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1
Singh, Kalwant. "Basin analog approach answers characterization challenges of unconventional gas potential in frontier basins." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4972.
Full textAbstract:
To continue increasing the energy supply to meet global demand in the coming
decades, the energy industry needs creative thinking that leads to the development of new
energy sources. Unconventional gas resources, especially those in frontier basins, will
play an important role in fulfilling future world energy needs. We must identify and
quantify potential unconventional gas resources in basins around the world to plan for
their development. Basin analog assessment is one technique that can be used to identify
and quantify unconventional gas resources that is less expensive and less time
consuming.
We have developed a basin analog methodology that is useful for rapidly and
consistently evaluating the unconventional hydrocarbon resource potential in exploratory
basins. We developed software, Basin Analog System (BAS), to perform and accelerate
the process of identifying analog basins. Also, we built a database that includes geologic
and petroleum systems information of intensely studied North America basins that
contain well characterized conventional and unconventional hydrocarbon resources. We
have selected 25 basins in North America that have a history of producing unconventional gas resources. These are âÂÂreferenceâ basins that are used to predict
resources in frontier or exploratory basins. The software assists us in ranking reference
basins that are most analogous to the target basin for the primary purpose of evaluating
the potential unconventional resources in the target basin. The methodology allows us to
numerically rank all the reference basins relative to the target basin. The accuracy of the
results depends on the descriptions of geologic and petroleum systems. We validated the
software to make sure it is functioning correctly and to test the validity of the process and
the database.
Finding a reference basin that is analogous to a frontier basin can provide insights
into potential unconventional gas resources of the frontier basin. Our method will help
industry predict the unconventional hydrocarbon resource potential of frontier basins,
guide exploration strategy, infer reservoir characteristics, and make preliminary decisions
concerning the best engineering practices as wells are drilled, completed, stimulated and
produced.
2
Payne, Alan Robert. "An intertextual approach for teaching literature /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850458331&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279561194&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2008.<br>Typescript. Vita. "May 2008." Major professor: Benjamin F. Fisher Includes bibliographical references (leaves 166-170). Also available online via ProQuest to authorized users.
3
Stewart, Mary Louise. "Teaching expository writing a process approach /." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627693.
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4
Dawes, A. "Why chemistry teaching? : a narrative approach." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1561583/.
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The narrative approach used in this study is a complement to larger scale quantitative studies into teacher recruitment and suggests that chemistry teachers’ relationship with the subject and prior teaching experience can have a large part to play in them entering the profession, whilst the influence of their own teachers is more nuanced than the wider literature suggests. There have been recent international concerns over teacher recruitment and attrition rates, especially in mathematics and the physical sciences. Much has been written about the recruitment of student teachers and the reasons people give for going into teaching, but little on the broader context of these people’s lives and the complex influences on their career decisions. This study concerns eight current UK chemistry teachers and their stories of becoming teachers. These are told through interviews and examine twin research areas: namely, the key influences on becoming a teacher, and what can be learned about teacher recruitment from considering the narratives of teachers at different points in their careers. Two analytic lenses were used for these eight narratives: a broadly inductive thematic analysis and a broadly deductive analysis, using the psychoanalytical idea of the defended participant and attempting to ‘read between the lines’. These lenses were used to both exemplify and challenge each other, providing triangulation of interpretation. Results align with that of the broader literature that family background and interest in, and utility of, studying chemistry influence career life decisions, but that some people experience moments where their career trajectory changes towards teaching whereas others followed a smooth path towards this end. Particularly influential appears to be prior teaching experience which led to changes of trajectory for some of the participants in this study. The narrative approach used complements current perspectives on teaching recruitment as it seeks to consider the wider picture of a person’s life and, through a defended participant perspective, exposes influences that may not have been obvious to the participants themselves.
5
O'Broin, Sean. "An approach to teaching computer simulation." Thesis, Loughborough University, 1985. https://dspace.lboro.ac.uk/2134/25495.
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The thesis proposes a method for teaching computer simulation. The method involves the use of a large-scale real-life project which had been carried out by the author on a consultancy basis. This project has been developed into a teaching package which is intended for a wide spectrum of students, thus little knowledge of mathematics is assumed. This method has been found to be the most successful one by the author in over twenty years of experience with different types of students and this particular package has been tried successfully with a group of students in Hong Kong. The.real system and the relevant problems involved are first described and considered. From this an extremely simplified version is then extracted. Solution methods are considered and the usefulness of simulation demonstrated. The tools required for a simulation are then introduced, the simulation language used being GPSS which is considered by the author to be the most appropriate on the basis of ease of learning and future usefulness. In a series of steps realistic complications are added to this simple system while in parallel the required extra elements of the simulation language are introduced building up to the final simulation of the real system by the students who will by then have a thorough grasp of GPSS. They will also have had the experience of developing a full-scale simulation model. At this stage the students will be in a position to apply their knowledge and experience to problems in other fields and the author hopes that the lecturer will be motivated to develop similar projects for teaching in other areas.
6
Goodman, S. H. "Investigation into the potential application of microbial enhanced oil recovery on unconventional oil : a field specific approach." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3022534/.
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A substantial amount of the world’s recoverable oil reserves comprise unconventional resources. However great difficulty has been encountered in recovering oil lower than 22° API. Therefore, advanced methods of Enhanced oil recovery (EOR) such as microbial enhanced oil recovery (MEOR) have been employed to increase the amount of recovered residual oil. MEOR involves the use of bacteria and their metabolic products to alter the oil properties or rock permeability within a reservoir in order to promote the flow of oil. Although MEOR has been trialled in the past with mixed outcomes, its feasibility on heavier oils has not been fully demonstrated. The aim of this study was to show that MEOR can be successfully applied to unconventional oil fields to increase oil production. Using both genomic and microbiologically applied petroleum engineering techniques, it was possible to target and isolate key indigenous microorganisms with MEOR potential from the reservoir of interest. In this study we have identified an indigenous microorganism (Bacillus licheniformis Bi10) that was capable of enhancing heavy oil recovery. This strain was applied to field specific microcosms and the effect of this microorganism was compared to variant inoculate, showing improved recovery beyond levels shown by previous MEOR related bacteria (Additional Oil Recovery- 11.8%). Furthermore, we also confirmed that the use of biosurfactant lichenysin alone was not as effective in MEOR compared to viable cell treatment, and hypothesized that a dual mechanism of action approach may be taking place within the microcosm, of both bio-plugging and wettability alteration. The interfacial tension of biosurfactant produced by the Bi10 isolate also showed a substantial decrease in wettability calculations, to < 5 mNm-1, lower than any other bacterial surfactants have been shown in heavy oil environments Comparative genomics also revealed key genetic variations between this and similar MEOR strains that could hold the key to its increased potential for future MEOR strategies. The results presented in this thesis were part of an ERDF project, involving academic and industrial partner, BiSN Laboratory Services, on fundamental and applied aspects of microbial enhanced oil recovery in heavy oilfield environments, which was funded to improve the understanding of MEOR and its processes in these unconventional oil environments.
7
Raghava, Rao Jonnalagadda, Murali Sathish, Rathinam Aravindhan, and Thanikaivelan Palanisamy. "A Novel Preservation-cum-Unhairing Process for Sustainable Leather Manufacturing - 245: An Unconventional Approach in Leather Making." Verein für Gerberei-Chemie und -Technik e. V, 2019. https://slub.qucosa.de/id/qucosa%3A34198.
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Content:
Preservation (or) curing is an important unit process for transportation and storage of raw hides/skins without any deterioration. Popular preservation process is mostly achieved by reducing the moisture
content of hides/skins using common salt (NaCl). Usage of salt in preservation process leads to generation of large amount of contaminated salt, total dissolved solids (TDS) and consume huge amount of water for subsequent rehydration step. On the other hand, lime-sodium sulphide based reductive process is commonly employed for the removal of hair from hides/skins. This process leads to generation of lime sludge and possible evolution of toxic hydrogen sulphide gas thereby making the working atmosphere more unpleasant. Several alternative techniques for preservation as well as unhairing process have been developed individually to replace salt and sulfide, respectively. However, a single compound performing dual functions such as preservation and unhairing action in neutral pH conditions has not explored so far. In the present work, a novel formulation has been developed, which possess the both preservation and unhairing potential, and applied on the hides/skins for storage up to 6 months at ambient conditions without dehydration. Low level of sulphide was used during alkaline fiber opening for complete removal of hair. The strength and organoleptic properties are on par with salted skins/hides. The developed process completely eliminates the use of salt and 75% sulphide and also reduces the time and water required for soaking process. The developed system reduces 85% of pollution load discharged from soaking and unhairing processes.
Take-Away:
One pot system for salt free preservation and low sulfide dehairing for sustainable leather manufacture.
8
Ball, David Howard Tekach-Ball Mara Roxanne. "A modular approach to human rights teaching /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1074096x.
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Thesis (Ed. D.)--Teachers College, Columbia University, 1987.<br>Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Heidi Hayes Jacobs, Paul Byers. Bibliography: leaves 302-309.
9
FIGUEIREDO, ROBERTO LESSA. "A NEW APPROACH FOR TEACHING DIMENSIONAL METROLOGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3775@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A presente Dissertação de Mestrado Uma nova abordagem
para
o ensino de metrologia dimensional, propõe uma
alternativa
de utilização de tecnologia da informação e de internet
como ferramenta educacional, focando, sobretudo, um
novo conceito de sistema educacional interativo orientado
para o treinamento de profissionais em metrologia
dimensional. O sistema implementado, cujo o acesso
foi facultado à comunidade universitária da Pontifícia
Universidade Católica do Rio de Janeiro (PUC-Rio) e aos
profissionais e clientes da Mitutoyo Sul Americana Ltda.,
constitui-se como parte do esforço do Programa de
pósgraduação em Metrologia da PUC-Rio voltado ao
desenvolvimento de técnicas mais eficazes de ensino e
treinamento à distância em metrologia. O trabalho
aborda, também, a evolução da educação a distância (EaD),
sua utilização nos ambientes coorporativos, enfatizando
as
dificuldades associadas à disseminação da educação
vocacional profissionalizante no Brasil e no mundo.
Sugere,
ainda, ações que possam efetivar a internet como
ferramenta
eficaz na preparação de profissionais para a sua inserção
em um mercado globalizado competitivo.<br>The present Master`s Degree Dissertation A new approach for
teaching dimensional metrology, suggests an alternative for
the use of information technology and world wide web
(Internet) techniques applied to education in metrology,
focusing on a new concept of interactive educational system
devoted to professionals interested in dimensional
metrology. The implemented system, made available to the
university community of the Catholic University of Rio de
Janeiro (PUC-Rio) and also to professionals and clients of
Mitutoyo Sul Americana Ltda., constitutes part of the
inherent effort developed by the Post-Graduate Program in
Metrology of PUC-Rio aiming at the development of more
efficient and advanced techniques for teaching metrology.
The work also addresses the evolution of distance education
(EaD) and its use in corporate environments, emphasizing
most common difficulties met to disseminate education in
Brazil and around the world. Additionally, it also suggests
actions that may turn the Internet into an efficient tool
in preparing professionals for their entry into a
competitive globalized market.
10
Johnson, William Scott. "A natural law approach to teaching values." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3406/.
Full textAbstract:
The teaching of values to youth in contemporary societies is more problematic than ever before. Globalisation, technological change, the decline of belief systems, and the breakdown of the family have created an environment where people fear that character education may impart values to children which conflict with their own. Natural law holds the potential to identify basic values which almost all can embrace. Some believe Hume’s Guillotine has rendered natural law reasoning invalid. The perceived objections to ethical naturalism of Hume, Moore, and Mackie are herein shown to pose no significant obstacles to natural law thought. A contemporary form of ancient natural law reasoning is advanced here; it is then combined with a uniquely simple and practical approach to pedagogy. This pedagogy is shown to have exceptional motivational power. The ability of the form of natural law reasoning here set forth to deduce prescriptivity from the natural world is then demonstrated, using the area of reproductive and gestational health in order to give an instantiation of legitimate derivation of values from facts. This ethical reasoning and teaching strategy will likely be approved by those who would otherwise object to children being taught values while at school.
11
Chung, Wai Hing. "Teaching computer control applications : a programming approach." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19628.
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12
Thomas, Joel W. "Special forces and the art of influence a grassroots approach to psychological operations in an unconventional warfare environment." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Jun%5FThomas.pdf.
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13
Cunningham, Susan J. Grabill Joseph L. "Teaching the cold war using a comparative approach." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219082.
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Thesis (D.A.)--Illinois State University, 1991.<br>Title from title page screen, viewed December 22, 2005. Dissertation Committee: Joseph Grabill (chair), Lawrence McBride, Edward Schapsmeier, Jamal Nassar, Gerlof Homan. Includes bibliographical references (leaves 164-179) and abstract. Also available in print.
14
Pedroni, Michela. "Teaching introductory programming with the inverted curriculum approach." Zürich : ETH, Eidgenössische Technische Hochschule Zürich, Professur für Software Engineering /Chair of Software Engineering, 2003. http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=198.
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15
Oldford, Rhona G. "Teaching and learning with technology : an integrated approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ36160.pdf.
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16
Brown, Rosemary. "Teaching adults with learning difficulties : a Rogerian approach." Thesis, University of Derby, 2001. http://hdl.handle.net/10545/283396.
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This thesis uses an evaluation of a course based on a Rogerian approach to education to challenge the efficacy of the normative/behaviourist approach, which has been used to train adults labelled as having learning difficulties. Unlike behaviourist approaches, Rogers' work seeks to empower students to become self-directed learners and claims to teach them how to become their own behaviour change agents. The research questions focused fIrstly on whether it was possible to use genumess, acceptance and empathic understanding to build the 'climate of trust' that Rogers claimed facilitates student learning (Rogers, 1983: 18) and secondly on the learning that took place in such a 'climate.' Primary data were gathered usmg participant-observation, written records and tape recordings throughout the two-year action-research programme. The evaluation took place post hoc. The evidence demonstrates that the adoption of Rogerian principles to develop the skills of communication, decision-making and self-evaluation generated a 'climate of trust' in which student learning and 'trust' became mutually reinforcing. Evidence from the second year, in the form of case studies, showed how different each individual student was, how their talents and needs varied and how they developed increased self-esteem and self-confidence. However, the Rogerian approach was not implemented without problems. His beliefs about genuineness, acceptance and empathic understanding do not recognise that the source of genuineness is the tutor's subjective values, whilst empathy requires an imaginative leap to grasp the students' subjective meaning. The tutor may well have to face dilemmas where her personal values are in conflict with her empathic understanding of her students' perspectives. Conflicts also arose between the needs of individual students and the needs of the group as a whole. Furthermore, Rogers' work largely ignores the pedagogic skills required of the tutor. In advocating breaking down the 'us and them' divide between tutor and taught, he ignores the problem of establishing a structure of legitimate authority. This was resolved by establishing a form of democratic decision making as a radical alternative to the praise/blame culture of the traditional classroom. Rogers' ideas may be utilised by tutors in ways that help students labelled as having learning difficulties drop the 'defensive strategies' (Goffinan, 1968:44) and 'facades' (Rogers, 1983:24) associated with stigma and 'spoiled identity.' The importance of 'critical events' (Woods, 1993:3) as turning points for learning following the building of trust, is highlighted. Several incidents highlighted the problems that arise for tutors who lack background knowledge of students' involvement with other professionals. This has led to unresolved issues and hence to a recommendation for more research into the potential for greater team-work. The Rogerian approach is not a formula. It engenders a climate of mutual respect where trust can grow. It is recommended to tutors working with adults labelled as having learning difficulties as it empowers them to direct their own learning and to become their own behaviour change agents.
17
Minardi, Katherine Sublett. "Using Children's Literature: An Approach to Teaching Reading." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/84.
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The purpose of this project was to develop a thematic unit of children's literature that combines skills-based and meaning-based reading instruction. The curriculum guide was designed for use with third and fourth graders. Lessons concentrated on relating each story to previously read stories through guided questioning. Emphasis was placed on critical reading and thinking skills, as well as the integrating of reading, writing, listening, and speaking. The curriculum was reviewed by seven third and fourth grade inservice teachers from two schools. Both quantitative and qualitative data were collected using a researcher-designed questionnaire. Results indicated that the teachers surveyed found the curriculum guide to be successful in combining children's literature into a thematic unit and that such a unit is an effective means of teaching reading. Also, the researcher concluded that the curriculum would be useful for teachers desiring to move toward a more holistic instructional approach. In addition, it was found that the curriculum effectively encouraged learner involvement and fostered higher-level thinking skills. Furthermore, the researcher concluded that the curriculum effectively integrated the four language art components in meaning-centered reading experiences which, in turn, enabled children to read, write, listen, and speak more often and at a higher level.
18
Sines, Deborah. "A holistic approach to teaching literature in kindergarten." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/410.
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Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.
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Caserta, Mary Kathryn. "Revitalizing the Pedagogical Approach to The Hero's Journey." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1619270080963203.
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Pupo, Marie. "Teaching intellectually disabled students addition through a multisensory approach." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26312.
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This study was designed to see if children with intellectual disabilities could be taught to add pairs of single-digit numbers using the Touch Math method. Three intellectually disabled students who could add only by using physical representations of numbers were selected for the study. A multiple-probe design across the 3 students was used to evaluate the effectiveness of the intervention. The intervention consisted of a three-step addition program that was planned to teach students to add by counting the faded touch points of the smaller addend starting from the larger addend. The data show that the 3 children were able to master the program and to retain the Touch Math method from 1 to 5.5 months following completion of the program. Suggestions for future research and for teachers are discussed.
22
Kalchman, Mindy Susan. "Teaching functions in the elementary years, a developmental approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0017/MQ28712.pdf.
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Morgan, Christopher. "Instrumental music teaching and learning : a life history approach." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284626.
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Bond, R. M. "An interrelated approach to teaching mathematics in secondary schools." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/7467.
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This thesis is primarily concerned with the production and evaluation of ideas and materials, based upon an interrelated approach to teaching, which is aimed at arousing curiosity and interest in pupils in secondary schools from the age of fourteen upwards. A case is presented for the consideration of such an approach and a brief account given of how early ideas were formulated. These ideas resulted in the establishment of positive guidelines and strategies upon which the research was to be based. Much emphasis is placed on the significance of effective and attractive written materials for pupils with one chapter being specifically aimed at outlining important aspects of general module preparation. The thesis presents in some detail evaluations of trials carried out with groups of students studying a variety of topics involving mathematical principles. It attempts to describe the successes and failures of various modules of study devised during the research programme and takes special account of comments made by pupils and staff who participated in trials. With the recommendation for a new approach to teaching, effective in-service training of teachers is an essential exercise. Various in-service training programmes organised for teachers and ideas produced during these sessions by enthusiastic, stimulated participants are reported. In addition, the thesis contains proposals for the establishment of a professional centre for mathematical education in schools and colleges within Leicestershire where ideas produced from research projects such as this can be extended, developed fully and subsequently disseminated in an effective manner. In conclusion, the achievements of the research programme are discussed and recommendations and suggestions made for wider use of the interrelated approach to teaching in secondary schools.
25
Anosike, Cordelia Nwamaka. "Improving primary science teaching in Nigeria : a workshop approach." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021732/.
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Earlier studies have shown that the majority of the teachers in primary schools in Nigeria are ill-equipped to teach science. It was also established that most of these primary school science teachers had rather poor background and training in science. The present study was therefore designed to establish the efficacy of practical workshops as a way of furthering teachers' professional competency in science. This was done through a field study of these teachers in their teaching environment. The investigation was carried out in three phases. The first phase involved a questionnaire survey covering 180 primary six teachers located in three of the 30 states of Nigeria (Anambra, Kaduna and Plateau). The aim of this survey was to identify the topics in the primary science core curriculum which the teachers found difficult to teach. It was found that the teachers found magnetism a difficult topic to teach. The second phase involved the mounting of a 2-day in-service training workshop on the teaching of magnetism, for fifty teachers located in Anambra state. The workshop was designed as one of the mechanism for improving the knowledge and teaching skills of the teachers in science. The third phase of the study involved post-workshop visits, follow-up interviews and the observation of the teachers in action in their own classrooms. The visits were followed by a 1-day workshop which provided an opportunity for the workshop programme to be evaluated as well as for the teachers to meet for mutual exchanges of experiences. The outcomes of the workshops indicated that the teachers, as a result of their participation in the workshops, had achieved a greater understanding of magnetism and subsequently were able to teach the topic more confidently. The implications of this study for pre-service and in-service teacher education programmes as well as classroom science teaching practice are discussed.
26
Lucas, Carmen Manuela Pereira Carneiro. "Integrated approach to teaching English in primary and preschool." Doctoral thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/10690.
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Doutoramento em Didáctica e Desenvolvimento Curricular<br>The current research work presents a study which sought to observe
emergent foreign language literacy behaviours in a foreign language
(English) in a preschool setting. Therefore we proceeded to the design
and implementation of an integrated approach to teaching English,
through a methodology inspired in the action-research paradigm, here
understood as an opportunity of pedagogic innovation and teacher
training. The study was carried out simultaneously in primary schools,
with the main purpose of comparing the attitudes of older learners
regarding their foreign language literacy behaviours.
The data were collected through lesson observation and audiorecording,
further transcribed, research diaries, questionnaires,
portfolios and semi-structured interviews to specialists in foreign and
second language pedagogy. The adopted procedure to analyze the
corpus was the application of content analyses techniques.
Results demonstrate the significance of playful integrated approaches in
the enhancement of emergent reading and writing behaviours, thus
stimulating preschool children’s intrinsic motivation in learning the target
language and culture. Thus, the observed emergent reading and writing
behaviours allow setting an analogy with bilingual children, considering
that in the process of learning a foreign language, they develop at the
same time their mental flexibility as well as self-regulatory behaviours in
several areas of knowledge.
The results also allow stating that motivational strategies that enhance
intrinsic motivation such as play and storytelling are critical in raising
cultural and linguistic awareness, in contrast with the findings obtained
at the primary school level of education through the English
democratization programme.
Therefore the main implications of this study suggest the possibility of
entitling preschool children to foreign language education, being this
period understood as unique in preventing reading and writing failure
when learning a foreign language. As such preschool education might
be considered as a foundation stage in children’s linguistic future, in a
perspective of lifelong education.<br>O presente trabalho de investigação apresenta um estudo que procurou observar comportamentos de literacia emergente numa língua estrangeira (Inglês) em contexto da educação pré-escolar. Procedeu-se à conceção e implementação de uma abordagem integrada ao ensino da língua inglesa, através numa abordagem metodológica inspirada no paradigma investigação-ação, percecionada como oportunidade de inovação pedagógica e de formação de professores. O estudo foi desenvolvido em simultâneo no 1ºCEB, tendo como principal objetivo comparar os comportamentos e atitudes dos alunos de outra faixa etária relativamente aos comportamentos de literacia em língua estrangeira. Os dados foram recolhidos através da observação, gravação de aulas, posteriormente transcritas, diários do investigador, questionários, portfolios dos alunos e entrevistas semi-estruturadas a especialistas na área da pedagogia de línguas estrangeiras, analisados através da aplicação de técnicas de análise de conteúdo como procedimento de análise do corpus. Os resultados demonstram a relevância de abordagens integradas de cariz lúdico na promoção de comportamentos de leitura e escrita emergente, estimulando assim motivação intrínseca nas crianças pela aprendizagem da língua e cultura-alvo. Por conseguinte, os comportamentos observados de literacia emergente em língua estrangeira permitem estabelecer uma analogia com as crianças bilingues, na medida em que ao aprenderem uma outra língua desenvolvem em sincronia a sua flexibilidade mental e estratégias de auto-regulação em diversas áreas de conhecimento. Os resultados permitem ainda concluir que estratégias promotoras de motivação intrínseca como o lúdico e o storytelling são vitais na sensibilização à diversidade linguística e cultural, por oposição aos resultados evidenciados pela estratégia nacional para o ensino de línguas estrangeiras no 1.ºCEB. As principais implicações deste estudo sugerem a possibilidade de generalização da língua estrangeira na educação pré-escolar, sendo esta etapa compreendida como um período privilegiado na prevenção de insucesso na leitura e escrita na aprendizagem de uma língua estrangeira. Deste modo, a educação pré-escolar pode ser considerada como um tempo fundador do futuro linguístico das crianças, numa perspetiva de educação linguística ao longo da vida.
27
Weiny, Lori Arlene. "An approach to teaching English composition in Micronesian cultures." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/510.
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Cirenza, Christopher Francis. "A Novel, Hands-On Approach to Teaching Heat Transfer." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/72098.
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The topic of heat transfer is traditionally taught as an upper level, lecture-style course to mechanical engineering students. Such courses do not provide students with ways to see and feel the important heat transfer concepts at hand. As a way to overcome this, novel, hands-on workshops have been designed and implemented into a heat transfer class taught to junior level mechanical engineering students. Two types of experimental workshops were created and used in two different years of a section of a heat transfer class. In the first year, twelve workshops were designed which included live demos so that the students could see and feel different modes of heat transfer while taking data and seeing real-time plots of temperature and heat flux in different experiments. The workshop introduced each topic the students would be learning in the lecture and was performed the week before the actual lecture on the topic. Each workshop included easily available materials, thermocouples, heat flux sensors, and data acquisition instruments for the students to use. The workshops also served replacements for what would be the third lecture of the week. Results from a concept inventory test given at the end of the first year showed a significant difference on certain question between an experimental group of students who had the workshops and a control group who took the traditional class lecture. However, there were still concepts and topics that the experimental group did not show improvement. They also showed a lack of improvement in their problem solving skills for quiz and test problems.
For the second year of the experiment, the workshops were restructured quite a bit. The original 12 workshop format was cut down to only six in order to focus on the ones the students seemed to have benefited from the most. The workshops were also changed into a video-enhanced format where the students would watch a video of the experiment being done while also having the materials in front of them to place their hands on themselves. The students could therefore see and feel what was physically happening and still perform the experiment while watching real-time, pre-recorded plots of heat flux and temperature without worrying about making sure their setup was right and acquiring good results. The new video-enhanced workshops also included control volume and resistance diagrams for each experiment in order to help the students relate the workshops and concepts back to problems on their quizzes and tests. Results from these workshops seemed to show some statistical significance between the experimental and control groups on concept questions given on quizzes throughout the semester, but there was no difference on any questions from the ten concept questions given on the final exam. However, surveys taken by the students indicate that they believed the workshops did help them to understand the concepts in a real-world sense and that they helped them understand the class material better overall.
Aside from the results of the workshops on the students learning, this study concludes with an analysis of important heat transfer concepts and how to test them. There is much debate about the underlying concepts in the topic of heat transfer and a thorough analysis on what specific concepts are important for students to know must be addressed. Many heat transfer concept questions on current concept inventories have more to do with thermodynamics and the mixing of the two topics is itself a misconception.<br>Master of Science
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Webb, Tina. "Effects of a Metacognitive Approach to Teaching L2 Listening." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35495.
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Metacognitive listening instruction is the method recommended to Swedish teachers by the Swedish National Board of Education (Skolverket) in a document authored by Lena Börjesson (2012) found in the commentary material to the steering documents. This method is based on a metacognitive pedagogical sequence of L2 listening instruction suggested by Vandergrift and Goh (2012). In this study, I test this method using action research. The participants of the study were first year upper secondary school students from a vocational program, the control group consisted of students from a preparatory program. In general, the treatment group exhibited low motivation to study, while the second group had higher motivation. Both groups attended an upper secondary school in the South of Sweden. During seven classes, the treatment group (n=16) received training in the method, and the control group (n=21) was given more traditional tests during six classes. In this study, I used the following methods to obtain my data: the PET listening test, the listening segment of the Swedish National Test of English and the Metacognitive Awareness Listening Questionnaire (MALQ). The results demonstrated that both groups improved their results on the listening aptitude test significantly; however, the treatment group did not with a statistical significance improve more than the control group. Secondly, the students did not perceive that they were using more strategies after the explicit strategy training they had received; both groups reported to using strategies less, as the listening texts became increasingly difficult. Thirdly, the students from the two groups did not report perceiving any difference in learning how to listen, despite one of the groups receiving explicit instruction in listening strategies. Finally, the students both in the treatment group and in the control group have reported to increasing listening anxiety after the instructional period, but the levels of anxiety increased less in the treatment group. The results of this study thus do not unequivocally suggest the effectiveness of the method for teaching listening recommended by Skolverket. In particular, it is questionable whether the method is at all suitable for students with low motivation as those who have participated in the study.
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Turner, Stanley. "An interrelated approach to teaching mathematics in further education." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10505.
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Reports and consultative documents published at national level since about 1980 have indicated that British Industry must look to modern technology and also educate and train its workers on a 'broad base', with an 'integrated' approach. Traditionally, and still very much the mode of operation, teaching has been confined within subject boundaries. A research group was established by Professor Bajpai consisting of the author, Mr Rod Bond (Burleigh Community College, Loughborough) and a few others working overseas to investigate a teaching strategy based on an interrelated approach to teaching mathematics. Measurement was chosen as the first topic of investigation using this approach which then formed the basis for further research undertaken by the two research workers of the group whose work is reported in the form of two theses. This thesis aims to show that mathematics is naturally related to science and technology in industrial practice and that when taught in an interrelated way it would be more interesting and have more relevance to real applications in technology-based employment at craft and technician levels. To help establish the case experiments carried out by the author are referred to; these include a few case studies, a questionnaire survey and results analysed from more than five hundred basic mathematics tests. The various kinds of mathematics taught in further education are described and compared with mathematics in a practical context as seen from a case study within an engineering training school. Next a survey of mathematics at work shows that, like the training school, there is a task associated with the mathematics which is also related to science or technology or both. Another case study in the pharmaceutical industry lends further support to the way mathematics is used in industry. Much of the mathematics also seems to be basic and used in association with measurement and a particular task. It was decided by the research group that a tape/slide programme on measurement for students and educators should be developed by the author and tested in different situations. Teaching modules on relevant mathematical topics based on the interrelated approach were constructed for students with strong support from industry in the form of materials and advice. Testing of these modules, in their original and revised forms after feedback, is described. These trials were also carried out in other establishments. Modules based upon the interrelated approach developed by the author formed a basis for promoting the underlying philosophy behind this approach. These were presented to educators in in-service training and staff development programmes in the north western region of the UK with success. Observations and conclusions drawn clearly indicate that this type of method makes mathematics more interesting and relevant for students of different abilities and backgrounds. Finally pointers are given in the thesis as to the wider use and promotion of this approach for teaching mathematics in further education.
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Louw, C. J. "Benefits of a blended approach in teaching undergraduate mathematics." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/620.
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Published Article<br>The purpose of this paper is to provide a discussion of the educational potential of a blended approach to teaching and learning in the context of the challenges related to mastering basic concepts in mathematics at higher education level. Based on the results of the application of blended learning and teaching for two consecutive semesters at a university of technology, their potential to support meaningful learning of undergraduate mathematics is discussed. The use of clickers, minute and muddiest point papers and board work as educational tools with incomplete sentences as evaluative tool, are discussed. The conclusion is that a blended approach to teaching and learning has many benefits when applied appropriately for a particular context. The lecturer's attitude remains vital for successful implementation of technology-enhanced strategies.
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Qin, Shuoqian. "Applying an intercultural approach to Chinese college language teaching." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11091/.
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This thesis seeks to investigate how the integration of intercultural dimensions in an English as Foreign Language (EFL) syllabus can provide Chinese university students with opportunities to develop their intercultural communicative competence (ICC). It presents both theoretical and practical implications for constructing an ICC framework and intercultural methodology suitable for the EFL context in China. An action research study was planned and carried out over a six-week Intercultural English Course (IEC) among multi-majored undergraduate students in China through an action research study. The qualitative data gathered provides evidence of the development of learners’ intercultural communicative competence (ICC) and highlights learning and teaching practices that were effective in enhancing students’ learning. The findings indicate that the teaching content and instructional methods contributed significantly to improvement in a number of key areas: cultural knowledge, strengthened positive attitudes toward other cultures, and enhanced intercultural communicative skills. The theoretical conception of ICC represents a comprehensive set of criteria that provide both guidance and challenge. Application of such frameworks, past and future, ensures rigour in the design of intercultural language learning curricula and their associated learning objectives. This study argues that adoption of an ICC methodology together with use of relevant, contextualised content, will more effectively meet the needs of Chinese EFL learners. The intercultural approach arouses great curiosity amongst teachers and offers new perspectives for language learners. This study recommends the further development and implementation of contextualised ICC models that integrate culturally appropriate teaching materials and embrace creative student-centred learning strategies.
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Molson, Margo Antonie 1955. "Staff development : facilitating change within classrooms using a constructivist approach." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31242.
Full textAbstract:
Staff developers are facing new challenges in the 1990's in British Columbia as secondary education is criticized not only for what it teaches, but also, for how it is being taught. This project addresses the very complex nature of improving the learning situation of students by focusing on staff development. This study documents the inservice, implementation and teacher responses to a model for staff development at a secondary school which included:
1. the introduction of new teaching strategies which supported learner-focused classroom practice
2. teacher collaboration and peer support
3. the theory of constructivism and its incorporation into classroom practice.
To gain some insight into teachers' perceptions of new teaching strategies and skills, collaboration, and a constructivist approach to classroom practice was one major research strand. Another strand of the research investigated the process of change as facilitated through staff development. Specifically, the intent of the study was to identify and elaborate on those factors which are liberating and prone to influence in a process known as staff development and to recognize those factors which are resistant and tend to act as barriers to change.
Data for this study was gained by following a study group of six secondary teachers from three curricular disciplines over a time period of three months. Group interviews during the study and individual interviews at the end of the study were collected and transcribed. The responses of the participants to the research questions are reported in detail in an effort to preserve the contextual influences. Through these responses the reader can enter into the individuals' thought processes as participants reflect upon their personal experiences with the challenge of change.
The findings of this study support and extend the literature on important components and influences to staff development. In particular, this study gained further insight into:
1. how a constructivist approach can be translated into a model of staff development
2. how influences, such as peer collaboration and peer support enhanced a change in classroom practice.
3. how a change incorporating a constructivist approach to teaching is more likely to be assimilated by an individual who has a transactional or transformational orientation to curriculum. A transmissive orientation to teaching acts as somewhat of a barrier to the conceptual change of a constructivist approach.
4. how the motivation and teacher satisfaction for participating in change is determined to a degree by perceived improvements in learning by students.
5. how all participants experienced change but the nature of that change was very individual, gradual, and incremental in nature along the continuum from teacher to learner-focused education.
The study concludes with recommendations for individuals planning staff development which incorporates the research findings.<br>Science, Faculty of<br>Mathematics, Department of<br>Graduate
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Ho, Ka-chun. "A delphi approach to examine the extent and possibility of professoionalization of teaching in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042800.
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Ho, Suk-ping Angela. "Changing teachers' conceptions of teaching as an approach to enhancing teaching and learning in tertiary education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263508.
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Vacaretu, Ariana-Stanca. "Teaching and learning high school mathematics through an interdisciplinary approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83141.
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Simon, Rebecca A. "Teaching arithmetic to students with learning disabilities : a unique approach." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29522.
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The present study was designed to see if children with learning disabilities could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities were selected for the study. Prior to the intervention, these students used a combination of count-all and count-on strategies when solving addition problems and used concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention with the 3 subjects. The experiment consisted of a teaching phase where students were taught to touch and count the dots on numbers 1 to 9 in a specified pattern and an intervention phase where students progressed through nine levels of addition problems. The final stage consisted of three-row, double-digit addition problems requiring regrouping with touch points removed. Results indicate that the 3 subjects were able to learn and apply the dot-notation method successfully and were able to retain the method from one and a half to four and a half months after completing instruction. Suggestions for future research and for teachers are discussed.
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Karlsson, Jessika. "A Novel Approach to Teaching Emotional Expression in Music Performance." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017628597&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Kwan, Kin-sheung. "Implementation of the issues-based approach in teaching certificate geography." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35537036.
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Campbell, George Maurice. "A multiple intelligences theory approach to teaching adult Christian spirituality." Theological Research Exchange Network (TREN) Access this title online. Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Makni, Fawzi. "Teaching polysemous words to Arab learners : a cognitive linguistics approach." Thesis, University of the West of England, Bristol, 2013. http://eprints.uwe.ac.uk/20032/.
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The purpose of this study is to compare the pedagogic efficiency of two methods for teaching polysemous vocabulary – the image-schema-based vocabulary instruction method (ISBM) and the translation-based vocabulary instruction method (TBM). While ISBM is inspired by cognitive linguistics, and represents a new trend in teaching polysemous vocabulary, TBM embodies a traditional and well established way of teaching polysemous vocabulary in EFL contexts. Additionally, this study aims to evaluate the way in which three learner characteristics - learning styles, vocabulary learning strategies, language proficiency - contribute to individual differences in acquiring polysemous words. The subjects of this study, 40 female students studying at an intensive English program at the University of Sharjah, UAE, were placed in two groups and were taught a range of metaphorical meanings of polysemous words, in accordance with the cognitive linguistics ISBM and the mainstream TBM. In order to assess the pedagogical value of both methods, a polysemous word knowledge test (PWKT) was used as a pre and post-test. Also, a strategy assessment test (SAT) was employed to gauge the effectiveness of the strategic teaching method in accordance with which the polysemous words were instructed. Furthermore, in an attempt to explore the nature of the relationships between some of the learner characteristics and the acquisition of polysemous vocabulary, a vocabulary learning questionnaire and a style of processing scale were given to the learners. The results of the immediate post PWKT suggest that the ISBM is more effective in teaching and learning polysemous vocabulary in this setting than the TBM. In the long term, however, both of the techniques adopted in teaching polysemous words proved beneficial in long-term recall. Also, teaching polysemous vocabulary strategically – showing learners how to work out the metaphorical meanings of some polysemous words through their literal meanings - paid off in that learners were more readily able to understand metaphorical senses of new polysemous words they encountered i in the SAT. Altogether, three variables seem to come into play when dealing with the acquisition of polysemous words in the framework of cognitive linguistics - learning styles, vocabulary learning strategies, language proficiency. In light of these findings, I give a number of recommendations to teachers, material developers and lexicographers. As far as the contribution to field of vocabulary acquisition is concerned, this study attempts to shed light on the teaching of polysemous words in an Arab context (a so far unmapped territory). In that, it tries to show how polysemous words have been treated in the English syllabuses directed to UAE learners, to equip English teachers with feasible ways to teach polysemous words more efficiently, and thereby to improve the learners’ ability to comprehend some new concepts more easily. Finally, this study addresses some of the pitfalls of previous studies on teaching polysemous words within the framework of cognitive linguistics.
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Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.
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Kwan, Kin-sheung, and 關健常. "Implementation of the issues-based approach in teaching certificate geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35537036.
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Song, Xin [Verfasser]. "A cognitive linguistic approach to teaching english prepositions / Xin Song." Landau : Universitätsbibliothek Landau, 2013. http://d-nb.info/1045085367/34.
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Swann, William Edward. "An aural approach to teaching the fundamentals of jazz theory /." Full text available from ProQuest UM Digital Dissertations, 2000. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=727916701&SrchMode=1&sid=27&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1254320104&clientId=22256.
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Mark, Siu-man. "Implementation of issue-based approach in teaching junior secondary geography." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501042.
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Stanley, Cory McKelvey. "An experimental approach to teaching the concept of functional diversity." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0306102-164828/unrestricted/stanleyc041402.pdf.
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGHSCHOOL MATHEMATICS." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 386 - 389, 2012. https://slub.qucosa.de/id/qucosa%3A1780.
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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Carreon, Orlando. "Effective Teaching of Chican/Latin Students| A Community Responsive Approach." Thesis, University of California, Davis, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934196.
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<p> The search for effective teaching methods of Chican@/Latin@ students reached a new level of complexity when it was found that Chican@/Latin@ students who participated in the Mexican American/Raza Studies program (MARSD) in Tucson, Arizona were outperforming their White counterparts in academic achievement measures (Cabrera, Milem, Jaquette, & Marx, 2014). Rather than praise the MAS program and direct educational researchers to learn and replicate the effective teaching strategies of the program, powerful educational stakeholders sent lawyers and passed legislation HB 2281 which created the legal rationale to terminate the program (Cabrera et al., 2014). This raises the question: How serious are we as a society, including the field of Education, about closing achievement gaps and learning about effective teaching strategies of Chican@/Latin@ students? History may have the answer. </p><p> We know that the field of Education has historically failed Chican@/Latin@ students and other working class students of color in general (Duncan-Andrade, 2005b; Ladson-Billings, 1998; Noguera, Hurtado, & Fergus, 2013). Research in education of Chican@/Latin@/Chicano studies has extensive data illustrating school failure in the form of “drop out” or “push out” rates, low graduation rates, and low performance on academic achievement measures, for Chicano/a students (Luna & Revilla, 2013; Yosso, 2006). When you add that in places like California, Chican@/Latin@ students represent more than 53% of students enrolled in public schools, understanding how to effectively teach the largest demographic population becomes an ethical concern (California Department of Education, 2013-2014). </p><p> This study examines effective teaching of Chican@/Latin@ students in Hope Valley (pseudonym). I use survey instruments to ask Chican@/Latin@ college students from Hope Valley Community College to identify the most effective teachers in their K-12 experience. This form of community nomination is unique in the educational research in that it honors the pedagogical knowledge of young adults, rather than the conventional sources of knowledge (e.g., teachers, parents, scholars, and other educational researchers). The results of the survey lead me inside the classroom of these community nominated teachers, where I use ethnographic methods to learn about their efficacy as identified by their former students. This study asserts that a strengths-based community responsive approach to understanding effective teaching of Chican@/Latin@ students increases local capacity for community members and educational stakeholders to build on the unique pedagogical strengths of their own community.</p><p>
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Brown, Stacy D. "A Process-Oriented Guided Inquiry Approach to Teaching Medicinal Chemistry." Digital Commons @ East Tennessee State University, 2010. https://doi.org/10.5688/aj7407121.
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Objective: To integrate process-oriented guided-inquiry learning (POGIL) team-based activities into a 1-semester medicinal chemistry course for doctor of pharmacy (PharmD) students and determine the outcomes.