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1
Rasori, Tina Marie. „Becoming historians a project-based learning curriculum /“. Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1467935.
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Thesis (M.A.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed September 17, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 180-183).
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Lamb, Darren Hayes. „Project based learning in an applied construction curriculum“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.
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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.
3
Brown, Steven A. „Evaluating leadership development curriculum based on learning contract feedback“. Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0564.
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Reddy, Sarasvathie, und Sioux McKenna. „The Guinea pigs of a problem-based learning curriculum“. Routledge, 2016. http://hdl.handle.net/10962/66730.
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Publisher versionParticipants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.
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Buchanan, Carolyn Alma 1934. „AN ARTS-BASED CURRICULUM FOR LITERACY: A PROJECT STUDY“. Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291993.
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This thesis presents theory and rationale for an arts-based curriculum for literacy in regard to philosophical, psychological, and sociological questions in curriculum design. A conceptual framework for an arts-based curriculum model is described in terms of structure, content, community, organization, and implementation. Planning features and formats are presented. Criteria and instruments for assessment of the model and child response to implementation are described and interpreted. The arts-based curriculum model was implemented in a classroom during the 1986-1987 school year. Observations were recorded and selections are presented in narrative form. The observations are discussed in relation to concerns of children, literacy learnings through art concepts, application of arts and language arts skills, and classroom management. Recommendations for implementation of the model and for further research are included.
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Yip, Chi-sio, und 葉{213d7e}兆. „Students' perceptions of project learning through a school-based curriculum“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27588580.
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Wong, Kin-hang, und 黃健行. „Implementation of problem-based learning in junior secondary science curriculum“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193087.
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Recent curriculum reforms in Hong Kong emphasize learning how to learn, inquiry, collaboration, and similar capabilities. Problem-based learning (PBL) seems an appropriate approach for addressing these new requirements. However, little is known about the use of PBL in secondary (middle) schools, particularly in East-Asian countries in which Confucian-heritage values influence learning approaches. Therefore, the goal of this research was to provide a systematic account of an attempt to implement PBL in Form 1 (Grade 7) Integrated Science classes.
The study investigated the teachers’ pedagogical actions, the aspects of the PBL environment that helped to motivate students in science learning, their pattern of discourse for science development and the possible differences of their learning outcomes compared with PBL and conventional learning conditions.
A quasi-experimental and mixed-method approach was employed to gather data from two experimental classes (n = 62) and two control classes (n = 63). Data sources included field notes of classroom observations, audio recordings of students working in small groups on their PBL problems, interviews with teachers and students, and science tests administered immediately prior to each instructional unit (pre-test), at the conclusion of each unit (post-test), and before the school term ended (delayed post-test).
The study has five main findings: (1) PBL teachers used different strategies to help students who were new to PBL to adapt to the new pedagogical practice, to facilitate group confrontation, and to help students become self-directed learners. (2) Choice, challenge, control and collaboration seem to have motivated students’ learning in the PBL classrooms. (3) Disagreements about the problem situations stimulated task-related cognitive activity and resulted in academic progress. (4) Students’ questions during collaboration facilitated learning by directing their’ inquiry and expanding their thinking. (5) Science test results show that the PBL group performed at least as well as the traditional learning group in knowledge acquisition, and that PBL helped the high achievers to retain information better than their peers in the traditional learning group.
The study provides valuable information that shows how PBL can work in secondary school science classrooms. Implications for future research on PBL, and its practice in secondary school science, are also outlined.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Molnar, Michelle Lynn. „Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community“. Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193354.
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In this study, I illustrate an arts-based service-learning curriculum that utilizes an asset-based, student-centered, critical pedagogy. It is written for use with high school students in a classroom environment, but could be adapted for use with any age group or setting. It utilizes current service-learning research and practices, and community based art education models and adapts them into a practical and concrete curriculum. I use case study and ethnographic methodologies to examine what a community-based art and literacy organization (VOICES), a community-based artist (Lily Yeh and the Barefoot Artists organization), and a service-learning magnet high school can teach about implementing a service-learning program. Through a series of project-based lessons, group activities, and research, students will determine a community organization to partner with in the creation of a collaborative artwork. Youth and community voice are given utmost importance throughout the process to create relevant, reciprocal, authentic partnerships and a cumulative project.
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Лобода, Андрій Миколайович, Андрей Николаевич Лобода, Andrii Mykolaiovych Loboda, T. Poulton, P. Bamidis, S. Tabagari, G. Derbissalina und N. Schavlakadze. „Curriculum transformation in the ePBLnet project: Is modernisation by "repurposing" from another curriculum worth thr effort? What is the best way to do it?“ Thesis, The Association for Medical Education in Europe (AMEE), 2014. http://essuir.sumdu.edu.ua/handle/123456789/36651.
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ePBLnet - це фінансований ЄС надрегіональними проект, що включає країни Східної Європи, Південно-Східної Азії та Кавказу. Він включає модернізацію програми медичного навчання в шести університетах Грузії, України і Казахстану з метою створення єдиної освітньої мережі та її поширенню по всій Євразії. Карагандинський, Астанинський, Давид Твілдіані і Запорізький Медичні університети, а також Сумській та Кутаїський державні університети розробляють Проблемно орієнтовані навчальні програми для переходу до системи навчання з більшою складовою клінічної практики, ніж предметно орієнтовані програми, що використовувалися раніше. Університет Святого Георга, Університет Нікосії і Університет Аристотеля в Салоніках є партнерами в цій трансформації, яка заснована на навчальній програмі університету Святого Георга і включає інтерактивне Проблемно орієнтоване навчання за допомогою технології "віртуального пацієнта". Перевага спільного підходу до такої трансформації в тому, що пострадянські країни зберігають подібні освітні структури і стикаються з аналогічними проблемами, що дає можливість для міжінституційних рішень. Проте є багато культурних особливостей (соціальних, громадських, медичних) при адаптації навчального плану, наданого Великобританією.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/36651ePBLnet - это финансируемый ЕС надрегиональный проект, включающий страны Восточной Европы, Юго-Восточной Азии и Кавказа. Он включает модернизацию программы медицинского обучения в шести университетах Грузии, Украины и Казахстана с целью создания единой образовательной сети и ее распространению по всей Евразии. Карагандинский, Астанинский, Давид Твилдиани и Запорожский Медицинские университеты, а также Сумской и Кутаиский государственные университеты разрабатывают Проблемно ориентированные учебные программы для перехода к системе обучения с большей составляющей клинической практики, чем ранее использовавшиеся предметно ориентированные программы. Университет Святого Георга, Университет Никосии и Университет Аристотеля в Салониках являются партнерами в этой трансформации, которая основана на учебной программе университета Святого Георга и включает интерактивное Проблемно ориентированное обучение с помощью технологии "виртуального пациента". Преимущество совместного подхода к такой трансформации в том, что постсоветские страны сохраняют подобные образовательные структуры и сталкиваются с аналогичными проблемами, что дает возможность для межинституциональных решений. Тем не менее есть много культурных особенностей (социальных, общественных, медицинских)при адаптации учебного плана, предоставленого Великобританией. При цитировании документа, используйте ссылку http://essuir.sumdu.edu.ua/handle/123456789/36651
ePBLnet is an EC-funded supra-regional project across Eastern Europe, South-East Asia and the Caucuses. It is modernising the medical curricula in six institutions in Georgia, Ukraine and Kazakhstan, with a remit to build networks and develop dissemination activities to form a sustainable network across EurAsia. Karaganda, Astana, David Tvildiani and Zaporozhia Medical Universities, and Sumy and Kutaisi State Universities, have chosen to develop a Problem Based Learning (PBL) curricula, moving to learning styles with greater relevance to clinical practice than their previous subject-based didactic curricula. St George’s University, University of Nicosia and Aristotle University of Thessaloniki are partners in this transformation, which is based on the St George’s curriculum and includes an interactive PBL using ‘virtual patients’. An advantage of a consortium approach to these developments, is that post-Soviet countries retain similar educational structures and face similar challenges and opportunities for crossinstitutional solutions. Nevertheless there are many cultural issues (social, societal, healthcare), in adapting a UK curriculum. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/36651
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Buda, Sharon Liddell. „Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253572541.
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Fry, Jana. „The Effect of a Change Facilitator on Project-Based Learning Curriculum Design“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984230/.
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This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.
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Richardson, Karen Work. „Looking at/looking through: Teachers planning for curriculum -based learning with technology“. W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154152.
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Green, Darrell W. „Authentic Learning in Engineering Technology Through the use of a Technology and Learning Matrix Based Curriculum“. NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/545.
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This study was designed to investigate the effects of the use of a technology matrix curriculum in the classroom. The students enrolled in the Engineering Technology course at the Fred N. Thomas Career Education Center were the subjects of this research and were tested for any significant difference of immediate retention of the course material.
The Career Education Center, which is located on the north side of Denver, Colorado, with a population of about 950 students, is considered a magnet school for special programs. The school consists of a very diverse population, which is multicultural, and students are from every socioeconomic background. The cultural make-up of the Denver Public Schools' student population is approximately 38% Hispanic, 22% Black Americans, 30% Caucasian non-Hispanic and 10% other nationalities of students. Students enrolled at the Career Education Center are from several high schools, both public and private.
A learning matrix was designed to correspond with the development of an Engineering Technology curriculum. The learning matrix was offered as a means for matching teaching and learning technique to the individual learning styles of each student. The Learning Matrix incorporated the use of cable television, video based instruction, electronic classroom presentations, database access, oral presentation and lectures, computer presentations, computer testing, satellite communications, on-line conferences, libraries, interactive video, small group and individual activities and haptical assignments.
This study was designed to investigate the effects of the use of emerging technologies along with the use of a learning matrix curriculum in the classroom. The study investigated if there was a significant difference in the retainment of knowledge in an experimental group using the authentic technology learning matrix curriculum, as compared to a control group using more traditional educational methods.
Career Education Center students enrolled in the Engineering Technology course were tested before and after completing the nine - week Drafting Technology module. Data was gathered regarding the students' direct and immediate retainment of knowledge, following the module, by means of a computerized test covering the material in the Drafting Technology module. Demographic data for the students was gathered through class data sheets.
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Sloan, Connor J. „Destination education: A place-based look at the influences of school gardens“. Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/15.
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Teachers in elementary schools have increasingly been required to follow pacing guides, given directives on what curriculum to use, and are provided standardized assessments to measure student learning. Curricula used by elementary teachers rarely address the environmental degradation plaguing the planet. School gardens have been used for over a century by educators as a place to promote students learning about the environment, science, and health. However, few studies have been conducted exploring the ways teachers have been influenced by teaching within school gardens. The purpose of this phenomenological study was to better understand the role of school gardens as a learning place, while exploring the lived experiences of teachers' interactions and experiences within school gardens and ways place-based education influenced teachers' pedagogical approaches and curriculum decisions. The four participants who took part in this study were all elementary school teachers at a Central California school. The guiding research question was stated as: How do school gardens function as learning places? Phenomenological methodology was used to explore the shared experiences teachers had with utilizing the school garden as a learning place. From analysis of interviews, classroom and garden observations, and supplemental curricula used by participants, three themes emerged illuminating ways participants' pedagogy and curriculum decisions had been influenced. Interactions and experiences with school gardens inspired participants to integrate project-based learning and interdisciplinary supplemental curriculum into their lessons. Place-based learning helped to build relationships, and the importance of teachers integrating emotional connections in their instructional practices. By teaching content disciplines using interdisciplinary curricula with lessons taught in the school garden, participants were able to integrate project-based learning activities that increased student responsibilities in the learning process and provided service learning opportunities. Conclusions drawn from the findings were that direct interactions and experiences with elements of place-based learning in a school garden influenced the ways in which participants perceived the purpose of their pedagogical approaches and curriculum decisions. Literature supported these findings and reinforced the influence of lessons in school gardens promoting environmental and health education. Connected with the results of this study, implications for practice and recommendations for future research are also presented.
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Moore, Patricia Ann. „Teachers as disseminators of object-based learning, curriculum development for an art museum-based, inservice program“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/MQ50353.pdf.
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Cullen, Lorraine Ann. „Leading curriculum change : developing inquiry based teaching and learning in a primary school“. Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14288/.
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Throughout my professional journey, I have encountered many thought provoking experiences which have, not only helped to shape my practice, but have also encouraged me to deeply question my purpose as a leader within education. Children growing up in the 21st century will encounter rapid change within their lives. The question that resonates deeply within me is what and how do we teach them today so that they are better prepared for tomorrow’s world? It is this concern that provides the impetus for this research. The idea of learning being placed at the heart of the core business of leadership is embodied in what is understood as Instructional Leadership. Through practitioner action research, this study investigates the leadership of curriculum change that takes full account of the views of children. It explores the kind of actions that need to be undertaken as a leader to effect curriculum change; actions that serve to locate the child as the lead learner. In developing an inquiry based approach to teaching and learning, this study investigates how resources and the tool and artefacts of teaching are deployed, pedagogical strategies implemented and considers the development of a cultural, emotional and cognitive climate conducive to inquiry learning.
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Nadershahi, Nader A. „Assessment of case-based integrated learning as a part of dental curriculum reform“. Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/97.
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There has been a growing call for change in the management of dental education programs, and, in response to this call, the faculty and staff at the University of the Pacific Arthur A. Dugoni School of Dentistry developed the Pacific Dental Helix Curriculum management model. The first major component of this curriculum was the development of the Integrated Clinical Science Strand of the Helix focused on multidisciplinary and case-based andragogies. The mixed method research design was used to identify common aspects of Case-Based Learning and multi-disciplinary teaching through a qualitative analysis of curricular materials and to analyze their impact on selected student outcomes of pre and post-change through statistical analysis. The outcomes chosen for the quantitative portion were surrogate measures of National Board Scores and grade point averages to represent knowledge and skills. The overall analysis of the quantitative data shows negligible impact on the outcomes being measured. We know from the literature that active learning models motivate and engage students at a higher level in their learning and better prepare them to solve problems creatively versus a traditional educational model, so it is significant to see that there were no decreases in performance with a move to a more engaging curriculum. This study offers foundational information for future curriculum design, pedagogy, and assessment.
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Slater, Charles. „Medical students' recognition of core knowledge in a supported problem-based learning curriculum“. Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11215.
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Includes bibliographical references (leaves 82-86).This study aims to achieve insight into how students identify core knowledge in a supported problem-based learning (PBL) medical curriculum. Self-directed learning and an emphasis on the clinical relevance of core knowledge are features of this curriculum.
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Marulcu, Ismail. „Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines“. Thesis, Boston College, 2010. http://hdl.handle.net/2345/1532.
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Thesis advisor: Michael BarnettThis mixed method study examined the impact of a LEGOTM-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K-12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also found that students in the engineering group outperformed students in the control group in regards to their ability to answer open-ended questions when interviewed. Implications for students' science content learning and teachers' professional development are discussed
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Harris, Molly Ann. „Investigation into the Effectiveness of an Inquiry-Based Curriculum in an Introductory Biology Laboratory“. Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/HarrisMA2009.pdf.
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Tang, Cecilia Han-Lian McDonald Scott P. „Creating a problem-based learning unit how curriculum development affects science teachers' understandings of reform-based pedagogies /“. [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-31/index.html.
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Toland, Catherine K. „Implementing Proficiency-Based Learning: Perspectives Of Three Vermont High School Social Studies Teachers“. ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/673.
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ABSTRACT
The passage of Act 77 in June 2013 and the Educational Quality Standards passed in April 2014 are significantly changing the way education is being conceptualized in Vermont. These two policy mandates called for all Vermont high schools to shift to proficiency-based learning (PBL), also known as standards-based, competency-based or mastery-based learning, by 2020. Yet scant research exists on how to implement PBL. This qualitative study addresses this need by examining the perspectives of three exemplary high school social studies teachers who were early adopters of proficiency- based instruction and learning in their classrooms. The research centered on questions about the teachers' perspectives on the curricular, instructional, and assessment shifts accompanying and supporting the implementation of PBL. The theoretical framework that informed this study was constructivist theory and the notion that knowledge is socially constructed through the learner's interaction with the world (Brooks & Brooks, 1999). The study focused on teachers' perspectives on and understandings of these shifts in order to capture innovative tools, strategies, and instructional approaches they developed as they implemented PBL. The findings may inform the thinking of social studies educators, administrators, policy makers, students, and other stakeholders interested in implementing PBL.
The major findings that emerged in this study included several key components the teachers identified as vital to PBL implementation in a classroom including the need to: 1) identify key skills and concepts required to meet proficiencies, 2) use targeted and ongoing feedback with learners, 3) enact a curricular design that situates proficiencies in authentic experiences that provide multiple opportunities for practice, 4) support the emergence of new structures in high schools such as larger chunks of time with students, high school teaming, and flexible grouping of students, and 5) teach students explicitly about the learning process.
The study also identified several broader policy considerations related to the implementation of PBL including a need for: 1) targeted professional development, 2) restructured school schedules to accommodate collaborative learning conversations among educators, administrators, and students, 3) collaboratively designed (including student voice) learning proficiencies that create a coherent experience from grades 9 to 12 (Fullan, 2016), and 4) redesigned preservice teacher training so that newly credentialed teachers are prepared to teach in proficiency-based centered learning environments.
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Lennon-Dearing, Robin, Joe Florence, Linda Garrett, Ivy A. Click und Suzanne Abercrombie. „A Rural Community-Based Interdisciplinary Curriculum: A Social Work Perspective“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/6371.
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Although social workers are frequently part of interdisciplinary teams in health care and community settings, interdisciplinary training is often lacking in social work education (Berg-Weger & Schneider, 1998). This article describes a study of the effects of an interdisciplinary community-based experiential course preparing new health care professionals for work as part of interdisciplinary teams. The interdisciplinary curriculum was established for a summer course taught in 2006 by faculty from five disciplines: social work, nutrition, medicine, nursing, and public health. The course, Quality Improvement in Rural Healthcare, which focused on health literacy in people with a diagnosis of diabetes that live in northeast Tennessee, provided a model environment for learning interdisciplinary teamwork. Evaluation of this course found that social work students displayed a statistically significant increase in positive attitude toward interdisciplinary teamwork. Course strengths, weaknesses, obstacles, and opportunities for curriculum improvement are elaborated.
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Stewart, Priscilla Anne. „So . . . We're Going for a Walk: A Placed-Based Outdoor Art Experiential Learning Experience“. BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7543.
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Schools in the United States often emphasize making children competitive in a global economy while neglecting the importance of developing citizens who are ecologically responsible. Problems of climate change, loss of biodiversity, mass extinctions and degradation of the natural environment, are often ignored. Some researchers have suggested that children lack unstructured play time in nature, have an increased amount of screen time, lack mindfulness, and are insulated from the natural world. Many children rarely have significant experience with nature's wildness. It is common for people to experience a sense of placelessness in the hyper-mobility of present times where "globalizing" agendas limit a sense of place or community. Teachers can also feel constrained by the physical confines of school and the intellectual confines of ordinary school curriculum. As a response to my students' lack of significant experiences with nature, my own dissatisfaction with ordinary teaching, and my sense that school curricula neglect ecological issues and restricts teaching innovation, I created a summer mountain wilderness art workshop designed to give 6th, 7th and 8th grade students an immersive alternative art education experience. This study explored the affordances and limitations of an alternative classroom focused on outdoor experiences, walking, art/ecological studies, and my own experiences in attempting to change the conditions of teaching and learning. This research uses qualitative methodologies including action-based research, elements of a/r/tography, arts-based research, and an ecological arts-based inquiry that involves questions about ecology, community, and artistic heritage.
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Nutbrown, Cathy. „A case study of the development and implementation of a nursery curriculum based on schematic theory“. Thesis, Sheffield Hallam University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281656.
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Mohoric, Lauren E. „Restructuring to a Substantial Choice-based Art Curriculum“. Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent15877419441678.
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Razak, Aishah Abdul. „Enhancing teaching and learning using digital games-based learning (DGBL) within the curriculum for excellence (CtE) : an exploratory study“. Thesis, University of the West of Scotland, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.751390.
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Lai, Chun. „An exploration into factors that affect student perception of their online foreign language learning experience“. Diss., Connect to online resource - MSU authorized users, 2006.
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Thesis (Ph. D.)--Michigan State University. Dept. of Counseling, Educational Psychology and Special Education, 2006.Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 125-131). Also issued in print.
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Seitz, Amy Elizabeth. „WILD RESEARCH: DEVELOPMENT OF INQUIRY-BASED CURRICULUM FOR THE CINCINNATI ZOO & BOTANICAL GARDEN“. Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1164212560.
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Rose, Alfred Paul. „Leadership for curriculum change : implementation of resource-based learning in Green Bay integrated school district /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36175.pdf.
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Rasheed, Michelle Christian. „Learning in Place: Teachers' Experiences with a Place-based Language Arts Curriculum in Rural Appalachia“. Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103051.
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Research in rural gifted education is garnering increased national attention (Plucker and Callahan, 2014; Lewis and Boswell, 2020), yet inequities in rural gifted services continue to challenge educators in their efforts to meet the needs of a unique population (Azano et al., 2014, 2017). Understandings about existing systemic structural challenges in rural gifted services highlight a need to mitigate opportunity gaps for rural gifted students (Azano et al., 2017). Using Greenwood's (2003, 2008) critical pedagogy of place as the theoretical framework, this qualitative case study examined how 16 teachers in a high-poverty rural district consisting of eight schools experienced the Promoting PLACE in Rural Schools curriculum, a place-based language arts curriculum designed for gifted third- and fourth-grade students. Analytic induction and thematic coding of four distinct sources of evidence (fidelity logs, observation documents, questionnaires, and an interview) were used to make sense of teachers' experiences in implementing of the curriculum. With "an emphasis on experience, understanding, and meaning-making" (Merriam, 2009, p. 19), the researcher explored what teachers' experiences and perceptions could teach us about instruction in high-poverty rural communities and opportunities for gifted learners. Findings illuminated influences on teachers' ability to implement the curriculum such as the under-prioritization of gifted education by the larger school community and teachers' own ingenuity in ameliorating challenges to implementation. The study offers insights about students' access to gifted instruction in one school district in Appalachia. Findings from this qualitative case study may shape gifted instruction in rural places and inform stakeholders of ways in which opportunity gaps for rural gifted populations may be addressed. Insights offer implications for practitioners, administrators, policymakers, community members, and researchers to mitigate instructional challenges and increase students' access to place-based gifted curriculum.Doctor of Philosophy
This qualitative case study examined teachers experiences with a language arts curriculum for high-poverty rural gifted students. The study focused on one rural Appalachian school district where 16 elementary teachers working in eight schools implemented the Promoting PLACE in Rural Schools curriculum with third- and fourth-grade students. Methods included analytic induction and thematic coding of four distinct sources of evidence: fidelity logs, observation documents, questionnaires, and an interview. These sources were used to generate understandings about how teachers perceived their experiences with a rural specific curriculum designed for gifted students. These understandings suggested existing barriers influence implementation and impede students from access to the curriculum in its entirety. Insights from this case study offer implications for practitioners, administrators, policymakers, community members, and researchers to mitigate instructional challenges and increase students' access to place-based gifted curriculum.
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Sari, Rahim. „A Suggested English Language Teaching Program For Gulhane Military Medical Academy“. Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1136845/index.pdf.
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The purpose of this study is to evaluate the English teaching program at
Gülhane Military Medical Faculty and suggest a new program based on the Monitor Model. The study, as an example of a systematic study of a language program and that of a proposed syllabus, is expected to aid the practice of English Language Teaching in Turkey. The data sources were 230 students, 25 doctors and 7 teachers. The data analysis showed that students do not like the contents of the course books. Students reported speaking and reading as priority skills. To understand and translate medical material, to get an overseas assignment, to talk to foreigners and to follow lectures were the common language-related goals. Students&
#8217
, institution&
#8217
s and doctors&
#8217
needs and goals and available resources were surveyed and a new second language teaching program was suggested for Phase 1. A general curriculum model and a program design model were also suggested together with the syllabuses for Phase 1. In the suggested program, grammar, writing and other conscious learning activities are separated from comprehension or (subconscious) acquisition-based activities. The suggested design has three topic-based syllabuses organized in modular format for three levels: Advanced, intermediate and elementary. For the majority advanced level classes new materials need to be developed and for elementary and intermediate levels new course books are suggested. A sample module was prepared, piloted and the results are discussed. The piloted module was found better than the previous form of the lessons both by the students and the teachers.
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Kim, Nam Ju. „Enhancing Students’ Higher Order Thinking Skills through Computer-based Scaffolding in Problem-based Learning“. DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5488.
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This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students’ perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students’ self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students’ difficulties in improving problem-solving skills and adjusting to PBL.
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Boland, Josephine Anne. „Embedding a civic engagement dimension within the higher education curriculum : a study of policy, process and practice in Ireland“. Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/5804.
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As the civic role of higher education attracts renewed critical attention, the idea of engagement has come to the fore. Civic engagement, as espoused in many institutional missions, encompasses a diversity of goals, strategies and activities. Latterly, these have included particular approaches to teaching and learning. This research examines the process of embedding a civic engagement dimension within the higher education curriculum in Ireland. I use the term ‘pedagogy for civic engagement’as a generic term for a range of academic practices –variously referred to as ‘service learning’or ‘community based learning’–which share an explicit civic focus. Academic practice serves as the central focus with attention to pertinent aspects of the prevailing context. Using a multi-site case study conducted in the spirit of naturalistic enquiry, I examine four cases of this curriculum innovation, drawn from the university and institute of technology sectors in Ireland, with unstructured interviews and documents as the main sources of data. I interrogate the underpinning rationale for ‘pedagogy for civic engagement’–as gleaned from the literature, the policy context and the case studies –exploring implicit conceptions in relation to knowledge, curriculum, civil society, community and the purpose of higher education. The study draws its empirical data from those responsible for implementing this pedagogy –the ‘embedders’–and a range of other actors. Interviews were carried out with academic staff, project directors, educational developers, academic managers and leaders. Key actors from the national policy context and from the international field of civic engagement also participated in the study. Four orientations to civic engagement are identified, revealing the multifaceted rationale. I explore the process of operationalising the pedagogy and the factors impacting on academics’capacity and willingness to embed it. While the study does not directly examine the experience of students and community partners their role within the process, as perceived by academic staff and others, is problematised. The implications of the putative unresolved epistemology of this pedagogy are explored in light of how participants conceive of and practice it. Academics’ambivalence about the place of values in higher education emerges as a theme and the issue of agency recurs. I explore how the pedagogy may be conceived of in terms of the teaching, research and service roles of academics and consider how it may be positioned within an institution. Opportunities for alignment are identified at a number of levels from constructive alignment within the curriculum to alignment with national strategic priorities. I explore the unrealised potential of the Irish National Framework of Qualifications –specifically the ‘insight’dimension –as a means of enabling and legitimising the pedagogy, in light of the prominence afforded to the principle of subsidiarity in Irish higher education policy. The localised way in which these practices have been adopted and adapted underlines the significance of context and culture. ‘Pedagogy for civic engagement’as a concept and as a practice challenges a range of assumptions and traditional practices, raising fundamental questions regarding the role and purpose of higher education –and not just in contemporary Ireland.
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Zollinger, Steven Ray. „The Impact of an Online, Mastery, and Project-Based Developmental Math Curriculum on Student Achievement and Attitude“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4120.
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Due to anxiety, low confidence, and inadequate content knowledge, many college students struggle to complete their developmental math coursework. As colleges redesign their programs to address these issues, careful research is imperative to determine the factors that best meet the needs of these struggling students. The purpose of this study was to analyze the impact of one college's redesigned program (integrating online, mastery, and project-based learning) compared with the traditional program. Using Weiner's attribution theory of achievement motivation and emotion as a guide, this mixed methods case study used a quasi-experimental nonequivalent control group design in conjunction with a qualitative examination of student interviews. The study used archived quantitative data and interview data from community college students in the Western United States. The quantitative data was analyzed using multiple regression, and a thematic analysis was used for the interview data. The results indicated that students in traditional courses achieved higher final exam scores than those in the revised courses. However, the revised and traditional math students did not exhibit significantly different attitudes toward math. Some of the key factors that directly impacted student success included the availability of student support services, student collaboration, and self-concept and motivation. Based on these results, the participating college and similar colleges will be able to make more informed decisions to improve the efficacy of their developmental math programs. These revisions will then help to improve student attitude and success in mathematics, will motivate students to persist in their education, and will better equip students to positively contribute to their future communities and workplaces.
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Phuthi, Nduduzo. „Enhancing quality academic practice through integrated industry-based learning“. Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24125.
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Universities in Zimbabwe have universally adopted a full-year integrated undergraduate student workplace-based learning pedagogy following the precedent set in 1991 by one pioneering university, the National University of Science and Technology. In this explorative study I analyse participants’ views, reflections and understanding of how the full-year model of workplace-based learning enhances quality academic practices and impacts on short, medium and long-term visions and opportunities for students and other stakeholders. I employed the embedded concurrent mixed methods research design (Creswell&Clark, 2007) using interviews with lecturers, university administrators and industry supervisors, as well as open-ended questions in three matched versions of a questionnaire to students, lecturers and industry supervisors respectively. The same questionnaire provided quantitative data that was statistically analysed. Interviews were conducted with 24 participants from the university under study, industry and other universities, while 363 university students, 40 NUST lecturers and 34 industry supervisors responded to the respective questionnaires. Students, lecturers and industry supervisors concurred on the coherence between industry experiences and university learning, the beneficial experiences at the workplace, and the relevance of those experiences to society, confirming the expressed view that industry-based learning promoted quality learning and teaching, and enabled students to become work-ready. However there were perceptions of inadequate student supervision and assessment, unsatisfactory student welfare safeguards, inadequate research enthusiasm among lecturers, and the lack of involvement of the whole spectrum of industry categories. There was an underlying regard for lifelong learning enabling societal transformation into the increasingly dominant industrialised culture. Lecturers indicated an appreciation for a holistic orientation to teaching and learning (Taylor, 2009), and were inclined towards adopting the hermeneutic approach to education (Danner, 2002). It is recommended, among other things, to revitalise effective practices through staff development efforts, increasing student knowledge and empowerment, and strengthening collaborative platforms between the university and its industry partners. Chief among the suggestions for future research is the understanding and promotion of student welfare during their placement in the workplaces.Thesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
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Mdlungu, Nozuko Gloria. „An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase“. Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.
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South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
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Cockerham, Deborah Pyle. „The Impact of an Inquiry-Based Learning Curriculum upon Digital Awareness and Well-Being among Adolescents with Learning and Attentional Disabilities“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609162/.
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This study investigates the effectiveness of an inquiry-based learning curriculum for middle school students with learning and/or attentional disabilities (LD and/or ADHD). The main questions asked were: To what extent can an inquiry-based learning curriculum focused on digital responsibility impact: (1) well-being; (2) smartphone usage; and (3) smartphone awareness among adolescents with LD and/or ADHD? Fifty middle school participants with LD and/or ADHD were divided into two groups, an experimental group and a control group. Findings showed a significant increase both in positive affect and in awareness of personal smartphone usage for experimental, but not control, participants, suggesting that inquiry-based learning may be an effective approach for teaching digital responsibility to students with LD and/or ADHD. Other findings indicated that social connectivity is a high priority for today's adolescents. Additional insights and implications are discussed.
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Hurk, Maria Mathea van den. „Individual study in problem-based learning studies on the relation between individual study and curriculum characteristics /“. [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 1999. http://arno.unimaas.nl/show.cgi?fid=6876.
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Yang, Sin-Ru, und 楊欣儒. „Practice Place-Based Bunun Textbook: Using Project-Based Learning Curriculum“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/18853131738846852671.
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碩士靜宜大學
生態人文學系
104
The main purpose of this research is to provide a set of teaching material for those who are planning to apply environmental education course in Bunun Tribe with Project-Based Learning (PBL). This set of textbooks are mainly according to the module of “Protecting Environment Deeply.” This course combines with PBL and Place-Based Education (PBE), and the major characteristic of this module is combing the feature of Bunun Tribe. The lesson plan is base on the Grade 1-9 Curriculum Guidelines of Ministry of Education. According to the result of demonstration, the feedback from students, file analysis and so on, the research team makes a further modification of the module and compiles this set of textbooks. Hope to provide a teaching guideline for those who would like to design the lesson of PBE for this area. It would be more mature and can adapt to the environment issue when developing the relative teaching material. This set of textbooks including: 1. “Protecting Environment Deeply” teacher’s manual 2. “Protecting Environment Deeply” student’s manual
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Pansini-Murrell, J., Melanie Haith-Cooper, Phipps Fiona E. MacVane und D. Ball. „Implementing Problem Based Learning in a Midwifery Curriculum“. 1998. http://hdl.handle.net/10454/6743.
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Li, Yong-Xin, und 李永信. „Competency-Based Curriculum: The Research of Project-Based Learning Competence Indicators“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/8buyuj.
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博士國立彰化師範大學
工業教育與技術學系
104
The research is to explore the relations of three topics, including “competency-based curriculum (CBC)”, “project-based learning (PBL)” and “competence indicators” (CI). Research has three purposes: (1) understanding the current situation and the emerging trends of PBL and CI by Science and Technology Text Mining; (2) develop, construct and confirm the hierarchy of PBL competence indicators; (3) understanding the relative important of PBL competence indicators. The research methods includes three steps: (1) Using the application of Web of Science (WoS) and CiteSpace, to analyze the current situation and the emerging trends of PBL and CI; (2) Using the Fuzzy Delphi method (FDM) and fuzzy Semantic Scales Method (FSSM), to confirm the hierarchy of PBL competence indicators; (3) Using the Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Semantic Scales Method (FSSM), to evaluate relative weight value of PBL competence indicators. The research results includes three aspects: (1) by mining the WoS Core Collection, located 522 references of PBL, and 1343 references of CI, then, by using the applications of WoS and CiteSpace, to identify the main emerging trends and reflect on the current status of PBL and CI; (2) through 15 experts in related fields of PBL, and using FDM and FSSM to identify the hierarchy of PBL competence indicators, including three dimensions (knowledge, skills and attitudes which had ten competence indicators); (3) through 15 experts in related fields of PBL and CI, and using FAHP and FSSM to evaluate the relative weight values of PBL which has three dimension (knowledge, skills and attitudes), and the relative weight value are 0.340, 0.321 and 0.339. The contribution of the research has three aspects: (1) by Science and Technology Text Mining of PBL and CI, to provide a knowledge map for researchers and practitioners; (2) using FDM, FAHP and FSSM are innovative research methods; (3) the hierarchy of PBL competence indicators is an important reference for analysis, design, development, implementation, and evaluation of CBC.
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Haith-Cooper, Melanie, Phipps Fiona E. MacVane, J. Pansini-Murrell und D. Ball. „Problem Based Learning in a Women-centred Midwifery Curriculum“. 1999. http://hdl.handle.net/10454/6728.
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Haith-Cooper, Melanie, Phipps Fiona E. MacVane, J. Pansini-Murrell und D. Ball. „Implementation Of Problem Based Learning in a Midwifery Curriculum“. 1999. http://hdl.handle.net/10454/6742.
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Mdaka, Mzamani Jully. „Mathematics teaching and learning on Outcomes Based Education and Curriculum 2005“. Thesis, 2007. http://hdl.handle.net/10539/2052.
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Student Number : 9110316P -
M Ed research report -
School of Education -
Faculty of HumanitiesThis study seeks to establish if teaching Grade 7 Algebra accords with Outcomes Based Education [OBE] in a sample of three state primary schools in a province, South Africa. Following the methods of illuminative evaluation the researcher looked for ‘matches’ and ‘mismatches’ between what was planned in an OBE text with what ‘actually happens’ in classroom teaching to gauge if the shift to outcomes has taken place in teaching Mathematics in these schools, and make recommendations to improve. Data was collected using document analysis to establish how percentages was planned to be taught by teachers and using naturalistic observations with follow-up probing interviews to establish how this teaching actually took place in classrooms. The data was checked by questionnaire data seeking the views of educators doing this teaching. The data showed 5 Patterns in this teaching, one only according with planned OBE teaching, 2 other Patters where teaching was more-or-less as intended, and 2 further Patterns where teaching failed to accord with the OBE text. Just over half the teachers or 58% of the sample seemed to have shifted to OBE, and less than half or 42% of educators seem not to have done so. Primary amongst the findings is that educators failed to teach Mathematics conceptually first as planned, preferring in a variety of ways to omit conceptual explanations by way of introduction to lessons in favour of ‘guiding examples’, ‘group work’ and ‘report back’, ‘teacher and learner assessment’ and ‘concluding exercises’, the six categories which emerged for teaching in these lessons. The study recommends primarily that educators re-claim teaching Mathematics conceptually first, and prior to completing examples and giving exercises to learners. It concludes that fewer educators than expected seem to have shifted towards OBE teaching in these Mathematics classrooms, 6 years into the national innovation, C 2005.
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Pansini-Murrell, J., Phipps Fiona E. MacVane, Melanie Haith-Cooper und D. Ball. „The Integration of Problem-Based Learning Within a Feminist Curriculum“. 1998. http://hdl.handle.net/10454/6744.
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sheng-yu, chen, und 陳勝裕. „An Action Research of the School-based Curriculum — How a Learning-path Curriculum was Developed“. Thesis, 2004. http://ndltd.ncl.edu.tw/handle/03903041142927798102.
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碩士臺中師範學院
自然科學教育學系碩士班
92
In this study, the researcher explores the schoolyard learning-path curriculum was developed for the third grades in elementary school. The study results in both the change of student learning and the promotion of professional knowledge. Which was implemented by constant refection and modification. While the difficulties of curricular development arose, the relevant strategies were formed accordingly. A collaborative action research, which was teamed up by the researcher himself and the other fourteen colleagues, aims at the development of a learning-path located in the schoolyard. It involved participation observation, interviews with students and document collections. All the process was circulated through curricular design, implementation, and reflection. The difficulties of the curricular development can be classified into three groups, including working-sheet design, teaching strategies, and student problems. They were solved by teacher reflection and teamwork. While the curriculum was implemented, the difficulties confronted were either from the problems of instruction or administrative support. The problems of instruction were conquered by classroom observations, well preparation, and mastery of class management. In respect with the administrative support, the remedy was to provide support for instruction, taking best advantage of available helping resources, relevant workshops, and the enhancement of teacher ability for curriculum development. The change of student learning can be further detailed in the improvement of taking care of campus, enjoy learning to take an active interest in the resources on their campus, the progress of thinking and expression, the increase of problem-solving capacity, and being able to cooperate with peers. Also come up with the development was the promotion of professional knowledge for the teachers who understood the importance of the school environmental resources, conversations between the teachers, curriculum design, and the sense of achievement. Several suggestions are made in regard to three aspects. In terms of the curriculum and instruction, first of all, teachers should prepare well before the implement of school-based curriculum; secondly, students’ prior experience should be concerned; thirdly, it is possible to integrate local education and environmental education. When it refers to teachers, the desire to do the advanced study is necessary. Teachers need timely support and encouragement from the school administrative system, which can also facilitate in integrating variant teaching resources, reorganizing the ways of in-service teacher training, and the implement of curriculum evaluation.
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Stec, Thomas L. „Group process in the context of a problem-based learning curriculum“. 2004. http://purl.galileo.usg.edu/uga%5Fetd/stec%5Fthomas%5Fl%5F200412%5Fedd.
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Hsieh, Jing-Yi, und 謝靚怡. „Effects of Curriculum-Based Dynamic Assessment on Students WithMathematical Learning Difficulties“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/82684084706115259293.
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碩士國立臺北教育大學
特殊教育學系碩士班
94
Abstract The purpose of this study was to explore the effects of curriculum-based dynamic assessment on three 5th-grade elementary subjects, with mathematical learning difficulties. The study implemented curriculum- based dynamic assessment to collect the data that the students with mathematical learning difficulties had the progress space in their abilities, to clarify what were students' learning difficulties, and to assist in making the students' education decision. The researcher used Lidz’s (1991) curriculum- based dynamic assessment. Assessment device is pretest-mediation-posttest. Based on the delayed multiple baseline across subjects design, data were analyzed by visual analysis, interobservers’ agreement, teaching journal and interviews.The main findings of this study were as follows: 1. The subjects’ modifiability index can be promoted by curriculum-based dynamic assessment, and the effects of this experiment intervention on subjects were good. 2. The subjects’ learning behaviors can be promoted by curriculum-based dynamic assessment, and the effects of this experiment intervention on subjects were good. 3. The subjects’ response to mediation can be promoted by curriculum-based dynamic assessment, and the effects of this experiment intervention on subjects were good. 4. Being compared posttest with pretest, the subjects can be promoted obviously by curriculum-based dynamic assessment, and the effects of this experiment intervention on subjects were good. 5. After the mediation of curriculum-based dynamic assessment, the subjects’ mathematical learning difficulties had been reduced. So the subjects’ previously mathematical learning difficulties might be caused by the elements of external environments. The subjects had been classified external learning problems, so they can move through level 2 or 1. Finally, Several suggestions were provided for future practice and research.
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Iemjinda, M. „Task-based learning and curriculum innovation in a Thai EFL context“. Thesis, 2003. https://eprints.utas.edu.au/15794/1/1Iemjinda_Front_matter.pdf.
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'Professional development is one of the most promising and powerful routes
to growth on the job, to combating boredom and alienation, to school
improvement and to satisfaction' (Full an, 1982: 274 ).
The aim of this study was to develop, implement and evaluate a professional
development programme for teachers of English as a Foreign Language in Thailand
to assist them to make a major change in their pedagogy, a change mandated by the
National Education Act of 1999. More specifically, what was required of them was
to change from being a teacher who delivers instruction in the classroom to a teacher
who acts as a facilitator in a learner-centred classroom.
The professional development programme (PDP) drew for its design on programmes
recommended for their success in other contexts, but was unique for its innovatory
combination of specific forms of content ('task-based learning') and process (a
'coaching approach'), and for its adaptation to the needs of EFL primary school
teachers in Thailand. Task-based learning (TBL) was recommended in the literature
for its success in helping teachers to focus on student learning, and providing explicit
practices to implement the principles of communicative language teaching (CLT) as
required by the new cuniculum. A coaching approach was claimed to assist teachers
by clearly explaining theoretical concepts and their practical implementation at the
classroom level, simplifying the steps for implementation in the classroom context
and supporting teachers through the process of change.
The study was conducted in a non-metropolitan region in Thailand, and involved
nine primary EFL teachers and their classes in three cities. Data were gathered by
quantitative (questionnaire, classroom observation checklist) and qualitative
(interview) methods before and after the PDP to record changes in the teachers'
perceptions and classroom practices over eight months. The data showed that all the
teachers were rated higher by their supervisors on the six major criteria chosen to
characterise CL T, and the teachers and their students provided corroborating
evidence of a major shift in pedagogy towards the model preferred by the Thai
Ministry of Education.
The study showed that a professional development programme of this kind, closely
adapted to a specific context, involving preparatory workshop training followed by a
semester of guided, strongly supported classroom implementation practice, can make
a significant change in Thai primary EFL teachers' understanding and use of CLT as
an innovatory pedagogy. It indicates that this model of professional development is
capable of providing a means by which the desired change to a learner-centred,
communicative English language cuniculum might be achieved system-wide in
Thailand, one that has up to this point proved very difficult to implement.
This study represents a contribution to several fields, including curriculum change,
teaching English as a Foreign Language, and professional development. It makes a
major contribution to the area of foreign language teaching and learning, particularly
professional development in the teaching of English as a foreign language in a
country such as Thailand.