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Tesi sul tema "Instruction and study"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 30 luglio 2024

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1

James, Casie Dawn. "Strategic spelling instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.

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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.

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2

Greenwell, Stacey. "USING THE I-LEARN MODEL FOR INFORMATION LITERACY INSTRUCTION: AN EXPERIMENTAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edc_etds/6.

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Given the proliferation of information and the lifelong importance of information literacy skills, there is a need to determine how to best design information literacy instruction in order to help students locate, evaluate, and use information more effectively. This experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student understanding and application of information literacy concepts as compared to how librarians currently provide information literacy skills instruction. The experimental group received an instruction session and an online library research guide designed using the I-LEARN model, and the control group received an instruction session and an online library guide designed using a systems model. The analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups.

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3

Wang, Changhua. "A comparative study of Chinese EFL reading instruction and American ESL reading instruction." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3861.

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Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks. This study was intended to answer the following questions. 1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States? 2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills? 3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?

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4

Gernert, Rodney L. "Impact of the Study Island Program on Students' Reading Comprehension." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1162.

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School administrators at the research site, which is a public school district, had been under pressure to improve low reading state scores of Grade 11 students as measured by Pennsylvania System of School Assessment (PSSA) tests. A web-based reading software called Study Island was integrated into the literacy curriculum for students to increase their reading proficiency and pass PSSA state tests. The research problem was that the integration of Study Island had not been evaluated and students were not meeting adequate yearly progress (AYP). The purpose of this study was to provide research-based evidence on whether Study Island helped students to improve their reading proficiency. This nonequivalent, quasi-experimental study was based on Tomlinson's differentiated instruction theory and Marzano's intelligence theory. Archived PSSA scores were collected for 2 cohorts of Grade 11 students (N = 800), before and after the curricular integration of Study Island between the academic years 2009--2011 and 2011--2013. An independent samples t test showed that students' reading proficiency scores were significantly higher after receiving the Stony Island software than they were before the software. These findings can be used by school and district administrators regarding the integration of Study Island into other academic subjects. Implications for positive social change may include professional development (PD) for high school teachers to use Study Island in the academic subjects they teach. PD on Study Island for high school teachers may help students pass PSSA testing, meet AYP, and graduate from high school.

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5

Owens, Paul School of English UNSW. "Cognitive load theory and music instruction." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/22994.

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Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised of either two or three sources of information (text, auditory musical excerpts, musical notation). Participants were academically able Year 7 students with some previous musical experience. Following instructional interventions, students were tested using auditory and/or written problems; in addition, subjective ratings and efficiency measures were used as indicators of mental load. Together, Experiments 1 and 2 demonstrated the benefits of both dual-modal (dual-modality effect) and physically integrated formats over the same materials presented as adjacent and discrete information sources (split-attention effect), confirming the application of established cognitive load effects within the domain of music. Experiment 3 compared uni-modal formats, consisting of auditory rather than visual materials, with their dual-modal counterparts. Although some evidence for a modality effect was associated with simultaneous presentations, the uni-modal format was clearly superior when the same materials were delivered successively. Experiment 4 compared three cognitively efficient instructional formats in which either two or three information sources were studied. There was evidence that simultaneously processing all three sources overwhelmed working memory, whereas an overlapping design that delayed the introduction of the third source facilitated understanding. Experiments 5 and 6 varied the element interactivity of either two- or three- source formats and demonstrated the negative effects of splitting attention between successively presented instructional materials. Theoretical implications extend cognitive load principles to both the domain of music and across a range of novel instructional formats; future research into auditory only formats and the modality effect is suggested. Recommendations for instructional design highlight the need to facilitate necessary interactions between mutually referring musical elements and to maintain intrinsic cognitive load within working memory capacity.

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6

Bell, Jeffery E. "American musical theater songs in the undergraduate vocal studio : a survey of current practice, guidelines for repertoire selection, and pedagogical analyses of selected songs." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1026700.

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American musical theater songs are popular with the general public, and many college and university voice students are familiar with them. Some voice teachers also use musical theater repertoire to varying degrees in voice instruction. Such familiarity and interest lend significance to this study of the songs in a teaching context. There is therefore a need for the establishment of repertoire-selection guidelines and pedagogical analysis of selected musical theater songs so that additional teachers will become well informed.Following the introduction in Chapter One, the results of a survey sent to one hundred members of the National Association of Teachers of Singing are presented. The survey posed questions concerning the current use of musical theater songs. Among other things, the results revealed strong interest in the analysis and application of this literature in the voice studio. Guidelines for repertoire selection (also used by the author in selecting songs that address specific aspects of singing) are introduced in Chapter Three, along with a description of analytical procedures. Chapters Four through Eight include summaries of the analyses and suggested applications in the voice studio:Developing the ability to sing longer phrases"You'll Never Walk Alone" (Rodgers)"Where Is Love?" (Bart)"After the Ball" (Harris)• Developing the ability to sing wide intervals in a legato fashion "Lost in the Stars" (Weill)"Warm All Over" (Loesser)"Green Finch and Linnet Bird" (Sondheim)•Developing the ability to articulate words rapidly "My Darling, My Darling" (Loesser) "Seventy-Six Trombones" (Willson) "Soliloquy" (Rodgers)•Developing the ability to move smoothly between registers "Someone to Watch Over Me" (Gershwin) "Where or When" (Rodgers) "O1' Man River" (Kern)•Managing a large range and mature quality "Maria" (Bernstein)"Memory" (Lloyd Webber) "One More Kiss" (Sondheim)Conclusions in Chapter Nine include: (1) teachers should judge musical theater songs by the same criteria as other songs; (2) musical theater literature offers useful material for students who are striving to develop certain aspects of singing; (3) analyses of selected songs demonstrate their suitability for pedagogical use; and (4) there is a need for additional critical analysis of musical theater literature.<br>School of Music

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7

Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

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8

Miller, Susan Frances 1962. "Vocabulary instruction: Teacher perceptions and classroom observations." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291918.

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This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implied by the Instrumental Hypothesis are the most usable; (3) observations of five teachers indicate that observed behaviors, reported practices, and personal reports are inconsistent; and (4) triangulation of the three data sources reveals some consistency and some contradictions. Implications for future research, teacher education and practice are discussed.

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9

Isaacson, David J. "A suggestopaedia-based method of guitar instruction." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/16849.

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Bibliography: pages 133-138.<br>Sight-reading is generally regarded by guitar teachers as a problem area of instruction. The aim of this thesis is to address the problem through a fourfold approach: 1. defining sight-reading in terms of its historical context ; 2. providing a rationale, and proposing an alternative method, for teaching sight-reading on the guitar based on a language teaching model ; 3. developing the proposed method ; 4. evaluating the proposed method experimentally. Music and language share many common characteristics. It is for this reason that Suggestopaedia, a method validated in language teaching, has been adapted for teaching the guitar with sight-reading skills as the central focus. Suggestopaedia has been chosen because it stimulates the whole personality, and all brain systems, of the learner.

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10

Cumyn, Lucy A. "Pedagogical reflection in statistics instruction." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115594.

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Today, education is arguably one of the most important facets used to prepare and train students for the future. Society expects that students will acquire the requisite knowledge and competence in their respective fields to prepare them to successfully navigate the demands of today's competitive markets. This expectation has consequences on teachers at all levels of education across many domains. Teachers have a significant role: to prepare students for the future. Competent teachers spend a great deal of time reflecting on their own practices and beliefs, reviewing their teaching goals and evaluating if students have met these goals effectively. The process of reflection in teaching is vital in the preparation and training of students.<br>The purpose of this dissertation therefore was to investigate how statistics professors reflect on their practice. The research questions were designed to access what statistics teachers thought about before giving their courses and before giving two of their classes (hypothesis testing, t-tests). Post class evaluation interviews were conducted to determine where professors thought they were effective and whether they considered a need for change based on student understanding. More specifically, the questions asked: 1) What are the main themes in teacher reflection? 2) How is the content of reflection similar or different between statistics teachers? 3) How is the content of teacher reflection defined in statistics?<br>The design was based on a grounded theory approach whereby data collection consisted solely of interviews conducted throughout the semester: one pre-course interview and two sets of pre-class and post-class interviews. There were 13 participants in total. Participants were either statistics teachers from Quebec Cegeps or university professors. Participants were from the following departments: anthropology, economics, psychology, sociology, education, math, and biology. The analyses dealt with three data sources: pre class reflection, in class reflection, and post class reflection.<br>Data analysis focused on defining the main themes of teacher reflection that emerged from the data, identifying the content of reflection between and within participants in terms of similarities or differences. The pre course interview revealed five main themes: the course (logistics), the teacher as 'self, teaching approaches (what do they say they do in the classroom?), teaching and learning influences, and evaluation of teaching.<br>The pre and post class interviews addressed class planning. What did the professors foresee as any issues students might have in understanding hypothesis testing and t-tests? What changes would they make the next time they taught these concepts? Results showed that the focus of professor reflection centered around three main categories: the class, the student, and the teacher. For the main category, class, some professors reviewed lecture notes, added examples that emphasized authentic statistical problems, and others did no preparation. Student related themes addressed issues students had with understanding statistical content, learning associated difficulties, and student affect. The last category, the teacher, looked at self evaluation, their in-class strategies, methods of promoting and gauging student understanding, and decisions made in class and for future classes. Recommendations for future research include examining the role of experience in professor's level of reflection as well as defining the process of decision making and its role in reflection.

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11

DeWitt, S. Lloyd Hesse Douglas Dean. "Hypertextualizing composition instruction a research study /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234461.

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Thesis (D.A.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 25, 2006. Dissertation Committee: Douglas D. Hesse (chair), James R. Kalmbach, Janice G. Neuleib, Anne Rosenthal. Includes bibliographical references (leaves 194-202) and abstract. Also available in print.

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12

Carney, Robert D. "Using Web-Based Instruction to Teach Music Theory in the Piano Studio: Defining, Designing, and Implementing an Integrative Approach." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28404/.

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This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology, educational psychology, and interaction design and children receive primary consideration. A synthesis of these sources outlines several research-based principles that instructional designers can use to design a complete blended learning environment for use within the piano studio. In addition to the research-based principles, the precise methods of determining instructional tasks and implementing the program online are described in detail. A full implementation is then deployed, and piano teachers evaluate the extent to which the online program fulfills the research-based principles. This dissertation does not argue for the complete migration of theory instruction from traditional workbook approaches to an entirely Web-based medium but rather outlines the best use of face-to-face instruction, collaboration amongst students, teachers, and parents, and interaction with a Web-based program. This formative research provides a complete model of integrating WBI within the piano studio that can guide instructional designers and music educators.

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13

McMillan, James F. "The curricular dysfunction between the administration of instrumental music and suitability of teaching materials in English secondary schools /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65402.

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14

Kwong, Chung-yuk. "A classroom study of collaborative study at the computer." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137424.

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15

Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.

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16

Richer, Gaelen Kathleen. "Environmental education resource for fifth grade science instruction." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3395.

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The goal of this project was to develop an environmental education resource for fifth grade teachers using the California Science textbook. The goal is for teachers to be able to use this guide as a convenient resource to incorporate environmental education and environmental literature into science instruction.

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17

Allen, Thomas Orrin. "Components of instruction in general music and piano in selected educational settings in Buenos Aires, Argentina." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833669.

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Pianists from Buenos Aires, both artists and students, have seemed to this writer to possess common qualities of spirit, fluency and command. The research project was organized to investigate facets of Argentine culture and the training of pianists in Buenos Aires which may have contributed to this perception. Observations of musical education in Buenos Aires were conducted in August and September of 1986. Learning situations observed included piano lessons in private studios, public and private conservatories and preparatory schools. Also observed were aural perception training and general music education in private elementary schools, public high schools, pre-professional schools, public and private conservatories and preparatory programs. The social, political, cultural and economic conditions that existed were also studied in order to better understand the climate in which musical training occurred.Those factors in the culture and training of pianists in Buenos Aires that would seem to have a discernible effect on students within that system include: 1) The Argentines' sense of cultural identity is consciously enhanced by deliberate inclusion of Argentine culture in the Music Education curriculum and the conservatory syllabus. 2) Important to the sense of command and success is the will to succeed in the struggle against the economic and political hardships of life in Argentina. 3) Music education is highly structured and weighted toward aural perception training. Aural skills were taught thoroughly and with great consistency of method in every class visited. 4) The piano teaching was carried out with expert technical guidance, beautifully played demonstrations and much singing of phrase and tone. 5) The central government established for the conservatories a ten-year Programa de Piano, which insures consistent standards of achievement in technique and literature throughout the country. 6) The Argentine government offers totally free public education. Any students able to pass the entrance examination at the conservatory can avail themselves of the country's best education in music.<br>School of Music

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18

Ersoy, Halil. "Blending Online Instruction With Traditional Instruction In The Programming Language Course: A Case Study." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1063429/index.pdf.

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This study investigated the students&rsquo<br>perceptions about the web-based learning environment in the blended learning environment in terms of web-based instruction, online collaborative learning and the online instructor. The study tried to show the contributions of the web-based instruction in traditional face-to-face instruction. In this case study, Programming Languages II Course (CEIT211), a undergraduate course at Computer Education and Instructional Technology Department (CEIT), at Middle East Technical University, at the 2002-2003 Spring semester, was delivered as blended learning with a new web site. Totally 65 subjects, 2nd year CEIT students, attended the course in the term and participated to the study. The course was delivered via traditional face-to-face instruction and supported with the web site. At the end of the semester, three questionnaires were administrated in order to understand the students&rsquo<br>perceptions about web-based learning environment in terms of web-based instruction, online collaborative learning and online instructor. The time spent on the web site and the numbers of messages posted to forum were other data sources in this study. The data were statistically analyzed. The quantitative data showed that the students&rsquo<br>perceptions about web-based instruction and online instructor were positive, but online collaborative learning perceptions are about neutral. Beside the research questions, some design considerations in the blended learning case were presented. The study results may be used in evaluation of the blended learning environment for the instructor and for the department, may show a direction in the future design of the course.

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19

CARVER, TIMOTHY A. "A STUDY OF ADAPTIVE COMPUTER ASSISTED INSTRUCTION." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006187967.

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20

McDonald, Jason K. "The Rise and Fall of Programmed Instruction: Informing Instructional Technologists Through a Study of the Past." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/6104.

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Instructional technologists have recently been called upon to examine the assumptions they hold about teaching and learning, and to consider how those assumptions can affect their practice of the discipline. This thesis is an examination of how the assumptions instructional technologists hold can result in instructional materials that do not accomplish the original goals the developers set out to achieve. I explored this issue by examining the case study of programmed instruction, an educational movement from the mid-20th century that promised to revolutionize education but never lived up to its potential. Programmed instruction was heavily influenced by the assumptions of behavioral psychology, such as determinism (human behavior is controlled by scientific law), materialism (the only real world is the physical world), and empiricism (individuals can know the world around them only through the natural senses). It was also influenced by the assumptions of social efficiency (society must actively find the most efficient solutions to social problems) and technological determinism (technology is the most important force in causing social change). These assumptions manifested themselves in a variety of ways in the programmed instruction movement, including a redefinition of all learning problems into the terms of behavioral psychology, an over-reliance on standardized processes of instruction, and a belief that technology alone could solve educational problems. The ways in which programmed instruction manifested itself resulted in the movement prescribing a very rigid and inflexible method of instruction. Because of its inflexibility, programmed instruction quickly fell out of favor with educators and the public. Some modern applications of instructional technology, such as online learning, seem to rely on the same assumptions as programmed instruction did. I conclude this thesis with a discussion of how understanding the assumptions of programmed instruction, and how they led to the movement’s rigidity, can help modern instructional technologists develop online learning materials that are more flexible and able to meet the needs of the students for which they are intended.

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21

Echols, Stuart Patton. "Teaching design : a qualitative study of design studio instruction /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12042009-020304/.

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22

Naumann, Steve E. (Steve Eugene). "Computer Simulation Placements in a Unit of Instruction." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278685/.

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Educators considering implementing a computer simulation must decide on the optimum placement of the simulation in the unit of instruction to maximize student learning. This study examined student achievement using two different placements for the computer simulation, The Civil War, in a unit of instruction of 8th grade American History students in a suburban middle school.

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23

Madsen, Eric. "The genesis of Suzuki : an investigation of the roots of talent education." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22406.

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In its short history, Talent Education, also known as the Suzuki Method, has had a profound impact on the teaching of music to the young. However, despite continued guidance from its founder, Shinichi Suzuki, misconceptions about the method persist among both its practitioners and critics. One route to understanding of pedagogical theory is to look at its origins. To that end, this thesis makes a study of history of the method and its founder, drawing on available sources. Further investigation is carried out on the philosophy and teaching techniques. An exploration is then undertaken of the possible antecedents of Suzuki's method taking into account the prevailing ideas and practices of his cultural environment as they relate to the history, philosophy and teaching techniques of Talent Education. Findings indicate that, while Suzuki's method is clearly appropriate to contemporary society, it represents, in many of its aspects, a continuation of several beliefs and practices of traditional Japanese arts.

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24

O'Donnell, James F. "Beginning brass instruction : teaching strategies for selected skills and concepts." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/506639.

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The purpose of this study was to construct teaching strategies for selected skills and concepts in brass-instrument performance. The skills to be studied initially consisted of breathing, embouchure, sound production, and articulation; after research and analysis the skill of posture Haas added. The selected concepts were those identified by various brass authors as representing the elements of classical style; namely, "sostenuto," "accent," "staccato," and the "short accent" or "inarcato." While the brass authors also indicated the importance of tempo and dynamics to classical style, the latter were seen by the writer to be self-explanatory to a far greater extent than the primary elements named.Teaching strategies for the selected skills and concepts were constructed by utilizing relevant results of researchers' studies in motor skill acquisition and conceptual learning. These strategies were combined with the skills and concepts of the study to yield empirically-based methodologies to be used in beginning brass instruction.

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Zwick, Robert A. (Robert Alan). "Jazz Improvisation: A Recommended Sequential Format of Instruction." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330678/.

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The problem with which this study is concerned is that of developing a recommended sequential format for jazz improvisation instruction. The method of content analysis is used. Seventeen subject matter categories (instructional areas) are established upon which the data is analyzed. Coding instructions are constructed with adjustments for additional emphasis placed on the instruction areas by the respective authors. By selecting instructional areas recorded above the median per cent of emphasis, and co-ordinating these areas with the mean sequential introduction of each instructional area, a recommended format of instruction is developed.

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Traube, Caroline. "An interdisciplinary study of the timbre of the classical guitar /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85100.

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This dissertation proposes an interdisciplinary approach for the study of the timbre of the classical guitar. We start by identifying the static; control parameters of timbre, relating to the structural components of the guitar and the dynamic control parameters of timbre, relating to the gestures applied by the performer on the instrument. From the plucked string physical model (obtained from the transverse wave equation), we derive a digital signal interpretation of the plucking effect which is a comb filtering. Then we investigate how subjective characteristics of sound, like timbre, are related to gesture parameters. The starting point for exploration is an inventory of verbal descriptors commonly used by professional musicians to describe the brightness, the colour, the shape and the texture of the sounds they produce on their instruments. An explanation for the voice-like nature of guitar tones is proposed based on the observation that the maxima of the comb-filter-shaped magnitude spectrum of guitar tones are located at frequencies similar to the formant frequencies of a subset of identifiable vowels. These analogies at the spectral level might account for the origin of some timbre descriptors such as open, oval, round, thin, closed, nasal and hollow, that seem to refer to phonetic gestures. In a experiment conducted to confirm these analogies, participants were asked to associate a consonant to the attack and a vowel to the decay of guitar tones. The results of this study support the idea that some perceptual dimensions of the guitar timbre space can be borrowed from phonetics. Finally, we address the problem of the indirect acquisition of instrumental gesture parameters. Pursuing previous research on the estimation of the plucking position from a recording, we propose a new estimation method based on an iterative weighted least-square algorithm, starting from a first approximation derived from a variant of the autocorrelation func

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27

Johnson, Virginia Mae. "Manipulative materials in mathematics instruction: Addressing teacher reluctance." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/636.

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Bartlett, Roger J. "Secret codes: Hiragana instruction in year six." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36653/7/__qut.edu.au_Documents_StaffHome_StaffGroupR%24_rogersjm_Desktop_36653_Digitised%20Thesis.pdf.

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Mastering hiragana at the primary school level is a challenge for beginning Japanese learners and developing techniques for easing the task is continual. The inherent meaningfulness of the subject matter is acknowledged to be an important factor in the learning, assimilation and retention of new material. This study examined the incorporation of meaningfulness in hiragana instruction by comparing two classes of eleven year olds engaging with hiragana for the first time. One group received symbol instruction organised around known vocabulary, whereas instruction was organized by consonant-family for the second group. The study was undertaken to determine the instruction1s impact on the recognition, decoding and recall of hiragana, the learning strategies employed and the affective response to the task. Both groups undertook formative tests and a post test involving symbol recognition and formation. Four groups of students participated in focus group interviews. The reading theories underpinning the study were the interactive model developed by Ehri (1998) and the interactive compensatory model developed by Stanovich (in Samuels & Kamil, 1988). Both models hold that beginning readers use 'bottom-up' and 'top-down' processes when reading but the Stanovich model proposes that the reader compensates for weak skills or knowledge in one area of the model by relying on other sources of knowledge. A student may have weak grapho-phonemic skills and therefore support the need to extract meaning from the text by using world knowledge. Test results indicated that whereas the two groups had equal success in learning the script, one instructional method was not more statistically significant than the other in facilitating hiragana decoding and recall. The focus group interviews indicated that the students were overwhelmed by the novelty and by the scale of the task. Students in both groups primarily relied on rote learning techniques, foregoing more meaningful strategies that had been modelled and encouraged. The results suggest that for young beginning students, hiragana instruction needs to acknowledge individual learning styles and provide a range of 'hooks' to facilitate item decoding, of which meaningfulness is only one.

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Villaret, Amanda Louise. "The Franco-Belgian and Russian methods of bowing : a pedagogic study." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535903.

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Two important parts of violin pedadogy are left hand and right hand technique. Of these two parts, the right hand technique is eminently more complex, and causes greater frustration for the player. Bow technique Is a combination of many diverse functions in the left arm, and requires great agility and cooperation from the arm and back muscles. Because most of the expression and interpretation of the music comes through the bow, it is important that there be no obstacles confronting the player that would hinder a quality performance.How, then, is such a complicated art taught to students of the violin? In the years preceding World War II, the majority of teachers developed their own methods based on personal experience and pedagogic knowledge. Because pedadogic knowledge was often scant, personal experience was the basis of one's technique, which consisted of a system of rules designed to work for that individual. This method could be impractical when applied to others.By the twentieth century, two schools of bowing technique had been developed and proved to be the most successful in producing superior violinists. Both the Franco/Belgian andRussian methods of bowing are grounded in the Viotti tradition, which, through the past two centuries, has proven to contain the basic, fundamental principles of successful bow technique.It took a few more years to commit these methods to paper and be published, which allowed standard bowing technique to circulate beyond the few prominent music schools and conservatories. Yet, even today, many teachers are unaware of these two schools of bowing, and how they can guide both the teacher and pupil to satisfactory results when confronted with bowing problems.This dissertation presents the history of bowing technique from the first appearance of the violin to the development of Franco/Belgian and Russian bowing techniques. It compares and contrasts the two methods, and examines how the use of either bow grip will affect the execution of the bow strokes. Finally, this work analyzes the strengths and weaknesses of each method, and how one determines which method will accomplish the desired results and help each student to develop to his/her full potential by allowing for individual differences.<br>School of Music

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Liu, Kin-wai, and 廖建威. "The effectiveness of van Hiele-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35676723.

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31

Carroll, Debra 1952. "Children's use of personal, social and material resources to solve a music notational task : a social constructivist perspective." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102794.

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In this inquiry, I examined how young children use their personal, social and material resources to solve a music notational task. I asked 13 children, ages 5-9 to notate a song they learned the previous week, sing it back, explain what they did and then teach the song to a classmate the following week. I used Lightfoot and Davis' concept of portraiture as a qualitative research methodology to collect, code, analyze and interpret my data. Data included the children's invented notations and videotaped transcripts of their actions as they created their notations and taught the song to a classmate. Sociocultural Vygotskian developmental theory, activity theory and Bakhtin's dialogic theory provided the interpretive lens through which I examined how the children used their resources as mediational tools to complete the task.<br>Findings revealed that children who had no previous music training used increasingly sophisticated representational strategies to notate a song, and that they were able to refine their notations when singing the song from their notation, teaching the song or when prompted by an adult or a peer. I concluded that the peer-peer situation was a motivating force for triggering a recursive process of reflections-on-actions and knowing-in-action. Classmates' questions, comments and their singing played a critical role in moving the children to modify their notations and their singing, verbal explanations and gesturing in ways they did not do alone or with me.<br>Analysis of the children's notations, verbal explanations and teaching strategies provided insights not only into what they knew about music, but also their appropriation of the cultural conventions of writing and their aesthetic sensibilities, as gleaned from their choice of symbols, colours and how they presented their symbols on the page. Interviews with parents, teachers and school principal provided contextual background for interpreting the children's notations and how they approached the task. This study shows the value of adopting a social constructivist approach to teaching the language of music. It also demonstrates that researching the products and processes of children's invented notations from a social constructivist perspective enables more detailed portraits of children's musical and meta-cognitive understandings.

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32

Lipton, Jamie. "An Analysis of the Pedagogical Advantages Relating to Combined Study of Euphonium and Trombone through the Use of Specific Repertoire." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31539/.

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Doubling is defined as playing two instruments. It is becoming increasingly necessary for low brass musicians to double in the course of their careers. Euphoniumists often learn trombone, and trombonists learn euphonium. The instruments share several surface similarities but also differ in many significant ways. Interviews with six professional doublers highlight strategies for learning, teaching, and performing on both trombone and euphonium. Slide and valve technique, adjustment of intonation, tone quality, air usage, repertoire, and skill maintenance are all addressed. Trombone literature comprises a large part of the euphonium repertoire, due to the fact that most trombone pieces can be performed on euphonium. Euphoniumists should avoid playing pieces that require glissandi or extremely loud dynamics to be effective. Euphonium solos are generally too technical to be practical for trombonists to perform. Grøndahl's Concert pour trombone et piano ou orchestre is a standard piece for both instruments. When performing the piece on either instrument, it is helpful to practice the piece on both trombone and euphonium in order to tap into each instrument's strengths.

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33

Roberson-Weser, Bettyjean. "An exploratory study of multicultural curriculum and instruction." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/2320.

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This study examines whether or not student teachers are prepared to work with students from diverse populations. Teachers' perceptions of culture-related identities and their manifestations in the classroom are relevant to school achievement in students. Teachers understanding of students from various cultural backgrounds can provide a caring an supportive learning environment that will more than likely promote the students cultural identity and encourage high academic performance. However, teachers misunderstandings of and reactions to students' cultural behavior can lead to school and social failure. A predominantly white college located in Atlanta, Georgia, provided the sample of 35 student teachers. Each participant completed a questionnaire regarding their prior understanding of diverse cultures prior to entering school. The questionnaire also discussed if the schools they are attending includes multicultural instruction and curriculum. The data collected via the questionnaire were analyzed using descriptive, as well as a P-Test. The findings of this study showed that multicultural curriculum and instruction had no effect on teachers' perceptions when working with students form diverse culture backgrounds. Implications for measuring the variables are also discussed.

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Dwyer, Edward J. "Sustained Study Time." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/3743.

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35

Cummings, Brienne M. "Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206195511.

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36

Burnette, Herman H. "Saxophone performance problems : causes and solutions." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458313.

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The subject of the dissertation was chosen as a result of observing a need to provide the college saxophone major in the first or second year of study with a reference text focusing primarily on problem solving. Sources exist describing accepted fundamentals of saxophone performance; however, these noticeably omit solutions to a vast number of problems which inevitably arise for some students during their course of study. It was the aim of the dissertation to fill this void by offering practical solutions to a breadth of performance problems encountered during private studio and class saxophone teaching experience at Ball State University.Solutions to performance problems were formulated through the development of original and learned techniques and procedures, and by synthesizing applicable pedagogical information by other saxophonists and instrumentalists whenever possible. The resultant compilation of knowledge gleaned through personal experience, experimentation, and research of other disseminated information has produced a unique and comprehensive problem-solving reference for saxophone.The format of the dissertation is designed for easy reference. Causes of performance problems are systematically arranged under the following categories: mouthpiece, reed, ligature, instrument, and player. A solution follows each performance problem cited, which generally consists of a corrective physical or mechanical adjustment, a rehearsal technique, or some other course of action required to correct the problem. Subjects addressed include: (1) mouthpiece--designs, defects, selection; (2) reed--designs, conditioning, positioning, deficiency and defect adjustments; (3) ligature--designs, placement, tension; (4) instrument--mechanical adjustments, altissimo vent key adjustment, defective neck, dents; (5) player-tone production, technical problems, air control, tonguing, vibrato.The final chapter functions as a checklist when the cause of a problem is uncertain. Under four categories of performance-problem. symptoms (poor tone quality, intonation problems, response problems, squeaking), the reader may isolate the specific problem by symptom, then refer to the main body of the dissertation for the solution to the fundamental problem. Conclusions follow each topic.The text should contribute to the library of the saxophone instructor and the graduate assistant as a problem-solving reference manual for students. Woodwind instructors required to teach saxophone without extensive performance experience on the instrument should find the text to be a helpful teaching aid as well.

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37

Lin, Meichang. "Principal themes and intellectual structure of research in piano pedagogy : the mapping of doctoral and masters' research 1951-2008." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1184.

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38

Vander, Wiede Jamie. "Direct, hands-on or inquiry instruction a study of instructional sequencing and motivation in the science classroom." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5073.

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Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.<br>ID: 030423060; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 42-48).<br>M.A.<br>Masters<br>Teaching, Learning and Leadership<br>Education<br>Applied Learning and Instrucation

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39

Chin, Huei Li. "Group piano instruction for music majors in the United States : a study of instructor training, instructional pratice, and values relating to functional keyboard skills." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1241179092.

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40

Chin, Huei Li. "Group piano instruction for music majors in the United States : a study of instructor training, instructional practice, and values relating to functional keyboard skills /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957196481.

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41

Fung, Chi-yuen Eddie, and 馮志遠. "The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentallyhandicapped children with Autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961605.

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42

Jurewicz, Edward J. "The integration of interactive strategies in two-way interactive video instruction a case study of instructional thought versus instructional performance /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167793.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1329. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Nov. 9, 2006)."

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43

Lenox, Jamie Lee. "Revisualizing Vocabulary Instruction for Struggling Third Grade Readers." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1334951829.

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44

Gonzalez, Anita Cristina. "Challenges in Implementing a Word Study Framework of Spelling Instruction: A Qualitative Multi-Case Study Among First Grade Teachers." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563550835658114.

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45

Lui, Man, and 呂雯. "The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959684.

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46

Gentil, Guillaume. "Academic writing instruction in disciplines other than English : a sociocultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43875.pdf.

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47

Egbeji, Bridget Ekwutosi 1947. "CERAMICS INSTRUCTION FOR NIGERIAN JUNIOR SECONDARY TEACHERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276492.

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This thesis develops a discipline-based ceramic instruction using art history, art criticism, aesthetics and art production, which will be used to train Nigerian junior secondary school ceramic teachers. Concepts of discipline-based art education, materials, and techniques of ceramics production will be used to make a systematic, sequential, written curriculum of activities that will be used in the class.

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48

Wohlgehagen, Kathleen Shannon. "A Comparison of the Attitude and Achievement in Mathematics of Algebra I Students Using Computer-based Instruction and Traditional Instructional Methods." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277738/.

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This study investigated the use of computer-based instruction as a means of teaching Algebra I, compared to the teaching of the same topics using traditional methodologies. The achievement level of the two groups, and three aspects of attitude toward mathematics were considered. Achievement and attitude differences by gender were also analyzed.

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49

Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.

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50

Szabo, Moira. "An assessment of music teacher effectiveness : a comparison between generalists and specialists." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61772.

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