, Adam. "Teaching for Conversion: A History of the Fundamentals, the Objective, and the Gospel Teaching and Learning Handbook for Seminaries and Institutes of Religion in The Church of Jesus Christ of Latter-day Saints." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5579.
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The purpose of this study is to document the history and the contributing factors that led to the formation of the Current Teaching Emphasis (2003), the Objective (2009), and the Gospel Teaching and Learning Handbook (2012) within Seminaries and Institutes of Religion (S&I) for the Church of Jesus Christ of Latter-day Saints. The analysis of this history, contained herein, clearly identifies the principles that have driven the changes in S&I's description of teaching and learning, describes how these adjustments differ from previous approaches, illustrates the significance of this shift, and presents the contemporary issues that influenced the increased clarity and direction from senior Church leaders to S&I.
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Daniels, Keynasia Kami. "Do educators value school social workers?" CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2834.
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The purpose of this study is to examine educators' (teachers and school administrators) level of knowledge about the professional role of school social workers and the value that educators place on the functions carried out by social workers as pupil support personnel.
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Torres, Eliane Aparecida. "Uma escola publica para aluno adulto : do fazer ao saber." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252543.
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Orientador: Sonia GiubileiTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esse trabalho apresenta uma visão do contexto nacional, inserindo o vezo internacional, procurando revelar o terreno onde emerge a Educação de Jovens e Adultos, como surgem e se fortalecem as ideologias, que favorecem concepções equivocadas ao longo da Educação Brasileira. A pesquisa empreendida em uma escola pública de educação básica do estado de São Paulo, exclusiva para jovens e adultos do ensino fundamental ¿ 2º segmento e do ensino médio, expôs por meio dos instrumentos metodológicos utilizados, pesquisa documental e entrevistas, as relações de ensino e as relações de aprendizagem que se modificam pelos sujeitos em ação na busca do conhecimento. As categorias de análise método/conteúdo e avaliação/objetivo nortearam categorias empíricas que constituíram o fazer, resignificaram o saber, qualificando a práxis pedagógica
Abstract: This research brings out different concepts and approaches regarding the Brazilian Education case and its historical development, following known international trends. It tries to reveal the field where Adult Education has been developed as well as the ideologically based concepts which has favoured ambiguous and misconstructed guidelines through Brazilian fundamental instruction. The survey which was developed in a chosen public high school in São Paulo state, restricted to Adult students, has tried to explain the relationship between teaching and learning and how it actually modifies the people who are engaged in a consequent action. The used methodological instruments were documental research and interview. The pedagogical labour was constructed according to every day practical activities as means of reaching well based knowledge achievements. Thus, the meaning of the intertwined fundamental elements of Education praxis, methodology/content and evaluation/goals, was reconsidered.
Doutorado
Politicas de Educação e Sistemas Educativos
Mestre em Educação
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Posiviata, Susan Renee. "California women's history: A teacher resource book for the elementary social studies classroom." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1636.
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Tano, Marcelo. "L'analyse des besoins langagiers en espagnol sur objectifs spécifiques : le cas des formations françaises d'ingénieurs." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100125/document.
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Cette thèse pluridisciplinaire clarifie la situation de la langue espagnole dans les formations françaises d’ingénieurs. À partir du moment où la formation poursuit des objectifs spécifiques, la question de la méthodologie d’enseignement-apprentissage la mieux adaptée doit être posée. Cette problématique centrale exigeait la consultation des acteurs impliqués dans le processus afin de connaître leurs besoins langagiers réels. Si beaucoup a déjà été dit sur ce genre d’analyse, il manquait pourtant des indications sur les variables pertinentes pour passer au crible les exigences de ce public cible. En faisant dialoguer cadres théoriques et expériences de terrain, deux modèles ad hoc d’instruments d’enquête, de type quantitatif et qualitatif, à destination des ingénieurs et des élèves-ingénieurs ont été proposés et testés. Les résultats obtenus montrent que les avis convergent sur un nombre considérable de points et, notamment, sur la manière la plus appropriée pour enseigner et apprendre l’espagnol. La méthode préconisée doit être active et viser les aspects pragmatiques de la langue à partir d’un travail en équipe, privilégiant la collaboration entre pairs, dans une perspective communicative et actionnelle priorisant les tâches d’expression et d’interaction basées sur une approche « projet ». L’analyse des implications didactiques de cette demande conjointe permet de conclure qu’elle peut être satisfaite en adoptant la démarche de l’« apprentissage par problèmes ». Un protocole de déroulement de cette approche innovante, accompagné d’un exemple d’application dans un cours d’espagnol spécialisé pour ingénieurs, est présenté dans le but de transférer les avancées scientifiques de nature à renouveler la pédagogie universitaireThis multidisciplinary thesis clarifies the situation of the Spanish language in French engineering courses. Once language training has to meet specific objectives, the question of the most appropriate teaching-learning methodology must be asked. This central issue required consultation with the actors involved in the process in order to know their real language needs. While much has already been said about this kind of analysis, there is a lack of information on the relevant variables to sift through the requirements of this target audience. By bringing together theoretical frameworks and field experiments, two ad hoc models of survey instruments, both quantitative and qualitative, were proposed and tested for engineers and student engineers. The results show that opinions converge on a considerable number of points and, in particular, on the most appropriate way to teach and learn Spanish. The recommended method must be active and aim at the pragmatic aspects of the language, based on teamwork, favoring peer collaboration, in a communicative and action-oriented perspective, prioritizing “project” based expression and interaction tasks. The analysis of the didactic implications of this joint application leads to the conclusion that it can be satisfied by adopting the "problem-based learning" method. A protocol for the implementation of this innovative approach, accompanied by an example of application in a specialized Spanish course for engineers, is presented with the aim of transferring scientific advances likely to renew university pedagogy
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Jimenez, Bree A., Pamela J. Mims, and Joshua N. Baker. "The Effects of an Online Data-Based Decisions Professional Development for In-service Teachers of Students with Significant Disability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/308.
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With the increase in the use of online professional development resources, especially for rural educators, this study evaluated the effects of online training modules on in-service teachers' ability to collect and use instructional progress monitoring data to make instructional decisions for students with significant disability (i.e., moderate to severe intellectual disability, autism). In this randomized control study, 29 teachers across three states participated in online data collection or data collection plus data-based decision making training. In addition, the generalization of teachers' ability to use data-based decisions with their own student outcome data were measured. Results indicated that while the modules did support teachers' acquisition of new information, they were not sufficient to carry over to applied use on their own students' data. Further discussion on the use of module-based professional development will be presented as well as how teachers in rural areas can access this information.
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Bressa, Rebeca Carvalho. "Autoeficácia do docente de medicina na utilização do OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)." Universidade do Oeste Paulista, 2018. http://bdtd.unoeste.br:8080/jspui/handle/jspui/1107.
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The belief in teacher self-efficacy (AED) is defined as the teacher's judgment of his or her abilities to achieve student engagement and learning outcomes. The Objective Structured Clinical Examination (OSCE) is a standardized tool used in the evaluation of professional performance. Associating the concepts of AED and OSCE use in the practice of the medical professor is an innovative challenge. Thus, this dissertation was constructed with three studies: the first one reviewed the national publications on OSCE and their relationship with the current context of Brazilian medical education; the second presented the main Brazilian studies on EDA and the third analyzed the associations between EDA and the OSCE application. In the first study, 32 texts were selected, of which only 18.8% described theoretical concepts about the OSCE, which means little time for experimentation of the method in Brazil. In the second, 32 articles were found, and 37.5% were aimed at investigating AED in different educational contexts, which demonstrates the concern of disseminating the construct in the academic environment. In the third one, two scales (Teacher Self-efficacy Scale - EAEP and Self-efficacy Scale - EFAE) were applied and a characterization questionnaire that, besides the socio demographic characteristics of the examined ones, presented questions directed to teacher perception about their work process and the main properties of simulated activities such as the OSCE. A total of 47 medical professors from a private university in the interior of the state of São Paulo were 55.3% male and 44.7% female, ranging in age from 31 to 78, whose teaching experience was dispersed between 1 and 35 years, with a mean of 11.5 years. In the results of the EFAE, the factors Social Persuasion and Vicarious Learning were the most endorsed, indicating that these sources are those of greater interference in the formation of the teachers' beliefs. Most of the participants had low and average scores on self-efficacy beliefs. The highest averages found were in relation to the Effectiveness factor in the Intentionality of the Action. In relation to the statistically significant correlations, these were negative and with moderate magnitudes between the factors of self-efficacy and the sources of Physiological and Affective States, indicating that the greater the belief in the capacity to teach or control the academic environment, the smaller the influences of physiological and emotional tensions in the performance and formation of these beliefs. There was only a positive correlation with weak magnitude, established between Action Intentional Efficacy and Vicarious Learning, suggesting that teachers who believe in their ability to mobilize students for the teaching-learning process may have these beliefs formed from the experiences of its formative process as a whole. The association of teachers with high levels of AED and OSCE implementation needs to be further explored, including in studies with qualitative approaches, but a priori, this hypothetical association appears to be promising in strengthening the quality of teaching.
A crença de autoeficácia docente (AED) é definida como o julgamento que o professor faz de suas capacidades em alcançar os resultados de comprometimento e aprendizagem do aluno. O Objective Structured Clinical Examination (OSCE) é uma ferramenta padronizada utilizada na avaliação do desempenho profissional. Associar os conceitos de AED e uso do OSCE na prática do professor de Medicina é um desafio inovador. Assim, esta dissertação foi construída com três estudos: o primeiro revisou as publicações nacionais sobre OSCE e sua relação com o contexto atual da educação médica brasileira; o segundo apresentou os principais estudos brasileiros sobre AED e, o terceiro analisou as associações entre AED e a aplicação do OSCE. No primeiro estudo foram selecionados 32 textos, dos quais, apenas 18,8% descreveram conceitos teóricos sobre o OSCE, o que traduz pouco tempo de experimentação do método no Brasil. No segundo foram encontrados 32 artigos e 37,5% objetivaram Investigar a AED em diferentes contextos educacionais, o que demonstra preocupação em divulgar o constructo no meio acadêmico. No terceiro foram aplicadas duas escalas (Escala de Autoeficácia do Professor – EAEP e Escala sobre Fontes de Autoeficácia - EFAE) e um questionário de caracterização que, além das características sócio demográficas dos examinados, apresentava perguntas direcionadas a percepção docente sobre seu processo de trabalho e as principais propriedades de atividades simuladas como o OSCE. Participaram 47 docentes de Medicina de uma universidade privada do interior do estado de São Paulo, sendo 55,3% do sexo masculino e 44,7% do sexo feminino, com idade variando entre 31 e 78 anos, cuja experiência na docência era dispersa entre 1 e 35 anos, com média de 11,5 anos. Nos resultados da EFAE, os fatores Persuasão Social e Aprendizagem Vicária foram os mais endossados, indicando que estas fontes são as de maior interferência na formação das crenças dos professores. A maioria dos participantes tiveram pontuações de classificações baixa e média no que se refere às crenças de autoeficácia. As maiores médias encontradas foram em relação ao fator Eficácia na Intencionalidade da Ação. No que concerne às correlações estatisticamente significativas, estas foram em sentido negativo e com magnitudes moderadas entre os fatores de autoeficácia e as fontes de Estados Fisiológicos e Afetivos, indicando que quanto maior a crença na capacidade de ensinar ou controlar o ambiente acadêmico, menores são as influências de tensões fisiológicas e emocionais no desempenho e formação dessas crenças. Houve apenas uma correlação positiva com magnitude fraca, estabelecida entre Eficácia na Intencionalidade da Ação e Aprendizagem Vicária, sugerindo que os docentes que acreditam na sua capacidade de mobilizar os alunos para o processo de ensino-aprendizagem podem ter essas crenças formadas a partir das experiências de seu processo formativo como um todo. A associação de professores com elevados níveis de AED e aplicação do OSCE necessita ser mais explorada, inclusive em estudos com abordagens qualitativas, mas a priori, essa associação hipotética parece ser promissora no fortalecimento da qualidade do ensino
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Philander, Christa Jolene. "Die potensiaal van die TRAC-program om verskillende rolspelers se behoeftes ten opsigte van natuur-en skeikunde-onderwys aan te spreek." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49759.
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Thesis (MEd)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: AN INVESTIGATION INTO THE POTENTIAL OF THE TRACPROGRAMME IN ADDRESSING THE NEEDS OF DIFFERENT STAKEHOLDERS IN PHYSICAL SCIENCE EDUCATION For South Africa to be competitive at international level, it is important to deliver learners that will meet the standards set by industry and tertiary institutions. Most of the current South African schoolleavers do not meet these needs. Learners, educators, education departments, tertiary institutions and industry are jointly responsible for the outcomes of the education process. However, each of these role players has specific needs regarding scientific knowledge and skills of learners. An integrated, interactive educational approach is therefore necessary to address the needs of all of these role players successfully. This study specifically focuses on identifying both the needs of the role players in physical science education in the Western Cape and how TRAC SA, a national, non-governmental organisation, can assist in addressing these needs, with the help of computer based technology. The following role players were included in this study: tertiary institutions, industry, education department, educators and learners. Information on the needs of these role players was mainly collected through interviews and questionnaires, while workshops were held to determine the needs of learners and educators. It is significant that the information derived from the empirical study (questionnaires and interviews) is in many ways in agreement with the literature findings. One of the most important conclusions of the empirical study is that the different role players have distinctive, as well as corresponding needs regarding the preparation of learners at school level. The industry expects learners to be sufficiently equipped with the necessary skills to facilitate integration into the workplace. Tertiary institutions emphasise the need for theoretical as well as practical basis of the science subject content. Learners expressed the need for extracurricular programmes, focusing on simplifying difficult concepts. Educators identified the need for adapting the syllabus and for regular refresher courses. The Department of Education needs funds for pilot education programmes, and also puts in a plea for the more structured involvement of tertiary institutions and non-governmental organisations as well as the support oftheir education initiatives, such as outcomes-based education. Data collected shows that there is a significant gap between the current state of identified skills of learners and of what is deemed important by the other role players. In addressing the needs identified, the contribution of non-governmental organisations (with specific reference to TRAC SA), the OBE approach as well as input from tertiary institutions and the industry are emphasised. The TRAC-programme focuses on the understanding of basic and complicated physical science concepts by using computer-supported experiments and worksheets. To enhance the development of skills at school level, the education approach as a whole will have to be revised, with the co-operation of all relevant role players. For an education system to be effective, mutual communication between the different role players is imperative.
AFRIKAANSE OPSOMMING: Vir Suid-Afrika om op internasionale vlak mededingend te wees, is dit belangrik dat die Suid- Afrikaanse onderwysstelsel bekwame leerders aan die industrie en tersiêre inrigtings lewer. Die meeste leerders wat tans die formele Suid-Afrikaanse skoolopleidingsprogram voltooi, voldoen volgens kenners egter nie aan die standaarde wat dié genoemde inrigtings aan hulle stel nie. Leerders, onderwysers, die onderwysdepartement, tersiêre inrigtings en industrie is gesamentlik verantwoordelik vir die uitkomste van die onderwys. Elkeen van hierdie rolspelers het egter spesifieke behoeftes ten opsigte van wetenskaplike kennis en vaardighede van leerders. 'n Geïntegreerde, interaktiewe onderwysbenadering is dus nodig om elkeen van hierdie rolspelers se behoeftes suksesvol aan te spreek. Hierdie studie fokus spesifiek daarop om beide die behoeftes van die rolspelers in die Wes- Kaap ten opsigte van natuur- en skeikunde-onderwys, te identifiseer, en hoe TRAe SA, 'n nie-regeringsonderwysorganisasie wat van rekenaargesteunde aktiwiteite gebruik maak, aangewend kan word om hierdie behoeftes aan te spreek. Die verskillende rolspelers wat by die studie betrek is, sluit in die tersiêre inrigtings, industrie, onderwysdepartement, onderwysers en leerders. Inligting aangaande rolspelerbehoeftes is hoofsaaklik versamel deur onderhoude en vraelyste, terwyl werkswinkels ook gebruik is om vas te stel wat leerders en onderwysers se behoeftes is. Dit is opmerklik dat die inligting verkry uit die empiriese studie (vraelyste en onderhoude) in 'n groot mate ooreenstem met literatuurbevindinge. Een van die belangrikste gevolgtrekkings uit die empiriese studie is dat die verskillende rolspelers eiesoortige asook ooreenstemmende behoeftes ten opsigte van die voorbereiding van leerders op skoolvlak het. Die industrie verwag dat leerders voldoende met die nodige vaardighede toegerus sal wees om integrasie binne die werksfeer te vergemaklik. Tersiêre inrigtings beklemtoon die verkryging van die teoretiese sowel as praktiese grondslag van die wetenskapvakinhoud. Leerders verlang ondersteuning van ekstra-kurrikulêre programme wat fokus op vereenvoudiging van moeilike konsepte. 'n Vakkurrikulumaanpassing asook gereelde opknappingskursusse is deur onderwysers as belangrike behoeftes geïdentifiseer. Die onderwysdepartement benodig fondse om opleidingsprogramme te loods en pleit ook vir meer georganiseerde betrokkenheid van tersiêre inrigtings en nie-regeringsonderwysorganisasies. Verder verwag die onderwysdepartement dat hulonderwysstrategieë soos uitkomsgebaseerde onderwys ondersteun word. Die data toon ook verder aan dat daar In wesenlike gapmg tussen die verwagting van rolspelers ten opsigte van bepaalde vaardighede en die werklike stand van vaardighede by die leerders bestaan. As deel van die studie word voorstelle bespreek om die geïdentifiseerde behoeftes aan te spreek. Klem word gelê op die bydrae van nie-regeringsonderwysorganisasies (met spesifieke verwysing na TRAC SA), die UGO-benadering, asook die insette van tersiêre inrigtings en industrie tot die aanspreek van geïdentifiseerde behoeftes. Die TRAC-program fokus onder meer op die vereenvoudiging van basiese en moeilike natuurwetenskapbegrippe deur gebruik te maak van rekenaargesteunde eksperimente, aan die hand van werkkaarte. Om die ontwikkeling van vaardighede op skoolvlak te bevorder, sal die hele onderwysbenadering met die samewerking van alle relevante rolspelers hersien moet word. In dié verband is wedersydse kommunikasie tussen die verskillende rolspelers onontbeerlik.
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Shelby, John F. Jr. "A comparison of eighth grade athletes and non-athletes academic achievement, time spent on homework, future educational goals, and socioeconomic status." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4706.
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This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? 3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes. There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.ID: 030646210; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 133-150).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Shaw, Míriam Ribeiro de Barros. "Aprendizagens complexas: quatro teses provisórias para a educação contemporânea." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20113.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research is in the school environment, it is about the practices of teachers and managers of the Colégio Santo André, São José do Rio Preto, during the period from 2011 to 2015. The key question, research problem of this study is how to charm, to encourage students, educators into the adventure of knowing? Desires, the specific objectives of this study are to observe the practices of educators that stimulate the taste for thinking, studying, discovering; identify obstacles encountered by educators in this way; verify that the multidisciplinary and interdisciplinary activities favour the taste for study. The ideas that inspired reflection, the hypotheses of this research are the many activities, transdisciplinary promote students' interest in the taste for study, discover, invent; ethical, imaginative and emotional attitudes are fundamental to the practices that stimulate the taste for knowledge of educators and students. Fieldwork was conducted in two phases: the first phase, there were two collective projects with members of the community; questionnaire evaluation was answered by teachers; data tabulation, analysis and discussion of the results in the years 2011 and 2012 were discussed by directors and coordinators; in the second phase, between 2013 and 2015 were carried out: review of literature, specific interviews with educators, the final report writing. Two key references guide this research: education is one of the regeneration pathways of contemporary society; need to reform the thought of educators and students. The teaching-learning of understanding, hearing; imagination, reinvention; ethics, recognition; affection, love is presented as four provisional proposals for contemporary education. Complex Learnings
Esta pesquisa situa-se no universo escolar, nas práticas de docentes e gestores do Colégio Santo André, de São José do Rio Preto, durante o período de 2011 a 2015. A questão fundamental, problema de pesquisa deste trabalho, é como encantar, estimular estudantes, educadores e educandos, na aventura pelo conhecer, pelo aprender? Os desejos, os objetivos específicos deste trabalho são observar as práticas dos educadores que estimulam o gosto pelo aprender, pensar, descobrir; identificar empecilhos encontrados pelos educadores nesse percurso; verificar se as atividades transdisciplinares, multidisciplinares e interdisciplinares favorecem o gosto pelo aprendizado. As ideias que animaram a reflexão, as hipóteses desta pesquisa são as atividades múltiplas, transdisciplinares favorecem o interesse dos alunos no gosto pelo aprender; as atitudes compreensivas, éticas, imaginativas, afetivas são fundamentais para as práticas que estimulam o gosto pela aprendizagem de educadores e educandos. O trabalho de campo foi efetuado em duas fases: na primeira fase, realizaram-se dois projetos coletivos com todos os membros da comunidade, aplicação de questionário de avaliação aos docentes, tabulação de dados, análise e discussão dos resultados, nos anos de 2011 e 2012; na segunda fase, entre 2013 e 2015, foram realizados: o levantamento bibliográfico, entrevistas específicas com os educadores, redação do relatório final. Duas proposições fundamentais orientam esta pesquisa: a educação é uma das vias de regeneração da sociedade contemporânea; há necessidade de reforma do pensamento de educadores e educandos. O ensino-aprendizagem da compreensão, audição; imaginação, reinvenção; ética, reconhecimento; afeto, amor são apresentados como quatro proposições provisórias para a educação contemporânea. Aprendizagens Complexas