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Dissertations / Theses on the topic 'Views on grace'

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Published: 4 June 2021
Last updated: 7 February 2022

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1

Blosser, Daniel M. "An examination of dispensational views of the Mosaic law and grace." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1185.

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2

Hanko, Herman C. "A study of the relation between the views of Prof. R. Janssen and common grace." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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3

Schuringa, H. David. "The preaching of the word as a means of grace the views of Herman Hoeksema and R.B. Kuiper /." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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4

Haidary, Anita. "CONTROVERCY OVER GRADE REPETITION : Afghan Teachers’ View on Grade Repetition." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31337.

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Since 75 years research results has failed to change the practice of repetition among the educational community. Research has found grade repetition ineffective and inefficient in terms of academic and socio-emotional development of students. Furthermore repeaters tend to drop out from school earlier and may end up with behavior problems and low self-esteem. Despite strong evidence against the use of repetition majority of teachers around the world practice it, which makes the issue controversial. The reason is likely that research findings are seldom communicated with teachers and parents. As a result teachers mainly rely on their own experiences. Parents and teachers over-focus on the short term benefits of repetioin, and take repetition decisions on unjustified assumptions. Moreover, student’s vioce is largely missed in repetition decission. In Afghanistan a seven fold increase in access to education in the last decad, put pressure on MoE in provission of quality education. Low quality education causes high drop out and repetition rates. On average, these rates are estimated to be 5 % and 19 %, respectively. However there is not much research found that gives a clear idea of repetition reasons. Besides, many studies in developing countries have shown that teachers have an important role in repetition decisions. The general aim of the study was to find whether the theoretical understanding and practical approaches among Afghan teachers differ or are similar to the rest of the world. The particular aim was to find how teachers perceived grade repetition as an educational policy. Most finding of this study corresponds to what has been found in many other studies conducted in developing countries. The fact that teachers, although aware of the negative effects of students’ feelings and self-confidence believed in learning effects of repetition says something about teachers’ understanding of how and when learning occurs best.
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5

Brinson, Ennis L. "Third-Grade Reading Teachers' Views on Achieve3000 for the Florida Standards Assessment Test." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7786.

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Educators are challenged with meeting the academic needs of students, particularly in the subject area of reading. School districts purchase tools such as Achieve3000 to help students improve their proficiency in reading; however, implementation of such interventions has not been explored from the educators' perspective. This study explored 3rd grade reading teachers' views on Achieve3000 as a tool for improving reading proficiency and preparedness for the Florida State Standards English Language Arts assessment. The conceptual framework included the theory of social validity and current research as it related to differentiated instruction. This study utilized a basic qualitative approach to answer these key research questions. The participants included 6 3rd grade reading teachers from 3 Florida schools. Individual face-to-face interviews and a focus group interview session were conducted to answer the research questions. Data were analyzed via open, axial, and selective coding to generate the themes. The findings revealed the 3rd grade reading teachers believed that Achieve3000 can be considered a reliable method for improving reading and preparing students for the reading portion of the Florida Standards Assessment. The findings of this study can positively affect social change by providing educators with an increased repertoire of instructional tools to assist them in meeting the needs of all learners, as well as to prepare students for a technology driven world.
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6

MacPherson, Glen Eric. "Educators' views and practices regarding high stakes testing in grade 12 mathematics classrooms." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/30945.

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This dissertation is a case study of the views and practices of mathematics teachers in two British Columbia high schools - their pedagogical, professional, and personal responses to high stakes testing, and the factors that mediate those responses, such as administrators, department heads, other teachers, students, and external influences. There was homogeneity across the two sites in how the teachers approached the Principles of Mathematics 12 course. 'Examination-style content' was reflected in teachers' lectures, assessment and evaluation, and classroom resources. Banks of previous examination items were a common resource at the two sites. Lecturing was the dominant mode of introducing content to students, and there were instances of the use of particular teaching practices - such as test coaching - aimed at improving examination performance. Evidence of downward examination pressure into earlier grades was found in one site. Administrators reported that provincial examinations significantly mediated administrative decisions on staffing, daily scheduling, yearly timetabling, and school-level programs. Teachers and others perceived media rankings of test scores as powerful but simplistic. Students expressed confidence in their teachers, reporting no undue levels of stress as a result of provincials examinations. These findings are consistent with other research that claims there are significant relationships between external testing and teaching practices, and supports the findings of previous examination-impact research from Anderson, Muir, Bateson, Blackmore, and Rogers (1990), and Wideen, O'Shea, Pye, and Ivany (1997).
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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7

Lipschultz, Geri. "Grace Before the Fall." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335966906.

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8

Sokolinski, Robyn. "Exploring coherence of grade six students' views of the nature of science (NOS) and their views of the natural world : a South African study." Doctoral thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11396.

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The study therefore comprised three parts that were related to each of these aspects. In the first part of the study (i.e., NOS), the focus was on the students’ views of the nature of scientists’ work and the role/purpose of science and, more specifically, on the students’ levels of understanding about five key aspects of NOS identified by N.G. Lederman (2007). These five aspects include the tentative, empirically-based, theory-laden, socially- and culturally-embedded, and imaginative/creative aspects of NOS.
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9

Ramsey, Courtney Jade. "Tulips in Discord." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308862271.

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10

Yagci, Fatmagul. "The Effect Of Instruction With Concrete Models On Eighth Grade Students&#039." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612615/index.pdf.

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The main purpose of the study was to investigate the effect of instruction with concrete models on eighth grade students&rsquo
probability achievement and attitudes toward probability. Another aim was to examine students&rsquo
views about instruction with concrete models. The study was conducted in a private school in a big city in Central Anatolia Region with 12 eighth grade students. Both quantitative and qualitative research designs were used. The treatment was applied by the mathematics teacher for 4 hours per week throughout 4 weeks. Probability Achievement Test and Probability Attitude Scale were administered to collect data. In order to analyze the data, Friedman and Wilcoxon tests were used. Also, the interview was carried out with 11 students to determine their views about the instruction. It was found that there was a statistically significant change in probability achievement of eighth grade students participated in the instruction with concrete models across three time periods. In other words, it was found that there were statistically significant positive changes in students&rsquo
probability achievement from pre-intervention through post-intervention and from pre-intervention through follow-up. It was also found that there was no statistically significant change in students&rsquo
probability achievement from post-intervention through follow-up. The results also revealed that there was no statistically significant change in students&rsquo
attitudes toward probability across three time periods. Moreover, according to findings of the interview it was determined that most of the students had positive views about the effects of instruction with concrete models on their cognitive processes and on their attitudes toward concrete models and probability lessons.
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11

May, Wanda Tignor. "What art means to third and fourth graders : a two-year case study /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249066419.

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12

McVey, Ann Francis. "Third Grade Teachers' Views and Perceptions of the Participation of Students with Disabilities in Statewide Testing." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1223744755.

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Dissertation (Ed.D.)--University of Toledo, 2008.
Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Education Degree in Educational Administration & Supervision ." Bibliography: leaves 159-171.
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13

Garcia, Ramon V. "Local geoid determination from GRACE mission /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195325232.

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14

Gladden, Mary Ann. "Training second graders in self-evaluation of manuscript letter formation through use of an electronic card reader." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1234449383.

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15

Pabuccu, Aybuke. "Improving 11th Grade Students&#039." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609912/index.pdf.

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The purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally instruction on students&
#8217
understanding of acid-base concepts. Also, the effect of instruction on students&
#8217
attitude toward chemistry as a school subject and the effect of gender difference on understanding of acid-base concepts and attitudes toward chemistry were investigated. During the second semester of 2007-2008, 130 eleventh grade students from six classes of two different high schools attended this study. The classes were randomly assigned as control and experiment groups. Students in the control groups were instructed by traditional instruction whereas students in the experimental groups were taught by 5E model. Attitude Scale Toward Chemistry as a School Subject and Acid-Base Concept Test were administered as a pre and post-tests. In addition, Science Process Skill Test and Views on Science-Technology-Society instrument was utilized. The hypotheses were tested by using two-way analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results revealed that 5E Model caused a significantly better understanding of acids and bases than the traditional instruction. In addition, these models of instruction developed the similar attitude toward science as a school subject. Science process skill was a strong predictor in understanding the concepts. On the other hand, no significant effect of gender difference on understanding the acids and bases and on students&
#8217
attitudes toward chemistry as a school subject was found. The results of Views on Science-Technology-Society gave a picture of the students&
#8217
views on nature of science.
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16

Ge, Shengjie. "GPS radio occultation and the role of atmospheric pressure on spaceborne gravity estimation over Antarctica." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149070384.

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17

Zhu, Lingxiao. "Hydrological Crustal Loading Deformation in Ohio." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498846689270119.

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18

Matte, Nicolas. "Les Vies parallèles de la Cité." Paris, EHESS, 2014. http://www.theses.fr/2014EHES0117.

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Il s'agit pour nous d'articuler entre elles trois lectures des Vies parallèles inspirées par les trois définitions du Bios que propose Plutarque, soit comparer et mettre en lutte : les dispositions de l'âme de Grecs et de Romains (lecture éthique), le caractère particulier des cités grecques et de Rome révélé par les actions et les paroles de leurs agents (lecture politique), ainsi que les deux régimes d'une même forme de vie commune, la Cité (lecture poétique ou philosophique). Dans un premier chapitre, nous établissons que Plutarque développe une lecture éthique de la fin de la Cité er dressant le parallèle de deux ambitions amicales (Alexandre/César) qui se confondent dans leur fin et se distinguent par leurs conséquences. Dans un second chapitre, nous comparons les dynamismes de la vie de la Cité par le parallèle des hommes qui les ont d'abord mis en forme à Athènes et à Rome (Solon/Publicola) afin de cerner la différence politique expliquant que Rome ait pu se métamorphoser lorsque sa « vertu » ou sa « liberté » perdit sa force attractive sur tous les agents qui la composaient. Dans un troisième chapitre, notre lecture des commencements de la Cite (Thésée/Romulus) établit une cause vraisemblable de cette lente séparation des ordres de la vertu qui allait s'achever dans une métamorphose de la Cité. Nous circonscrivons ainsi le propos d'une science politique comparant deux expériences de la vie de la Cité afin d'envisager la portée et le sens de l'influence de Plutarque dans la vie des peuples européens et américains
This thesis interweaves three readings of the Parallel Lives inspired by three definitions of the Bios given by Plutarch : an ethical reading that compares the moral dispositions of Greeks and Romans, a political reading that puts the particular character of each city in relief, and a poetic 01 philosophical reading that draws a parallel between two experiences of the same form of common life: the City. The first chapter establishes Plutarch's ethical reading of the end of the City b> drawing a parallel between two ambitions that had similar means and ends but opposite consequences for Greece and Rome (Alexander/Caesar). In order to grasp the political difference between the two Cities - a difference that explains Rome's transformation into an Empire as virtus and libertas lost their attraction to its citizens, the second chapter examines the constitutive dynamics of the City through the men who first shaped them in Athens and Rome (Solon/Publicola) The third chapter develops a reading of the City's beginning as already containing the likely cause of the gradual divorce between virtus in action and virtus in speech that came to shape a new form of life under the Empire (Theseus/Romulus). In sum, our reading of the Parallel Lives defines a political science organized by the articulation of two specific experiences of the City, which in turn clarify the significance of Plutarch's subsequent influence on European and American life
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19

Lazarescu, Ina. "Large-scale Assessment and Mathematics Teacher Practice: A Case Study with Ontario Grade 9 Applied Teachers." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38703.

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This qualitative study examines the connections between teachers’ views of large-scale assessment and their classroom practice, based on a case study of Ontario teachers and the Ontario Education Quality and Accountability Office [EQAO] Grade 9 Applied Assessment of Mathematics. Large-scale assessments are a prominent aspect of the Ontario education system; given that they are also mandatory, it is imperative that their impact on teaching be documented. This study enriches the existing literature on the topic of the Grade 9 EQAO Assessment of Mathematics, and provides a more-recent portrayal of the teachers’ views of this assessment and the potential impact of these views on classroom teaching by highlighting teacher attitudes, concerns, and classroom practices.
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20

Banovetz, Mary E. "The Late 6th and 5th Century Kerameikos Necropolis at Athens: A Theoretically Informed Interpretation." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1335462432.

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21

Burton, Fredrick Ray. "The reading-writing connection : a one year teacher-as researcher study of third-fourth grade writers and their literary experiences /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726282507663.

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22

Jiang, Linjian. "Simazine Treated Mulch an Integrated Management Tool for Vinifera Grape (Vitis vinifera L.) Production." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268191248.

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23

Naelitz, Samantha L. "Girls just want to have fun connecting girls in grades six through eight with reading materials they want to read /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206150164.

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24

Musandu, Phoebe A. "Daughter of Odoro Grace Onyango and African women's history /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1152280364.

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25

Chan, Wen-Chi. "A case study of Grace Lin's picturebooks on Chinese themes : "Why couldn't Snow White be Chinese?"." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1184185417.

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26

Stevens, Anthony J. "The Benefits of Teacher-Led Classroom Discussion in a Secondary Social Studies Classroom." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281640769.

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27

Sweeney, Christian Francis. "RAPID AUTHENTICATION AND CONTENT DETERMINATION OF CONCORD GRAPE JUICE VIA FOURIER-TRANSFORM INFRARED SPECTROSCOPY AND CHEMOMETRIC ANALYSIS." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245176529.

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28

Miller, Amanda. "A Well Excavated Grave." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1528122681882913.

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29

Horstman, Patrick. "The Benefits of Implementing Issue Centered Social Studies Instruction with High School Students." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281550898.

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30

Christy, Carol Sue. "The Effects of Music Segments on the Listening Comprehension of Second Grade Students in a Storyreading Situation." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1222703361.

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31

Hohman, Xiamara Elena. "Transcending the "malaise" : redemption, grace, and existentialism in Walker Percy's fiction." Dayton, Ohio : University of Dayton, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1272680647.

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Thesis (M.A. in English) -- University of Dayton.
Title from PDF t.p. (viewed 06/23/10). Advisor: Albino Carrillo. Includes bibliographical references (p. 72-75). Available online via the OhioLINK ETD Center.
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32

Hohman, Xiamara Elena. "Transcending the “Malaise”: Redemption, Grace, and Existentialism in Walker Percy’s Fiction." University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1272680647.

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33

Peters, Benjamin T. "John Hugo and an American Catholic Theology of Nature and Grace." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1303852877.

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34

Dai, Chunli. "Source Parameters Inversion for Recent Large Undersea Earthquakes from GRACE Data." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437404109.

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35

Wilhelm, Jennifer. "An Exploration into the Sustained Reading Interests of Seventh Grade Students." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237574592.

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36

Malloch, F. Jean (Flora Jean). "Patterns in good and poor grade four readers' rhythm discrimination, attention to language frequencies and pitch discrimination related to listening abilities and literary experiences /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487258254020646.

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37

Woolsey, Daniel Phelps. "First grade children's responses to teacher change in literacy contexts /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583623278.

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38

Allen, James Vincent. "An analysis of the relationship between content and mode of instruction and the composing processes of high performance eleventh grade writers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825075831.

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39

Comstock, Margaret Louise. "A study of the development of understanding of the concept of variable among seventh grade students /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691096804.

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40

Crook, Claire L. "The effects of computer programming on seventh-grade students' use and understanding of variable /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691096967.

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41

Jäderskog, Joakim. "Lgr11 – Vägen till en modern skola? : En undersökning om lärares uppfattningar i samband med införandet av lgr11." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30973.

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The investigation has taken starting point in the Swedish school history by a look back at the last three curricula and its rating system in order to see the differences and similarities between them. Furthermore, the focus was on the implementation of lgr11 and how it has worked out both on the national and local levels, with the help of, among other things Imsens "five faces of the curriculum" and Lipsky theories of grassroots bureaucrats. The aim of the study was to investigate teachers' perceptions of differences in teaching and assessment in grades 7-9, during the changeover from Lpo94 both on lgr11. The questions developed for this purpose was: How do teachers say that their teaching changed in conjunction with curriculum change? Has there been a refocusing about the concept of knowledge in the curriculum shift, and if so, how? How the assessment and grading did change with the curriculum change? Data collection has been made using a quantitative survey with qualitative elements. The survey consisted of 10 questions that everyone faces the transition to lgr11. The questions were directed towards the concept of knowledge, grades, assessment, workload and teaching more.   The survey responses indicate that many teachers have found the transition to lgr11 relatively smooth, but the workload was heavy before the new system has been incorporated. Regarding implementation, the survey shows that it worked well with the staff but they feel that many students and parents are still in the thinking learning that was dominant in Lpo94. The criticism that clearly emerged was against the grading system, not against the new knowledge that the students are assessed after or new assessment methods introduced. The criticism is instead directed toward how the grading system is constructed, many teachers had wanted to see the knowledge requirements for all stages and not only for E, C and A. In addition, many teachers now think that their subject demands more of the students and that there now bigger focus on really understand the subject matter the teaching is built around, which they believe was not the case in Lpo94.
Syftet med undersökningen var att undersöka lärarnas uppfattningar om skillnader i undervisning och bedömning i årskurs 7-9, i samband med övergången från lpo94 till lgr11. Frågeställningarna som tagits fram till detta syfte var: Hur menar lärarna att deras undervisning förändrats i samband med läroplansskiftet? Har det skett en omfokusering vad gäller ”kunskapsbegreppet” i och med läroplansskiftet, och i så fall hur? Hur har bedömning och betygsättningen förändrats i och med läroplansskiftet?   Undersökningen har tagit avstamp i den svenska skolans historia genom en tillbakablick på de tre senaste läroplanerna och dess betygssystem för att kunna se skillnader och likheter dem emellan. Vidare har fokus lagts på implementeringen av lgr11 och hur den gått till på nationell respektive lokal nivå, detta med hjälp av bl.a. Imsens ”fem ansikten av läroplanen” samt Lipskys teori om gräsrotbyråkrati. Datainsamlingen har gjorts med hjälp av en kvantitativ enkätundersökning med kvalitativa inslag. Enkäten bestod av 10 frågor som alla vetter mot omställningen till lgr11. Frågorna var riktade mot betyg, bedömningen, arbetsbelastning och undervisning med mera.   Enkätsvaren visar att många lärare på skolan där undersökningen ägt rum funnit omställningen till lgr11 relativt smidig, men att arbetsbelastningen varit tung innan det nya systemet blivit inarbetat. Vad beträffar implementeringen visar undersökningen att det fallit väl ut hos personalen men de upplever att många elever och föräldrar fortfarande är kvar i de tankebanor och kunskapssyn som var dominerande i lpo94. Den kritik som tydligast framkom riktade sig mot betygssystemet, och inte mot den nya kunskapssyn som eleverna bedöms efter eller de nya bedömningsmetoder som införts. Betygssystemet har kritiserats för att lärare velat se kunskapskrav för alla stegen och inte bara för E, C och A. Vidare anser många lärare att deras ämne nu kräver mer av eleverna och att det nu är större fokus på att verkligen förstå stoffet undervisningen byggs runt, vilket de anser inte var fallet i lpo94.
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42

Simasiku, Fredrick Simataa. "Exploring Grade 9 Physical Science teachers’ views and experiences on the inclusion of indigenous knowledge in their lessons: a Namibian case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/6919.

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There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
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Desai, Ankur Vijay. "Visions of Grace: Svarūpa Imagery and Veneration in the Puṣ¿¿¿¿¿¿imārga Sampradāya." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316240647.

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Shang, Kun. "GRACE Time-Variable Gravity Field Recovery Using an Improved Energy Balance Formalism." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437393586.

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Hunter, Jennifer J. "Revealing Grace: The Lived Experiences of America's Post-9/11 Military Caregivers." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1505240652588097.

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Wiemken, Patricia E. "A comparison of structured versus unstructured composition tasks as assessments of first grade children's understanding of ABA form and rhythmic and timbre differences." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174928591.

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Byrnes, Anne M. "The Effectiveness of a Hearing Conservation Program for Fourth Grade Students." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1051295450.

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Zhang, Yi. "Improving Freezing Tolerance of Wine Grapes with Exogenous Abscisic Acid." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354643490.

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Sheldon, Allan Ellis. "The influence of illustration on fifth graders' responses to the illustrated poem /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546982801.

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Cramer, Kerry John. "The effects of various televised adaptations of children's books on the long term reading interests and recall of fifth grade students /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749569.

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