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Dissertations / Theses on the topic 'Theories of learning'
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Sgroi, Daniel. "Theories of learning in economics." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:b8d832af-57e7-45c2-a846-b69de3d25ec0.
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How should we model learning behaviour in economic agents? This thesis addresses this question in two distinct ways. In the first set of chapters the assumption is that agents learn through the observation of others. They use Bayesian updating which together with specific informational assumptions can generate the problem known as herding with the potential for significant welfare losses. In the final set of chapters the agent is instead modelled as learning by example. Here the agent cannot learn by observing others, but has a pool of experience to fall back on. This allows us to examine how an economic agent will perform if he sees a particular economic situation (or game) for the first time, but has experience of playing related games. The tool used to capture the notion of learning through example is a neural network. Throughout the thesis the central theme is that economic agents will naturally use as much information as they can to help them make decisions. In many cases this should mean they take into consideration others' actions or their own experiences in similar but non-identical situations. Learning throughout the thesis will be rational or bounded-rational in the sense that either the best possible way to learn will be utilized (so players achieve full rational play, for example, through Bayesian updating), or a suitable local error-minimizing algorithm will be developed (for example, a rule of thumb which optimizes play in a subclass of games, but not in the overall set of possible games). Several themes permeate the whole thesis, including the scope for firms or planners to manipulate the information that is used by agents for their own ends, the role of rules of thumb, and the realism of current theories of learning in economics.
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Yang, Liu. "Mathematical Theories of Interaction with Oracles." Research Showcase @ CMU, 2013. http://repository.cmu.edu/dissertations/559.
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Paulsson, Fredrik. "Modularization of the Learning Architecture : Supporting Learning Theories by Learning Technologies." Doctoral thesis, Stockholm : Datavetenskap och kommunikation, Kungliga Tekniska högskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4712.
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Ng, Kee Siong, and kee siong@rsise anu edu au. "Learning Comprehensible Theories from Structured Data." The Australian National University. Research School of Information Sciences and Engineering, 2005. http://thesis.anu.edu.au./public/adt-ANU20051031.105726.
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This thesis is concerned with the problem of
learning comprehensible theories from
structured data and covers primarily classification and regression learning. The basic knowledge representation language
is set around a polymorphically-typed,
higher-order logic. The general setup is closely related to the learning from propositionalized knowledge and learning from interpretations settings in Inductive Logic Programming. Individuals (also called instances) are represented as terms in the logic. A grammar-like construct called a predicate rewrite system is used to define features in the form of predicates that individuals may or may not satisfy. For learning, decision-tree algorithms of various kinds are adopted.¶
The scope of the thesis spans both theory and practice. On the theoretical side, I study in this thesis¶
1. the representational power of different function classes and relationships between them;¶
2. the sample complexity of some commonly-used predicate classes, particularly those involving sets and multisets;¶
3. the computational complexity of various optimization problems associated with learning and algorithms for solving them; and¶
4. the (efficient) learnability of different function classes in the PAC and agnostic PAC models.¶
On the practical side, the usefulness of the learning system developed is demontrated with applications in two important domains:
bioinformatics and intelligent agents. Specifically, the following are covered in this thesis:¶
1. a solution to a benchmark multiple-instance learning problem and some useful lessons that can be drawn from it;¶
2. a successful attempt on a knowledge discovery problem in predictive toxicology, one that can serve as another proof-of-concept that real chemical knowledge can be obtained using symbolic learning;¶
3. a reworking of an exercise in relational reinforcement learning and some new insights and techniques we learned for this interesting problem; and¶
4. a general approach for personalizing
user agents that takes full advantage of symbolic learning.
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Ng, Kee Siong. "Learning comprehensible theories from structured data /." View thesis entry in Australian Digital Theses Program, 2005. http://thesis.anu.edu.au/public/adt-ANU20051031.105726/index.html.
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Chiang, Michael Chi-Hao. "Learning latent theories of relations and individuals." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33750.
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Inductive learning of statistical models from relational data is a key problem in artificial intelligence. Two main approaches exist for learning with relational data, and this thesis shows how they can be combined in a uniform framework.
The first approach aims to learn dependencies amongst features (relations and properties), e.g. how users' purchases of products depend on users' preferences of the products and associated properties of users and products. Such models abstract over individuals, and are compact and easy to interpret.
The second approach learns latent properties of individuals that explain the observed features, without modelling interdependencies amongst features. Latent-property models have demonstrated good predictive accuracy in practise, and are especially useful when few properties and relations are observed. Interesting latent groupings of individuals can be discovered.
Our approach aims to learn a unified representation for dependency structures for both observed features and latent properties. We develop a simple approximate EM algorithm for learning the unified representation, and experiments demonstrate cases when our algorithm can generate models that predicts better than dependency-based models of observed features as well as a state-of-the-art latent-property model.
We extend our approximate EM algorithm to handle uncertainty about the number of values for latent properties. We search over the number of values and return error bounds, as an alternative to existing proposals based on sampling in the posterior distribution over the number of values.
We also solve a specific case where dependencies involve functional relations, which induces a verbose model with many parameters. In comparison, the standard solution of aggregating over all values of the function yields a simple model that predicts poorly. We show how to learn an optimal intermediate-size representation efficiently by clustering the values of the function. The proposed method generates models that capture interesting clusters of function values, dominates the simple model in prediction, and can surpass the verbose model using much fewer parameters.
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Al-Azawei, Ahmed Habeeb Said. "Modelling e-learning adoption : the influence of learning style and universal learning theories." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/77921/.
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E-learning faces a high failure rate, particularly in developing nations due to a lack of public acceptance. One of the most commonly adopted theories for investigating this is the Technology Acceptance Model (TAM). However, TAM fails to consider the effect of individual and cultural differences, and environmental variables on users’ technology acceptance. The present research therefore sought to address TAM’s limitations in the elearning context, by considering individual differences adopting the Felder and Silverman Learning Styles Model (FSLSM) and environmental learning factors using the Universal Design for Learning (UDL) framework. It also attempts to identify any barriers to effective e-learning implementation in Iraq. A survey research design comprising analytical and descriptive methods was consequently adopted. Two experiments were conducted in Iraq to validate the proposed research framework from the perspective of undergraduate students. A third experiment was dedicated to in-depth understanding the hindrances to e-learning application in Iraq’s public-sector universities, from the standpoint of undergraduates and academic staff. The findings suggest that the explanatory power of TAM can be improved by integrating learning styles as moderators, although this psychological trait has limited ability to predict e-learning acceptance and learners’ perceptions as well as it is uncorrelated with academic performance. However, combining the UDL model with TAM enhances its power to predict e-learning acceptance and learners’ perceptions. Furthermore, the qualitative outcomes identify many barriers to e-learning implementation in Iraq, supporting the quantitative analysis and highlighting other factors that could influence e-learning acceptance. This study should provide valuable information for scholars, leadership, e-learning providers and instructors, while also contributing to TAM, learning styles and universal learning theories. It is the first of its kind to examine e-learning acceptance in Iraq, in terms of the integrated factors. This research is also the first to compare the influence of learning styles and universal learning theories on e-learning experience. Accordingly, it extends the existing literature and fills a research gap in the Iraqi context, with empirical implications being discussed for further research.
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Weibell, Christian J. "Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2759.
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This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice.
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Tang, Yuet-ho Maysie. "Implicit theories of intelligence among gifted children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789886.
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Prieto, Pérez Nevia, and Martín Silvana San. "Teaching and learning Methods: Theories and Trends in L2." Tesis, Universidad de Chile, 2004. http://www.repositorio.uchile.cl/handle/2250/110138.
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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.<br>After many years of hard study and careful research, we can state that focusing on the teaching area is not the key to achieve a good proficiency when learning a foreign language.
This idea is based on the fact that, even though there have been many attempts to develop a good method for teaching languages through many decades, none of them has proved to be accepted by the whole language teaching community.
Since our work was originally planned to encompass teaching and learning, from our point of view the process of learning is undoubtedly the most important thing. Consequently it must be studied in depth.
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Hankerson, Mario Bernard. "Athletic Participation: A Test of Learning and Neutralization Theories." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-1028102-000629/unrestricted/HankersonM111802b.pdf.
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Thomas, Stephen F. "The implications of translation theories for language teaching pedagogy." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10019137/.
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The following thesis is an attempt to explore the relationship between translating and language learning. Chapter one is an attempt to relate the theory of Translating with that of Second Language Teaching. In the second chapter a review will be given of the history of translating within language teaching methodology, particularly noting the reasons why translating as a language teaching activity fell into disfavour. It will isolate and evaluate the criticisms which have been levelled at translating as a pedagogical device. Chapter three will look at the notion of Communicative Competence and this will include an investigation of the pragmatic and strategic dimension to language teaching. This will lead to a discussion of translating within the framework of developments along this dimension. The argument will centre around the point that within a discourse framework translating as a teaching method is much more relevant and that the criticisms and arguments against it discussed in chapter two therefore no longer apply. In chapter four the relationship between Translating Strategies and Interlanguage Strategies will be examined. This chapter will look at and compare the kind of processes at work within pidgins and creoles and first and second language acquisition with those used in Translating. Chapter five will follow on from the previous chapter with an empirical study of translating strategies and will test the hypothesis that translators and language users make use of similar strategies; and will include a description of data collection, a statistical study and conclusions. In chapter six the relationship between translating and communicative methodology will be examined. I will look particularly at how translating relates to questions of syllabus design and the polarities of accuracy and fluency Chapter seven will contain specific proposals for pedagogy looking at particular areas within linguistic, pragmatic and strategic competence. This chapter will include materials which have been piloted both with Arab learners of English and English learners of Arabic. Chapter eight concludes the thesis arguing that translating does have a vital role to play within a broader communicative approach to language teaching and looks at a number of potential areas for further research.
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Genest, Jean. "Building software specifications using explanation-based learning with incomplete theories." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5732.
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Ojebode, Aderemi Abayomi. "Learning in boards : a grounded theory study of UK boards of directors." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/621209.
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Boards of directors have been described as an integral part of corporate governance research, being at "the apex of the internal control system" (Jensen, 1993, p.862). Early corporate governance research has examined whether, and to what extent, board characteristics impact on performance. However, the results of studies that focused on board structure/composition and performance produced mixed outcomes. Consequently, we saw the emergence of research on board processes and their impact on board task performance. Research on board processes is still ongoing, and scholars have been interested in, among other processes, how knowledge and skills by board members are being used (Gabrielsson and Huse, 2004; Kor and Sundaramurthy, 2009). At the same time, there is a gap within educational research on how knowledge is being created within teams that are episodic in nature, such as boards (Forbes and Milliken, 1999). As such, the concept of learning has to date been under-researched in a board context. In this thesis, board processes are studied by exploring the processes involved in the acquisition and sharing of knowledge and skills in boards. Further, as a response to calls for the adoption of alternative research approaches to the study of boards (Pettigrew, 1992; Johnson et al., 1996), this research is conducted using a qualitative method based on a grounded theory approach. The study is conducted based on evidence from semi-structured interviews with UK board members. The findings show that the creation of knowledge in boards depends on two dialectical processes of learning (acquisition of knowledge and skills from the external environment and sharing of knowledge and skills in the internal environment). The qualitative findings show that 1) directors possess certain levels of knowledge related to specific boards task – which is also known as directors’ knowledge base; 2) the gap between the level of knowledge and skills needed to perform specific board tasks and the directors knowledge base is regarded as a gap in directors’ knowledge; 3) that there are two processes of filling the gap(s) in directors’ knowledge – the process of acquiring knowledge and skills (from the external environment), and the process of sharing knowledge and skills within the board; 4) that there are factors which are impacting on the processes of acquiring and sharing knowledge in boards; and 5) the processes of learning in boards are circular and board members must continually update their knowledge to enhance their capabilities. The thesis contributes to knowledge by revealing new insights into how board members acquire knowledge and skills (processes of learning) and factors that are impacting on learning in boards, underpinning former conceptual models. Qualitative analysis itemised different types of processes for both acquiring and sharing knowledge and skills in boards. Additionally, the qualitative analysis revealed various forms of learning styles that are being employed by board members either to acquire or share knowledge and skills. Finally, this thesis contributes to qualitative research in boards and its findings have implications for board practice, especially boards’ tasks performance and processes of learning.
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Hoshino, Ayako. "A morphological testing tool for language learning theories, implementation, and evaluation." Saarbrücken VDM Verlag Dr. Müller, 2003. http://d-nb.info/98852449X/04.
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Marchiori, Davide. "Interactive Learning and Generalization in Repeated Games: Theories, Models, and Experiments." Doctoral thesis, Università degli studi di Trento, 2010. https://hdl.handle.net/11572/367831.
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The aim of my Ph.D. thesis is to advance understanding of human choice behavior in repeated strategic interactions. This is potentially important, since it would help explain empirical phenomena that cannot be accounted for by standard economic theory, such as overbidding in auctions and overtrading in financial markets (Selten, Abbink, and Cox, 2005). Specifically, my work is focused on “small repeated decisions that are made with little information and little deliberation†, which “though of small consequence to the individual making them, are potentially of tremendous importance to firms and society†(Erev and Haruvy, 2005:359). My thesis is divided into three parts.
In the first part, I use datasets from 35 experiments on repeated games with a unique equilibrium in mixed strategies to compare the descriptive and predictive performances of the Perceptron-Based (PB) learning model (Marchiori and Warglien, 2008) with some of the most popular learning models in the behavioral game theory literature. As a result, the PB model turns out to be the best predictor of empirical data with respect to all other models of learning, with the exception of a model proposed by Ert and Erev (2007), similarly based on regret.
In the second part, I propose the concept of Net Reward Attractions (NRA) equilibrium and test its predictive accuracy on data from experiments on 26 repeated, completely mixed games run under full-feedback condition. Moreover, I compare NRA’s predictive power with that of other five equilibrium concepts and eight models of learning, representing cutting-edge research on interactive decision making modeling. NRA turns out to be among the best predictors of empirical data, performing significantly better than Nash equilibrium, self-tuning EWA, and reinforcement-based models.
As for the third part, I explore the generalization properties of the PB model. To this end, I designed and ran multigame-experiments in which subjects played sequences of different two-person, 2x2 games with a unique equilibrium in mixed strategies (MSE). I use these experimental data to test the predictive power of the PB model and compare it with that of other popular learning and equilibrium models of interactive choice behavior. As a result, the PB model is, by design, the sole model of learning capable to discriminate between the two different classes of games, and it outperforms in accuracy Nash equilibrium and all the other models of learning as well. In addition, experimental results do not provide evidence of learning spillover effects across games, which might provide an explanation for why non-standard stationary models turn out to be the best predictors of observed choice frequencies.
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Marchiori, Davide. "Interactive Learning and Generalization in Repeated Games: Theories, Models, and Experiments." Doctoral thesis, University of Trento, 2010. http://eprints-phd.biblio.unitn.it/291/1/Formatted_Draft.pdf.
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The aim of my Ph.D. thesis is to advance understanding of human choice behavior in repeated strategic interactions. This is potentially important, since it would help explain empirical phenomena that cannot be accounted for by standard economic theory, such as overbidding in auctions and overtrading in financial markets (Selten, Abbink, and Cox, 2005). Specifically, my work is focused on “small repeated decisions that are made with little information and little deliberation”, which “though of small consequence to the individual making them, are potentially of tremendous importance to firms and society” (Erev and Haruvy, 2005:359). My thesis is divided into three parts.
In the first part, I use datasets from 35 experiments on repeated games with a unique equilibrium in mixed strategies to compare the descriptive and predictive performances of the Perceptron-Based (PB) learning model (Marchiori and Warglien, 2008) with some of the most popular learning models in the behavioral game theory literature. As a result, the PB model turns out to be the best predictor of empirical data with respect to all other models of learning, with the exception of a model proposed by Ert and Erev (2007), similarly based on regret.
In the second part, I propose the concept of Net Reward Attractions (NRA) equilibrium and test its predictive accuracy on data from experiments on 26 repeated, completely mixed games run under full-feedback condition. Moreover, I compare NRA’s predictive power with that of other five equilibrium concepts and eight models of learning, representing cutting-edge research on interactive decision making modeling. NRA turns out to be among the best predictors of empirical data, performing significantly better than Nash equilibrium, self-tuning EWA, and reinforcement-based models.
As for the third part, I explore the generalization properties of the PB model. To this end, I designed and ran multigame-experiments in which subjects played sequences of different two-person, 2x2 games with a unique equilibrium in mixed strategies (MSE). I use these experimental data to test the predictive power of the PB model and compare it with that of other popular learning and equilibrium models of interactive choice behavior. As a result, the PB model is, by design, the sole model of learning capable to discriminate between the two different classes of games, and it outperforms in accuracy Nash equilibrium and all the other models of learning as well. In addition, experimental results do not provide evidence of learning spillover effects across games, which might provide an explanation for why non-standard stationary models turn out to be the best predictors of observed choice frequencies.
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Jordan, Byron S. "The Effects of Common Core State Standards in Mathematics on Inclusive Environments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6591.
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The Common Core State Standards for Mathematics (CCSSM) require students with learning disabilities in mathematics to use a range of cognitive, skills, and foundational numerical competencies to learn and understand complex standards. Students with learning disabilities in mathematics experience deficits in cognitive processes skills and foundational numerical competencies which have emerged as underlying barriers associated with mastering CCSSM. Examining the impact of high-stakes assessments on readiness for college and careers and student achievement may provide evidence that deficits in cognitive processing skills and numerical competencies can impact achievement levels. Using the cognitive theoretical frameworks of Bandura and Gagné, along with the concepts of cognitive learning, instructional interventions, and inclusion, the relationship between students' scores in the algebraic foundations (AF) intervention inclusion method and the regular algebra (RA) nonintervention inclusion method, as measured on the end of the year assessments were examined in this study. An ANCOVA design was used to test the statistical significance of the relationship between the two intervention methods and the use of cognitive and numerical competencies for the two groups and to analyze the disparity in achievement scores between the AF intervention inclusion method and RA nonintervention inclusion method. The results revealed a statistically significant relationship between cognitive processing skills and foundational numerical competencies as measured on the final exam for both methods. The intended audience include academic communities using evidence-based inventions to improve college and career readiness results, leading to positive social change.
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Pinto, Frederick N. L. "Understanding the process of innovation through the theories of learning and communication." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33429.pdf.
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Ullman, Tomer David. "On the nature and origin of intuitive theories : learning, physics and psychology." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/97788.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 221-236).<br>This thesis develops formal computational models of intuitive theories, in particular intuitive physics and intuitive psychology, which form the basis of commonsense reasoning. The overarching formal framework is that of hierarchical Bayesian models, which see the mind as having domain-specific hypotheses about how the world works. The work first extends models of intuitive psychology to include higher-level social utilities, arguing against a pure 'classifier' view. Second, the work extends models of intuitive physics by introducing a ontological hierarchy of physics concepts, and examining how well people can reason about novel dynamic displays. I then examine the question of learning intuitive theories in general, arguing that an algorithmic approach based on stochastic search can address several puzzles of learning, including the 'chicken and egg' problem of concept learning. Finally, I argue the need for a joint theory-space for reasoning about intuitive physics and intuitive psychology, and provide such a simplified space in the form of a generative model for a novel domain called Lineland. Taken together, these results forge links between formal modeling, intuitive theories, and cognitive development.<br>by Tomer David Ullman.<br>Ph. D.
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Malik, Zeeshan. "Towards on-line domain-independent big data learning : novel theories and applications." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22591.
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Feature extraction is an extremely important pre-processing step to pattern recognition, and machine learning problems. This thesis highlights how one can best extract features from the data in an exhaustively online and purely adaptive manner. The solution to this problem is given for both labeled and unlabeled datasets, by presenting a number of novel on-line learning approaches. Specifically, the differential equation method for solving the generalized eigenvalue problem is used to derive a number of novel machine learning and feature extraction algorithms. The incremental eigen-solution method is used to derive a novel incremental extension of linear discriminant analysis (LDA). Further the proposed incremental version is combined with extreme learning machine (ELM) in which the ELM is used as a preprocessor before learning. In this first key contribution, the dynamic random expansion characteristic of ELM is combined with the proposed incremental LDA technique, and shown to offer a significant improvement in maximizing the discrimination between points in two different classes, while minimizing the distance within each class, in comparison with other standard state-of-the-art incremental and batch techniques. In the second contribution, the differential equation method for solving the generalized eigenvalue problem is used to derive a novel state-of-the-art purely incremental version of slow feature analysis (SLA) algorithm, termed the generalized eigenvalue based slow feature analysis (GENEIGSFA) technique. Further the time series expansion of echo state network (ESN) and radial basis functions (EBF) are used as a pre-processor before learning. In addition, the higher order derivatives are used as a smoothing constraint in the output signal. Finally, an online extension of the generalized eigenvalue problem, derived from James Stone’s criterion, is tested, evaluated and compared with the standard batch version of the slow feature analysis technique, to demonstrate its comparative effectiveness. In the third contribution, light-weight extensions of the statistical technique known as canonical correlation analysis (CCA) for both twinned and multiple data streams, are derived by using the same existing method of solving the generalized eigenvalue problem. Further the proposed method is enhanced by maximizing the covariance between data streams while simultaneously maximizing the rate of change of variances within each data stream. A recurrent set of connections used by ESN are used as a pre-processor between the inputs and the canonical projections in order to capture shared temporal information in two or more data streams. A solution to the problem of identifying a low dimensional manifold on a high dimensional dataspace is then presented in an incremental and adaptive manner. Finally, an online locally optimized extension of Laplacian Eigenmaps is derived termed the generalized incremental laplacian eigenmaps technique (GENILE). Apart from exploiting the benefit of the incremental nature of the proposed manifold based dimensionality reduction technique, most of the time the projections produced by this method are shown to produce a better classification accuracy in comparison with standard batch versions of these techniques - on both artificial and real datasets.
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Jones, Nicole P. "Teachers' Theories of Teaching and Learning and the Use of Math Interventions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3788.
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Despite the academic gap between students with learning disabilities (LD) and their nondisabled peers, schools continue to educate students with LD in regular education classrooms. In secondary math classes, such as Algebra 1, students with LD have high percentages of failure. The purpose of this cross-sectional study was to examine the relationship between teachers' personal theories of teaching and learning and their use of math interventions. Fox's (1983) theoretical framework of teaching and learning was used as a conceptual lens. Surveys were administered to 20 high school math teachers in an urban Northeastern U.S. school district. An ordinal logistic regression statistical test was used to analyze relationships between teachers' personal theories of teaching and learning and their use of math interventions, years of experience, gender, ethnicity, and age. A statistically significant relationship was found between teachers' years of experience and their use of math interventions, p = .031. Teachers with 6 or more years of teaching experience self-reported using math interventions more frequently than did teachers with 5 or fewer years of teaching experience. Recommendations for future research include examining why teachers with more years of teaching self-reported using math interventions more than did less experienced teachers and the impact, if any, of the use of math interventions on students with LD's academic performance in Algebra 1. This study can lead to positive social change by providing college and university secondary math candidates with training on how to use math intervention to teach algebra to students with LD.
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McGregor, Debra. "Applying learning theories reflexively to understand and support the use of group work in the learning of science." Thesis, Keele University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397507.
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Gu, Jiayin, Honglei Li, Zhen Liu, Shufang Su, and Wei Su. "Learning from Higgs physics at future Higgs factories." SPRINGER, 2017. http://hdl.handle.net/10150/626569.
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Future Higgs factories can reach impressive precision on Higgs property measurements. In this paper, instead of conventional focus of Higgs precision in certain interaction bases, we explore its sensitivity to new physics models at the electron-positron colliders. In particular, we study two categories of new physics models, Standard Model (SM) with a real scalar singlet extension, and Two Higgs Double Model (2HDM) as examples of weakly-interacting models, Minimal Composite Higgs Model (MCHM) and three typical patterns of the more general operator counting for strong interacting models as examples of strong dynamics. We perform a global fit to various Higgs search channels to obtain the 95% C.L. constraints on the model parameter space. In the SM with a singlet extension, we obtain the limits on the singlet-doublet mixing angle sin theta, as well as the more general Wilson coefficients of the induced higher dimensional operators. In the 2HDM, we analyze tree level effects in tan beta vs. cos(beta-alpha) plane, as well as the one-loop contributions from the heavy Higgs bosons in the alignment limit to obtain the constraints on heavy Higgs masses for different types of 2HDM. In strong dynamics models, we obtain lower limits on the strong dynamics scale. In addition, once deviations of Higgs couplings are observed, they can be used to distinguish different models. We also compare the sensitivity of various future Higgs factories, namely Circular Electron Positron Collider (CEPC), Future Circular Collider (FCC)-ee and International Linear Collider (ILC).
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Jancic, Mogliacci Rada [Verfasser]. "Teachers' capability-related subjective theories in teaching and learning relations / Rada Jancic Mogliacci." Bielefeld : Universitätsbibliothek Bielefeld, 2015. http://d-nb.info/1070371734/34.
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Aho, M. (Miia). "Learning theories in action in a second grade pupils’ English lesson:a case study." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201802101226.
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This study reviews English teaching for second grader pupils in Finland. It focuses on the teacher’s role in children’s language learning and meaning making and the execution of sociocultural and ecological learning theories in an English classroom. In addition to sociocultural and ecological learning theories, the theoretical framework is based on earlier studies on language teaching and learning in a classroom setting and the national curriculum. The study is a case study conducted in an elementary school. The data was collected by observing an English lesson and interviewing the teacher. Three themes emerged in the analysis of the findings: learning through play, meaning making through multimodal resources, and guiding and providing affordances. The first two themes involve the methods and materials the teacher employs in teaching, and the last one reviews her role in the English lesson. The study sheds light on how the sociocultural and ecological learning theories and the national curriculum are visible in the three aspects found in the study<br>Tässä tutkimuksessa tarkastellaan englannin opettamista toisen luokan oppilaille. Tutkimuksen keskiössä on opettajan rooli kielenoppimisessa ja työstämisessä. Se pyrkii tarkastelemaan, miten sosiokulttuuriset ja ekologiset oppimisteoriat sekä vuonna 2016 käyttöön otettu opetussuunnitelma näkyvät englannin opetuksessa. Tutkimuksessa luodaan katsaus aiempaan kielenoppimista koulukontekstissa käsittelevään tutkimukseen. Tutkimus on tapaustutkimus, joka koostuu peruskoulussa toteutetusta toisen luokan englannin tunnin tarkkailusta, sekä opettajan haastattelusta. Tutkimuksen löydöksissä nousi esiin kolme teemaa: ”oppiminen leikin kautta”, ”kielen työstäminen multimodaalisten keinojen avulla” ja ”ohjaaminen ja affordanssien tarjoaminen”. Kaksi ensimmäistä teemaa koskevat opetustapoja ja materiaaleja, joita opettaja käyttää. Viimeinen taas käsittelee opettajan roolia englannin tunneilla. Tutkimus valottaa, kuinka sosiokulttuuriset ja ekologiset oppimisteoriat sekä opetussuunnitelma näkyvät näissä kolmessa esiinnousseessa englannin opetuksen osassa
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Yeo, (Sue) Siew Hoong. "Understanding The Practices of Instructional Designers Through The Lenses of Different Learning Theories." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367862206.
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Howe, Andrew. "Learning in complex tasks: A comparison of cognitvie load and dual space theories." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10019.
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Cognitive Load Theory (CLT) and Dual Space Theory (DST) offer differing accounts of learning in complex settings. CLT argues that reducing processing demands on working memory (i.e. reducing cognitive load) will facilitate learning. Conversely, DST suggests that learning is improved by encouraging learners to focus on task rules (rule space search) rather than task instances (instance space search). Despite these differences, CLT researchers have proposed that the theories are complementary, suggesting that rule space search is contingent on low cognitive load. Three studies were conducted to examine this proposal with particular focus on the goal free effect. Study 1 trained participants on a complex task under conditions of high or low rule space search with cognitive load held constant. Results indicated that the high rule space search group acquired greater knowledge despite equivalent cognitive load between the groups. However, results may have been confounded by motivational differences. Study 2 manipulated rule space search and cognitive load in a 2 (goal type) x 2 (information level) between-subjects design. Manipulations were intended to create conditions where cognitive load and rule space search were both high or low, contrary to their proposed dependence. Results however were mixed. Whilst cognitive load and rule space search were unrelated in between-group comparisons, they were negatively related overall, consistent with CLT’s proposal. Study 3 refined the previous 2 x 2 design to clarify these findings. Results indicated that groups encouraged to search rule space did so independently of cognitive load, though results were not entirely consistent with either theory. Taken together, results tentatively suggest that cognitive load does not influence rule space search in all situations. The theories may therefore be independent explanations of learning in complex settings.
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Menendez, Maria Rosa. "Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/953.
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San, Anton Estibaliz. "Associations or Propositions? Exploring the dynamics of the relationships between behaviour and consciousness." Doctoral thesis, Universite Libre de Bruxelles, 2018. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/269065.
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Depuis plus d'un siècle, les psychologues étudient les mécanismes sous-jacents de l'apprentissage. Il existe actuellement deux théories principales qui peuvent être distinguées :les théories de la formation d'associations et les théories propositionnelles. Selon les théories propositionnelles, l'apprentissage est le produit d'inférences et de raisonnements sur des représentations propositionnelles. En revanche, selon une approche à double processus, l'apprentissage est guidé par le renforcement progressif de l'association qui pourrait être influencée par le raisonnement et interagir avec celui-ci si les participants disposent de suffisamment de temps. L'objectif principal de cette thèse est de contribuer au débat opposant ces deux théories en se focalisant sur une différence centrale entre les deux cadres théoriques :la conscience. Selon les modèles doubles d'apprentissage, ce processus de mise à jour graduelle ne dépend pas nécessairement de la conscience, tout en n'excluant pas qu'il puisse éventuellement aboutir à de telles représentations conscientes. Cependant, selon les modèles propositionnels, l'apprentissage se produit grâce à la capacité de former une représentation consciente de la relation entre les stimuli.Dans la présente thèse, cinq études seront présentées pour répondre à cette question. Dans la première étude, nous nous sommes intéressés à étudier comment le comportement et la conscience changent au cours de l'apprentissage et à démontrer les dissociations entre l'apprentissage conscient et inconscient. Dans une seconde étude, nous avions l'intention de reproduire et d'étendre un paradigme de conditionnement instrumental subliminal (Pessiglione et al. 2008). Les troisième et quatrième études ont utilisé la tâche Temps de réaction sériels pour explorer deux problèmes différents. Dans la troisième étude, nous avons étudié l'accès des participants à leurs ressources cognitives en manipulant l'intervalle entre la réponse du participant et la présentation du stimulus suivant. Dans la quatrième étude, nous avons étudié la relation entre le taux de clignement des yeux, qui est un marqueur indirect de l'activité dopaminergique, et l'apprentissage des séquences. Enfin, le but de notre cinquième étude était d'examiner si les nourrissons étaient sensibles à la force des probabilités transitionnelles ou s'ils extrayaient certains morceaux du flux d’information présenté.<br>Doctorat en Sciences psychologiques et de l'éducation<br>info:eu-repo/semantics/nonPublished
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Atolagbe, Tajudeen Abayomi. "A generic architecture for interactive intelligent tutoring systems." Thesis, Brunel University, 2001. http://bura.brunel.ac.uk/handle/2438/5013.
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This research is focused on developing a generic intelligent architecture for an interactive tutoring system. A review of the literature in the areas of instructional theories, cognitive and social views of learning, intelligent tutoring systems development methodologies, and knowledge representation methods was conducted. As a result, a generic ITS development architecture (GeNisa) has been proposed, which combines the features of knowledge base systems (KBS) with object-oriented methodology. The GeNisa architecture consists of the following components: a tutorial events communication module, which encapsulates the interactive processes and other independent computations between different components; a software design toolkit; and an autonomous knowledge acquisition from a probabilistic knowledge base. A graphical application development environment includes tools to support application development, and learning environments and which use a case scenario as a basis for instruction. The generic architecture is designed to support client-side execution in a Web browser environment, and further testing will show that it can disseminate applications over the World Wide Web. Such an architecture can be adapted to different teaching styles and domains, and reusing instructional materials automatically can reduce the effort of the courseware developer (hence cost and time) in authoring new materials. GeNisa was implemented using Java scripts, and subsequently evaluated at various commercial and academic organisations. Parameters chosen for the evaluation include quality of courseware, relevancy of case scenarios, portability to other platforms, ease of use, content, user-friendliness, screen display, clarity, topic interest, and overall satisfaction with GeNisa. In general, the evaluation focused on the novel characteristics and performances of the GeNisa architecture in comparison with other ITS and the results obtained are discussed and analysed. On the basis of the experience gained during the literature research and GeNisa development and evaluation. a generic methodology for ITS development is proposed as well as the requirements for the further development of ITS tools. Finally, conclusions are drawn and areas for further research are identified.
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Morris, Sarah H. Benson Jennifer Yasinski Carly. "Narratives of romantic rejection the effect of implicit theories and self-esteem /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1565.
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Tursic, Arslan. "TEACHING MOTION SKILLS WITHIN GAME TUTORIALS : Discovery learning theories tested on game tutorial design." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8354.
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This thesis explores the dynamic field of motion skill acquisition and uses discovery learning as means for learning motions. Differences are discussed between a virtual game environment and a real environment and how this can relate to motion skill acquisition. By testing different instructions for a created serious game, this thesis aims at exploring if there are significant differences in gameplay and motion skill acquisition. Respondents were exposed to different instructions before playing a game based on motion skill. In-game time was measured in order to understand if the time results could be affected with different types of instructions, furthermore, if no instructions regarding motion skill could be beneficial. Results indicate that no instructions lead to greater in-game time as well as tendency for showing greater fondness for the game controls.
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Strang, Kenneth David, and KenStrang-UQAM@yahoo com. "Advancing Project Management by Applying Learning Theories for Designing and Delivering Professional Education Online." RMIT University. School of Graduate Studies, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060411.124020.
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Online learning appeals to busy professionals and project managers (PMs) since demands from work, family, and personal interests compete with the desire to engage learning and finish courses. The thesis critically analyzes adult learning literature, then develops models, and tests the approaches at a commercial university. The professional learning model overcomes the gap in applied online learning design and delivery theories through a perspective transformation of the fundamental educational psychology principles, to shift the philosophy towards an integrated humanistic-constructivist paradigm. The key principles emphasized in this new approach are andragogical motivation, self-schema, self-efficacy, and self-regulation. A repeated-measures quasi-experiment was designed and conducted in a university online MBA program (n=48), using a scientific research methodology (that controlled confounding factors) to empirically test the professional learning factor model. Paired-treatment tests, factor covariances, coefficient of multiple determinations, and cause/effect multiple regression findings were statistically significant at the 95% confidence level (most tests exceeded 99%). A linear mathematical predictor and systemic model was substantiated from the concept testing, to quantitatively explain 66%(r²) of cause-effect variance between the contextual factors and dependent variables. These findings were compared to, and were in agreement with similar studies. The limitations of the quasi-experiments are small sample size, natural selection (as opposed to pure randomization), and generalizability to other contexts (models not yet replicated). The research makes a theoretical and empirical contribution to four stakeholder domains - Project Management (PM) professionals, adult educators, academic research community, and the PM body of knowledge. The first value claim consists of empirically proven online learning design and delivery guidelines, that can be applied and/or replicated. Secondly, the research multi-methods to decrease time-to-market for these multi-year experiments. Lastly the research evidence might promote the development of more 'soft-skills' content in PM
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Peker, Ender. "Campus As An Integrated Learning Environment: Learning In Campus Open Spaces." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612496/index.pdf.
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Recent researches on campus learning environments present that there is a seeking for alternative learning spaces among students. Researches argue that more learning is taking place outside of class time than ever before. With an increased emphasis on collaboration and group projects, students are learning in small groups outside of the classrooms as they accomplish work related to their courses. Literature defines these experiences as &lsquo<br>informal learning&rsquo<br>. Therewithal, campus open spaces are one of the major areas where students prefer for their informal learning experiences.
This thesis aims to search the influence of campus open space design on students&rsquo<br>learning experiences. Additionally, it argues that there is a strong relation between the learning and the space where learning action occurs. In doing this, it both covers a theoretical framework and a case study. Within the theoretical part, it discusses various learning theories with respect to the prominent principles for each theory. It reveals learning space design indicators which affects learning both in indoor and outdoor learning environments. In the case study, with the analysis of different sample areas from METU campus, the study both investigates the learning experiences actualized on campus open spaces and the triggering design indicators which enhance these experiences.
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Benson, Jennifer Morris Sarah H. Yasinski Carly. "Growth in narratives of romantic rejection differences in self-esteem and implicit theories /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1565.
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Pankhurst, Kate. "The quality of labour : the economics of discretion and of learning during work." Thesis, University of Cambridge, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306509.
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Gallo-Fox, Jennifer. "Learning to teach in a coteaching community of practice." Thesis, Boston College, 2009. http://hdl.handle.net/2345/754.
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Thesis advisor: Curt Dudley-Marling<br>As a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12 classrooms, classroom teacher practice, and teacher preparation. This has led to the acknowledgement of limitations of traditional field practicum and that these learning experiences are not well understood (Bullough et al., 2003; Clift & Brady, 2005). Alternative models for student teaching, including those that foster social learning experiences, have been developed. However, research is necessary to understand the implications of these models for preservice teacher learning. Drawing on sociocultural theoretical frameworks and ethnographic perspectives (Gee and Green, 1998), this qualitative research study examined the learning experiences of a cohort of eight undergraduate preservice secondary science teachers who cotaught with eight cooperating teachers for their full practicum semester. In this model, interns planned and taught alongside multiple cooperating teachers and other interns. This study centers on the social and cultural learning that occurred within this networked model and the ways that the interns developed as high school science teachers within a coteaching community of practice (Wenger, 1998). This study utilized the following data sources: Intern and cooperating teachers interviews, field observations, meeting recordings, and program documentation. Analysis focused on community and interpersonal planes of development (Rogoff, 1995) in order understand of the nature of the learning experiences and the learning that was afforded through participant interactions. Several conclusions were made after the data were analyzed. On a daily basis, the interns participated in a wide range of cultural practices and in the activities of the community. The coteaching model challenged the idiosyncratic nature of traditional student teaching models by creating opportunities to learn across various classroom contexts. In different classrooms, there were markedly different constructions of teacher practice and participant roles. The implementation of the coteaching model also resulted in the creation of an interconnected network of colleagues. In the resulting learning community, coteachers supported one another's developing practice and critically examined their shared practice<br>Thesis (PhD) — Boston College, 2009<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Basson, Magdalene. "Die ontwikkeling van ‘n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79797.
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Thesis (MEd)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: The increasing number of isiXhosa learners in Afrikaans medium schools gave rise to this investigation. According to our Constitution, all citizens have the right to receive education in one of the official languages. Some isiXhosa parents exercise their democratic right by enrolling their children in English- or Afrikaans-medium schools. They are of the opinion that the level of education is of a higher standard in these schools. Consequently, some isiXhosa learners in Afrikaans-medium schools develop barriers to learning due to the fact that they have little or no knowledge of Afrikaans.
The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes. Secondly, the aim of the study was to determine whether the literacy intervention programme would lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa learners in grade 4 to 6 Afrikaans-medium classes. The research was conducted in a previously disenfranchised Afrikaans-medium school in Stellenbosch.
The research methods employed comprised a literature review supported by an empirical investigation that included pre- and post-tests with learners, interviews with educators and the development and implementation of a literacy intervention programme. A mixed method research design was used, because quantitative data alone would have supplied inadequate answers to the research question.
The theoretical basis of the study was Piaget’s theory of cognitive development, as well as Vygotsky’s social constructivist language acquisition theory. Both Piaget and Vygotsky emphasised the importance of social interactions in cognitive development. They regarded the development and use of vocabulary as an integral part of these interactions. Research indicates that the field of second language acquisition is multifaceted and is not supported by a singular theory. Three theories of second language acquisition were explored in this study. They are the communicative approach, shared reading and the schema theory. The role that the language-in-education policy, motivation and social economic status play in second language acquisition was also investigated. Another goal of the literature review was to collect data to develop a literacy intervention programme in which the above-mentioned theories of second language acquisition were utilised. The marsh at the school served as the context for the activities in the programme. Twenty isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes were subjected to an intervention programme over a period of six months to determine the success of the intervention programme. Data gathering included quantitative data (pre- and post-tests) as well as qualitative data (interviews with Afrikaans educators) to determine whether the learners’ vocabulary and reading comprehension had improved.
The results of the study indicate that the implementation of the literacy intervention programme can lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 tot 6 Afrikaans-medium classes. This is substantiated by previous research. The results also support findings that the Afrikaans vocabulary and reading comprehension of isiXhosa learners in the Afrikaans-medium intervention school can improve if the appropriate intervention is offered timeously.<br>AFRIKAANSE OPSOMMING: Hierdie ondersoek is onderneem weens die toenemende getal Xhosa-moedertaalsprekers in Afrikaansmediumskole. Volgens die Grondwet het elkeen die reg om onderrig in enige van die amptelike tale te ontvang. Sommige Xhosasprekende ouers oefen hierdie reg uit deur hulle kinders in Afrikaansmediumskole te plaas. Hulle is van mening dat onderrig van 'n hoёr gehalte daar plaasvind. Gevolglik is daar 'n toename van leerders wat struikelblokke tot leer ondervind, omdat hulle min of geen begrip van Afrikaans het nie.
Eerstens, is die fokus van hierdie studie die ontwikkeling van 'n geletterdheidsintervensieprogram om die Afrikaanse woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers in 'n Afrikaansmediumskool te bevorder. Ten tweede is dit om te bepaal of die geletterdheidsintervensieprogram 'n verbetering in die woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers tot gevolg gehad het. 'n Voorheen benadeelde Afrikaansmediumskool in die Stellenbosch-omgewing is deur die navorser gekies vir die implementering van die geletterdheidsintervensieprogram.
Hierdie projek het 'n literatuurstudie ondersteun deur 'n empiriese ondersoek wat voor- en natoetse met leerders, onderhoude met onderwysers en die ontwerp en toepassing van 'n geletterdheidsintervensieprogram ingesluit het, behels. Daar is van 'n gemengde navorsingsontwerp gebruik gemaak, omdat die gebruik van slegs kwantitatiewe data onvoldoende antwoorde op die navorsingsvraag sou verskaf.
'n Literatuurondersoek is gedoen om 'n teoretiese grondslag vir die studie te verkry. Piaget se teorie van kognitiewe ontwikkeling en Vygotsky se sosiaal-konstruktivistiese taalverwerwingsteorie is gebruik om die verwerwing van 'n tweede taal te beskryf. Beide Piaget en Vygotsky het die belangrikheid van sosiale interaksies in kognitiewe ontwikkeling beklemtoon. Hulle het die ontwikkeling en gebruik van woordeskat as 'n integrale deel van hierdie interaksies beskou. Die studie dui daarop dat die aard van tweedetaalverwerwing kompleks is en nie deur 'n enkele teorie ondersteun kan word nie. Drie verskillende benaderings tot tweedetaalverwerwing, naamlik die kommunikatiewe benadering, gedeelde lees en die skema-teorie, is ondersoek. Die rol wat die taal-in-onderwysbeleid (TiOB), motivering en sosio-ekonomiese status in tweedetaalverwerwing speel, is ook ondersoek.
'n Verdere doel van die literatuurondersoek was om inligting te versamel om 'n geletterdheidsintervensieprogram te ontwerp waarin bogenoemde benaderings tot tweedetaalverwerwing gebruik is. Die vleiland by die skool het die konteks geskep waarbinne die onderskeie aktiwiteite beplan is. Die geletterdheids-intervensieprogram is vir ses maande in 'n klas met 20 graad 4 tot 6 Xhosa-moedertaalsprekers toegepas om die sukses daarvan te bepaal. Datagenerering het bestaan uit kwantitatiewe data (voor- en natoetse) asook kwalitatiewe data (onderhoude met die opvoeders wat Afrikaans onderrig) om vas te stel of die leerders se woordeskat en leesbegrip verbeter het al dan nie.
Die resultate van hierdie studie toon dat die toepassing van die geletterdheidsintervensieprogram tot die verbetering van die Xhosa-moedertaalsprekers in graad 4 tot 6 Afrikaansmediumklasse se Afrikaanse woordeskat en leesbegrip kan lei. Dit stem ooreen met bevindinge van vorige navorsing, naamlik dat die verbetering van leerders se woordeskat tot die verbetering van leesbegrip lei. Verder ondersteun die resultate die bevindinge dat Xhosa-moedertaalsprekers in die Afrikaansmedium intervensieskool se Afrikaanse woordeskat en leesbegrip kan verbeter, mits hulle die nodige, gepaste ondersteuning betyds ontvang.
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Gashler, Mike. "Manifold sculpting /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1828.pdf.
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Zaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.
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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.<br>Ph. D.
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Bezuidenhout, J., der Westhuizen D. Van, and Beer K. J. De. "Andragogy : a theoretical overview on learning theories that impact on benchmarking blended learning at the Central Univerity of Technology, Free State." Interim : Interdisciplinary Journal, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/441.
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Published Article<br>Blended learning has shown enormous growth worldwide during the last decade. Blended learning initiatives expanded rapidly, as technological improvement and a greater demand from learners arose as a result of the need for life-long learning and changing demands in the world of work. Many higher education institutions use blended learning as an alternative for or additional to conventional face-to-face education. The changing needs of learners, and especially adults, forced institutions to upgrade their traditional courses and increasingly make use of technologically enhanced courses.
The research problem encompasses the fact that the growth of blended learning poses many problems to higher education institutions, as the delivery by means of technology is complex. Many higher learning institutions were not prepared adequately to deliver education by using blended learning and did not have the required systems in place. The greatest concern was that staff was not familiar with the technology or its use and that the particular demands of staff arrangements to engage in blended learning programs were not taken into account. It appears that institutions did not plan or have systems and guidelines in place to implement programs at a distance using blended learning technology. Another concern was that most of the programs held traditional approaches and has not been adapted to suit the particular characteristics and needs of distance education by taking the planning, development and review of such programs into consideration. As part of ongoing research at the Central University of Technology, Free State appropriate research had to be undertaken. Consequently the following research question emanated from the research problem:
Within the context of higher education in South Africa, what framework underpinned by andragogy, national education policies and blended learning theory, will benchmark and support the implementation of blended learning at the Central University of Technology, Free State.
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Bezuidenhout, J., der Westhuizen D. Van, and Beer K. J. De. "Andragogy : a theoretical overview on learning theories that impact on benchmarking blended learning at the Central Univerity of Technology, Free State." Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/474.
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Published Article<br>Blended learning has shown enormous growth worldwide during the last decade. Blended learning initiatives expanded rapidly, as technological improvement and a greater demand from learners arose as a result of the need for life-long learning and changing demands in the world of work. Many higher education institutions use blended learning as an alternative for or additional to conventional face-to-face education. The changing needs of learners, and especially adults, forced institutions to upgrade their traditional courses and increasingly make use of technologically enhanced courses.
The research problem encompasses the fact that the growth of blended learning poses many problems to higher education institutions, as the delivery by means of technology is complex. Many higher learning institutions were not prepared adequately to deliver education by using blended learning and did not have the required systems in place. The greatest concern was that staff was not familiar with the technology or its use and that the particular demands of staff arrangements to engage in blended learning programs were not taken into account. It appears that institutions did not plan or have systems and guidelines in place to implement programs at a distance using blended learning technology. Another concern was that most of the programs held traditional approaches and has not been adapted to suit the particular characteristics and needs of distance education by taking the planning, development and review of such programs into consideration. As part of ongoing research at the Central University of Technology, Free State appropriate research had to be undertaken. Consequently the following research question emanated from the research problem:
Within the context of higher education in South Africa, what framework underpinned by andragogy, national education policies and blended learning theory, will benchmark and support the implementation of blended learning at the Central University of Technology, Free State.
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Hussain, Hanin Binte. "Managing Learning Journeys in Active Movement: Developing theories of change in professional development and change." Thesis, University of Canterbury. College of Education, 2007. http://hdl.handle.net/10092/1056.
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This thesis explores two problems: (1) how early childhood teachers can manage professional development and change in their own settings, and (2) how to create a thesis. Both facets of the thesis emerge from the professional development in Active Movement that the teachers and I co-constructed at our early childhood centre between April 2005 and June 2006. This thesis sets out to test the main idea that having a theory of change for teachers' professional development can help teachers negotiate complex change and craft their own professional development solutions. It uses stories as a key facet of its methodology and presents stories of professional development and change related to five inter-weaving learning journeys. The learning journeys relate to (1) my learning journeys as a professional development coordinator and (2) as a researcher, (3) the overall learning journeys and (4) & (5) teachers' collective learning journeys to implement two different but related practices in Active Movement. The stories provide a range of professional development solutions and change at individual and collective levels from which different theories of change can be derived. From these stories, I identify three theories of change as well as the complex changes we negotiated and the professional development solutions we crafted. In identifying the theories of change, the complex changes and the professional development solutions, this thesis supports the main idea and argues that teachers can develop a theory of change to manage professional development and change in their own settings. This thesis argues that a theory of change is a set of strategies that address the local conditions. It suggests that the process of developing a theory of change can include articulating local conditions and creating strategies that support and guide the change in ways that address these local conditions. It also suggests that recognising what counts as local conditions and strategies can help teachers develop their own theories of change. In creating the strategies to support the change effort, it is important to identify the purpose of the strategies, their underlying values and relationships, and the day-to-day realities that constrain the change effort. At the same time, it is important to identify how different strategies inter-relate to help us manage the tensions that can arise from these relationships. This thesis argues that theories of change can include multiple and embedded theories of change, that we can create theories of change as plans or explanations of change or as dynamic theories of change that emerge from the inter-play between plans and explanations. This thesis also argues that there are different ways to articulate our theories of change and that there are limits to the extent to which we can or should articulate them. It also argues that the theories of change we create and use for our change efforts depend on the nature of the change. A theory of change that embodies the process of emergence is useful for managing professional development and change efforts that have a high degree of complexity and uncertainty and whose end goals are initially unknown. This thesis also suggests that creating the role of a professional development or change coordinator can help centres manage the knowledge used and created in the professional development or change effort in ways that benefit individuals, groups and the centre. This thesis also argues that (1) the thesis investigation is my personal professional development and represents my learning journeys to create a thesis, (2) the thesis report constitutes a theory of change for the thesis investigation, and (3) the thesis is experimental in the way that it is reported. This thesis proposes other possible investigations related to the idea of theories of change; (1) to develop an Active Movement community of practice within the wider early childhood sector, and (2) to investigate the role of theories of change in everyday teaching and learning. Finally, it uses the notion of value creation to suggest ways to create added value for the teachers and the Centre, for Sport and Recreation New Zealand and for myself.
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Percy, Rachel. "Facilitation of participatory agricultural research and extension : an analysis of experimental learning theories and practice." Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411504.
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Ousey, Graham Cristopher. "Social Bonding, Social Learning, and Delinquency: A n Examination of Two Etiological Theories of Deviance." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539625850.
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Mori, Yuto. "Path optimization with neural network for sign problem in quantum field theories." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263466.
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Streder, Katherine Lauren. "Variability of Practice and Strength Training Periodization: When Theories Collide." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1109.
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The primary purpose of this study was to examine whether variability of practice enhances neuromuscular adaptations when compared to traditional strength training. The secondary purpose was to investigate whether there was a difference in perception of exertion between the two strength programs. Forty one subjects (23 women and 18 men) were assigned to either the control group or one of two treatment groups by a blocked-random method. Subject's one repetition maximum (1RM) for the kettlebell press and leg press were measured at baseline, after 4 weeks of training, and after 8 weeks of training. The treatment groups completed 8 weeks of training consisting of 3 days a week with at least one recovery day in between each session. In weeks 1 through 3, subjects undergoing the traditional treatment completed 3 sets of 8 repetitions at 70% of their 1RM for each exercise. Weeks 4 through 6 were composed of 3 sets of 6 repetitions at 77% 1RM. In weeks 7 and 8, 3 sets of 4 repetitions at 85% 1RM were performed. Over the course of the eight weeks, the variable treatment was comprised of 5 sets of the kettlebell and leg press. A set of 4 repetitions at 77% of the subject's 1RM, one of 5 repetitions at 70% 1RM, another of 3 repetitions at 85% 1RM, one of 6 repetitions at 65% 1RM, and finally a set of 2 repetitions at 93% 1RM were performed every session. The order of these sets were changed every 3 weeks, altering where in the session the highest intensity set was in relation to the lower intensity sets. Ratings of perceived exertion (RPE) were recorded following treatment to determine subject's perception of intensity during each set. Analysis of variance with repeated measures did not reveal significantly different strength gains between treatment groups in either lift, although variable treatment resulted in greater mean strength gains over almost every time interval. Analyses of RPE data revealed significantly lower reported RPE values for the variable treatment compared to the traditional treatment in both lifts. The greater mean strength gains and significantly lower RPEs of the variable treatment program compel us to conclude it is a superior training method for increasing strength compared to the traditional program.
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Mkonto, Patricia Nosisana. "The development and evaluation of a learning styles assessment tool for the South African higher education context." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2563.
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Philosophiae Doctor - PhD<br>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.<br>South Africa
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Siu, Mei-ling Jacqueline. "Would students' causal attributions and implicit theories of intelligence be mediated by teachers' feedback on their performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791261.
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