Dissertationen: „Development of science literacy“

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Murcia, Karen. „Scientific literacy for sustainability“. Murcia, Karen (2006) Scientific literacy for sustainability. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/216/.

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We only need to consider public media reports to appreciate that there is growing concern amongst citizens for sustainability. This concern arises from increasing appreciation that the current direction and rate of exploitation of resources is not sustainable and humanity's actions today are arguably compromising future generations' ability to meet their living needs. By drawing on the research of scientists, ranging from their evidence of the problems of sustainability to those promising solutions, the same press reports show strong links between sustainability and science. The appearance of such reports in the public media implies that citizens understand the interaction of science and sustainability and that they can engage critically with scientific research, including its applications and implications for sustainability. In this dissertation this understanding and capacity to engage critically is termed scientific literacy. The general question governing the research reported in this dissertation arose from this context and is: What does it mean for citizens to be scientifically literate within the context of sustainability? More specifically, because it is expected that university graduates are well educated in a socially relevant manner, with commensurate responsibilities and influence, the focus question studied in this dissertation is: What does it mean for university graduates to be scientifically literate? It became apparent from the review of the literature, that the concept of scientific literacy was multidimensional. The three key dimensions that emerged were (i) the fundamental and enduring ideas and concepts of science, (ii) the nature of science and (iii) the interaction of science with society. These dimensions provided the framework for the research reported in this dissertation. Within this framework and based on the literature, two relationships amongst these dimensions were proposed. The first relationship was that the dimensions were in a conceptual hierarchal order, with successive dimensions including the previous dimensions and expanding upon them. The second relationship was that students' scientific literacy developed sequentially along the same hierarchy. It was proposed that development occurred sequentially, with development of concepts of science first, nature of science second and interaction with society last. It was proposed that a scientifically literate person would have reached the level of understanding that includes the interaction of science with society. Specific indicators of the successive dimensions were functional, conceptual/procedural and multidimensional, which at this highest level, includes the relationship between the first two dimensions and society. This framework and the associated indicators were used as a structure and lens for interrogating the development of scientific literacy of 244 first year university students enrolled in Australia's Murdoch University's foundation unit, Life and the Universe. This is one of five units from which first year students are required to select one. The units are interdisciplinary in nature with Life and the Universe being a unit that covers generic issues in science. In part because of its content and in part because it allows students from all backgrounds to enrol, it was considered suitable for studying, illustratively, the development of scientific literacy of potential university graduates. The development of scientific literacy was studied in three ways. First, participants responded to open questions about a newspaper report of science, before and after their studying in Life and the Universe, second, they responded to a Likert style questionnaire regarding the nature of science, again before and after studying the unit, and third, a subset of participants were involved in a focus group run over two years. The participants' responses to the open questions on the questionnaire were analysed for their critical engagement with the news brief, in terms of their ability to give reasons why the text should be accepted or rejected. The nature of requests for extra information about the news brief's content was also analysed. Analysis of the initial responses to the open questions showed that more than fifty percent of the participants in this study did not demonstrate the ability to critically engage with science reported in the news. The Likert style questionnaire assessed participants' conception of the nature of science, with one end of the continuum reflecting a traditional view that science was a body of unchanging facts, derived from objective and value free observations, and the other reflecting a more contemporary view, that scientific knowledge was dynamic, open to change, had subjective components, and had scientists socially located so that their work was not free of values. Analysis of the initial responses to the Nature of Science questionnaire showed that more than fifty percent of the participants were located on the continuum towards the contemporary, socially located end. However, it also showed that the majority were still not sufficiently located towards the contemporary end of the continuum to view science as dynamic, with a changing body of knowledge. There was no statistically significant difference in these analyses in relation to participants' gender, time out of school, course of enrolment or science background. Unexpectedly, the comparison in the analysis of the news brief pre and post Life and the Universe showed that the number of participants engaging critically did not increase. More expectedly, the comparison of the pre and post Life and the Universe responses to the Likert scale showed that there was overall a statistically significant increase in the group's contemporary, socially located, perspective of the nature of science during their participation in the foundation unit. Specifically, the participants demonstrated raised awareness of the tentative and subjective nature of science and that scientists study a world in which they are a part and, as such, their work is not objective or value free. Nevertheless, there was substantial possibility of higher locations on the scale which the majority of participants did not reach. This statistically significant increase, but possibility for further improvement, is compatible with the lack of increase in critical engagement with the news brief and suggests that the statistical increase was not educationally significant. The focus group data contributed greater depth of understanding to the researcher about the range in participants' conceptions of the nature of science. The conceptions evident were consistent with the conclusions from the open questions and Likert style questionnaire and also highlighted limited understandings of scientific processes or scientific methods. It was evident that misconceptions and naive understandings of the contemporary nature of science were present at the beginning and retained throughout the foundation unit learning experience. These limitations helped explain participants' inability to engage meaningfully and to question critically the science news briefs contained in the questionnaires. Data from the focus group also suggested that a limited understanding of science terms prevented critical engagement with the content of the news briefs. Following closely the focus group participants' development of scientific literacy over a two year period, allowed the researcher to gain a greater depth of understanding of the participants' development of scientific literacy than that which could be gained alone from the large scale administrations of the questionnaire. This experience highlighted that the development of scientific literacy was far more complex than the originally proposed sequential development across the three dimensions. The analysis of converging sources of data challenged this proposition and resulted in a reconstruction of understanding about the development of scientific literacy. It was evident that the ability and disposition to critically question and act scientifically required parallel development of science content, socially located conceptions of the nature of science and understanding of its interaction with society. It was the blended and parallel development of these knowledge dimensions, at any level, that demonstrated scientific literacy. In order to characterise the more complex structure amongst the dimensions in which parallel development occurred, a rope metaphor was used. This metaphor effectively represented the observed development of scientific literacy, as it made concrete the interwoven threads of multidimensional knowledge. It represented more realistically the complex, intertwining and multidimensional aspects of participants' development of scientific literacy. Re-thinking the development of scientific literacy and representing the construct with the rope metaphor offered possibilities for effective pedagogy in higher education. The interaction of multidimensional threads of knowledge seems an integral part of the development of scientific literacy and suggests the need for teaching and learning experiences that are holistic in nature and driven by socially relevant contexts.

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Hong, Huili, Renee Rice Moran, LaShay Jennings, Laura Robertson und Stacey Fisher. „Discourse of Integrating Science and Literacy“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3242.

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The authors start this chapter with a reconceptualization of science literacy and proceed to discuss why science literacy matters and why discourse in various forms matters to science literacy. Then, drawing on their recent research study on science literacy integration, the authors center on the teacher-student interactive discourses revolving around science concepts and literacy skills. They particularly examined some of the seemingly off-topic classroom dialogues. Doing so aims to explore how the potential opportunities of science literacy integration can be discursively co-constructed by the teacher and the students in naturally occurring classroom activities. Further, doing so aims to show science literacy integration can become more enjoyable to students. Meanwhile, the authors advocate that both science and literacy teachers should see themselves as teachers of language as well as examine and think how their classroom discourse can be orchestrated for the purposes of integrating science and literacy.

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Robertson, Laura, und Renee Rice Moran. „Teacher Perspectives on Science and Literacy Integration“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3243.

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In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that teachers must first believe in the value of science and literacy integration to themselves, their students, or to district, curriculum, or assessment goals in order to implement integration. After belief in the value of integration is established, teachers vary in their approaches to implementation. Analysis of focus group data from middle and high school English language arts (ELA) and science teachers reveals patterns in frequency, strategies, and barriers to integration by subject area. In conclusion, the authors offer a framework for integration that explains teachers' approaches to integration at the classroom and team levels and suggests methods for advancing science and literacy integration.

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Leornard, Samantha Lee. „Scientific literacy and education for sustainable development: developing scientific literacy in its fundamental and derived senses“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1010069.

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The importance of developing learners’ scientific literacy in both the fundamental and derived senses has been highlighted by Norris & Phillips (2003). Development of the derived sense of science, which is dependent on the development of a sound fundamental sense of science, aims at promoting scientifically literate societies who are able to make informed decisions concerning the natural environment and the promotion of sustainable livelihoods. In turn, response to increasing recognition of environmental degradation, the United Nations’ Decade of Education for Sustainable Development advocated that the principles, values and practices of sustainable development should be integrated into all aspects of education and learning. However, despite these aspirations, the difficulties of insufficient teacher knowledge and a lack of in-service training, both abroad and within South Africa, remain a challenge. In response to this challenge this study investigated the potential of an Integrated Scientific Literacy Strategy (which aimed at increasing in-service teacher knowledge and skills) to contribute to ESD by developing more scientifically literate teachers and learners in primary education. The study was conducted in 2010 in the Port Elizabeth Metropolitan area in the Eastern Cape, South Africa. The study sample comprised seven schools, with a total of nine teachers and 243 learners participating. As the research is situated within the pragmatic paradigm, a mixed methods approach was followed using Creswell and Plano Clark’s (2007) embedded design’s correlational model whereby quantitative data are rooted within a qualitative design to help verify and explain the outcomes. Qualitative measures were generated through teacher interviews and an analysis of their written portfolios. These data were triangulated against quantitative test data gained from an ANCOVA statistical analysis of the learners’ pre- and post-tests, and both the qualitative and quantitative data gleaned from classroom observations and an analysis of the learners’ science notebooks. The data suggest that, when properly implemented, the Integrated Scientific Literacy Strategy can be used to help teachers develop their learners’ scientific literacy by exposing them to open-ended inquiry investigations. Statistically significant differences (p ≤ 0.01; d=0.88) were noted when comparing improvements in learners’ abilities and understandings of scientific investigations (graphs, variables, inquiry and investigable questions) between those learners whose teachers successfully implemented the strategy in their classrooms, and those learners whose teachers were considered to be ‘non-implementers’ of the strategy. Data from this study also suggest that the successful use of the ISLS enables teachers to integrate issues relating to sustainable development into their natural science lessons. In addition, the learner-orientated approach of the strategy also enabled the learners to engage in autonomous learning environments, aspects of which have been identified as being important for meaningfully learning about and internalising important issues related to ESD.

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Tai, Chih-Che, Karin Keith, S. Starnes und Renee Rice Moran. „Integrating Science Learning with Literacy in Grades 6-12“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/998.

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Blackmon, Phyllis Ann. „A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction“. ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1670.

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This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

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Keith, Karin, Huili Hong und Renee Rice Moran. „Scaffolding Student Reading of Informational Texts with Science Literacy Centers“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1014.

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Frandsen, Kimberly J. „Reading and Writing in Science: How do the Reform Documents Attend to the Fundamental Sense of Science Literacy?“ Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1417.pdf.

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Bennett, William Drew. „Multimodal representation contributes to the complex development of science literacy in a college biology class“. Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1203.

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This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century responded to a reorganized curriculum to address misconceptions that were prevalent after direct instruction in the previous year's class. One of the components to the revised curriculum was the addition of a multimodal representation requirement as part of their normal writing assignments. How well students performed in these writing assignments and the relationship they had to student learning the rest of the class formed the principle research interest of this study. Improving science literacy has been a consistent goal of science educators and policy makers for over 50 years (DeBoer, 2000). This study uses the conceptualization of Norris and Phillips (2003) in which science literacy can be organized into both the fundamental sense (reading and writing) and the derived sense (experience and knowledge) of science literacy. The fundamental sense of science literacy was investigated in the students' ability to understand and use multimodal representations as part of their homework writing assignments. The derived sense of science literacy was investigated in how well students were able to apply their previous learning to class assessments found in quizzes and exams. This study uses a mixed-methods correlational design to investigate the relationship that existed between students' writing assignment experiences connected to multimodal representations and their academic performance in classroom assessments. Multimodal representations are pervasive in science literature and communication. These are the figures, diagrams, tables, pictures, mathematical equations, and any other form of content in which scientists and science educators are communicating ideas and concepts to their audience with more than simple text. A focused holistic rubric was designed in this study to score how well students in this class were able to incorporate aspects of multimodality into their writing assignments. Using these scores and factors within the rubric (ex. Number of original modes created) they were correlated with classroom performance scores to determine the strength and direction of the relationship. Classroom observations of lectures and discussion sections along with personal interviews with students and teaching assistants aided the interpretation of the results. The results from the study were surprisingly complex to interpret given the background of literature which suggested a strong relationship between multimodal representations and science learning (Lemke, 2000). There were significant positive correlations between student multimodal representations and quiz scores but not exam scores. This study was also confounded by significant differences between sections at the beginning of the study which may have led to learning effects later. The dissimilarity between the tasks of writing during their homework and working on exams may be the reason for no significant correlations with exams. The power to interpret these results was limited by the number of the participants, the number of modal experiences by the students, and the operationalization of multimodal knowledge through the holistic rubric. These results do show that a relationship does exist between the similar tasks within science writing and quizzes. Students may also gain derived science literacy benefits from modal experiences on distal tasks in exams as well. This study shows that there is still much more research to be known about the interconnectedness of multimodal representational knowledge and use to the development of science literacy.

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Nkangana, Nqabisa T. „The development of information literacy at the University of Cape Town“. Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/22214.

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Includes bibliographical references (pages 84-98).
The origins and development of information literacy education at the University of Cape Town are explored. The focal research question is based on investigations into the extent in which the academic staff, librarians and students of the University of Cape Town (UCT) are prepared for or engaged in recognizing information literacy. Are the academic staff, librarians and students of UCT really aware of the information literacy agenda? Quantitative research methods are used to supplement qualitative research methods in this study. Samples were drawn from 621 academics, 64 librarians, and 19978 students - the total numbers of subjects of the study in 2003 when the fieldwork was conducted. The significant changes in the South African education system in the postapartheid era are discussed. International information literacy programs are discussed and the Griffith University information literacy blueprint is adopted as a standard for comparison. Further studies are suggested on the investigation of information literacy policies. The research results suggest that a high standard of information literacy exists at the University of Cape Town.

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Ingram, Kenneth Phil. „The development of scientific concepts through literacy as a mediational tool“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1906.

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Hong, Huili, Karin Keith, Renee Rice Moran und LaShay Jennings. „Using Imagination to Bridge Children’s Learning of Literacy and Science: A Dialogic Approach“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/999.

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Tai, Chih-Che, und Karin Keith. „Preparing College/Career Readiness through Integrating Science Learning with Literacy in Secondary Education“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1030.

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Hartman, Matthew W. „The Development of Ecological Literacy Among Novice Outdoor Leaders“. Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1212762001.

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Robertson, Laura. „Integrating Science Learning with Literacy Using Informational Texts in Grades 6-12“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/782.

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Reilly, Scott J. „The development of a curriculum framework for citizen science to meet the guidelines for environmental literacy /“. Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Reilly.pdf.

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Thesis (M.S.)--University of Wisconsin Stevens Point, 2009.
Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources (Environmental Education), College of Natural Resources.

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Nixon, Ryan. „Explicitly Teaching Multiple Modes of Representation in Science Discourse: The Impact on Middle School Science Student Learning“. BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3582.

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The purpose of this study was to determine the effect of explicitly teaching multiple modes of representation (MMR) on middle school students' understanding of science content and their use of MMR on a science unit test. Participants in this quasi-experimental study were seventh- and eighth-grade students enrolled in science courses taught by three different middle school science teachers. Half of the students received explicit instruction in MMR in addition to their regular science instruction; the other half received only regular science instruction. Ordinary least squares multiple regression analysis was used to determine the relationship between gain scores on unit assessments, whether students received explicit MMR instruction, and demographic variables. Additionally, regression analysis was used to examine how receiving explicit instruction in MMR and demographic variables predicted student use of MMR on the final test. These analyses indicated that receiving explicit instruction in MMR did not influence students' gain scores or use of MMR on a final test. However, Latinos and females used MMR more often than Whites and males, respectively, on the final test, even though these two groups of students did not use MMR more often on the first test. This suggests that Latinos and females may be placed at a disadvantage when compared to some of their peers by the bias towards using words that is present in the U.S. school system. This study also highlights challenges in creating instruments that assess student learning in MMR and difficulties in interpreting multimodal responses. Implications for classroom teachers and educational researchers are also discussed.

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Hong, Huili, Karin Keith und Renee Rice Moran. „Using Imagination to Bridge Young Children’s Literacy and Science Learning: A Dialogic Approach“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/978.

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Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.

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Tai, Chih-Che, Karin Keith und Laura Robertson. „Preparing College/Career Readiness Through Integrating Science Learning with Literacy in Grades 6-12“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1021.

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With the increasing globalization, and the increasing need for a scientifically literate population, it is essential that secondary school (Grades 6-12) students not only receive meaningful science and literacy instruction, but also see the seamless nature of how each informs the other. A LEA-IHE-Business partnership initiative was interested in two research perspectives: How does cross-discipline instruction benefit and enrich each subject discipline? How does integration of science learning with literacy in G6-12 impact college/career readiness? This opportunity provides a chance for 120 Grade 6-12 Science and ELA teachers from ten school districts to join with ELA and Science faculty and STEM professionals to form a strong professional learning community focused on the integration of Science-ELA. The purposes of this presentation are: 1.) to describe the project that paired secondary school science and ELA teachers for the purposes of developing integrated lessons; and 2.) to report preliminary findings about this project.

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Cronin, Patrick Joseph. „A computer-assisted scientific literacy development plan for senior secondary students“. Curtin University of Technology, Science and Mathematics Education Centre, 1994. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14843.

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This study provides a definition of scientific literacy applicable to secondary school science students. The definition was developed from theories about cognitive processes, the discourse of science, the language register of science and cognitive writing processes. A computer-assisted Scientific Literacy Development Plan was formulated and classroom research undertaken to test its effectiveness. A model of cognitive writing was used as an application of the Scientific Literacy Development Plan in classroom research. The model is called a HyperCard Pathways writing model.The research methodology was a combination of qualitative and quantitative methods and took place in three phases over three academic school years. The HyperCard Pathways model of writing was developed in modules for the topics of the Year 11 Physics Extended Subject Framework of the Senior Secondary Assessment Board of South Australia. Students used the modules for the completion of required pieces of writing in science as part of the requirements for the South Australian Certificate of Education. Results indicated that the Scientific Literacy Development Plan was an effective tool for the enhancement of scientific literacy of Year 11 physics students and there was potential for the use of the plan in other science subjects. A number of teachers incorporated the techniques of the Scientific Literacy Development Plan into their regular course schedules.In conjunction with the classroom research, a method to assess explanation genre essays was developed called the Scientific Explanation Genre Assessment Scheme. This was trialled independently of the trials of the Scientific Literacy Development Plan and was found to be used reliably by teachers of Year 11 physics. The effectiveness of the computer-assisted Scientific Literacy Development Plan was demonstrated by evidence of improvement in scientific ++
writing beyond that of normal practice. The products of this research: lesson plans, computer discs, and supporting materials were developed to be of assistance to other teachers. The materials can be adapted to other modules in the science curricula, and, following this project some teachers have chosen to do this.

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Starkey, Alysia. „Kansas academic librarian perceptions of information literacy professional development needs“. Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3856.

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Christensen, Jamie Lynn. „Enhancing Students' Science Content Knowledge Through Text Structure Awareness“. Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2564.pdf.

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Makini, Sneha Priscilla. „PictureBlocks : constructing and deconstructing picture-driven literacy development“. Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120697.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages [100]-105).
Pictures play an important role in aiding literacy development amongst children. Present day educational apps for children take advantage of pictures in an instructionst manner - such as a flashcard, drag-and-drop, or fill-in-the-blanks approach. However, research indicates that following a constructionist approach rather than instructionst, where children actively construct meaningful projects playfully, leads to better engagement and learning. It is also universally established that children across the world enjoy creating and drawing pictures as a means of self-expression. Despite the evidence from the literature and the data, there is a lack of constructionist approaches towards picture-based learning apps for children. The goals of this thesis are two-fold: 1. Successfully design and evaluate a picture-based, constructionist literacy learning app in order to address this gap. 2. Explore the unique affordances/implications that this exploratory approach has on children's self-expression and learning. This app is called PictureBlocks, and it is designed for children between the ages of 5-9 years. The design of PictureBlocks is refined through several rounds of playtesting. Finally, a 15-day pilot study conducted in children's homes helps evaluate the app's design. Data analysis and findings also establish unique affordances and future implications for picture-based, constructionist learning apps.
by Sneha Priscilla Makini.
S.M.

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Venter, Maria Dorothea. „The development, implementation and evaluation of a housing education literacy programme for semi-literate recipients of government subsidised housing“. Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1096.

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Thesis (PhD (Consumer Science))--University of Stellenbosch, 2006.
In the ten years since the inclusive elections of 1994, the South African government has created an international precedent in the housing field. It is widely acknowledged that in this period it has delivered more subsidised houses than any other country in the world. The housing backlog is still between 2 to 3 million and growing every year, so housing policies for the future must continue to , not only provide subsidised housing for a large part of the population but also seeking to establish a viable market for low-cost housing units and to create sustainable human settlements for low-income groups. There are a therefore large numbers of new consumers that enter the housing market for the first time.

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Bryan, Joyce Bethea. „Technological Literacy Assessment in Secondary Schools Through Portfolio Development“. NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/432.

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Secondary school students lacking technological literacy required for job success in the 21st century participated in an action oriented research study to increase their literacy levels. A team of teachers, 9th-grade students, media specialists, and a researcher implemented a technological and information skills model across subject -area disciplines in an effort to identify the needed skills and implement an instructional program for technological literacy. The researcher worked with a formative and summative committee to design and produce a conceptual design, scope, sequence, and instructional schedule that served four grade levels across subject area curricula. Teachers used an interdisciplinary approach to instruction and determined that effective and efficient teaching for technological literacy across the curriculum was achieved. Students successfully demonstrated performance in 14 core competencies over a two-month time period during regular courses in five major disciplines. During the study, students benefited from opportunities to engage in supplemental technological activities by individual choice. Performance of technological objectives was marked and entered on checklists for planned future entry into a networked database for use by all teachers and administrators. Individual checklists were printed and became a part of student portfolios displaying technological learning. Other items in the portfolios included self-entry and exit-analyses and pre- and post-instruction compositions. Assessment instruments developed for the study were used to evaluate teacher attitudes, portfolio development, student attitudes, and class performance. Teachers and technology committee members judged the program to be successful and projected a need for implementation of the program for the entire school population. Findings and recommendations showed that cross-discipline instruction based on the model used in the study was a solution for increasing student levels literacy through increased understandings and demonstrated performance. The study revealed a need for further research in areas of curriculum space, cooperative work, and contextual problem-solving education as they apply to improving technological literacy in secondary schools.

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Hale, Beverley J. „How might the development of pedagogic strategies enhance sport science students' attainment of statistical literacy in higher education?“ Thesis, Kingston University, 2010. http://eprints.kingston.ac.uk/20869/.

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The reluctance of Sports Science students to engage with Statistics l has been widely documented in the higher education sector. This research project employed a mixed methodology to explore the complex interaction between motivation, learning and student achievement to inform the development of statistical pedagogies through evidence based practice. Data for 336 students were collated from student records. Descriptive statistics explored the impact of gender, degree programme, previous Mathematics qualification and UCAS tariff points on marks in Statistics examinations. Inferential statistical tests (ANOYA, ANCOYA and t-tests) evaluated the mean differences within each factor and the interactions between them. Additionally, Statistics marks were compared to those of other compulsory modules. Regression models identified the comparative contribution of quantitative factors to Statistics and Dissertation marks. Unstructured and semi-structured interviews were conducted with twelve participants to understand the students' perspectives while they were studying a level five Statistics module. A synthesis of quantitative and qualitative findings revealed. mathematical experiences to be the only factor to influence achievement in Statistics. Students perceived Statistics as a branch of Mathematics and expressed insufficient confidence to engage with statistical activities, which in tum led to poor examination results, particularly at level five. Interview responses revealed the examinations to be inadequate indicators of statistical literacy. Recommendations were made to develop statistical thinking in response to Sports Science problems. This approach would enable students to have space for necessary reflection and to appreciate better the vital role of Statistics in all areas of Sports Science. Assessment through project work was commended as beneficial, both as a vehicle for learning and to promote motivation for deeper engagement with Statistics. The reluctance of Sports Science students to engage with Statistics l has been widely documented in the higher education sector. This research project employed a mixed methodology to explore the complex interaction between motivation, learning and student achievement to inform the development of statistical pedagogies through evidence based practice. Data for 336 students were collated from student records. Descriptive statistics explored the impact of gender, degree programme, previous Mathematics qualification and UCAS tariff points on marks in Statistics examinations. Inferential statistical tests (ANOYA, ANCOYA and t-tests) evaluated the mean differences within each factor and the interactions between them. Additionally, Statistics marks were compared to those of other compulsory modules. Regression models identified the comparative contribution of quantitative factors to Statistics and Dissertation marks. Unstructured and semi-structured interviews were conducted with twelve participants to understand the students' perspectives while they were studying a level five Statistics module. A synthesis of quantitative and qualitative findings revealed. mathematical experiences to be the only factor to influence achievement in Statistics. Students perceived Statistics as a branch of Mathematics and expressed insufficient confidence to engage with statistical activities, which in tum led to poor examination results, particularly at level five. Interview responses revealed the examinations to be inadequate indicators of statistical literacy. Recommendations were made to develop statistical thinking in response to Sports Science problems. This approach would enable students to have space for necessary reflection and to appreciate better the vital role of Statistics in all areas of Sports Science. Assessment through project work was commended as beneficial, both as a vehicle for learning and to promote motivation for deeper engagement with Statistics. The reluctance of Sports Science students to engage with Statistics l has been widely documented in the higher education sector. This research project employed a mixed methodology to explore the complex interaction between motivation, learning and student achievement to inform the development of statistical pedagogies through evidence based practice. Data for 336 students were collated from student records. Descriptive statistics explored the impact of gender, degree programme, previous Mathematics qualification and UCAS tariff points on marks in Statistics examinations. Inferential statistical tests (ANOYA, ANCOYA and t-tests) evaluated the mean differences within each factor and the interactions between them. Additionally, Statistics marks were compared to those of other compulsory modules. Regression models identified the comparative contribution of quantitative factors to Statistics and Dissertation marks. Unstructured and semi-structured interviews were conducted with twelve participants to understand the students' perspectives while they were studying a level five Statistics module. A synthesis of quantitative and qualitative findings revealed. mathematical experiences to be the only factor to influence achievement in Statistics. Students perceived Statistics as a branch of Mathematics and expressed insufficient confidence to engage with statistical activities, which in tum led to poor examination results, particularly at level five. Interview responses revealed the examinations to be inadequate indicators of statistical literacy. Recommendations were made to develop statistical thinking in response to Sports Science problems. This approach would enable students to have space for necessary reflection and to appreciate better the vital role of Statistics in all areas of Sports Science. Assessment through project work was commended as beneficial, both as a vehicle for learning and to promote motivation for deeper engagement with Statistics. The ambiguous identity of Statistics was exposed as the cause of interview participants' anxiety about Statistics. Further research was advocated to establish the characteristics that set Statistics apart from Mathematics and to develop innovative approaches to assessment. Professional development to improve the Sports Science/Statistics interface and challenge the boundaries of modular degree structures was a critical recommendation for future development.

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Keith, Karin J., Huili Hong, Renee Rice Moran und LaShay Jennings. „No Time for Science: Science, Reading and Language Arts Joined at the HIIP“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/991.

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Elementary teachers find little time to address hands-on, integrated, inquiry, problem-based (HIIP) learning during science; choosing instead to read non-fiction texts. HIIP learning, along with non-fiction texts, helps students construct understandings about an increasingly global and technological world. Presenters in this panel will share interactive ways to address HIIP learning with reading/language arts through the use of testable questions, text-sets, mentor texts, and dialogic meetings that effectively engage all participants in dynamic, democratic, and reflective conversations about their learning processes, experiences, and outcomes.

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Isaac, Jolly. „Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees“. Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715299.

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A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.

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Petringa, Natascia. „Science Literacy for English Language Learners: A Qualitative Study of Teacher Practices in European Private International Schools“. Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42499.

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Worldwide, an influx of immigration, has increased the heterogeneity of our classrooms. In light of today’s heightened teacher accountability, standards and high-stakes assessment, traditional ways of teaching need to change in order to effectively serve the needs of our culturally and linguistically diverse students. Therefore, a qualitative-interpretive study was conducted with ten science teachers working in six private, international schools based in Portugal, Spain, Switzerland, and Belgium with a focus on teacher perceptions, beliefs, teaching practices, and instructional resources used to teach science to English Language Learners (ELLs). Emphasis was placed on the specific teaching modalities and resources that science teachers use to support ELLs in their classrooms. It also addressed the needs of teachers to effectively teach science to ELLs. In response to the research questions, the thematic analysis revealed that the teachers working in these schools had a good awareness of ELL needs in science and wanted to make a difference for these learners. They perceived ELLs as quiet, but hardworking and motivated students. To some degree, the teachers used all seven modalities of teaching: reading, writing, speaking, listening, doing, interpreting, and representing, with or without the use of technology, and considered multimodality to be the most effective way to make science accessible to ELLs. Though not exhaustive, this research offers a set of pedagogical tools and resources for pre-service and in-service teachers to meet the needs of their ELLs in science. Furthermore, based on the teacher responses, the research identifies five key areas which are necessary for science literacy development of culturally and linguistically diverse students. These include: (i) teachers’ positive mindset and awareness towards ELLs in science; (ii) school leadership and administrative support for ELLs; (iii) time, multimodality, and specialized professional development (PD) to scaffold science for ELLs; (iv) the provision of realistic opportunities to collaborate with the ELL or English Language Development (ELD) teacher; and (v) co-teaching science with an ELL/ELD teacher. I would hereby like to share the findings of this thesis and make these accessible to fellow science teachers in the hope that they will refer and/or utilize the proposed strategies and resources in their daily practice.

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Critchfield, Ron. „The Development of an Information Literacy Indicator for Incoming College freshmen“. NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/468.

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This study developed a comprehensive information literacy instrument based on the ACRL (2000) Information Literacy Competency Standards for Higher Education. Instrument items were composed for the initial instrument (version 1). Three experts in the field of information literacy examined Instrument version I to determine content validity. The instrument was then administered to 78 college freshmen at Warner Southern College. Scale reliability was determined for the items of instrument version I by calculating Cronbach alpha values for each construct. The results were positive and described the study instrument as a reliable indicator of information literacy skills. The major scales for ACRL standards two, three, and five all achieved an alpha value above .90. The reliability of the major scale for ACRL standard one was near the upper end of the moderate-to-high range with an alpha value of .89. The major scale for ACRL standard four achieved an alpha value of .75. This value was within the statistical range of a reliable scale. To triangulate the data, interviews were conducted with 14 randomly selected freshmen volunteers. The interviews also confirmed the reliability of the instrument. Instrument version 1 items not as consistent as others in the scale were eliminated to produce the final instrument (version 2). As a confirmatory test, instrument version 2 was administered to a second group of 81 college students from Warner Southern College. The instrument analysis again resulted in Cronbach alpha values indicating a reliable instrument. All major scales were comparable between the two trials except for major scale 5-yet the result for major scale 5 was within the statistical range of reliability. The conclusion of the study was that the development and testing of the information literacy indicator proved to be valid and reliable for indicating information literacy skills across all five ACRL information literacy standards.

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Laugksch, Rüdiger Christian. „Development of a test for scientific literacy and its application in assessing the scientific literacy of matriculants entering universities and technikons in the Western Cape, South Africa“. Doctoral thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17497.

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Bibliography: p. [331]-349.
This exploratory study was conducted against the background of immediate post-apartheid South Africa in which the social upliftment and improvement of living conditions of all South Africans is regarded as of the highest priority. In a science- and technology-orientated world, science and technology is inextricably linked to this process. The purposes of this study were (a) to determine the level of scientific literacy of matriculants entering tertiary education in the Western Cape for the first time; (b) to describe patterns of scientific literacy levels with respect to selected demographic and other student background variables; and (c) to ascertain which student background variables appear to have the most influence in determining whether matriculants are scientifically literate or not. A survey was deemed to be appropriate for answering the above research questions. Underpinning the study was the development of a pool of scientific literacy test-items, from which a criterion-referenced, reliable, valid, and composite scientific literacy test instrument - the Test of Basic Scientific Literacy - could be constructed.

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Carello, Anna. „The Impact of School Library Design on the Development of Multiple Literacy Skills in Early Childhood Students“. Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265345.

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The role of school libraries in both public and private school systems has changed dramatically over the last two decades as the Internet and ubiquity of digital devices has made the world accessible within seconds just by the tap of a finger on a touchscreen or keyboard. The purpose of the school library as a functional educational space has traditionally been one that promotes information literacy, reading for information, and reading for pleasure with paper books. In today’s ever increasingly digital world, however, well-resourced libraries are exchanging paper books and reference sets for e-books and subscriptions to online services that store information in virtual clouds rather than on bookshelves. Moreover, their coveted spaces are sometimes transformed into tactile learning spaces inspired by the recent Maker Movement.

This qualitative research study examines the functional role of the school libraries in four independent schools, an inquiry seeking to better understand how young students use libraries to develop multiple literacies—digital, informational, tactile, and printed—all of which are necessitated by the growing prevalence of electronic resources and technology in schools. How should well-resourced school libraries today, historically bound to paper collections and archives, design learning spaces and allocate resources to support a generation of students born into the digital age? It is the intersection of these two points, students born into a world dominated by technology and traditional school libraries dominated by paper resources, that the current role and purpose of school libraries is examined.

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Taylor, James Young. „Environmental Literacy Development| A Comparison between Online and Traditional Campus Courses“. Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665401.

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As traditional educational efforts expand into the online environment, academic research is needed to determine if effective environmental education could be replicated in the virtual classroom in higher education. Although previous research showed that the online course delivery could be an effective means of teaching environmental facts, what had yet to be determined is if there was a significance difference in the development of an environmental literacy, represented by attitudes and behaviors between online and traditional campus students, at a university within the Western United States. To determine if there was a measured statistical difference in environmental literacy following course completion this causal comparative quantitative study built on the theoretical foundations of environmental literacy development and used the Measures of Ecological Attitudes and Knowledge Scale and New Ecological Paradigm. From a sample of 205 undergraduate environmental science students it was determined, through the use of two tailed t tests at the 0.05 significance level, that no statistical difference in environmental knowledge, actual commitment, and global environmental awareness were evident. However, statistical differences existed in verbal commitment and emotional connection to the environment. Both the online and the traditional campus classroom are shown to be effective in the development of environmental literacy. As technology continues to be incorporated in higher education, environmental educators should see technology as an additional tool in environmental literacy development. However, the identified differences in emotional and verbal commitment should be further investigated.

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Damber, Ulla. „Reading for Life : Three Studies of Swedish Students’ Literacy Development“. Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-53456.

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The aim of this thesis is to explore school classes with a higher level of achievement in reading than could be expected, with regard to socio-economic background factors and language background. What do those classes practice? Which attitudes towards reading and schooling do those children and their teachers display? The teacher and the classroom environment are in particular focus. The thesis is based on three studies. Firstly, over-achieving and underachieving grade three-classes in reading are compared in a large-scale statistical study. Reading tests, student questionnaires and teacher questionnaires provided data. The results indicate that a positive classroom climate, frequent voluntary reading, the use of authentic literature and many years of teaching experience characterise the over-achieving classes. In a second study eight over-achieving classes, in the same data material were in focus. The schools were located in a low-income, low-education multicultural suburban area. In-depth interviews were performed with adults active in those classes at the time of the data collection. The joint analyses of quantitative and qualitative data indicate that teachers’ ways of relating to their students is important as the Deficit Discourse is replaced by future oriented pedagogy with features such as aesthetic activities, dynamic assessment, strong raming, abundant reading of fiction and a lot of writing. In a third smaller, qualitative study five young university students, former students in one of the targeted classes in the second study, were interviewed in-depth about their school experiences and their Future Time Perspective. The informants emphasize the importance of being acknowledged in school, reading competency and knowledge of oral and written Swedish as factors for success.
Syftet med avhandlingen är att utforska de faktorer som bidrar till att vissa skolklasser presterar på högre nivåer i läsning än vad man skulle kunna förvänta med hänsyn till socioekonomiska bakgrundsfaktorer och språkbakgrund. Hur arbetar dessa klasser? Vilka uppfattningar och attityder visavi läsning och skola kännetecknar dessa barn och deras lärare? Framför allt fokuseras läraren och undervisningen. Avhandlingen baserar sig på tre studier. I en första storskalig statistisk studie jämförs över- och underpresterande klasser i läsning i skolår tre. Lästester, lärarenkäter och elevenkäter låg till grund för analyserna. Resultaten indikerar ett positivt klassrumsklimat, höga frekvenser av fritidsläsning, autentisk litteratur i undervisningen samt lärares långa yrkeserfarenhet som karaktäristika. I en andra uppföljande studie, fokuserades åtta överpresterande klasser i samma datamaterial, i ett multikulturellt förortsområde med låga utbildnings- och inkomstnivåer. I denna studie djupintervjuades även vuxna som varit aktiva i de överpresterande klasserna under tiden för datainsamlingen. De samlade analyserna av kvalitativa och kvantitativa data indikerar att lärares förhållningssätt intar en nyckelroll, då ett brist-synsätt ersatts av framtidsorienterad pedagogik, med inslag som estetisk verksamhet, dynamisk utvärdering, fasta strukturer, riklig läsning av skönlitteratur och eget skrivande. I en tredje, mindre, kvalitativ studie djupintervjuas tidigare elever från en av de undersökta klasserna, nu unga vuxna i början av sin akademiska karriär, om sin skolgång och sitt framtidsperspektiv. Informanterna betonar värdet av att få lyckas, att bli sedd och uppskattad för den man är, samt hemtamhet med litteratur och svenska språket i tal och skrift som framgångsfaktorer.

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Keith, Karin. „Integrating Science Hands-on Learning with Reading and Writing“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1027.

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Keith, Karin. „No Time for Science: Integrating No Time for Science: Integrating STEM Learning with English Language Arts and Math“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1026.

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Chang, Yan Margaret. „A study of political literacy of women group members in community development service in Hong Kong“. [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13857885.

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Keith, Karin, und Jamie Price. „Blowing Bubbles, Sizing-up Sound: Integrating Science, Reading, and Math“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1019.

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Mullins, Daniel Austin. „The evolution of literacy : a cross-cultural account of literacy's emergence, spread, and relationship with human cooperation“. Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:98d1f155-c96d-4ba0-ac36-c610d3d7454c.

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Social theorists have long argued that literacy is one of the principal causes and hallmark features of complex society. However, the relationship between literacy and social complexity remains poorly understood because the relevant data have not been assembled in a way that would allow competing hypotheses to be adjudicated. The project set out in this thesis provides a novel account of the multiple origins of literate behaviour around the globe, the principal mechanisms of its cultural transmission, and its relationship with the cultural evolution of large-group human cooperation and complex forms of socio-political organisation. A multi-method large-scale cross-cultural approach provided the data necessary to achieve these objectives. Evidence from the societies within which literate behaviour first emerged, and from a representative sample of ethnographically-attested societies worldwide (n=74), indicates that literate behaviour emerged through the routinization of rituals and pre-literate sign systems, eventually spreading more widely through classical religions. Cross-cultural evidence also suggests that literacy assumed a wide variety of forms and socio-political functions, particularly in large, complex groups, extending evolved psychological mechanisms for cooperation, which include reciprocity, reputation formation and maintenance systems, social norms and norm enforcement systems, and group identification. Finally, the results of a cross-cultural historical survey of first-generation states (n=10) reveal that simple models assuming single cause-and-effect relationships between literacy and complex forms of socio-political organisation must be rejected. Instead, literacy and first-generation state-level polities appear to have interacted in a complex positive feedback loop. This thesis contributes to the wider goal of transforming social and cultural anthropology into a cumulative and rapid-discovery science.

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Arjoon, Cindy. „A Comparative Study: How Educational and Healthcare Preparedness Affected Marketization of the Chinese and Indian Economies“. Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4432.

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In this archival study, I explore reasons why India's economic takeoff into marketization in 1991 failed to meet the same success as China in 1979 when it made the same transition. I analyze the impact of education and healthcare on development and how investments in both sectors can yield significant returns privately and socially. The research in this paper seeks to answer the following question: Why was the Indian economy unable to meet the same success as China when developing a global, open market economy? In order to answer this question, I begin by proving a solid relationship between education, healthcare, and development. Then, I set out to undercover education and healthcare reforms enacted by China that helped contribute to the overall success of the new economy. After, I look at the holes in the education and healthcare sectors of India that contributed to the weak transition into the new economy, as well as new mandates that seek to repair these issues so that the economy can grow and prosper at a more favorable pace. The results of this study reflect that India was unable to meet the success of China when transitioning to a global market economy because poor social preparedness prevented the Indian people from reaching their full potential. With poor education and a major lack of healthcare, the population could not contribute to the growth of the new economy because they either did not understand how to stimulate it, or were simply too sick.

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Hanks, Joseph H. „Alignment Between Secondary Biology Textbooks and Standards for Teaching English Learners: A Content Analysis“. BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4174.

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The goal of the most recent science education reform movement in the U.S. is science literacy for all Americans. Science literacy among U.S. students remains low, however, as compared with students in other industrialized countries, and is lowest among English Language Learner (ELL) students. Although there are barriers to developing science literacy for all adolescent students, ELL students often experience additional barriers that make developing science literacy even more challenging without support. Because textbooks are often heavily relied upon by secondary science teachers, the opportunity for many ELLs to develop science literacy may depend upon the support for these students included in science textbooks. Many textbook publishers have included textual tools for teaching ELLs in the teacher's editions of science textbooks they claim will help teachers support the learning of ELLs in the ways that are recommended by national standards, which describe appropriate science content, pedagogy, and language supports. These standards, referred to in this study as ELL standards, include the Benchmarks for Science Literacy, the CREDE standards, the WIDA standards, and the TIMSS standards. The purpose of this descriptive qualitative content analysis was to determine how the textual tools for teaching ELLs found in three widely used secondary biology textbooks in the U.S. are aligned with the ELL standards. All textual tools were read, reread, and coded using the ELL standards as a priori coding categories. The results indicate that some of the textual tools in the biology textbooks align with the ELL standards. However, the frequency of alignment between the textual tools and the ELL standards is not high. Further, many of the instances of alignment between the textual tools and the ELL standards are implicit, rather than explicit, indicating that the alignment between them is weak. Finally, many of the textual tools that are aligned with the ELL standards are only aligned with one of the categories within a given standard and ignore other, important, categories. It is recommended that textbook publishers update the textual tools for teaching ELLs in future editions of their textbooks to make them more aligned with the ELL standards. It is further recommended that secondary science teachers be better prepared so they will not have to rely on the textual tools for teaching ELLs in their instruction.

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Chan, Lydia L. S. „The development of L2 emergent literacy in Hong Kong kindergarten children“. Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:98c42993-96ec-469e-bbcd-daf9d3bd2fc1.

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This thesis explores the development of emergent literacy in Hong Kong Kindergarten children who are learning English as a Second Language (L2). Two interrelated empirical studies have been conducted, and both aim to examine the contribution of code-related and oral language skills to predicting early L2 reading ability, controlling for home influences. The majority of research on emergent literacy has been conducted on First-Language (L1) English-speaking children, and it is possible that these established concepts and models could also be relevant to L2 children. The first is a 2-year longitudinal study examining the continuity of L2 emergent literacy development in Hong Kong children from Kindergarten to early Primary school. The convenience sample of 51 children were initially assessed in their final or penultimate year of Kindergarten (mean age: 4;6 SD = 6.16) on 3 emergent literacy measures (receptive vocabulary, phonological awareness, letter identification) and a non-verbal cognitive measure. They later progressed onto the Primary section of the same school, and were assessed again as first or second-graders (mean age: 6;4 SD = 6.21) on a more comprehensive battery of measures. An extensive parental questionnaire on family demographics and the home literacy environment was also administered. In addition to assessing a wide range of L2 emergent literacy skills and English word reading ability, a Chinese syllable deletion task was also included, to explore the potential effects of cross-linguistic phonological transfer between the children’s L1 (Cantonese) and L2 (English). The second study sought to improve upon the first by selecting a larger, more representative sample of children from 3 bilingual Kindergartens in the Kowloon City School District. It examines the concurrent relationships between emergent literacy skills and L2 word reading ability in 137 children. They were all in their final year of Kindergarten (mean age: 5;2 SD = 5.61), and were assessed once on largely the same battery of measures as Study 1 (Time 2). Again, a non-verbal cognitive measure was administered, as well as the parental questionnaire on home support for language development. The main data analysis was carried out via multivariate statistical techniques such as multiple regression. Further analysis was conducted using structural equation modelling in Study 2, but in a cautious and exploratory manner. The overall findings suggest that like the L1 emergent literacy model, early L2 word reading ability is predominantly influenced by children’s code-related skills, especially print knowledge and phonological sensitivity. Also, the relationship between oral language and word reading seems to be mediated by code-related skills. Thus, while oral language abilities do not appear to make substantial direct contributions to early L2 reading, they do play an essential albeit indirect role. Furthermore, L2 children’s home influences seem to make their strongest impact before formal schooling begins, again in the form of indirect effects on pre-school oral language skills. In short, the development of emergent literacy and early word reading skills is similar in many ways for both L1 and L2 children, and implications for practice are considered.

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Richardson, Anne E. „Explainers' development of science-learner identities through participation in a community of practice“. Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327711877.

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44

Keith, Karin. „No Time for Science: Integrating STEM Hands-On Activities with English Language Arts“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1023.

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45

Chang, Yan Margaret, und 章茵. „A study of political literacy of women group members in community development service in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977273.

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Ellis, Jason W. „Brains, Minds, and Computers in Literary and Science Fiction Neuronarratives“. Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1337654951.

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Nyaema, Mary. „Exploring science and mathematics teachers' fidelity of implementation of Project Lead The Way curriculum: a case study on how teachers' knowledge and beliefs influence their enactment of the curriculum“. Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2253.

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The purpose of the study aimed at gaining a better understanding of how the intended Project Lead the Way (PLTW) curriculum differs from the enacted curricula and what factors impact this. This understanding is important to make the professional development program more meaningful to the immediate needs of the teacher in the classroom. Identifying the factors that contribute to any emerging differences between the curricula helped fill the gap in research on teacher knowledge and beliefs about the use of science and mathematics content in the PLTW classroom. PLTW is an innovative hands-on pre-engineering curriculum designed for K-12 students based on project-based and problem-based learning. It tries to combine math and science principles to present engineering concepts to students in a way that tries to keep up with the rapid changes associated with technology in their everyday world. Multiple case sampling was used to select four teachers based on their years of teaching experience as well as background in science and math. They were interviewed about their knowledge and beliefs about project and problem-based learning. In addition, non-participant observations and teacher beliefs questionnaires were used to triangulate the data for more credible results. A fidelity of implementation rubric was also used to determine how well the teachers were implementing the curriculum. Findings of the study show that there were differences in the way teachers chose to enact the curriculum that were heavily influenced by the curriculum materials, the professional development training and their own personal beliefs about how the curriculum should be enacted. A conceptual model is developed that aims at improving the professional development experiences for the teachers that considers their beliefs.

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Miller-Scott, Cheryl. „Evidence-Based Health Literacy Training Program for Occupational Therapy Professionals : Program Development and Evaluation“. NSUWorks, 2014. https://nsuworks.nova.edu/hpd_ot_student_dissertations/2.

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This capstone project is a training program development and evaluation project. The purpose of the project was to develop, pilot, and evaluate an evidence-based health literacy training program for occupational therapy professionals. Occupational therapy strives to be a science-driven profession, which provides client-centered care. Health literacy is a client-centered factor for which occupational therapy professionals require additional training to best serve their clients in all settings and across the lifespan. A review of health literacy literature was used in this project to develop the training program and offers a science-driven approach to this client-centered factor for occupational therapists to better serve their clients and their families. This program development project included pilot presentations of the training program at two locations, followed by the collection of feedback from the participants. The feedback was used to conduct a training program evaluation, which offered a platform for enhancements for future versions of the training program. The final objective of the project is to offer a program improvement plan and subsequently publish the evidence-based health literacy training program to make it available to all practicing occupational therapy professionals.

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Schäfer, Marc. „Concept Literacy in Mathematics and Science: experiences with the development and use of a multilingual resource book in Xhosa, Zulu, English and Afrikaans in South Africa“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80926.

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50

Rugbeer, Hemduth. „Communicating by ordering electrons : the development of electronic communication as part of a secondary school Communication Science curriculum in the Language, Literacy and Communication learning area“. Thesis, University of Zululand, 2001. http://hdl.handle.net/10530/314.

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A thesis submitted in fulfilment of the requirements for the Degree of MA in Communication Science, University of Zululand, 2001.
In this thesis I focus on the introduction of Electronic Cornmunication as part of an envisaged Communication Science curriculum in the Language, Literacy and Communication Learning area of the Further Education and Training band. In the course of my thesis I will show that the requisite elements of verbal and written cornmunication are dispersed throughout the Language, Literacy and Communication learning area in the General Education and Training band, and that they can be utilised as basis for formally introducing Communication Science, as a subject in the Language, literacy and Communication learning area in the Further Education and Train¬ing band. I also show that electronic communication will form a crucial area of study in such a Communication Science curriculum. I argue that due to the diversity of cultures in South Africa, cross-cultural cornmunication is required in such a curriculum. I also argue that by the very na¬ture of Outcomes-Based Education it is necessary to have a subject into our school curriculum that will form an interface with conceptual learning and experiential learning, that will contextu-alise language study within the more comprehensive scope of forms of human communication, and that will form an interface between the humanities and science to prevent the humanities from becoming soft options in Further Education and Training band learning programmes. To this effect I focus on the crucial role of Constructivism as integrating theory to account for vari¬ous approaches to motivational learning, the primary form of learning required in Outcomes-Based Education. I examine the principles of curriculum construction in OBE and its associated culture of learn¬ing against the backdrop of the theory of Situated Cognition. This presents a platform to argue the case for Electronic Communication as part of Communication Science in the Further Edu¬cation and Training band curricula in South African schools.
National Research Foundation

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