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1
Macrae, Michael John. "Some aspects of concept acquisition in history". Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001433.
Testo completoAbstract (sommario):
There is concern that school history is often purposeless, taught by chalk and talk and textbook methods, giving thin and unassimilated information. At a time when subjects are under increasing scrutiny and pressure to justify their existence as relevant in the school curriculum, many of the defects inherent in the 'traditional' approach to history have made it difficult to present a forceful and valid argument for its continued inclusion as a school subject.This has led to the adoption of new approaches which are designed to get pupils more actively involved in their learning. One such approach was adopted by the Schools Council 13-16 project in Britain. It laid emphasis on the methodology of the subject and identified five ways in which history could prove to be a useful and necessary subject for adolescents to study. These were: as a means of acquiring and developing such cognitive skills as those of analysis, synthesis and judgement; as a source of leisure interests; as a vehicle for analysing the contemporary world and pupils' place in it; as a means for developing understanding of the forces underlying social change and evolutioni and, finally, as an avenue to self-knowledge and awareness of what it means to be human (Introduction, p. ii)
2
Cunningham, Deborah Lynn. "Professional practice and perspectives in the teaching of historical empathy". Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:5bf95dbe-0fd9-49c2-9cc2-d2893d13da45.
Testo completoAbstract (sommario):
To empathise, in a historical sense, generally means to entertain the perspectives and values of people in the past through consideration of the circumstances they faced. Widely acknowledged as a fundamental part of the historian's craft, empathy has had a more tenuous place in school history due to the conceptual confusion of the term, its association with the promotion of a leftist political agenda, and its difficulty for pupils. Scholarship on empathy has focused upon its philosophical meaning and students' thought processes, but has largely neglected to explore teachers' knowledge and practice about how to cultivate it. Instead, it has tended to offer norms for good practice that take little account of differing contexts or the sometimes competing goals that teachers seek to achieve. It has been guided as well by a particular image of empathy teaching as dedicated exercises, often involving immersion in many historical sources. My study begins to address the lack of attention to teachers' actual ideas and practices for fostering empathy by presenting a case study of four experienced history educators in England. Through extensive analysis of lesson and interview transcripts, I derive a new framework for thinking about empathy teaching that takes into account both the major activities and smallscale discourse strategies - heretofore largely unexamined - that the teachers use to promote understanding. It attends to their ways of conceptualising empathy, their means of establishing the conditions they view as essential, their negotiations of myriad factors helping or hindering their efforts, and their complex deployments of various types of relevant knowledge. The framework shows how, in making decisions about empathy teaching, they consider student factors such as capacities, preconceptions and motivation, structural factors such as time, resources, and examination priorities, and factors concerning their own knowledge, beliefs and state - then utilise a broad and flexible repertoire of strategies to address the shifting variables they encounter. Finally, the study explores curriculum as an interaction between teachers, pupils and educational context, recognising the influence of each on understanding in particular classrooms. Significant divergences between how teachers think and practice and how empathy teaching is discussed in the educational literature emerge for a spectrum of issues. These include how empathy is conceptualised, what sorts of strategies are enacted, who the historical subjects of empathetic efforts are, how students' achievements are assessed, and how empathy-related dilemmas are construed and managed. All of these discrepancies suggest that research stands to benefit by attending more closely to teachers' ideas. For their part, the teachers appear to be oriented toward self-improvement - learning and changing through experience, collegial contact, and focused reflection of the sort prompted by this research. Implications for teachers' professional development and for future research approaches are explored.
3
Flatela, Andile Thaddeus L. L. "History resource materials in Transkei senior secondary schools : their availability and use". Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003438.
Testo completoAbstract (sommario):
This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.
4
Lopes, Danilo Eiji. "História dos estudos do meio: um estudo sobre as práticas extramuros da escola em São Paulo". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-20012015-192304/.
Testo completoAbstract (sommario):
A presente dissertação tem o objetivo de contribuir e somar às pesquisas na área de ensino de História. Para tanto, propõe-se a apresentar atividades extramuros da escola e refletir sobre elas, sobretudo no que diz respeito a estudos do meio atrelados à disciplina e realizados em circunstâncias escolares na cidade de São Paulo, além de contextualizar suas diferentes intencionalidades, metodologias e relações com parâmetros e orientações curriculares vigentes. Em um segundo momento, a pesquisa propõe um olhar qualitativo sobre tais atividades por meio de experiências de trabalhos de campo em escolas da rede pública e particular de educação básica, com o intuito de visualizar reverberações de práticas passadas no presente e de situá-las e debatêlas em relação a perspectivas maiores concernentes ao ensino, como currículo, protagonismo docente, metodologia de ensino, o processo de mercantilização da educação e sua resistênciaThis study aims to contribute and add to researches in the field of History Teaching. For this purpose, it proposes to present and reflect about activities that are conducted outside the classroom, especially environmental studies linked to the discipline, performed in school circumstances in São Paulo, and to contextualize their different intentionalities, methodologies and relationships with current curriculum guidelines and parameters. In a second step, the research invites taking a qualitative look at those activities by the way of experiences in the field that took place in public and private basic education schools. The aim is to understand how past practices influenced current practices, and debate them in larger perspectives of education, such as curriculum, protagonism in teaching, teaching methodology, the practice of mercantilism in education and its resistance
5
Shaw, Shirley A. "Hypercard: A promising tool for constructivist methodolody". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1121.
Testo completo
6
Cettolin, Franciele. "Musicando a história e historiando a música em escolas de Caxias do Sul : 2008-2014". reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/1092.
Testo completoAbstract (sommario):
O corpus deste trabalho trata do ensino da Música na escola aliado ao ensino da História, uma vez que ambos, como componentes do sistema nacional de ensino, têm sido temas recorrentes nos debates tanto acadêmicos como no âmbito da educação básica. A Lei de Diretrizes e Bases da Educação Nacional, 1996, recomenda o trabalhado com temas transversais e sugere metodologias diversas que almejam abranger os problemas educacionais e amparar o multiculturalismo presente no meio escolar e comunitário. Neste sentido, a pesquisa propõe problematizar o não cumprimento da Lei nº 11.769/2008 que trata sobre a obrigatoriedade da música na educação básica, se constituindo como provocadora de debates e ponderações acerca do ensino de Música, História e questões interdisciplinares entre ambas. Tendo por base o resultado de entrevistas aplicadas junto a professores de história de escolas públicas, municipais e estaduais, de Caxias do Sul, pretende ainda avaliar o material didático e pedagógico existente sobre o assunto e as consequentes práticas dos professores em sala de aula. A partir disto, almejou-se construir um material acessível e de apoio ao professor que pretende trabalhar com a Música nas aulas de História, além do que já é proposto, de forma a considerar o sublime. A metodologia utilizada baseou-se na revisão bibliográfica com ênfase na história cultural proposta por Roger Chartier, juntamente com as entrevistas que compuseram uma análise, sobretudo, qualitativa dos dados, além de todo campo bibliográfico visitado a respeito do ensino das disciplinas em questão. Por fim, concluiu-se que a Música oferece amparo para a formação do educando uma vez que a proximidade da mesma com o seu dia a dia permite relações que ultrapassam as questões puramente teóricas, possibilitando através da leitura de vários signos musicais, interpretações nos mais diversos campos do saber, principalmente na área de ciências humanas e em particular, no ensino de História, significando a consciência de si e do outro.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-01-27T17:31:11Z No. of bitstreams: 1 Dissertacao Franciele Cettolin.pdf: 2591692 bytes, checksum: 0ef27a936fbf0158ae33d1d300dd8614 (MD5)
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The corpus of this work deals with the teaching of music in schools coupled with the teaching of history, since both, as components of the national education system, have been recurrent themes in both academic debates and in the context of basic education. The Law of Directives and Bases of National Education, 1996 recommends working with cross-cutting issues, and suggests several methods that aim to cover the educational problems and bolster this multiculturalism in the school and community environment. In this sense, the research proposes to question the failure of Law No. 11,769 / 2008, which deals with the obligation of music in basic education, constituting as provocative discussions and considerations about music education, history and interdisciplinary issues between them. Based on the results of interviews applied along the history of public school teachers, municipal and state, of Caxias do Sul, intends to evaluate the existing teaching and learning materials on the subject and the consequent practices of teachers in the classroom. From this, he craved to build an affordable material and teacher support you want to work with music in history classes, beyond what is already proposed in order to consider the sublime. The methodology used was based on the literature review with emphasis on cultural history proposed by Roger Chartier, along with interviews that comprised an analysis, especially, qualitative data, plus all bibliographic field visited about the teaching of the subjects in question. Finally, it was concluded that Music provides support for elementary education since the proximity of the same with your day to day allows relationships that go beyond the purely theoretical questions, enabling by reading various musical signs interpretations in more various fields of knowledge, especially in the humanities and in particular, the teaching of History, meaning the awareness of self and other.
7
House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.
Testo completo
8
Farhanieh, Iman. "A Study in History Teaching Using Serious Games". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12948.
Testo completoAbstract (sommario):
The goal of this study is to observe if having more interactivity and media richness in teaching will lead to more meaningful learning and remembering information longer, compared to more traditional teaching such as books and slideshow presentations. It has been revealed that using multimedia tools such as video games, which use different cognitive load-reducing methods, can help the learner use less irrelevant cognitive process. This will lead to more cognitive load being assigned to more relevant materials. Two groups of participants were compared to each other, where one group was asked to play a video game containing historical information about the city of Skövde, while the second group was presented with a slideshow containing the historical information but only as simple text. The results from the experiment suggested that there is a significant difference between the two groups, meaning the participants who were asked to play the video game has less difficulty in recalling information after 7 days compared to the group who only read the slideshow presentation.
9
Abdella, Ali Suleman. "Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97776.
Testo completoAbstract (sommario):
Thesis (PhD)--Stellenbosch University, 2015.Contains one part in Tigrigna.
ENGLISH ABSTRACT: Against the background of education reforms, this study was conducted to determine what can be learnt from using lesson study as professional development strategy in Eritrea. The core problem discussed in the study is that the instigators of successive education reforms in Eritrea expected teachers to shift their teaching from more teacher focused to student-centred approaches with little or no support provided to them. This implies that teachers in Eritrean need effective and sustainable support systems that enable them to implement the reform initiatives. In this study, the researcher uses lesson study as a strategy that could provide teacher development experiences to teachers in Eritrea that are different from the traditional one-shot varieties such as workshops, short-term orientations and training of trainer programmes which are often normally provided by the official programmes. Lesson study is a well-established classroom-based activity in which teachers systematically examine their teaching by collaboratively planning, teaching, observing, revising and re-teaching lessons. Several successes with lesson study have been reported in research in Japan, where it has been used extensively, as well as elsewhere. However, no study on teacher professional development has been conducted using lesson study as a strategy within the Eritrean context. This study is an interpretive qualitative case study that explores the effects of lesson study on science teachers’ learning and classroom practice in selected middle schools of Eritrea. It involved twenty one participants – fifteen science teachers, three school directors and three pedagogic heads for a duration of one year. Data were generated through questionnaires, semi-structured focus group interviews, observations, documents for generating research lesson events, video-recordings and photographs. The findings show that participation in lesson study cycles that were extended over a period of time was effective in enhancing the learning of teachers and changing the way they teach science in their classrooms resulting in enhanced students confidence, participation and learning. Evidence reported in this study also indicates that lesson study made a contribution to minimising teacher isolation by bringing teachers together to collaborate and share professional ideas and experiences. Moreover, the findings show the existence of a direct relationship between teachers’ interest in teacher development initiatives and the interest that the school leadership shows in such initiatives and in the extent of support they provide to the participating teachers. Though participants reported receiving benefits from lesson study, they were constrained by a lack of time, curriculum overload, large class-size, teachers’ poor living conditions, lack of suitable space, shortage of resources, students’ poor English proficiency, newness of the process and students’ negligence. This study has also contributed to extending the body of knowledge on lesson study. Finally, it is hoped that the findings of this study may be used as a guiding framework for future teacher development initiatives in the education sector or other professional development programmes in Eritrea.
AFRIKAANSE OPSOMMING: Hierdie studie is teen die agtergrond van onderwyshervormings in Eritrea onderneem om te bepaal wat uit die gebruik van lesstudie as strategie vir die professionele ontwikkeling van Eritrese opvoeders geleer kon word. Die kernprobleem van die studie is dat die opeenvolgende onderwyshervormings in Eritrea vereis dat onderwysers hulle onderrigbenadering van opvoedergerigte na meer studentegerigte metodes verander, sonder dat hulle enige noemenswaardige ondersteuning ontvang. Dit impliseer dat daardie onderwysers ’n doeltreffende en volhoubare ondersteuningstelsel nodig het om die hervormingsinisiatiewe in werking te stel. Met die lesstudiestrategie wat in hierdie navorsing gebruik is, is onderwysers in Eritrea blootgestel aan ander ontwikkelingservarings as die tradisionele eenmalige weergawes, wat gewoonlik in die vorm van werksessies, korttermynoriënterings en opleier-opleidingsprogramme plaasvind. Lesstudie is ’n gevestigde klaskamergebaseerde aktiwiteit waarin onderwysers hulle eie onderrig stelselmatig ondersoek deur lesse in samewerking met kollegas te beplan, aan te bied, waar te neem, te hersien en weer aan te bied. Verskeie suksesse met lesstudie is al aangemeld in navorsing in Japan, waar dit op groot skaal gebruik word, sowel as elders. Tog is geen studie oor die professionele ontwikkeling van onderwysers in Eritrese verband al met behulp van lesstudie as ’n strategie uitgevoer nie. Die metodologie vir die navorsing was ’n vertolkende kwalitatiewe gevallestudie wat ondersoek ingestel het na die uitwerking van lesstudie op wetenskaponderwysers se leer- en klaskamerpraktyk in uitgesoekte middelbare skole in Eritrea. Die 21 respondente – 15 wetenskaponderwysers, drie skooldirekteure en drie onderrighoofde – is vir ’n jaar by die studie betrek. Data is deur middel van vraelyste, semigestruktureerde fokusgroeponderhoude, waarnemings, dokumente vir die skep van navorsingslesgebeure, video-opnames en foto’s ingesamel. Die bevindinge toon dat deelname aan lesstudiesiklusse oor ’n langer tydperk onderwysers se leerpraktyk doeltreffend versterk en hulle wetenskaponderrig in die klas verander het. Dit het verhoogde vertroue, deelname en leer onder studente tot gevolg gehad. Bewyse wat in hierdie studie aangemeld is, toon ook dat lesstudie onderwyser-isolasie help beperk het deur onderwysers bymekaar te bring om saam te werk en professionele idees en ervarings uit te ruil. Daarbenewens dui die bevindinge op ’n regstreekse verband tussen onderwysers se belangstelling in inisiatiewe vir hulle eie ontwikkeling en die skoolleiers se klaarblyklike belangstelling in, en ondersteuning vir, onderwysers en hulle professionele ontwikkeling. Hoewel deelnemers by lesstudie baat gevind het, is hulle aan bande gelê deur tydsbeperkinge, ’n oorvol kurrikulum, groot klasse, swak lewensomstandighede, ’n tekort aan geskikte ruimte, te min hulpbronne, swak vaardigheid in Engels onder studente, die nuutheid van die proses en studente se agtelosigheid. Hierdie studie dra by tot die uitbreiding van die beskikbare kennis oor lesstudie. Die bevindinge sal hopelik as ’n raamwerk kan dien om toekomstige inisiatiewe vir opvoederontwikkeling in die onderwyssektor sowel as in ander programme vir professionele ontwikkeling in Eritrea te rig.
10
Ebot, Tabe Fidelis. "The history of History in South African secondary schools, 1994-2006". Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1259564328.
Testo completoAbstract (sommario):
"
This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."
11
Ceasar, Reginald Raymon. "Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Testo completoAbstract (sommario):
A key issue for the success of students entering a first year mathematics course at tertiary level is whether or not they have an integrated understanding and view of the mathematical concepts acquired at school. Various integrated applications from first year mathematics suggest that a compartmentalised view of mathematics would be detrimental to any student's chances of passing mathematics at this level. This study tried to assess whether learners do have an integrated understanding of mathematics at grade 12 level.
12
Betancourt, Cindy Alyce. "William Walton's viola concerto : a methodology of study". Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063302.
Testo completoAbstract (sommario):
This study provides a resource for performers preparing Walton's Viola Concerto. It is intended to provide information regarding history, technical and musical obstacles, and common alterations to the viola part. The study begins with a historical overview of the work, including information about the composer and the composition. A review of the existing literature examines sources for parallel information and similar studies.The development of a methodology of study is based on the examination of nine excerpts from the Concerto. These excerpts represent technical and musical challenges found in the Concerto. Each example is accompanied by an excerpt from a study or etude that closely reflects the same technical musical challenges. These excerpts are provided as possible technical enhancement studies that, when practiced prior to or in conjunction with the study of the Concerto, provide the methodology of study with the means to actually address the technical demands of the Concerto.Included in the study are the opinions of professional violists, solicited for this study by means of a survey. The survey group is identified, and their opinions on the previously identified technical passages are presented. Compilations of survey responses, along with additional comments and suggestions, are provided in conjunction with the corresponding excerpts.The final portion of this study examines the alterations most frequently made to the viola part. These so-called "William Primrose alterations" are presented with the suggestions and recommendations of the survey respondents. Various aspects of performance practice are examined, and the study offers several conclusions on this subject.Survey participants agreed that performance of the Concerto is a task of considerable difficulty. Regardless of the performer or the performance venue, great technical, musical, and intellectual skill and energy is required. This study provides historical information that all performers should acquire, as well as a methodology of study. It includes performance and practice suggestions from several prominent violists. This methodology of study serves as a resource for violists who undertake to perform what is one of the most significant works in the viola repertoire.School of Music
13
Atuahene-Sarpong, Boateng Kofi. ""Why I like history ...": Ciskeian secondary school pupils' attitudes towards history". Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.
Testo completoAbstract (sommario):
This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.
14
Kaplan, Richard E. "Teaching adolescents about war". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.
Testo completo
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Rosa, Eriziane de Moura Silva. "Desafios e perspectivas para o ensino e aprendizagem em história: uma experiência no primeiro ano do ensino fundamental". Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/5997.
Testo completoAbstract (sommario):
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This study analyzes the possibilities for children, in the early literacy process, seize the historical knowledge and using it in their practical life. Sought reflect on the nature of historical knowledge and his role as tool for analysis of society and a resource for the change of historical consciousness, taking as its starting point the many ways that children are building on history. Departed of the indications harvested through contextualization of history teaching in the Catalão County, in the period 2000 to 2015. The analysis pointed to the need for reframing of history teaching in the initial years. From that indication we have developed a practical experience in the classroom, with insertion classes and history workshops in a class of 1st year of literacy, following the steps indicated by Isabel Barca, with the implementation of the Thematic Unit Investigativa methodology from the perspective of History Education. In this sense, historical narratives were important to understand children's perceptions about human actions in time and expand their perceptions about reality. Results of the research and intervention showed that, when arriving to formal education, the children already presented with a historical consciousness within the exemplary type, assigning meaning to this through general rules validated in the past and, in this particular case, rules based on religious principles. It was also found that, upon contact with other visions of history, were able to seize them and use them as a reference for explaining their reality.
Este estudo analisa as possibilidades de crianças, no início do processo de alfabetização, apreenderem os conhecimentos históricos e utilizá-lo em sua vida prática. Buscou refletir sobre a natureza do conhecimento histórico e seu papel como ferramenta para análise da sociedade e como recurso para a mudança da consciência histórica, tomando como ponto de partida os diversos sentidos que as crianças vão construindo sobre a História. Partiu das indicações colhidas por meio da contextualização do ensino de História no município de Catalão, no período de 2000 a 2015. A análise apontou para a necessidade de ressignificação do ensino de história nos anos iniciais. A partir dessa indicação, desenvolvemos uma experiência prática em sala de aula, com inserção de aulas e oficinas de História em uma turma de 1º ano de alfabetização, seguindo os passos indicados por Isabel Barca, com a implantação da metodologia da Unidade Temática Investigativa, na perspectiva da Educação Histórica. Nesse sentido, as narrativas históricas foram importantes para compreender as percepções das crianças sobre as ações humanas no tempo e ampliar suas percepções sobre a realidade. Os resultados da pesquisa e intervenção demonstraram que, ao chegar ao ensino formal, as crianças já apresentavam uma consciência histórica dentro da tipologia exemplar, atribuindo sentido ao presente através de regras gerais validadas no passado e, neste caso específico, regras baseadas em princípios religiosos. Verificou-se também que, ao entrar em contato com outras visões de História, foram capazes de apreendê-las e utilizá-las como referência para explicar sua realidade.
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Chitumwa, Chemunondirwa Christopher. "Pre-service teachers’ concerns on teaching practicum: a mixed methods case study from Zimbabwe". Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14840.
Testo completoAbstract (sommario):
The purpose of this study was to identify and examine pre-service teachers’ concerns relating to their teaching practicum in Zimbabwe and to suggest strategies that could be used to support them in a digitalised era. This study was necessitated by the desire to understand the concerns that pre-service teachers experience during teaching practicum in a fast changing world and in a depressing, unstable socio-politico-economic environment. The study employed a meta-conceptual approach comprising constructivist and social cognitive epistemology as its theoretical framework. A concurrent mixed methods research design was utilised to address the research questions. Both quantitative and qualitative methods were used to design the study, collect, and analyse data. Thirty participants comprising of 24 pre-service teachers and six college supervisors were purposively selected for the qualitative study from United College of Education in Zimbabwe. Qualitative data was collected by means of interviews and analysed through a thematic analysis. For the quantitative phase, 300 pre-service teachers were chosen through stratified random sampling from the same institution and were asked to complete a questionnaire. One hundred and ninety-three questionnaires were returned and usable, giving a return rate of 64%. Data from the survey were analysed using descriptive and inferential statistics. Findings from the study revealed that pre-service teachers experience diverse concerns during teaching practicum that included classroom management, teacher knowledge, socio-economic factors, workload, interpersonal relationships and assessment anxiety. Findings from the quantitative phase revealed some differences in the levels of concerns among the year groups. A general downward trend in the levels of concerns was detected except for teacher beliefs concerns that remained constant. Findings from the qualitative phase of the study revealed that the concerns that pre-service teachers experienced during teaching practicum had negative impact on their classroom practice. Most of the student teachers had devised some coping strategies to deal with their concerns and they were satisfied with the quality of support from mentors and peers, but not that from their supervisors. In an increasingly globalised world, the researcher felt that teaching practicum related concerns could be minimised by exploiting the benefits of digitalised knowledge and communities of learning.
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Thomas, Christine C. "The effects of learning style and teaching methodology on achievement in an introductory database unit /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013036.
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Hurt, Kara Marie. "Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804886/.
Testo completoAbstract (sommario):
Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features the perspectives of educators and addresses content knowledge, techniques, activities, and assignments for courses across the curriculum with relatively less emphasis on foundations of teaching. The purpose of this study was to develop greater understanding of counselor educator dispositions, orientations, and behaviors that students perceive as important to their learning. Q methodology was utilized to gather and distill counselor education students’ (N = 48) preferences for characteristics identified via focus groups and a comprehensive literature review. Factor analysis revealed four distinct factors, upon which 45 participants’ sorts loaded and which accounted for 41% of total variance. The findings of this study support the importance of the person of the counselor educator in the teaching and learning process in addition to behavioral characteristics. Moreover, these findings support the use of student learning style assessments and customization of course facilitation to fit students’ unique preferences and values.
19
Tan, Kang John, e 陳岡. "History of the history curriculum under colonialism anddecolonisation: a comparison of Hong Kong andMacau". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956749.
Testo completo
20
Seevers, Gary L. Jr. "Identification of Criteria for Delivery of Theological Education Through Distance Education: An International Delphi Study". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/30707.
Testo completoAbstract (sommario):
Distance education is one means of delivering theological education which is being used increasingly. This delivery method is particularly helpful to nontraditional students who desire higher education but who cannot leave family and work commitments for residential study. For some in both developing and developed countries, distance education is the only route open to higher theological education. Criteria for assessing effective delivery of distance education have not been established in the literature. The purpose of this study was to identify such criteria.
Data were collected with a three-round Delphi from an international panel of seventy-four members comprised of denominational and non-denominational educational administrators and distance educators, denominational district representatives, accreditation representatives, and adult education representatives. Two pilot studies were conducted to test the questions used for round one. Criteria statements were retained if they were deemed "important" or "very important" by at least 80 percent of the respondents on rounds two and three. The panel's responses were found to be independent of respondent location--national or international--and the category of the respondent's group membership.
The findings of the study led to the identification of a set of thirty-one criteria in eight categories which may be useful for evaluating existing distance education programs or guiding the development of new programs. The eight categories were ethical concerns, commitment, curriculum, evaluation, support, technology, feedback, and faculty. There was a 100 percent consensus in rating these thirty-one criteria as "important" or "very important" by the panel members.Ph. D.
21
Mills, Christine Elizabeth. "The portrayal of women in history textbooks". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/885.
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Sade, Sarah. "The impact of collaborative action research as a methodology for building, knowledge for teaching : a case study". Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250220.
Testo completo
23
Doe, Timothy Jonathan. "ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/475911.
Testo completoAbstract (sommario):
Teaching & LearningEd.D.
The development of speaking fluency is a major goal for many EFL language learners and several researchers have proposed frameworks for fluency instruction based on theories of cognitive science. It is unclear however, whether EFL students with restricted opportunities to use English outside of language classrooms can benefit from fluency development activities. This main purpose of this study was to determine whether EFL students’ speaking fluency improved whilst participating in theoretically grounded fluency development activities. In addition, student use of formulaic language, participation in classroom activities, and repetition of previously used lexical items was examined in order to determine its relation to development in speaking fluency. 32 first-year Japanese university students from four intact discussion skills classes took part in the study, which was conducted over a period of 12 weeks. Data were collected by recording student performances in a variety of fluency development activities and interactive communicative tasks. There were four main questions investigated in this study. The first research question was focused on long-term fluency development by using multi-level modeling to determine whether gains were made in fluency measures in four 2-minute speaking monologue tests that were conducted at regular periods throughout the semester. Three in-class performance variables - the amount of repeated words, the amount of tokens spoken, and the amount of formulaic language spoken, and three individual difference variables—willingness to communicate, extraversion, and first language fluency were also examined to determine if they were related to any growth observed. The second research question looked at short-term fluency development across a time-pressured speaking activity and similarly used multi-level modeling with the same predictor variables. The third research question concerned the relationship of complexity and accuracy to the fluency measures derived from the monologue speaking tests. Finally, the fourth research question was an investigation of the relationship between the objective fluency measurements and subjective expert ratings. The results indicated that the participants made very small, but significant gains on their mean length of pause across the monologue speaking tests. While none of the predictor variables had a strong relationship with this development, post-hoc analyses suggested that other fluency measures and oral proficiency level could have covaried with this growth. There was also a small but significant improvement in the phonation/time ratio, however, none of the predictor variables appeared to covary with this development. No other significant relationships were found in the long-term fluency measures. For the short-term fluency measures, significant growth was seen across the three deliveries of the speaking activity. While several of the predictor variables, most prominently repetition and the number of tokens spoken, had a significant relationship with this growth, a closer examination revealed that the degree of covariance was extremely slight. The relationship among complexity, accuracy, and fluency also became more significantly correlated over time, suggesting that learners produced higher quality samples of language as the study progressed. Finally, the expert ratings had significant correlations with three of the five fluency measures, indicating that human raters were able to detect small differences in spoken fluency. The findings of this study show that fluency can develop in instructed foreign language settings, however, the role of practice and repetition might be more complex than has been suggested in the research literature. This study provides some insight into that complexity and suggests a number of directions that can be followed to understand more about fluency development.
Temple University--Theses
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Eseryel, Deniz. "Expert conceptualizations of the domain of instructional design an investigative study on the deep assessment methodology for complex problem-solving outcomes /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Park, Micah William. "Teaching Intonation Patterns through Reading Aloud". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/267.
Testo completoAbstract (sommario):
This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three native speakers who listened to single-sentence recordings [n=868] from questionnaires, exit interviews, and pre- and post-tests) and that they were generally amenable to the teaching technique.
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O'Brien, Eileen Marie. "Women in history: A vanishing act". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/762.
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Backus, Carolyn S. "Why Johnny Isn't Ready for Kindergarten: A Study of Phonological Awareness Methodology in Pre-Kindergarten Programs in the Mid-Ohio Valley Region of Appalachia". Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1111507056.
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Fasteen, Jodi I. "An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2314.
Testo completoAbstract (sommario):
Alternate numeration systems are common in preservice teacher (PST) mathematics curricula, but there is limited research on how to leverage alternate systems to promote the development of mathematical knowledge for teaching. I analyzed the role of alternate numeration systems in three ways. I conducted a thematic analysis of current PST textbooks to consider the role of alternate numeration systems in written curricula. I conducted a teaching experiment to analyze PSTs' mathematical activity as they engaged with a base five task sequence to reinvent an algorithm for multiplication. And I introduced problematizing mathematical contexts as a design heuristic, situating this within the design theory of Realistic Mathematics Education. I found that alternate numeration systems can be leveraged to create opportunities for PSTs to (a) engage in guided reinvention of an algorithm, (b) improve understanding of base ten by comparing it to other numeration systems, and (c) reflect on their learning experience and the learning experiences of children.
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Ho, Chi-ming Ronald, e 何志明. "Epistemological beliefs and constructivist teaching for secondary students learning history". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37321444.
Testo completo
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Winter, Regina Beth 1945. "An integrative model for a discipline based feminist history of art". Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276708.
Testo completoAbstract (sommario):
This thesis establishes guidelines and develops art historical instructional materials that answer requirements of discipline-based and feminist art education. Recent literature on the theoretical bases and curricular applications of DBAE,and feminist writings in art education and art history serve as conceptual sources for developing an integrative art historical model. This study applies this model to develop a variety of high school level instruction materials based on the lives of 19th century American neoclassical women sculptors. These materials contain biographies, sources of reproductions, and an analysis of these artists' particular positions as women, and as artists, in nineteenth century America. The last chapter provides information and suggestions for teachers on how to use the materials in a discipline based context. This kind of integrative approach can serve to broaden our understandings and experiences of the visual arts so that they are more truly representative of all humankind.
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Hurley, Robert P. "An instructional design methodology for interactive multimedia courseware in dynamic systems and controls engineering". Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/16065.
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32
Butcher-Lashley, Jean. "Principals of higher education institutions in postcolonial Barbados : a study using life history as a decolonizing methodology". Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16348/.
Testo completo
33
McNabb, Cheri Andrea. "Oral history: An approach to teaching limited english proficient children". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.
Testo completo
34
Poswa, Mandisa. "History reading comprehension in black secondary schools : a Ciskei study". Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003437.
Testo completoAbstract (sommario):
This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehension scores of those pupils whose answers are written in English with those who are allowed to answer in Xhosa on questions based on the simple text. Finally, it compares the quality of the pupils' answers in Xhosa and English. Tentative recommendations are made about the language implications of history teaching which emerge from the results of the research.
35
Ho, Sun-yan Anita, e 何蕣顏. "Post-1949 China in Hong Kong's "History" and "Chinese History" curricula: a comparative study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203815.
Testo completo
36
Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.
Testo completo
37
Faulkner, E. A. G. "The application of drama in education methodology to the teaching of history to Stds. 6 and 7 in white secondary schools in South Africa". Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/16371.
Testo completoAbstract (sommario):
Bibliography: pages 128-131.CHAPTER 1 History Teaching in South Africa. Towards identifying some problems of History teaching in South Africa and suggesting in general terms a methodology to help solve the problems. CHAPTER 2 Education. Theatre and Drama. A. Towards the author's definition of child-centred education, based on the writings of eminent philosophers. B. Theatre's relationship with educational drama, given that the two modes of communication share many elements relevant also to history education. C. The links between educational drama and the author's definition of education in A above. CHAPTER 3 The Aims of Drama in Education with Reference to Goals. Special aims which single out Dorothy Heathcote from other practitioners; emphasising the Left Hand of Knowing and aiming for authenticity in teaching, which includes the concept of drama as a social art. This concept emphasises the bondings between people, particularly between child and society. Links between Drama in Education a1ms and those of a new history methodology (Chapter 1) will be. discussed.
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Nishimoto, Warren S. "An oral history of the April 1, 1946 tsunami at Laupāhoehoe, Hawaiʻi a case study in the educative value of constructing history from memory and narrative /". Thesis, University of Hawaii at Manoa, 2002. http://proquest.umi.com/pqdweb?index=0&did=765044521&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1209145450&clientId=23440.
Testo completo
39
Sheaffer, Christopher Ryan. "Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/925.
Testo completoAbstract (sommario):
Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation. The emergence of scientific inquiry and engineering design teaching methods have led to the development of new teaching and evaluation methods that concentrate on steps in a process rather than facts in a topic. Research supports the notion that an explicit focus on the scientific process can lead to student science knowledge gains. In response to new research and standards many teachers have been developing teaching methods that seem to work well in their classrooms, but lack the time and resources to test them in other classroom environments. A high school Physics teacher (Bradford Hill) has developed a unit called Patterns in Nature (PIN) with objectives relating mathematical modeling to the scientific process. Designed for use in his large public school classroom, the unit was taken and used in a charter school with small classes. This study looks at specifically whether or not the PIN unit effectively teaches students how to graph the data they gather and fit an appropriate mathematical pattern, using that model to predict future measurements. Additionally, the study looks at the students' knowledge and views about the nature of science and the process of scientific investigation as it is affected by the PIN unit. Findings show that students are able to identify and apply patterns to data, but have difficulties explaining the meaning of the math. Students' show increases in their knowledge of the process of science, and the majority develop positive views about science in general. A major goal of this study is to place this unit in the cyclical process of Design-Based Research and allow for Pattern in Nature's continuous improvement, development and evaluation. Design-Based Research (DBR) is an approach that can be applied to the implementation and evaluation of classroom materials. This method incorporates the complexities of different contexts and changing treatments into the research methods and analysis. From the use of DBR teachers can understand more about how the designed materials affect the students. Others may be able to use the development and analysis of PIN study as a guide to look at similar aspects of science units developed elsewhere.
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Kehoe, Earl. "The teaching of history in post-genocide Rwanda : a case-study of a post-genocide secondary school history curriculum". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33446/.
Testo completoAbstract (sommario):
The focus of this thesis is an investigation of secondary school history in post-genocide Rwanda. The thesis addresses a knowledge gap by examining the 2008 O-level Rwandan history curriculum as a case of a post-genocide secondary school history curriculum. The issues surrounding the construction of the 2008 O-level history curriculum and the wider opportunities and challenges of teaching and learning history in Rwandan schools are addressed. The research is located in the field of literature that investigates school history in different post-genocide and post-conflict countries and the connections between history education, conflict, peace and reconciliation. Research involved two periods of fieldwork in Rwanda of 11 weeks and 16 weeks respectively. During this time curriculum documents were collected and field-notes taken. Also, interviews were conducted with Rwandan policy-makers (3), secondary history teacher-educators (5) and secondary history student-teachers (10). Informal discussions were held with four additional policy-makers. The empirical research was related to the research question: What opportunities and challenges does teaching history face in post-genocide Rwanda - perceptions of what, why and how history is taught to secondary school pupils? A thematic analysis of the data resulted in three key inter-related findings. Firstly, there are competing policy visions and curriculum processes at the heart of the 2008 O-level secondary school history curriculum. Secondly, the memory of the 1994 genocide is central to the 2008 O-level history curriculum construction (policy), mediation (teacher-educators) and implementation (student-teachers). Finally, and related to finding two above, limited learner-centeredness in student-teachers’ classroom practice demonstrates how the legacy of the Rwandan 1994 genocide impacts on the delivery of the 2008 O-level history curriculum. Based on these findings the thesis makes three original contributions to knowledge. The legacy of the genocide in terms of post-genocide fears of future violence and aspirations for unity and reconciliation needs to be at the centre of our understanding of school history curriculum reform in post-genocide Rwanda. Also, over 20 years after the 1994 genocide the on-going emotional legacy of the genocide in the classroom shapes the classroom practice of a new and university trained generation of history teachers. Yet, student-teacher classroom practice also challenges the uniform depiction of teacher-led history teaching by writers, suggesting a more complex history classroom reality. Finally, this is the first empirical study to use the theoretical framework of ‘unity in homogeneity’, ‘unity in diversity’ and ‘diversity’ approaches to frame and investigate the opportunities and challenges the teaching of history faces in post-genocide Rwanda.
41
Rehman, Jonas. "From Bantu Education to Social Sciences : A Minor Field Study of History Teaching in South Africa". Thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8022.
Testo completoAbstract (sommario):
The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.
42
Mrwetyana, Notemba. "Group work in black history classes". Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001425.
Testo completoAbstract (sommario):
As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
43
Panzo, Barbara Ann. "Inclusion of Alaska natives in history/social science curriculum for fifth grade". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1680.
Testo completoAbstract (sommario):
This project addresses the need for more authentic multicultural curriculm in the elementary schools within California, specifically concerning Native Americans in Alaska Natives. This projects supports the need to include Alaska Natives in the California History/Social Science curriculum for fifth grade.
44
Richardson, Lina. "AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/443294.
Testo completoAbstract (sommario):
Urban EducationPh.D.
The value of Black students knowing about their history has been well-established within the scholarly literature on the teaching and learning of African American history. There is a paucity of empirical studies, however, that examine how exposure to this knowledge informs students’ historical and contemporary understandings. Framed by the theory of collective memory, the purpose of this study was to investigate how two teachers’ contrasting representations of African American history shaped student’ understanding of the Black past and its relationship to the experiences of Black Americans today. To examine this, I conducted an ethnographic study at two school sites that each required students to complete a year-long course on African American history. The participants in this study were two groups of Black high school students and their respective African American history teacher. Analysis of data derived from classroom observations, student and teacher interviews and curricular artifacts (e.g., reading materials, handouts, assessments and writing samples) indicate that teachers’ representations of African American history shaped students’ understandings in distinctive ways. This study contributes to the existing literature by examining students’ interpretations of the Black experience in relation to two teachers’ competing narratives on the meaning and significance of African American history. Findings from this study suggest that we must go beyond advocating for inclusion of African American history curricula and work toward ensuring this is being taught in a way that is relevant and meaningful for students.
Temple University--Theses
45
Hougland, Uchwat Gail Ann. "Natural history of the saguaro". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1466.
Testo completo
46
Giannamore, Kathleen A. "ALIGNING THE NECESSARY COMPETENCIES FOR TRAINING AND EVALUATING ONLINE TEACHERS IN HIGHER EDUCATION WITH CHICKERING AND GAMSON’S SEVEN PRINCIPLES FOR EFFECTIVE UNDERGRADUATE TEACHING: A Q METHODOLOGY STUDY". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1600439569685503.
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47
Harding, James Craig. "Teachers' conceptions of history education, a phenomenographic inquiry". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/NQ46353.pdf.
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Doney, Jonathan. "'That would be an Ecumenical matter' : contextualizing the adoption of the study of world religions in English religious education using 'statement archaeology', a systematic operationalization of Foucault's historical method". Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18518.
Testo completoAbstract (sommario):
It is claimed that during the 1960s and 1970s a new chapter in the history of English Religious Education (hereafter RE) began. Christian Confessionalism, whereby children were introduced to, nurtured in, and encouraged to adopt, the Christian faith, was swept aside and replaced by a non-confessional, phenomenological, multi-faith model, in which children were introduced to a variety of World Religions, with the aim that they would become more understanding of and tolerant towards others. Subsequently the study of World Religions (hereafter SWR) was adopted at all phases of the school system. Whilst this transition has been subjected to a wealth of historical analysis, existing accounts concentrate on narrative reconstructions of what happened, rather than investigating the complex interaction of discourses that created circumstances in which the change became possible. By framing analysis within national boundaries these reconstructions also overlook supranational influences. Thus, the supranational ecumenical movement (concerned with achieving greater unity and co-operation between denominationally separated Christian groups) has hitherto been largely overlooked. Drawing on Michel Foucault’s historical methods, I have developed a critical methodology, which examines how certain practices become possible. This method, Statement Archaeology, follows Foucault in emphasizing ‘discontinuities’, ‘statements’, and the search for the ‘relative beginnings’ of particular practices. Deploying the method entailed a detailed forensic exploration of relevant primary, unutilized, sources drawn from relevant domains of ecumenical discourses at both supranational (World Council of Churches) and national (British Council of Churches) levels. These sources were identified by tracing the provenance, and origin, of ecumenical statements repeated within Schools Council Working Paper 36 (1971). A ‘compound’ framework of understanding, combining the notions of Governmentality and Normalization, has been used. The thesis presents a number of original contributions to knowledge. By focusing on the multiple intersections of supranational and national domains of ecumenical discourse, Statement Archaeology reveals a much greater level of complexity than has hitherto been described and exposes a more nuanced understanding of how it became possible for SWR to be adopted, suggesting that the ‘relative beginnings’ of the practice are located—to some extent—in national ecumenical discourses. Further, supranational issues that affected these processes are unearthed, and motivations behind them are exposed, thus highlighting the importance of incorporating ecumenical discourses into the historiography of RE. The research also problematizes some assertions that have become characteristic of the existing historical narrative. Amongst other things, it disputes the existing positioning of Working Paper 36, highlights the problematic positioning of ‘mass immigration’ as a causal factor in adoption of SWR, and exposes a complexity of terminology, none of which appear to have been examined previously. These findings have application both in England and elsewhere, and are briefly discussed in relation to two other national contexts where approaches akin to SWR have been adopted. Finally, the limitations of the study are discussed and recommendations made for further work.
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Villanueva, Mary Grace Flores. "Integrated teaching strategies model for improved scientific literacy in second-language learners". Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1107.
Testo completoAbstract (sommario):
The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing need to develop learners’ fundamental sense of scientific literacy (Norris & Phillips, 2003). Expanding learners’ ability to read, write and communicate in science may provide the necessary framework for engaging learners in the critical principles and foundations of the scientific endeavour (Hand, Prain, & Yore, 2001). As such, this study focuses on equipping and training grade six and seven science teachers to develop scientifically literate learners via professional development workshops with a strategy that supports reading, writing, talking and conducting (‘doing’) science through scientific investigations. The typology of triangulation and the mixed method research approach was supported by a fully mixed, concurrent, and equal status design (Leech & Onwuegbuzi, 2007). Quantitative data were collected from the baseline and post-intervention testing of learners’ problem solving skills, as well as their literacy skills in English and isiXhosa. Qualitative measures were generated through classroom observations, teacher interviews and learners’ science notebooks. The study was conducted in two different milieus in the Eastern Cape, South Africa. The first setting, in the rural area of Tyumie Valley near the Hogsback Mountains, was comprised of a sample of grade six and seven (multi-grade classrooms) teachers (n=7) and learners (n=168) from five experimental schools and two comparison schools. The second setting, in the urban townships area east of Port Elizabeth, was comprised of a sample of grade six teachers (n=8) and learners (n=675) from six experimental schools and two comparison schools. Mean differences between the experimental and the comparison groups were computed for the Raven’s Standard Progressive Matrices (RSPM) and the literacy tests, and the data generated were treated with an Analysis of Covariance (ANCOVA). The data suggest that the scientific literacy strategy improved the experimental learners’ problem solving skills. Both experimental groups demonstrated greater gains than that of the comparison schools. However, statistically significant improvements were only detected in Port Elizabeth. Improvements in learners’ literacy skills in isiXhosa and English varied according to each milieu. While the teachers initially identified challenges to learners’ reading and writing abilities, the analysis of learners’ science notebooks suggested that they used writings to support their investigations. Some teachers cited difficulties with certain aspects of the model, such as problems with developing an investigable question and argumentation, yet overall, teachers found the strategy useful for developing learners’ language skills, as well for strengthening their pedagogical practices in science. Teachers’ gradual improvements in the use of the model suggest that they were able to use the scientific literacy strategy to support the cognitive and linguistic development of second-language learners.
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Summers, Jerry L. (Jerry Lynn). "The Association Between Postmodernistic Trends and Historical Scholarship With Implications for the College-Level Teaching of History". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332541/.
Testo completoAbstract (sommario):
The debates among historians regarding the "crisis in history" have been directed to various problems. The fragmentation of historical scholarship and writing embodied in the "new history," the alleged overspecialization of historical scholarship, and recent challenges to the objectivity of historical fact and interpretation receive attention. Successive chapters attend to a general background study and description of postmodernism, the association between postmodernistic trends and historical scholarship as seen in poststructuralism and deconstruction, and the implications of postmodernistic criticism for post-secondary history instruction. Deconstruction, or the hermeneutical challenge of poetics, is a criticism of historical epistemological presuppositions and practices. Deconstruction yields insights that are useful to judge historical knowing. However, deconstruction does not present a compelling alternative to accepted standards of historical scholarship and practice