Pour voir les autres types de publications sur ce sujet consultez le lien suivant : Teaching for learning.
Thèses sur le sujet « Teaching for learning »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleures thèses pour votre recherche sur le sujet « Teaching for learning ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les thèses sur diverses disciplines et organisez correctement votre bibliographie.
1
Yin, Yiqun. « Teaching, learning, and exploration ». Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/33525.
Texte intégral
2
Robertson, Laura. « Science Teaching & ; Learning ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/784.
Texte intégral
3
Green, Elizabeth Anne. « Learning Before Teaching : Metacognitive Benefits of Teaching Expectancy ». Marietta College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1389362993.
Texte intégral
4
Coleman, James Alexander. « University language learning and teaching ». Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343378.
Texte intégral
5
Solway, David. « Teaching down or learning up ». Mémoire, Université de Sherbrooke, 1995. http://hdl.handle.net/11143/9212.
Texte intégralRésumé :
Résumé : L'élément important que cette thèse sous-tend est que l'enseignement efficace n'est pas seulement constitué de techniques et de méthodologie, mais plutôt d'attitude et d'approche envers l'enseignement. Ceci ne veut pas nécessairement dire que plusieurs méthodes d'enseignement reçues dans un cours avec l'intention d'optimaliser les mécanismes de transmission et d'assimilation de la matière sont inappropriées. Cependant, l'absence de ce que nous pourrions définir comme un ton pédagogique est essentiel, c'est-à-dire, qu'une attitude positive à la productivité autant vis-à-vis de la matière à transmettre que vis-à-vis de l'individu impliqué dans "l'acte" de réception versus la découverte, aura davantage de succès. Toute autre méthode sera complètement inefficace, inaccessible, voire même inutile. D'emblée, dans l'hypothèse de départ, l'argument principal présente une attitude générale d'enseignement à divers échelons ; soit au niveau secondaire ou collégial qui est inappropriée, incomplète ou négative. En d'autres mots, cette approche thérapeutise l'éducation. Dans l'exercice de cette approche, l'enseignant ou l'enseignante adopte plutôt le rôle d'un thérapeute que celui d'un éducateur. De ce fait, le professeur en situation a une approche plutôt de thérapeute que celle de maître-précepteur et que la matière présentée est souvent diluée, et réduite à des niveaux d'apprentissage accompagnés de carences notoires et d'échecs académiques. Les attentes d'une performance dans le milieu académique sont souvent des plus modestes. Cette même tendance d'une éducation à la baisse est évidente aussi dans le processus d'évaluation. Il est certain que dans les disciplines non scientifiques, l'évaluation formative a grandement suivi l'évaluation normative conduisant le précepteur, tour à tour, dans une évaluation dormative dans laquelle l'effort et l'intention remplacent les aptitudes et les habilitées réelles. Si l'approche pédagogique est vraiment l'élément crucial de l'éducation, il Importe que l'approche générale influence le climat de l'éducation contemporaine, de fait, devienne un palliatif contre-productif souvent réhabilitant. De plus, cette pseudo-thérapie d'où d'écoule une attitude exigeante envers l'enseignant et l'apprenant dont le fondement est la reconnaissance des impératifs culturels qui en sont le reflet et le corps doit-être affirmé et transposé dans la réalité. Cette dernière comprend des attentes très poussées en ce qui concerne la performance en classe et aussi le respect de la matière qui contient la présentation routinière et fondamentale; renouveau intense du processus d'évaluation qui fournira des standards communs et des objectifs externes dans l'évaluation du travail de l'étudiant. Cette connaissance et domestication empirique que nous présente Vygotsky dans un climat contemporain qu'il a expliqué ces termes comme "des zones de développement proximales" basées sur la doctrine suivante que le bon apprentissage précède le développement et que conséquemment s'ensuit une pédagogie d'apprentissage plutôt qu'une pédagogie centrée sur l'apprenant. L'application significative de ces derniers principes ou de ces épistémologiques s'imbriquent dans une situation d'apprentissage ascentionnel dont la structure est détaillée et considérée par différentes perspectives de la recherche qui suit.||Abstract : The central tenet of this thesis is that effective teaching is not only and perhaps not primarily a matter of technique and methodology but of attitude and approach. This is not to say that diverse methods of classroom instruction intended to optimize the mechanics of transmission and the assimilation of data are inappropriate but that in the absence of what we might denominate as a certain pedagogical tone. that is, a productive attitude toward both the material to be conveyed and the individuel engaged in the 'act' of reception-and-discovery, even the most powerful methods will be differentially unavailing or, at best, inefficient. Given this initial assumption, the argument proceeds that the general attitude toward instruction currently in place at the secondary echelons, that is, on the high school and college levels, may be popularly represented as a 'teaching down' approach, in other words, as one which seeks to therapeuticize education. In practice this means that the teacher tends to manifest in situ more as a therapist than as a preceptor, that the material to be presented is frequently diluted or scaled down to perceived levels of cognitive (dis)ability (as is also the case with the rate of instruction), and that performance expectations in the current pedagogical milieu are commonly quite modest. The same downward trend is evident in assessment protocols as well. Certainly in the nonscientific disciplines, normative evaluation has been widely succeeded by formative evaluation, leading in turn to a peculiar kind of dormative evaluation in which intangibles such as effort and intention may deputize for realized ability. If pedagogical approach is indeed the crucial element in instruction, and if the general approach that pervades the contemporary climate of instruction is indeed counter-productively remedial or rehabilitory, that is, therapeutic, then it should follow that a more demanding attitude toward teaching and learning founded on the recognition of the culturel imperative which teaching both reflects and embodies needs to be re-affirmed and translated into practice. This latter would entail the maintenance of high expectations with regard to classroom performance, a respect for the material which precludes its routine mitigation or debasement, a renewed insistance on grading protocols that provide an external, 'objective' or communal standard against which the student's work can be measured, the empirical acknowledgment or domestication of what Vygotsky has termed "the zone of proximal development," based on the doctrine that good learning proceeds in advance of development, and conséquently, a learning-centered rather than learner-centered pedagogy. The meaningful application of this latter set of principles or epistemological gradients comprises the 'learning up' situation whose structure is excunined in some détail and considered from various perspectives in the ensuing.
6
Saxell, Marcus. « Tools for Teaching and Learning ». Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30112.
Texte intégralRésumé :
Tools for teaching and learning- A study of how some teachers of English and History perceive the role of different educational materials with regard to their own teaching and pupils’ learningThe main purpose of this qualitative study is to investigate and analyse how teachers of English and History at two compulsory schools in the south of Sweden perceive the role of different educational materials, with regard to their own teaching and pupils’ learning. To obtain a deeper understanding of the complex user-process that educational materials are a part of, frame factor theory serves as a tool that facilitates the interpretation and understanding of the collected data. The theory, which consists of different divisions, describes factors that control and interfere with education.Our results are based on a qualitative method where thirteen surveys initially were answered by teachers of English and History, eight teachers were then also interviewed about their perception of educational materials in relation to their own teaching and pupils’ learning.The main result of our study is that socio-cultural factors have the clearest effect on teachers’ selection of educational materials, such as pupils’ background and previous experiences.
7
Brodnax, Rita M. « Brain compatible teaching for learning ». [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3173526.
Texte intégralRésumé :
Thesis (Ed. D.)--Indiana University, Dept. of Educational Leadership, 2004.Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1257. Chair: Ron Barnes.
8
Gendrich, Julia M. « Teaching and learning jazz trombone ». Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054757697.
Texte intégralRésumé :
Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains x, 182 p. Includes bibliographical references (p. 174-182). Available online via OhioLINK's ETD Center
9
Cakmak, Maya. « Guided teaching interactions with robots : embodied queries and teaching heuristics ». Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44734.
Texte intégralRésumé :
The vision of personal robot assistants continues to become more realistic with technological advances in robotics. The increase in the capabilities of robots, presents boundless opportunities for them to perform useful tasks for humans.
However, it is not feasible for engineers to program robots for all possible uses. Instead, we envision general-purpose robots that can be programmed by their end-users.
Learning from Demonstration (LfD), is an approach that allows users to program new capabilities on a robot by demonstrating what is required from the robot. Although LfD has become an established area of Robotics, many challenges remain in making it effective and intuitive for naive users. This thesis contributes to addressing these challenges in several ways. First, the problems that occur in teaching-learning interactions between humans and robots are characterized through human-subject experiments in three different domains. To address these problems, two mechanisms for guiding human teachers in their interactions are developed: embodied queries and teaching heuristics.
Embodied queries, inspired from Active Learning queries, are questions asked by the robot so as to steer the teacher towards providing more informative demonstrations. They leverage the robot's embodiment to physically manipulate the environment and to communicate the question. Two technical contributions are made in developing embodied queries. The first is Active Keyframe-based LfD -- a framework for learning human-segmented skills in continuous action spaces and producing four different types of embodied queries to improve learned skills. The second is Intermittently-Active Learning in which a learner makes queries selectively, so as to create balanced interactions with the benefits of fully-active learning. Empirical findings from five experiments with human subjects are presented. These identify interaction-related issues in generating embodied queries, characterize human question asking, and evaluate implementations of Intermittently-Active Learning and Active Keyframe-based LfD on the humanoid robot Simon.
The second mechanism, teaching heuristics, is a set of instructions given to human teachers in order to elicit more informative demonstrations from them. Such instructions are devised based on an understanding of what constitutes an optimal teacher for a given learner, with techniques grounded in Algorithmic Teaching. The utility of teaching heuristics is empirically demonstrated through six human-subject experiments, that involve teaching different concepts or tasks to a virtual agent, or teaching skills to Simon.
With a diverse set of human subject experiments, this thesis demonstrates the necessity for guiding humans in teaching interactions with robots, and verifies the utility of two proposed mechanisms in improving sample efficiency and final performance, while enhancing the user interaction.
10
Bruzzese, Roberto, et info@robertobruzzese com. « Teaching Teachers : Learning through Graphic Literacy ». RMIT University. Media and Communication, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091028.123950.
Texte intégralRésumé :
Graphic design education has a long history of practitioners leading the development of teaching environments. While these practitioners may develop innovative teaching methods during their educational career, many will never engage with the discipline and literature of pedagogy. Ramsden (2003) asserts that pedagogical principles can help create deeper teaching/learning environments, but this research is all too often disseminated in a lexicon that is not familiar to new graphic design teachers. The research just does not get the message across to those who could benefit most from it. Although graphic design has had difficulties in translating the pedagogical lexicon to its context, it could use its expertise in the visual language to help create a broader understanding of teaching and learning theories and principles for itself and others. The very visual communication skills that we teach could be a more effective way to communicate to educators the necessary pedagogical theory that is to be used in the classroom. This exegesis documents my exploration of pedagogical awareness in graphic design education and how graphic literacy can facilitate this awareness. Through a reflective practice of reading, designing, teaching and conversation, I have uncovered my perceptions and conceptions as a teacher and discovered how some pedagogical principles can help the teaching and learning environment. I have used this knowledge to create an awareness of these principles through the comic language.
11
Dalen, Jan van. « Communication skills teaching, testing and learning / ». Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 2001. http://arno.unimaas.nl/show.cgi?fid=7619.
Texte intégral
12
Yuasa, Aya. « Teaching and learning music in Japan ». Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399390.
Texte intégralRésumé :
This research aims to identify the role of compulsory music education in the formation of Japanese society and identity. It investigates the teaching and learning of music in Japan at· grassroots level within an holistic context. In order to place school music education within the historical and sociological contexts of Japanese society, it focuses upon four schools and eight organisations of music teaching and learning outside the school system. It discusses the relationship (or lack of a relationship) between such contexts, which is determined, for example, by political, personal, social and cultural factors. It also highlights that much of what happens in classrooms today is related to wider social issues which have their origins in the past. The research suggests that the present system of music education needs further review and change if it is to claim convincingly its value within Japanese schools. It argues that a scheme is needed to assure the quality of teachers and teaching. The absence of an inspection system means that policy is regularly formulated at grassroots level, largely in a way that is governed by personal beliefs, experiences and peer pressures, rather than by government itself. It also outlines the lack of a relationship or even understanding between the different systems of music education in Japan, notwithstanding the finding that pupils' musical experience outside school influences their attitudes towards music lessons in school. It argues that the school system needs to acknowledge the existence of musical le,a r.n ing outside schools and needs to accommodate pupils' musical experiences outside school. The research also discusses issues such as the place of Japanese music in schools, the role of specialist music teachers in elementary schools, the role of music in schools, and the aims and objectives of music education in schools.
13
Chernets, M. « Teaching strategies to promote active learning ». Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13027.
Texte intégral
14
Romanov, Yu. « Project-based-learning in L2 teaching ». Thesis, НТУ "ХПІ", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/36724.
Texte intégral
15
Åkesson, AnnaCarin, et Sara Rudberg. « Teaching and learning mathematics in India ». Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32617.
Texte intégralRésumé :
Våra tre månader i Indien har resulterat i en studie av olika perspektiv på lärande, inom ämnet matematik. De synsätt på lärande som vi observerade hos de indiska lärarna har kopplats till studiens fyra valda perspektiv; det behavioristiska perspektivet, det kognitiva perspektivet, det pragmatiska perspektivet och det sociokulturella perspektivet. Fältstudien genomfördes i en skola i den södra delstaten Kerala. Elever och lärare på skolan deltog under våra observationer, intervjuer och undervisningsförsök. Vår slutsats är att undervisningen innehöll influenser från alla fyra valda perspektiv, och att somliga perspektiv förekom mer än andra.Our three months in India included a field study of different perspectives on learning the subject of mathematics. The chosen perspectives were; the behaviouristic perspective, the cognitive perspective, the pragmatic perspective and the socio-cultural perspective. The study was implemented with teachers and students at a public school in the state of Kerala, which is situated in the southernmost part of the country. They participated in our observations, interviews and teaching experiments. We sought to ascertain which of the four chosen learning perspectives the faculty and students at the host school use for educating. Our conclusion is that the observed teaching methods had influences from all four chosen perspectives, some more than others.
16
Shaw, Erin Margaret. « Teaching Vocabulary Through Data-Driven Learning ». BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3024.
Texte intégralRésumé :
The purpose of this master's project was to write a resource book that demonstrates how teachers can use data-driven learning methods to teach vocabulary. First, a brief overview of corpus linguistics, data-driven learning, and the corpus used in this book (COCA) is given. Then, the book presents different aspects of vocabulary learning in the context of a corpus. Topics included are frequency knowledge, part of speech knowledge, morphological knowledge, synonym knowledge, collocational knowledge, and register knowledge with a chapter on each topic. For each aspect of vocabulary learning there is a section that introduces the topic to the teacher, followed by instructions on performing topic related searches in the corpus. Each chapter also includes examples and ideas for application to the vocabulary classroom. Additional chapters provide information on individual language learning, and an evaluation of the project. The goal of this project was to provide teachers with specific knowledge of vocabulary and corpus-linguistics to be able to teach less-frequently addressed aspects of vocabulary instruction and to encourage more use of corpora in the language classroom. It is hoped that after reading this book, teachers will be able to improve their vocabulary teaching and ability to use the Corpus of Contemporary American English and DDL methods in the ESL/EFL classroom. The evaluation of this project will consist of teacher reviews of the book after reading. Specifically, the questionnaire addresses readers' feelings of increased knowledge and understanding of these areas and desire to use them in the classroom.
17
Fremont, Kimberly Miller. « Technology, Learning, and College Teaching Evaluations ». Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.
Texte intégralRésumé :
Educational PsychologyPh.D.
College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.
Temple University--Theses
18
Drake, Pat. « Working for learning : mathematics for teaching ». Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430957.
Texte intégral
19
Morosin, Maria Simona <1974>. « Repetition : in language, learning and teaching ». Doctoral thesis, Università Ca' Foscari Venezia, 2008. http://hdl.handle.net/10579/233.
Texte intégral
20
Villagrasa, Falip Sergio. « Technologies enhanced learning and gamification for teaching and learning innovation ». Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/351961.
Texte intégralRésumé :
La present memòria de tesi, aborda d'un mode interdisciplinar i holístic l'ús d'estratègies de joc (conegudes com gamificació) per incrementar la motivació de l'estudiant universitari usant les anomenades TEL (Technology Enhanced Learning). Amb l'ús d'aquest tipus de tecnologies (entre les que es podrien trobar la Realitat Virtual, RV, la Realitat Augmentada, RA; mètodes híbrids de presentació, etc.) es pretén aconseguir una manera de fer més eficaç, eficient i satisfactoria en l'adquisició de determinades competències.
Aquest plantejament basat en tècniques d'investigació lligades a l'experiència d'usuari (UX), es focalitza en millorar el rendiment acadèmic (currículum) dels alumnes objecte d'estudi: estudiants de 1r i 2n any dels graus d'Arquitectura, Ciències i Tecnologies de la Construcció i Enginyeria Multimèdia (La Salle Campus Barcelona, Universitat Ramon Llull).
La tesi comença definint els objectius i hipòtesis de treball, per a continuació analitzar les metodologies de l'aprenentatge i de l'educació, i presentar la metodologia emprada en la investigació. Seguidament es centra en els aspectes de l'avaluació de la motivació, la tecnologia TEL i la gamificació aplicada a l'educació.
S'han desenvolupat diferents casos d'estudi en les matèries d'Eines Informàtiques I - II i Animació per Ordinador I - II de les àrees anteriorment indicades. Aquestes matèries comparteixen una sèrie de competències transversals: capacitat espacial, treball autònom i en equip, habilitat informàtica, visualització tridimensional. La introducció de mètodes gamificats per a la millora en l'adquisició d'aquestes competències i l'avaluació dels sistemes tecnològics utilitzats per a la seva consecució, és sens dubte, el fet diferencial i innovador d'aquesta tesi.
Els articles presentats per compendi en aquesta tesi són un clar exemple dels resultats obtinguts. En ells es pot observar, com l'ús conjunt de mecàniques de joc i tecnologies avançades de visualització generen una major motivació de l'estudiant. Aquests resultats comporten una més ràpida i millor adquisició de les competències on es comproba una correlació directa d’una millora curricular.La presente memoria de tesis, aborda de un modo interdisciplinar y holístico el uso de estrategias de juego (conocidas como gamificación) para incrementar la motivación del estudiante universitario usando las denominadas TEL (Technology Enhanced Learning). Con el uso de este tipo de tecnologías (entre las que se podrían encontrar la Realidad Virtual, RV; la Realidad Aumentada, RA; métodos híbridos de presentación, etc) se pretende conseguir un modo más eficaz, eficiente y satisfactorio en la adquisición de determinadas competencias. Este planteamiento basado en técnicas de investigación ligadas a la eXperiencia de Usuario (UX), se focaliza en mejorar el rendimiento académico (curriculum) de los alumnos objeto de estudio: estudiantes de 1er y 2º año de los grados de Arquitectura, Ciencias y Tecnologías de la Construcción e Ingeniería Multimedia (La Salle Campus Barcelona, Universitat Ramon Llull). La tesis comienza definiendo los objetivos e hipótesis de trabajo, para a continuación analizar las metodologías del aprendizaje y de la educación, y presentar la metodología empleada en la investigación. Seguidamente se centra en los aspectos de la evaluación de la motivación, la tecnología TEL y la gamificación aplicada en la educación. Se han desarrollado diferentes casos de estudio en las materias de Herramientas Informáticas I - II y Animación por Ordenador I - II de las áreas anteriormente indicadas. Dichas materias comparten una serie de competencias transversales: capacidad espacial, trabajo autónomo y en equipo, habilidad informática, visualización tridimensional. La introducción de métodos gamificados para la mejora en la adquisición de dichas competencias y la evaluación de los sistemas tecnológicos utilizados para su consecución, es sin duda alguna, el hecho diferencial e innovador de esta tesis. Los artículos presentados por compendio en esta tesis son un claro ejemplo de los resultados obtenidos. En ellos se puede observar, como el uso conjunto de mecánicas de juego y tecnologías avanzadas de visualización generan una mayor motivación del estudiante. Estos resultados conllevan una más rápida y mejor adquisición de las competencias lo cual se correla directamente con una mejora curricular.
This PhD dissertation addresses an interdisciplinary and holistic manner using game strategies (known as gamificación) to increase the motivation of college student using TEL (Technology Enhanced Learning). With the use of these technologies (among them could find the Virtual Reality, RV, Augmented Reality, RA; hybrid methods of presentation, etc) is to achieve a more effective, efficient and satisfactory manner in the acquisition of certain competences. This research based on techniques related to user experience (UX) approach focuses on improving academic performance (curriculum) of students under study: students 1st and 2nd year of the Degree of Architecture, Building Engineering and Multimedia Engineering (La Salle Campus Barcelona, Universitat Ramon Llull). The thesis begins defining the objectives and working hypotheses, then analyze the methodologies of learning and education, and the methodology used in the investigation. Then it focuses on aspects of assessing motivation, TEL and gamification technology applied in education. They have developed different case studies in the areas of software tools I - II and Computer Animation I - II of the areas indicated above. These materials have a number of generic skills: spatial ability, autonomous and team work, computer skills, three-dimensional visualization. Gamification methods for acquiring these skills and assessment of technological systems undoubtedly innovative differential fact of this thesis. The papers presented in this thesis by compendium are a clear example of the results obtained. These papers explain how game mechanics and advanced display technologies generate greater student motivation. These results imply a faster and better acquisition of skills which are directly correlates with curriculum improvement.
21
van, Bommel Jorryt. « Improving Teaching, Improving Learning, Improving as a Teacher : Mathematical Knowledge for Teaching as an Object of Learning ». Doctoral thesis, Karlstads universitet, Avdelningen för matematik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-13431.
Texte intégralRésumé :
This thesis concerns teaching in mathematics teacher education and is based on the implementation of a learning study at teacher training. The overall purpose was to investigate in what way teacher training could facilitate and improve student teachers’ Mathematical Knowledge for Teaching (MKT). In the learning study design, MKT was conceptualized as an object of learning with a meta-character, which meant that it was applicable to and transferable between different content areas of mathematics. This made it possible to vary the mathematical content between lessons but to keep the object of learning constant. Four critical features of the object of learning were found, giving insight in some of the problems related to teacher education. Student teachers had to be able to formulate proper aims for a lesson and to give detailed descriptions of elements of MKT for coherence in their MKT to occur. A focus on student teachers’ role as mathematics teachers had to be established and finally, sufficient mathematical knowledge was found to be a prerequisite for their MKT to develop. The study shows that enactment of these critical features improved the teaching by the teacher educators, which in its turn improved the student teachers’ learning with regard to MKT. The study also indicates that the prescribed design is worth considering for future collaborative efforts of improving teaching where other objects of learning with a similar meta-character are involved.
22
Sparrow, Heather. « Teaching excellence : an illusive goal in higher education teaching and learning ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/582.
Texte intégralRésumé :
In the last decades of the 20th Century, and through the first decade of the 21st Century, both the natural world and human society have experienced dramatic change. Contemporary society world-wide has high expectations of the contribution that universities can make in helping people learn to live with change, to lead change, to manage change, and to support improvement in all spheres of life. The global community seeks ‘excellence’ across all higher education roles: community engagement and leadership, research and innovation, and teaching and learning. However, universities are not always regarded as effective in fulfilling the needs of students, business or communities well.
This portfolio takes excellence in teaching and learning as its central theme. It presents a framework of seven lenses, through which the concept of excellence is analyzed and evaluated; and provides a series of eight papers, reporting on six research projects that investigate different aspects of teaching excellence. The portfolio includes selected examples from a body of work that was undertaken across a ten-year period, within a single university. All the projects were conducted as authentic workplace activities, guided by two primary intentions. Firstly to develop better understandings of the local context, so as to support enhanced decision-making about improving teaching and learning; and secondly, to make positive and practical changes that actively improve the quality of experience and outcomes for all stakeholders.
A variety of research techniques have been used across different studies, however, the overall approach is qualitative, with a focus on rich data collection, analysis and interpretation that respects diverse voices and perspectives. The research approach aims to achieve mutual benefits for participants, researchers, the institution and the wider teaching and learning community. As is appropriate to workplace research, collaboration with administrators and executive leaders, teaching colleagues, research partners and students is a key feature of every study, with the doctoral candidate taking different roles and responsibilities within project teams.
In simplistic terms ‘teaching excellence’ typically implies agreement from a range of stakeholders that the university has relevant, strong programs; good resources and facilities; positive learning and employment environments; competent, highly effective teachers and learners; and perhaps most significantly that it achieves positive desirable outcomes. However, excellence is a problematic and contested concept. Stakeholders have quite different priorities, values and expectations. The needs and preferences of students, employers, the disciplines and professions, academics, and communities, can often act in direct opposition. This can create significant difficulties in defining purpose and goals, and agreeing appropriate investment and resource levels, teaching approaches, and student outcomes. Our knowledge and understanding of effective strategies for teaching, learning and assessment has expanded greatly in recent times; however, universities face many challenges in creating, sustaining and demonstrating teaching excellence. The projects in this portfolio do not offer neat and easy solutions, however they provide extremely valuable evidence: firstly as new knowledge to support local improvement; and secondly to contribute rich, deep insight to affirm, extend and challenge scholarship of teaching and learning in the wider academic community.
23
Slimani, A. « The teaching/learning relationship : Learning opportunities and learning outcomes an Algerian case study ». Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381067.
Texte intégralRésumé :
The major thrust of the study was to explore the relationships between what a group of Algerian learners claimed to have learned from lessons and the interactive work in which, together with their Algerian teacher, they have participated. This opportunity is taken to examine, in the light of our data, some variables, claimed by classroom centered and second language acquisition studies to be, in some strong sense, relevant to second language development. These variables are: the impact of frequency of language use, the effect of the use of conversational adjustments (CAs) in the discourse, and the role of participation in the classroom. The analysis of the learners' responses has led also to the examination of the importance of the participants' topicalisation. Besides the investigation of the claims, the data was used to test the limits of direct classroom observation to provide answers as to how second language learning develops in the classroom. Two types of data were necessary for the investigation of the issue: Learners' specific claims collected through questionnaires, and detailed accounts of the learning opportunities obtained through systematic observation of 11 hours of audio- recorded naturally occurring classroom data. The latter set was supplemented with field notes taken by the observer and author of this study. The numerical information obtained through the analysis of the data was used in combination with a qualitative analysis of the classroom interaction to derive the following suggestive findings. The relationship between interaction and uptake was seen, in this study, to be far more complicated and indirect than the claims made by others in the field might have led us to believe. Frequency of the ttl teacher's use of language presented a rather low correlation with the students' learning outcomes. The use of CAs did not show an overall significant correlation with the learners' claims. Most of the coding schemes used to quantify learner input generation failed to show a correlation between interaction and progress. A weak correlation appeared between interaction and achievement. The examination of the theme of topicalisation has shown the learners, as discourse initiators, to be more influential than the teacher on what gets claimed to be learned in this specific instructional setting.
24
Yang, GaoLou. « Educating educators on mastery learning and spiral learning ». [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/GYang2007.pdf.
Texte intégral
25
Shaffer, Charles Allen. « Women Learning Radiographic Interpretation : A Study of Practical Teaching and Learning / ». The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935125879947.
Texte intégral
26
Tserendorj, Navchaa, Uranchimeg Tudevdagva et Ariane Heller. « Integration of Learning Management System into University-level Teaching and Learning ». Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-103595.
Texte intégralRésumé :
With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS).
This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.
27
Graves, Barbara, et Christine Suurtamm. « Disrupting linear models of mathematics teaching|learning ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79920.
Texte intégralRésumé :
In this workshop we present an innovative teaching, learning and research setting that engages beginning teachers in mathematical inquiry as they investigate, represent and connect mathematical ideas through mathematical conversation, reasoning and argument. This workshop connects to the themes of teacher preparation and teaching through problem solving. Drawing on new paradigms to think about teaching and learning, we orient our work within complexity theory
(Davis & Sumara, 2006; Holland, 1998; Johnson, 2001; Maturana & Varela, 1987; Varela, Thompson & Rosch, 1991) to understand teaching|learning as a complex iterative process through which opportunities for learning arise out of dynamic interactions. Varela, Thompson and Rosch, (1991) use the term co-emergence to understand how the individual and the environment inform each other and are “bound together in reciprocal specification and selection” (p.174). In particular we are interested in the conditions that enable the co-emergence of teaching|learning collectives that support the generation of new mathematical and pedagogical ideas and understandings. The setting is a one-week summer math program designed for prospective elementary teachers to deepen particular mathematical concepts taught in elementary school. The program is facilitated by recently graduated secondary mathematics teachers to provide them an opportunity to experience mathematics teaching|learning through rich problems. The data collected include
questionnaires, interviews, and video recordings. Our analyses show that many a-ha moments of mathematical and pedagogical insight are experienced by both groups as they work together throughout the week. In this workshop we will actively engage the audience in an exploration of the mathematics problems that we pose in this unique teaching|learning environment. We will present our data on the participants’ mathematical and pedagogical responses and open a discussion of the implications of our work.
28
Esaiasson, Joel. « Teaching vocabulary : Pupils' attitudes towards vocabulary learning ». Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8144.
Texte intégralRésumé :
This paper sets out to examine pupils’ attitudes towards vocabulary learning. The results of the paper are based on a survey conducted at a lower secondary school and the participants are aged between 13 and 15. The survey indicates that the learners are in general well motivated and they agree with the importance of learning new vocabulary. However, the pupils do not seem willing to spend more time than necessary on vocabulary homework and they prefer relatively simple methods of vocabulary acquisition like watch films and listen to music rather than teacher-controlled tuition. Even if a lot of pupils did not appreciated the vocabulary teaching during class a majority still believed that they had learned a lot of new words. A reason for this can be a so called incidental learning which take place while focus is on the use of language rather than the learning itself. It is suggested that more interactive media and technology should be integrated in the vocabulary teaching in line with the pupils’ own interests.
29
Cahyadi, Maria Veronica. « Improving Teaching and Learning in Introductory Physics ». Thesis, University of Canterbury. Physics and Astronomy, 2007. http://hdl.handle.net/10092/1437.
Texte intégralRésumé :
This thesis describes three studies designed to help students learn physics better and instructors teach physics more effectively in local circumstances. The first study investigated the effects of teaching approaches consisting of interactive engagement activities in two institutions. The teaching elements in the experimental classes were reading quizzes, interactive lecture demonstrations and student discussions. The control classes were taught in traditional style dominated by an instructor lecturing on concepts and problem solving examples. The cognitive improvement was measured by a standardized test and exam grades. The students in the experimental classes showed significant improvement in conceptual understanding and problem solving skills compared to the students in the control classes. While the experimental groups welcomed the modified instruction, they still held the view that the lecturer should play the dominant role of presenting the material. In the second study interviews with lecturers, teaching assistants and students revealed their perceptions of the utility of real-life materials in instruction. The students asserted that activities using real-life materials were interesting and useful. However, they still considered that elements of traditional instruction were very important in good teaching. The lack of knowledge of innovative teaching approaches may explain why the instructors were sceptical about the effectiveness of real-life materials in improving their students' understanding. To raise the instructors' awareness of issues in learning physics and to improve their knowledge of effective instruction, the third study discussed a department-based professional development course. The course incorporated interactive engagement activities and made connections to teaching and learning experiences. The course evaluation suggested that the participants became more open to new ideas and intended to implement what they had learned in the present and future academic career. The studies in this thesis have impacted on first year courses and raised the instructors' awareness of physics education issues. The emphasis of educational enterprises should be shifted from classroom changes to educating the instructors. Instead of simply modifying teaching practice, instructors should also undergo a transformation in beliefs and knowledge in pedagogy. It is only when all instructors are willing to undergo such a transformation that a significant achievement in teaching and learning will be realized.
30
Vu, Nhi. « Vietnamese teachers' conceptions of teaching and learning ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ45490.pdf.
Texte intégral
31
Heimbecker, Elizabeth Helen. « Stories of teaching and learning, a memoir ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62749.pdf.
Texte intégral
32
Roberts, Catrin. « Teaching and learning commitment in bilingual schools ». Thesis, Bangor University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333283.
Texte intégral
33
陳淑英 et Suk-ying Eva Chan. « Teachers' conceptions of geography teaching and learning ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962786.
Texte intégral
34
袁東璇 et Tung-shuen Yuen. « Using ICT in learning and teaching mathematics ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256570.
Texte intégral
35
Ma, Xiuli, et 马秀丽. « Student teachers' professional learning in teaching practicum ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329411.
Texte intégralRésumé :
This thesis reports on an ethnographic inquiry into student teachers’ professional learning and development in a four-month practicum, during which no mentor is present. The subject background is Teaching Chinese as a Second Language (TCSL) in mainland China. This study draws on a variety of theories, such as Wenger’s social learning theory, Brookfield’s significant personal learning theory, Fuller’s teacher concern theory and Ghaye’s reflection hierarchy model, to conceptualize a theoretical framework to interpret collected data. The research involves two phases, i.e., the pilot and main study, each of which includes three participants. This thesis mainly reports the three cases in the main phase, with a brief account of the pilot phase. The methodological orientation of this research is naturalistic inquiry, which involves multiple data collection methods, such as student teachers’ reflective journals, individual and group interviews, lesson observations, documentary analysis, field notes and email correspondence, of which reflective journals are the main data source.
The findings suggest that the student teachers are highly self-reliant in undertaking professional learning when no mentors are present. Very little participation in the professional community has been identified in all of the six cases, which is presumably attributed to the no mentorship context. Student teachers who possess a strong passion for teaching make attempts to expand their professional communities at the initial stage of the practicum; however, they are demotivated when their attempts fail. They thereafter have to rely on their own initiative by drawing on their prior teaching experiences or other resources available in their personal communities. Those who are not passionate about teaching do not take the initiative to widen their professional communities and make no changes throughout the practicum.
The results also indicate that the student teachers suffer extreme anxiety, often for the whole practicum period. They are tormented by self-doubt and panic about the uncertainties and emergencies in teaching. They show great concern for “self” throughout the practicum and rarely demonstrate concern for “tasks”, “teaching performance” or “learners”. Their concern for survival predominates the whole practicum. The student teachers’ reflections as revealed in their teaching journals are basically at the descriptive and perceptive level. Little higher-level reflection has been identified. This is also likely to be associated with the no mentorship context.
Recommendations for the TCSL teacher preparation programmes and the student teachers are highlighted. For the programmes, providing a more structured and supportive environment is suggested. The student teachers are advised to take more initiative to widen their professional communities and to have more peer learning and self-directed learning. A good combination of formal and informal learning can enable them to achieve the maximum professional growth in the practicum.published_or_final_version
Education
Doctoral
Doctor of Philosophy
36
Burwell, Kim. « Instrumental teaching and learning In Higher Education ». Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523523.
Texte intégralRésumé :
The nature of lesson interactions in instrumental teaching and learning in Higher Education is investigated in this thesis through the micro-analysis of a small scale case study. The case, nested within a larger research project undertaken in a university music department, draws upon video observations of two individual clarinet lessons, undertaken by undergraduate students with an expert teacher, along with interviews with the three participants. Collaborative lesson activity is analysed in terms of performance, verbal and nonverbal behaviours, and contextualised with reference to the epistemology of skill and apprenticeship. The foregrounded lesson interactions are also contextualised by the background consideration of social, cultural and institutional frameworks. The rich description of lesson interactions, enhanced by the use of descriptive statistics in the analysis of subunit behaviours, serves to highlight issues characteristic of the setting, including multimodal approaches to the cultivation of performance skill, demonstration and imitation, and the nature of the teacher-student relationship. Ways of understanding the collaborative procedures of instrumental teaching and learning are proposed, and implications for researchers and institutions of Higher Education considered.
37
Forbes, Karen. « Teaching and learning about death and dying ». Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434784.
Texte intégral
38
Shepherdson, Emma 1972. « Teaching concepts utilizing active learning computer environments ». Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/84215.
Texte intégral
39
Aarinen, J. (Jenni). « Teaching and learning English pronunciation in Finland ». Bachelor's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905111724.
Texte intégralRésumé :
Abstract. The purpose of this Bachelor’s thesis is to review existing literature regarding the teaching and learning of English pronunciation with the perspective of Finnish education.
As English has become a worldwide language, in the future, people will need to be more adaptable to the versatile front of international spoken English, leading to the need for English as foreign language students to be able to understand and speak a comprehensible variation of it. Most students in Finland start learning English in the beginning of elementary school, and by the time they finish comprehensive school, they will be expected to understand various accents, and speak an intelligible variation of English themselves. However, students do not need to become ‘perfect pronouncers’, but confident and comprehensive users of spoken English (Atli & Bergil, 2012). This, already, establishes the need for quality pronunciation education.
In this thesis, schools’ explicit influence in the acquisition of pronunciation is looked through the general viewpoint of foreign language learning in Finland, before considering the importance and intelligibility issues of pronunciation teaching and learning. The aim of this literature review is to discover the methods and techniques used to teach English pronunciation to Finnish students, in addition to considering the various aspects affecting the optimization of the learning. Furthermore, it is found, that factors such as age, personal background and motivation affect the learning of English pronunciation. Also, the schools’ and teachers’ impact on the learning process are considered.
Pronunciation remains an integral part of language learning, and it should be given its due recognition in foreign language teaching and learning, as it paves way for intelligibility and comprehensibility.Tiivistelmä. Tämän kandidaatintyön tarkoitus on tarkastella olemassa olevaa kirjallisuutta englannin lausumisen opettamisesta ja oppimisesta Suomen koulutuksen näkökulmasta.
Koska englannista on tullut maailmanlaajuisesti käytetty kieli, ihmisten tulee tulevaisuudessa olla paremmin sopeutuvia sen monipuolisiin muotoihin. Tämä tarkoittaa, että englantia vieraana kielenä oppivan oppilaan tulee pystyä ymmärtämään ja puhumaan sitä ymmärrettävästi. Suurin osa suomalaisista oppilaista alkaa opiskelemaan englantia ala-asteen ensimmäisillä luokilla. Peruskoulun päättyessä heidän oletetaan myös ymmärtävän erilaisia englannin aksentteja ja puhesävyjä. Oppilaiden ei kuitenkaan tarvitse osata täydellistä englannin lausuntaa, mutta heidän toivotaan olevan itsevarmoja ja ymmärrettäviä englannin puhujia. Jo tämä vahvistaa englannin lausumisen opiskelun tarpeen.
Tässä kandidaatintyössä käydään läpi koulun vaikutusta englannin lausumisen oppimiseen vieraan kielen opetuksen näkökulmasta ennen lausumisen opiskelun tärkeyden ja ymmärrettävyyden käsittelyä. Tämän kirjallisuuskatsauksen tarkoitus on tarkastella suomenkielisten oppilaiden englannin lausumisen oppimisen menetelmiä ja toteutumista, sekä sen oppimisen mahdollistamista. Koulussa tapahtuvan opetuksen lisäksi tarkastellaan muita englannin lausunnan oppimiseen vaikuttavia tekijöitä, kuten oppilaan ikää, kielellistä taustaa sekä motivaatiota. Myös koulun ja opettajan rooleja oppimisen optimoinnissa käsitellään.
Lausunta on yksi kielen olennaisimmista osista, mikä tulee huomioida vieraan kielen opetuksessa ja oppimisessa, sillä se tukee oppilaan lausunnan ymmärrettävyyttä.
40
Ferrari, Giorgia. « Teaching and learning Arabic variation through vocabulary ». Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34217.
Texte intégralRésumé :
The field of Teaching Arabic as a Foreign Language (TAFL) has seen in recent decades a growing interest in portraying and teaching one of the most salient and intrinsic features of Arabic: language variation. This thesis takes a position in contrast to approaches that portray the two varieties as being distinct and well-defined dichotomic units, in favour of an approach that interprets them as two heterogeneous language varieties within one singular linguistic system. The two language varieties are embodied by Standard and Colloquial Arabic and it is argued here for the teaching of both varieties to students of Arabic as a foreign language. In this light, this thesis sets out to investigate the development of two language skills, vocabulary knowledge and language awareness, in a diglossic learning environment. Moreover, it explores the attitudes and perceptions of the students towards Arabic variation. Two experimental methods based on focus-on-form instruction are used in this research to teach Colloquial Arabic to students of Arabic as a foreign language at higher-education level, and the empirical research is conducted within a semi-embedded research design in which qualitative and quantitative data are collected. Students from three universities participate in this research: the Universities of Exeter, Genoa and Milan. This allows for the comparison of results from students of different mother tongues. The main research question that this thesis sets out to answer is: does focus-on-form instruction lead to vocabulary development in two diglossic varieties, namely Standard and Colloquial Arabic, more effectively when it focuses on the two varieties separately or when it links their forms? Two sub-questions investigate which of the two methods of focus-on-form instruction lead more efficiently to the development of language awareness, and the impact they have on students’ attitudes towards Arabic variation. The last sub-question asks to what extent the development of the diglossic language skills and attitudes is a consequence of the method of instruction received. The results of this study suggest that the answer lies in focusing predominantly on one variety at a time with additional consolidation exercises that compare the forms of the two varieties. The main contributions of this thesis are both theoretical, to the literature of TAFL, and empirical, regarding the development of the language skills and attitudes measured.
41
Pardàs, Lluïsa. « Constructivism and Collaborative Learning in Music Teaching ». Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.
Texte intégralRésumé :
The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.
42
Dovgopol, H. A. « Innovations in English language teaching and learning ». Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10500.
Texte intégral
43
Usatine, Richard, Jim Holt, Alex Verdieck-Devlaeminck et Miranda Lu. « Dermoscopy : Opportunities for Learning, Teaching, and Research ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6448.
Texte intégralRésumé :
This roundtable discussion will give family medicine educators and researchers an opportunity to come together and strategize about how to increase the penetration of dermoscopy within our residency programs. Attendees can include family physicians with years of expertise in dermoscopy along with beginners wondering how to get started. We will share ideas about how to learn dermoscopy along with a handout listing the many free online and digital resources available. A discussion will be facilitated about best methods for teaching dermoscopy to interested residents and faculty. We will also share current research and provide opportunities to collaborate on new research into the best methods for teaching dermoscopy. Upon completion of this session, participants should be able to: Identify online and digital resources for learning and teaching dermoscopy. Discuss the pros and cons of the various dermoscopic algorithms that can be the foundation for a dermoscopy curriculum in a family medicine residency. Collaborate to launch research to help inform family medicine educators about the most effective methods for teaching dermoscopy.
44
James, Brenda Joyce. « Faculty who create inclusive teaching/learning environments / ». The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871784447.
Texte intégral
45
Kruger, Marlene. « Drama-based second language teaching and learning ». Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78099.
Texte intégralRésumé :
This study engages with the domains of second language teaching and learning (L2TL), drama-based teaching and learning (DBTL) and embodied cognition in order to establish how the effective implementation of DBTL may contribute to the efficacy of L2TL practices. There are shortfalls in second language (L2) classrooms and there is a need for a L2 teaching approach, which promotes social interaction in varied sociocultural contexts wherein learners are encouraged to make meaning in order to convey their message. The L2 learning processes created by this approach could overcome the shortfalls of L2TL and offer what is required by Second Language Acquisition (SLA) to acquire a L2. This study proposes that the use of the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) could overcome these shortfalls. However, CEFR can only be effective if the approach that is utilised in its implementation aligns with CEFR’s principles. This study argues that a drama-based teaching approach could adhere to CEFR and address the shortfalls of L2TL. This study explores drama as a facilitation tool and uses elements of process drama to create an approach to DBTL that could create learning experiences which may enhance the efficacy of L2TL and adhere to CEFR.
This study argues that for a DBTL approach to be effective in L2TL, it has to foreground embodied cognition. Embodied cognition theories state that in order to create optimal learning opportunities, social, affective learning experiences should be created wherein learners interact with other humans and their environment in order to make and convey meaning. By critically engaging with embodied cognition theories, this study establishes which components of embodied cognition should be considered for DBTL to be effectively implemented in L2 classrooms. Subsequently, this knowledge ensures that the proposed approach to drama-based second language teaching and learning (DBL2TL) could allow for effective implementation. This study argues that a hypothetical DBL2TL programme based on this DBL2TL approach, which is steered by embodied cognition and adheres to CEFR, could overcome the shortfalls of L2TL. Furthermore, the programme could offer insight into how DBTL could effectively be implemented in L2TL, which in turn could enhance the effectual implementation of DBTL in L2 classrooms. Therefore, the hypothetical DBL2TL programme could enhance the efficacy of L2TL.Dissertation (MA)--University of Pretoria 2020.
Drama
MA
Unrestricted
46
Hershey, Christian J. « Teaching Technical Theater : Learning, not just Doing ». VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3960.
Texte intégralRésumé :
I have seen a trend in the teaching of technical theatre towards a more practical and less theoretical education. This has brought about a change in viewpoint by professional technicians, as well as students, in regards to an academic degree. Due to this change and the rise of student debt, the impulse has been to encourage going directly into the field and learning the craft there instead of spending four years in an academic institution.
There has also been increased pressure on theatre departments to produce larger and more involved shows; both to draw in new students and to justify budgets for productions, particularly musicals. This has led to a greater rate of burnout for graduating students who have spent less time in actual classes than in working on productions.
In studying and working in the academic environment I have made insights into ways in which these problems may be alleviated and academic training can remain relevant to the demands of the professional world.
47
Vansickle, Laura Elizabeth. « Female teaching and learning in Morrison's Paradise ». [Ames, Iowa : Iowa State University], 2009.
Trouver le texte intégral
48
Chan, Suk-ying Eva. « Teachers' conceptions of geography teaching and learning ». Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.
Texte intégral
49
Inamorato, dos Santos Andreia. « The discourses of teaching and learning online ». Thesis, Open University, 2010. http://oro.open.ac.uk/56474/.
Texte intégralRésumé :
This research investigates the discourses of e-learning and the way in which these discourses underpin the practices in the field. Having reviewed the relevant literature and looked at the teaching practices in two case studies, I propose that the collaborative learning discourse is very significant in e-learning, but that the didactic and institutional discourses, although not as immediately evident, are equally important in shaping the practices of online teaching and learning. The intertextual nature of all texts, in particular the different voices found in the language of the tasks in the case studies, reveal that the practice associated with online teaching and learning draw on texts and voices from three discourses, collaborative learning, didactic and institutional. Drawing on a Foucauldian perspective of discourse, the investigation of how the discourses operate at the level of practice makes it possible to look at the teaching and learning practices in the field of educational technology from a discursive perspective. In so doing, the historical and contextual perspectives embedded in the teaching and learning practices are taken into account, the aim being to understand the complexity and range of elements that help construct these practices. Finally, the contributions of the study to the field are indentified, and some suggestions are made regarding the possible direction of future research.
50
Waddell, Elizabeth Lynn. « Teaching and learning in the school garden ». CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2085.
Texte intégralRésumé :
This project was created to encourage educators to establish school site gardens. Gardens provide the opportunity to introduce environmental topics, and can become hands-on learning centers for subjects across the course of study.