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1
Reynolds, Marie Susanna Johanna. „Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60976.
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Questions have been raised about what constitutes effective continuous professional
development. Short-term training initiatives for in-service teachers have had limited success as
agents of change. Lesson Study, an approach initiated by the Japanese, could address this
shortcoming. Lesson Study is a bottom-up approach which emphasises teacher collaboration
and where the teacher's subject knowledge and teaching practice are enhanced through
individual and group reflection.
The purpose of this study is to establish the content of the teachers' reflection in the
context of a 'Lesson Study' and to analyse this content against the framework of the Knowledge
Quartet. A practical action research approach was adopted for this study. The participants were
five mathematics teachers who teach in two non-urban secondary schools. Data in the form of
individual reflection notes, video material of the group reflection sessions and my field notes
were collected during three Lesson Study cycles conducted over a period of five weeks. Most
learners were not from English-speaking backgrounds, but were taught in English.
Twelve sub-categories emerged from the teachers' reflection, and these sub-categories
were grouped into the four following categories: Teacher focus; Learner focus; Lesson design
and Resources. Levels of reflection were deepest in cycle two, a finding in keeping with other
similar studies. All dimensions of the Knowledge Quartet were included in the teachers'
reflections. However, the focus of experienced teachers differed from that of inexperienced
teachers.
Action research is based on the assumption that the answers to the research questions
posed in a specific study are unique to that study. Since the group dynamics and the
relationships within the group are fundamental to action research, any outcomes apply only to a
specific group in a specific context and cannot be generalised; this rule applies to Lesson Study.
However, I trust that the findings of this study will contribute towards the body of knowledge
concerning the use of Lesson Study as a professional development programme which enables
teachers to become reflective practitioners and assists them in growing their knowledge for
teaching, individually and collectively. Future research could investigate the suitability of
Lesson Study for in-service teacher development through all phases of schooling.Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
2
Bridges, Vicki Mashelle. „Mathematics Teacher Perceptions of Lesson Design, Data Reflection, and Achievement in Professional Learning Communities“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6529.
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In a north Texas school district, district administrators were concerned that mathematics scores at the target middle school have fallen below the state average since 2010. Despite professional development (PD) provided by the district, administrators believed that teachers were not using professional learning community (PLC) data reflection practices to improve mathematics performance. The purpose of this qualitative case study was to explore middle school teachers' as well as the administrative dean's perceptions of the levels of depth regarding teacher dialogue and collaboration related to mathematics instruction, classroom delivery strategies, data analysis of student performance, and lesson design within PLCs. The conceptual framework for this study centered on the characteristics of Senge's learning organization theory, Hord's PLC characteristics, and DuFour's model of collaboration for improving student achievement within PLCs. Six participants from the target school included 5 Grade 7 mathematics teachers and 1 administrative dean. Data were triangulated from interviews, observations, and archival documents and analyzed using comparative and inductive analyses. Themes supporting the findings indicated the teacher need for additional PD in the areas studied. Recommendations in the position paper include the evaluation of PLCs. The resulting project may deepen understanding of PLC needs related to data discussion, lesson planning, and may contribute to PLC or PD policy-related changes in the district. Enactment of the recommendations will improve PLC implementation strengthening teachers' collaboration and instructional skills resulting in positive social change and increased student mathematics performance.
3
Lenord, Christiane. „“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson“. Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.
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This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.
4
Mazo, Lucille. „University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3499.
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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators' conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical frameworks and one conceptual framework drew on Kolb's experiential learning theory; Bloom's, Reigeluth's, and Gagné's instructional design theories and models; and Fiddler and Marienau's events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators' instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage; these findings were supported by detailed reflections about participants' instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications within a lesson framework may benefit university educators' teaching, thereby providing a foundation for positive social change within academic and social communities.
5
Joly, Michelle. „Reflections on the course design process in distance education by practitioners with varying levels of experience“. Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35211.
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Instruction at a distance is rapidly becoming one of the most widely used modes for teaching post-secondary learners. One of the distinctive characteristics of distance education is the emphasis on course development and the models of course development which have evolved. To date, however, the literature offers little understanding of the knowledge bases upon which current practice in distance education course development is based. Expertise in course development has not been characterized in any systematic way, and it is not known how novice and expert DE course developers differ in the way they conceptualize and go about course development. Even less is known about how course developers move toward expertise and from where they draw their understanding. The primary purpose of this study is to begin the investigation of these questions, based on data collected from multiple sources and contexts. Qualitative methods were used to collect and analyze data on the reflections of the course design process by nine participants. Participants varied in their experience level, the level of course they designed, and their role in the design process. Participants took part in a semi-structured interview and were asked to provide written responses to a practical design critique exercise. Themes or issues were allowed to emerge from the data, and were characterized along three main topics: the learner, design decisions, and evaluation. Differences between novices and more experienced participants were observed in their depth of understanding about the learner, the influence of theoretical constructs on their making design decisions, and the influence of context on the design process.
6
Peck, Jeffrey Warren. „The effects of written lesson plans on preservice teachers' instruction and post-instruction reflections /“. The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864485231339.
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McDowell, Amy. „Preservice Teachers' Use of Lesson Study in Teaching Nature of Science“. Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/65.
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The purpose of this study was to explore preservice teachers’ lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b).
The research questions guiding the study were (a) how do preservice teachers’ understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers’ transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers’ teaching of NOS was supported through the modified lesson study framework.
Data sources included the Views on Nature of Science – Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants’ NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study’s results’ contributes to two knowledge bases. First it provides insight to how lesson study can be used in the United States in alterative teacher preparation programs. Second, it contributes to what is understood about how to support the transition of NOS understandings into classroom practice.
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Backwell, Benjamin Edward. „Applying cooperative learning lessons in a Japanese junior high school /“. Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.
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Platt, Kelsey Elyse. „Developing metacognitive and self-regulated learning skills through reflective writing prompts“. Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3164.
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Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills.
An important component of self-regulated learning is reflective thinking. Reflective thinking is a mental process that contributes to deeper learning experiences, improves problem solving skills, and enhances creativity. Reflective thinking can be stimulated with writing activities. Research and theories of reflective practices informed the creation of the Reflective Writing Prompts.
The Reflective Writing Prompts stimulate reflective thinking as they teach and develop metacognitive and self-regulated learning skills to make practice more effective. Each exercise prompts the student to think and write a response to questions focused on a specific skill. These prompts are based on research in music psychology and reflective thinking, with special focus on metacognition, self-regulated learning, practice habits, and reflective journaling. The pertinent studies and theories in these areas will be examined and explained in relation to each other. With this foundational knowledge in place, the Reflective Writing Prompts will be presented. The prompts are designed to support first or second year music students in their development as independent learners who practice effectively.
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Asante, Edward Kwame. „Teacher professional learning in mentoring relationships : lessons from a Cooperative-Reflective model in Ghana“. Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7507/.
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In Ghana, two government commissioned committee reports and a major research study raised concerns about the quality of the country's teacher education programme. The quality deficiency was attributed to a disjuncture between the theory and practice of teaching. To bridge this theory-practice gap, the University of Education, Winneba, adopted a one-year school-based student internship as an innovative component of its 4-year teacher education programme for upgrading in-service teachers to replace the traditional 4-6 weeks teaching practice, with classroom teachers serving as mentors for student teachers. Since the heart of mentoring is the mentor-mentee relationship, this study explored in depth the mentor-mentee relationships of a Cooperative-Reflective model of mentoring adopted by the University of Education, Winneba, (UEW), Ghana, for its student teachers in an attempt to understand the nature of these professional relationships and how they facilitate teacher professional learning, growth and development. A qualitative ethnographic case study approach was used to study five cases of mentor-mentee relationships from the lived experiences of mentors and mentees involved in the University's student internship programme. The data were collected from interviews, observations, and document analysis. Trustworthiness of the research was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants' own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between student teachers and their supervisors still persists contrary to the collegial, collaborative, reciprocal and critical reflective conceptions that underpin the UEW mentoring model. This is attributable to the lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented. The Ghanaian society is hierarchical; age is, therefore, equated with experience, respect, authority, and reverence. Fostering collegial relationships among mentors and mentees in this cultural context becomes problematic. Again, even in the Ghanaian teaching profession, inherent in the professional ethics is the respect for rank and social distance. It is, therefore, difficult for teachers of lower ranks to forge collegial relationships with those of higher ranks. Second, there is a dearth of direction and guidance on the selection of mentors and the matching of mentors and mentees. This results in the mentors and mentees going through the mechanics of the relationship without there being any substantive professional learning from their interactions. The current practice where the responsibility for the selection of mentors and the matching of mentors and mentees is vested in the heads of partnership schools/colleges results in instances of mismatch in terms of age, gender, experience, and personal chemistry. Third, the programme targeted the wrong type of student teachers; hence the superficial nature of the professional learning that occurred in the relationships. Since they were not novice teachers, but had teaching experiences ranging from five to twenty-seven years, they did not find the professional learning experience challenging enough. Finally, the programme did not envision that the collegial, collaborative and participatory learning strategies that are supposed to characterise the mentoring relationship are to have their parallels in the teaching and learning contexts of the mentoring dyad in schools and colleges in terms of a shift in pedagogy. The findings suggest that theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It must be based on the socio-cultural as well as the professional factors within the context of implementation since it is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.
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Major, Angela Elizabeth. „Children as reflective practitioners : an action research project about talk as appraising in school music lessons“. Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=143.
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Pejan, Ramin. „A reflection on international human rights non-governmental organizations' approach to promoting socio-economic rights : lessons from a South African experience“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82667.
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This thesis, by reviewing a human rights project implemented by the Association for Water and Rural Development (AWARD), a South African based non-governmental organization (NGO), seeks to address the ongoing discussion regarding the role of international human rights NGOs in promoting socio-economic rights, adding a local perspective to this debate. It argues that international human rights NGOs working on socio-economic rights issues need to evaluate their approaches to promoting socio-economic rights, including their methodologies and strategies, and to engage more substantively with local NGOs concentrating on these issues. Namely, this thesis reviews a recent article written by Kenneth Roth, the Executive Director of Human Rights Watch (HRW), expressing HRW's views on promoting socio-economic rights. In order to support its main arguments, this thesis, using AWARD's human rights project, introduces a clear conceptual framework for economic and social rights that focuses on the right to water, and considers various methodological approaches for promoting socio-economic rights.
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Murphy, Vanissa B. (Vanissa Braswell). „An Examination of the Presence of Schön's Concept of "Reflective Conversation" as a Defining Component in the Applied Studio Music Lesson“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279391/.
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The purpose of this study was to examine the presence of Schön's concept of reflective conversation as a defining component in the applied studio music lesson. The research problems were (1) to determine the presence of complete and incomplete reflective conversations; (2) to determine the verbally exhibited knowledge base within complete conversations in relationship to conversation length; and (3) to establish an instructional profile of stable behaviors based on reflective conversation as a distinguishing characteristic among selected teachers. Videotapes of twenty-six applied studio music lessons of thirteen university teachers were analyzed according to problem solving, on-the-spot experimentation, and evaluation. An observation form was developed and was a reliable tool to collect information concerning number and type of reflective conversations, conversation length, and the teachers' verbally demonstrated knowledge base. Knowledge base was obtained by using the procedural model of Flanagan's critical incident technique. Reflective conversations existed and were a distinguishing characteristic of the teachers. With the exception of two teachers, a stable use of both number and length of reflective conversations, and knowledge base areas, was found. A discernible difference in the teachers' knowledge base within conversation length existed, and thus established instructional profiles for the teachers. Complete reflective conversations ranged from one-sixth to over half of total lesson time. Within instrument categories, teachers generally revealed a dissimilar knowledge usage. Some teachers exhibited fast-paced problem solving, in one minute or less, and named one or two knowledge areas. Others had longer conversations, up to five minutes, with more deliberate problem solving, and as many as twelve knowledge areas named. Results indicated that a practically significant situation can be examined by establishing teacher instructional profiles based upon reflective conversation. Methods employed in this study could be used to document teacher problem-solving and teacher knowledge in a variety of settings.
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Rogers, Michael David. „Power and narrative in project management : lessons learned in recognising the importance of phronesis“. Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/15435.
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A component part of modern project management practice is the ‘lessons learned’ activity that is designed to transfer experience and best practice from one project to another, thus improving the practice of project management. The departure point for this thesis is: If we are learning lessons from our experiences in project management, then why are we not better at managing projects? It is widely cited in most project management literature that 50–70% of all projects fail for one reason or another, a figure that has steadfastly refused to improve over many years. My contention is that the current rational approach to understanding lessons learned in project management, one entrenched in the if–then causality of first-order systems thinking where the nature of movement is a ‘corrective repetition of the past in order to realise an optimal future state’ (Stacey 2011: 301), does not reflect the actual everyday experience of organisational life. I see this as an experience of changing priorities, competing initiatives, unrealistic timescales, evaporation of resources, non-rational decisions based on power relations between actors in the organisations we find ourselves in; and every other manner of challenge that presents itself in modern large commercial organisations. I propose a move away from what I see as the current reductionist view of lessons learned, with its emphasis on objective observation, to one of involved subjective understanding. This is an understanding rooted in the particular experience of the individual acting into the social, an act that necessarily changes both the individual and the social. My contention is that a narrative approach to sense making as first-order abstractions in the activity of lessons learned within project management is what is required if we are to better learn from our experiences. This narrative approach that I have termed ‘thick simplification’ supports learning by enabling the reader of the lessons learned account to situate the ‘lesson learned’ within their own experience through treating the lessons learned as a potential future understanding .This requires a different view of what is going on between people in organisations – one that challenges the current reliance on detached process and recognises the importance of embedded phronesis, the Aristotelian virtue of practical judgement. It is an approach that necessarily ‘focuses attention directly on patterns of human relating, and asks what kind of power relations, ideology and communication they reflect’ (Stacey 2007: 266).
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Crum, Melissa R. „Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
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Laurencin, Muriel. „Etude de la géométrie, de la nature et des déformations de la zone de subduction des Petites Antilles du Nord“. Thesis, Brest, 2017. http://www.theses.fr/2017BRES0096/document.
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Dans les zones de subduction, la géométrie du slab est l'un des paramètres qui contrôle les déformations tectoniques de la marge, le couplage et le potentiel sismogénique. La subduction des Antilles résulte du chevauchement de la plaque Caraïbe vers le NE sur les plaques Amériques, à une vitesse de convergence de 2 cm/an. La sismicité est hétérogène et augmente localement sous la plateforme des Iles Vierges. D’une obliquité croissante vers le nord, cette zone est favorable à un partitionnement dont les déformations sont très peu observées. Ces travaux ont permis de confirmer un substratum d’une affinité de croûte océanique épaissie par un panache mantellique et faiblement épaissi par le magmatisme formant les arcs volcaniques Deux structures accommodant le partitionnement de la déformation ont été mis en évidence. La faille de Bunce est une faille décrochante sénestre de 850 km s’étendant d’Hispaniola jusqu’à Barbuda découplant le prisme d’accrétion du substratum. Le Passage d’Anegada, dont nous avons découvert son extension vers le NE, entaille profondément l’avant-arc. Formé par extension due à la collision du Banc des Bahamas sur le nord de la marge caribéenne, ces structures sont réactivées en décrochement sénestre compatible avec du partitionnement. Les caractéristiques d’une dorsale lente (core complexe et grain océanique) entrant en subduction sont imagées pour la première fois. Elles affectent probablement la morphologie du prisme d’accrétion et le potentiel sismogène. Là où les séismes et les déformations de partitionnement (Passage d’Anegada) s'accentuent localement, le slab est moins profond. Ainsi, le couplage interplaque pourrait augmenter localement et favoriser l'activité sismique et le partitionnement tectonique sous le Passage d'AnegadaIn subduction zones, the 3D geometry of the plate interface is one of the key parameters that controls margin tectonic deformation, interplate coupling and seismogenic behavior. The North American plate subducts below the Caribbean plate with a convergence rate of 20 mm/y. The seismic activity is heterogeneous and increases locally under the Virgin Islands platform. The northward increasing convergence obliquity is favorable in partitioning which deformations were not really observed. This PhD confirms that the forearc crust is a crust of oceanic affinity thickened by hotspot magmatism and poorly affected by subduction magmatism. Two structures accommodating the partitioning of the deformation were identified. The Bunce Fault is a 850-kmlength sinistral strike-slip fault extending from Hispaniola to the east of Barbuda decoupling the accretionary prism from the Caribbean substratum. The Anegada Passage, whose extension towards the NE is highlighted, entailed deeply the forearc. The structures are reactivated in sinistral strike-slip faults compatible with the partitioning of the deformation after formation in extension due to the collision of the Bahamas Bank with the northern margin. We image for the first time the characteristics of a slow ridge formation (partly complex core and partly oceanic grain) entering in subduction. It affects the morphology of the accretion prism and probably the seismogenic potential of the subduction interface. We have highlighted a shallower slab which is located under the NE Anegada Passage and where earthquakes and partitioning deformations increase locally. Thus, the shallowing slab might results in a local greater interplate coupling favoring seismic activity and tectonic partitioning beneath the Anegada Passage
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Roberts, Jason Paul. „Comparing the Pedagogical Thinking of More Successful and Less Successful Adult ESL Instructors Using Stimulated Recall“. BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2424.
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This paper reports a study that examined the pedagogical knowledge (knowledge and beliefs related to the act of teaching) of two more successful and two less successful adult ESL instructors during planning teaching and post teaching reflection. The verbal reports of their teaching were compared to previous studies (Gatbonton, 2000, 2008; Mullock, 2006) that used stimulated recall to categorize adult ESL instructors' pedagogical thoughts during their instruction. The comparison showed that the previous categories were inadequate to cover the data. Additional codes were added in order to codify all the data after which patterns and themes emerged that overarched the previous categories. The five pattern themes among the four participants included academic focus, comprehension, engagement, language management, and student centered. The two more successful teachers each had one specific pattern theme whose fundamental focus was on student learning. These themes dominated the more successful teachers' pedagogical foci while the other four themes were subservient to that dominant theme. Like the more successful teachers all five pattern themes were present in the planning and reflection of the less successful teachers. However, the protocols of the less successful Adult ESL teachers did not exhibit a central theme or pedagogical focus that orchestrated and directed the movement of their pedagogical thoughts among the remaining pattern themes. This lack of a dominant theme meant that the pedagogical foci of these teachers moved from one theme to another without a consistent orientation toward a central goal. The conflicted or divided nature of the pedagogical thinking of these less successful teachers may contribute to the reduction in the learning of students in their classes.
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Pichot, Thibaud. „Les rides de Barracuda et de Tiburon, à l'Est de la subduction des Petites Antilles : origine, évolution et conséquences géodynamiques“. Phd thesis, Université de Bretagne occidentale - Brest, 2012. http://tel.archives-ouvertes.fr/tel-00846889.
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Les rides de Barracuda et de Tiburon sont deux reliefs sous-marins situés dans la partie ouest de l'océan Atlantique, là où la lithosphère océanique des plaques Amérique du Nord (NAM) et Amérique du Sud (SAM) est entraînée par subduction sous la plaque Caraïbe, formant l'arc volcanique des Petites Antilles et le prisme d'accrétion de Barbade. Le processus et la période de soulèvement conduisant au relief actuel de ces rides (qui semblent être un marqueur important dans l'histoire géodynamique de la région) sont sujets à débat depuis des décennies.L'interprétation de nouvelles données de sismique réflexion et de bathymétrie multifaisceaux acquises à travers les rides de Barracuda et de Tiburon (campagne Antiplac, 2007 ) a permis de dater les périodes de soulèvements des rides et réaliser des reconstructions paléogéographiques incluant les flux sédimentaires majeurs, depuis le Crétacé jusqu' à l'Actuel.L'analyse structurale révèle des phases de réactivations tardives d'anciennes zones de fractures dans un contexte transpressif, conduisant aux surrections des rides de Tiburon et de Barracuda.Les processus géologiques possibles impliqués dans la formation des rides de Barracuda et de Tiburon coïncident avec les modèles cinématiques récents décrivant les mouvements relatifs entre les plaques NAM et SAM, le long de la limite de plaque diffuse.Ces résultats permettent de mieux définir la limite de plaque entre NAM et SAM. Elle est nécessairement hétérogène exploitant les zones de faiblesses dans la lithosphère que sont les zones de fracture. Au sein de cette limite de plaque la lithosphère serait donc fragmentée.
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Manning, Carmen K. „A model of lesson-level teacher reflective practice /“. 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3060237.
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„Lesson Study, a Means for Fostering Collaborative Reflection: Effects on the Self-Efficacy and Teaching Practices of Developmental Education College Success Course Instructors“. Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.24848.
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abstract: ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality learning experiences. The researcher implemented the Lesson Study (LS) professional learning experience in order to increase the collaboration amongst counselors in their efforts to improve their teaching practice as well as improve the quality of the learning experience for developmental education students, consequently potentially improving their retention and persistence. The researcher facilitated a mixed-method study to explore how instructors made meaning of their teaching practice as well as what changes they made to their instructional practice while engaging in LS. The researcher utilized qualitative means to analyze the following data: (1) instructors' weekly reflective journals, (2) semi-structured interviews with instructors after each cycle of LS, (3) video recordings of LS debrief meetings, and (4) video recordings of LS planning meetings. The researcher utilized quantitative means to analyze the following data: (1) pre/post instructor surveys on self-efficacy, and (2) 1,235 student questionnaires regarding LS lessons and non-LS lessons. Analysis of the qualitative data demonstrated that how counselors made meaning of their LS experience seemed to correlate with positive features attributed to the practice of LS in the research literature such as increased collaboration and in-depth reflection as well as positive changes in instructional practices and an increased focus on learning from practice. In addition, analysis of the qualitative and quantitative data showed that lessons created through LS produced a higher quality learning experience for students than lessons that were not created through LS. Moreover, the analysis of the data showed an increase in instructors' efficacy for teaching.Dissertation/Thesis
Ed.D. Leadership and Innovation 2014
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CHIEN, BI-SHIEN, und 錢苾先. „Practice of and Reflection on Creative Teaching in Taiwanese Opera in Junior High School: A Case of the Award-winning Lesson Plan "Liu-San-Liu-Ke-Tzu"“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4u5gd6.
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碩士國立臺北藝術大學
藝術與人文教育研究所
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Objective: Using the award-winning lesson plan of "2017 creative traditional art lesson plan competition" of national center for traditional arts "liu-san-liu-ge-zi" as an example, this study discusses the application of creative teaching strategies in junior high school Taiwanese opera course design. The purpose of this study is to achieve inheritance of creative teaching of traditional art. Methods: This study was conducted by case study method. First, previous literature was traced to understand the development, performance form and education history of Taiwanese opera. In addition, “creative traditional art lesson plan competition” and “creative teaching” were explored and analyzed the correlation to course design. Furthermore, relevant literature of Taiwanese opera teaching was traced, including the lesson plan "liu-san-liu-ge-zi", to find out feasible course designs. Finally, at the end of 2017, 47 (Taipei Tian-Mu junior high school 7th grade class A 23 and class B 24) students underwent one Taiwanese opera creative teaching course in six weeks with 90 minutes per week, to explore the process from course design to teaching practice, and also reflect on students' learning progress and outcome with: (1) response to the teaching course, (2) knowledge growth in learning, and (3) feeling of aesthetic experience. Results: The study revealed the students (1) with a high proportion (61.7% expressed "agree" and "strongly agree") agreed with the creativity and challenge of this course, (2) with a medium-high proportion (53.2% expressed "agree" and " strongly agree") understood the fundamental theory and basic performing method of Taiwanese drama, (3) with a medium proportion (48.8% expressed "agree" and "strongly agree") experienced the beauty of Taiwanese drama and team cooperation. Conclusion: Fusing Taiwanese drama with creative teaching can inspire students' interest in learning, and achieve students’ specific learning result. Consequently, it is essential to apply creative teaching to the traditional art courses (e.g., Taiwanese drama unit) in junior high school, so as to achieve inheritance of creative teaching of traditional art.
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Štěpánová, Jitka. „Začleňování genderových témat to výuky Anglického jazyka“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-445966.
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The purpose of this thesis is to design, implement and evaluate lessons oriented towards gender issues. The theoretical part of this thesis introduces the topic of gender and places it in the school context. It addresses gender-sensitive education and the courses of action by which gender issues can be integrated into teaching. Furthermore, this part deals with the methodology of content-based approaches. Finally, it presents the lesson planning process based on the Six-Ts method and lesson reflection using the ALACT model. The practical part consists of planning sample lessons and designing students' worksheets, both oriented towards gender issues. The sample lessons were consequently piloted in Business Academy Heroldovy Sady. The evaluation of their progress is also included in this section, together with practical recommendations for similar lessons based on personal teaching experience. Lastly, the thesis notes that teachers of English and other foreign languages can raise awareness of gender issues in their lessons while developing students' language skills. The thesis is enriching as it finds solutions to integrate gender topics into English language teaching and provides examples of this practice. KEY WORDS English as a foreign language, EFL, English language learning, content-based...
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Fransman, Johanna Sandra. „Mathematics teachers' metacognitive skills and mathematical language in the teaching-learning of trigonometric functions in township schools / Johanna Sandra Fransman“. Thesis, 2014. http://hdl.handle.net/10394/13942.
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Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms.PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014
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Mendoza, Katrina Davis Nancy T. „Lessons learned reflecting back on student teaching /“. 2004. http://etd.lib.fsu.edu/theses/available/etd-05052004-204003.
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Thesis (M.S.)--Florida State University, 2004.Advisor: Dr. Nancy Davis, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 23, 2004). Includes bibliographical references.
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LoCasale, Dawn Marie. „The relationship between novice teachers' mentored guided reflections and videotaped lessons /“. 2005. http://wwwlib.umi.com/dissertations/fullcit/3169658.
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Hájková, Lenka. „Využití dramatické výchovy v hodinách literární výchovy ve 2. třídě ZŠ“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379447.
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TITLE: Use of Drama in Education in lessons of Literary Education in 2nd class of the Primary School AUTHOR: Lenka Hájková DEPARTMENT: Primary Education Department SUPERVISOR: Mgr. et Mgr. Irena Hanyš Holemá, Ph.D. ABSTRACT: This diploma thesis deals with the use of drama education in classes of literary education in the 2nd grade of elementary school. It compares two second classes at elementary school to understanding the main idea in fairy tales through dramatic education and the method of reading with questions. The theoretical part is focused on drama education, its methods, techniques, preparátory games and exercises, Framework Educational Program and literary education. The basis of the practical part was the realization of 5 lessons in dramatic education and 5 lessons of literary education in two second classes on 5 fairy tales with lessons. After 14 days, a test was conducted to determine whether dramatic education contributed in literary classes to improving and understanding the substance. KEYWORDS: Drama in Education, Literary in Education, preparation of the lessons, realization, reflection
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Jagals, Divan. „Metacognitive locale : a design-based theory of students' metacognitive language and networking in mathematics / Divan Jagals“. Thesis, 2015. http://hdl.handle.net/10394/15924.
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The purpose of this study was to design a local theory explaining the relationship between
metacognitive language and networks as constructs of a local instructional theory in the
context of a fourth-year intermediate phase mathematics education methodology module. The
local instructional theory was designed to facilitate an adapted lesson study through a
problem-based learning instructional philosophy. A problem-based learning task was then
designed outlining the education needs and resources of a South African primary school,
characteristic of schools in a rural area. In particular the task describes a fictitious teacher’s
concern for teaching a Grade 6 mathematics class the concept of place value. Two groups of
students, who volunteered to participate in this research, collaboratively designed and
presented research lessons across two educational design-based research cycles for two rural
schools in North West, as a form of service learning. In implementing the local instructional
theory phases, participants were required to follow the lesson study approach by
investigating, planning, developing, presenting, reflecting, refining and re-presenting the
research lesson and its resources. These design sessions were videorecorded, transcribed and
then coded in Atlas.ti through interpretivistic and hermeneutic analysis. The coded data were
then imported into NodeXL to illustrate embedded networks. Not only social network data
but also metacognitive network data were visualised in terms of metacognitive networks. The
results show that across the local instructional theory phases, constructs of metacognition,
metacognitive language and networking emerged on a social (stratum 1), interpersonal
(stratum 2) and social-metacognitive (stratum 3) level. Collectively, these strata form the
architecture of the theory of metacognitive locale that explains the relationship between the
constructs. The findings suggest that when students express their metacognitive processes
through a metacognitive language (e.g. I am thinking or feeling), their interpersonal
metacognitive networks develop into shared metacognitive experiences which foster their
metacognitive locale, a dimension of their metacognitive language and networking.PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2015
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Viktorinová, Michaela. „Co jste se dnes učili ve výtvarné výchově?“ Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379316.
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The case study analyses the art education content of selected teachers through the school year in context of actual curriculum. The lesson plans are going to be compared with the actual realizations of students, with respect to the expected (art) competencies of themselves. How do the teachers deal with the curriculum and content in art education? The thesis explores that question per interviews with the teachers, document analyses and gathered reflections. It examines the way of dealing with pedagogical content, its transformation into concrete tasks, teacher's reflection and appreciation of the student works. Inspirational resources of the particular teachers are going to be also covered in this study. The contemporary researches of Art education with emphasis on the pedagogical content are going to be the theoretical basis of processing the case study. KEYWORDS Art education, case study, curriculum, lesson planning, pedagogical content, specific subject area, teaching and learning
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Vlčková, Mária. „Umíme se učit s CLIL? Akční výzkum při zavádění inovativního přístupu k výuce angličtiny“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379401.
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A b s t r a c t: CLIL is an innovative approach how to improve foreign language teaching. Thanks to the globalization, language education became one of the main priorities in most of the states, European countries, especially. However, foreign language education has been intensively discussed over the past two decades, there are still some important questions to answer. What is the best time to start with foreign language teaching? Which methods shall we use? When shall we start with the intensive foreign language teaching? Third grade, second grade or even earlier? I suggest CLIL and, particularly, language showers, could be a suitable solution how to prepare children for the future foreign language teaching. The main goal of my thesis is to find what kind of CLIL activities are suitable for the second grade where I actually teach. More specifically, I will carry out action research which will be based on videorecordings of three CLIL lessons. I will also try to analyse my linguistic and didactic mistakes. The analysis should help me to find solutions which will improve my CLIL teaching. Within the thesis, I will also try to diagnosticate my own pedagogical type which will help me to recognize the characteristics which will play important role during the reflective process of my CLIL teaching. The aim of...
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Puranen, Arvid. „Reflective Practices in Medical Education : Lessons from a Pilot Project with a Reflective Logbook in an Emergency Medicine Course“. Thesis, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-224530.
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Sun, Hua-Chuan, und 孫華顓. „Reflections on International Investment Arbitration and Regulatory Space: Lessons from Chang Hwa Bank and Surfeit Case“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/j54ha2.
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碩士國立清華大學
科技法律研究所
106
International investment agreements (hereinafter “IIAs”) protect foreign investors and its investment from host states’ inappropriate intervention, and provide foreign investors both substantial and procedural protection. The investor-to-state dispute settlement mechanism (hereinafter “ISDS”) means foreign investors can settle investment disputes with host state relies on arbitration rather than domestic courts. ISDS mechanisms are very common in IIAs. Because the foreign investors may have concerns to domestic courts and the investment disputes are highly technical, they prefer to settle the disputes through international investment arbitration. However, ISDS mechanisms raise several concerns and critics that ISDS mechanism unduly, improperly affect and constrain the regulatory space of host states, especially when the disputes are related to public health, human right or financial regulation. In 2017, the corporate control fight of Chang Hwa Bank, between Taishin Financial Holdings and Ministry of Finance, is sub judice at Supreme Court. Originally, it seems like a purely domestic disputes. However, Surfeit Harvest Investment Holding, a Singaporean investor, filed this case to international investment arbitration under the Agreement between Singapore and the Separate Customs Territory of Taiwan, Penghu, Kinmen and Matsu on Economic Partnership (ASTEP), then it aroused lots of concerns on procedural issues of international investment arbitration. This article will focus on the procedural issues of international investment arbitration and discuss the influence of regulatory space of host states, and relationship between domestic courts and international investment arbitration tribunals. Also, this article will review and comment on the judgments made by courts in the first and second instance. In the end, this article will analyze and predict the development of the Surfeit case.
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Lin, Xuejiao. „How the group leaders of lesson preparation groups facilitate group learning and reflective practice in Chinese public high schools“. Thesis, 2020. https://doi.org/10.7916/d8-x7fx-j350.
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Previous studies of lesson preparation groups (LPG; beikezu) have not dealt with the impact of LPG on teachers’ reflective practice. This qualitative case study was an exploration of LPG group leaders’ (beike zuzhang) facilitation of LPG meetings (beike zuhui) to gain insights on reflective practices in LPG meetings.
The study involved 54 participants: 29 participants (LPG group leaders and teachers) were interviewed and observed; 20 participants (teachers) were observed; and 5 participants (school leaders) were interviewed. In addition to in-depth interviews and on-site observations, two questionnaires were used to expose a holistic picture of group learning and reflection in LPG meetings.
The results indicate school leaders’ perceptions and values of reflective practices have an influence on the interdependence of LPG group leaders’ preparation and facilitation of meeting content and teachers’ attitudes and engagement toward reflection in LPG meetings. School leaders expected teachers to engage in reflection inside and outside of LPG meetings, but teachers’ practices were not aligned with school leaders’ expectations, given the differing understandings of LPG goals. Schools did not have evaluative plans for reflection in LPG meetings. LPG group leaders prepared teachers to understand the upcoming week teaching content and progress. However, LPG group leaders lacked facilitation skills for encouraging reflective group discussions. They were also reluctant to deal with group dynamics challenges proactively. Teachers’ experiences of reflection depended on the purpose of meetings and meeting agendas. Teachers were more likely to engage in reflective discussions with colleagues when LPG meetings involved clear purposes, guiding questions, constructive feedback, and guided future actions.
The creating reflective practice in LPG meetings model was proposed to address the interdependence between stakeholders, with the mindsets and skillsets needed for LPG group leaders and teachers. The research results represent a step toward developing school-based reflective practice professional learning communities (PLCs).
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Kenedi, Catherine Lewis. „Fractures, Faults, and Hydrothermal Systems of Puna, Hawaii, and Montserrat, Lesser Antilles“. Diss., 2010. http://hdl.handle.net/10161/3111.
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The focus of this work is to use geologic and geophysical methods to better understand the faults and fracture systems at Puna, in southeastern Hawaii, and southern Montserrat, in the Lesser Antilles. The particular interest is understanding and locating the deep fracture networks that are necessary for fluid circulation in hydrothermal systems. The dissertation first presents a study in which identification of large scale faulting places Montserrat into a tectonic context. Then follow studies of Puna and Montserrat that focus on faults and fractures of the deep hydrothermal systems.
The first chapter consists of the results of the SEA-CALIPSO experiment seismic reflection data, recorded on a 48 channel streamer with the active source as a 2600 in3 airgun. This chapter discusses volcaniclastic debris fans off the east coast of Montserrat and faults off the west coast. The work places Montserrat in a transtensional environment (influenced by oblique subduction) as well as in a complex local stress regime. One conclusion is that the stress regime is inconsistent with the larger arc due to the influence of local magmatism and stress.
The second chapter is a seismic study of the Puna hydrothermal system (PHS) along the Kilauea Lower East Rift Zone. The PHS occurs at a left step in the rift, where a fracture network has been formed between fault segments. It is a productive geothermal field, extracting steam and reinjecting cooled, condensed fluids. A network of eight borehole seismometers recorded >6000 earthquakes. Most of the earthquakes are very small (< M.2), and shallow (1-3 km depth), likely the result of hydrothermal fluid reinjection. Deeper earthquakes occur along the rift as well as along the south-dipping fault plane that originates from the rift zone.
Seismic methods applied to the PHS data set, after the initial recording, picking, and locating earthquakes, include a tomographic inversion of the P-wave first arrival data. This model indicates a high seismic velocity under the field that is thought to be an intrusion and the heat source of the hydrothermal system. A shear wave splitting study suggested the PHS fracture system is largely oriented rift-parallel with some orthogonal fractures. Shear wave splitting data also were used in a tomographic inversion for fracture density. The fracture density is high in the PHS, which indicates high permeability and potential for extensive fluid circulation. This has been confirmed by high fluid flow and energy generation. The high fracture density is consistent with the interpretation of a transfer zone between the rift segments where a fracture mesh would be expected. In Puna the transfer zone is a relay ramp.
The results from the PHS are used as an example to examine the proposed hydrothermal system at St. George's Hill, Montserrat. In southern Montserrat, hot springs and fumaroles suggest a deep hydrothermal system heated by local magmatism. A magnetotelluric study obtained resistivity data that suggest focused alteration under southeastern Montserrat that is likely to be along fault segments. Several faults intersect under SGH, making it the probable center of the hydrothermal system. At Puna, and also Krafla, Iceland, where faults interact is an area of increased permeability, acting as a model to be applied to southern Montserrat. The conclusion is that in both Puna and Montserrat large faults interact to produce local areas of stress transfer that lead to fracturing and permeable networks; these networks allow for high-temperature hydrothermal circulation.
Dissertation
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Yuan, Hsu Ruei, und 許睿元. „A study of an action-reflection learning approach of Basketball lessons in he Department of Physical Education: An exploration of students’critical thinking“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/13298517840393452142.
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碩士國立臺灣師範大學
體育學系
100
The purpose of this study was to explore students’ critical thinking processes during the learning cycle. The participants of the study were twenty freshmen selected basketball as major in National Taiwan Normal University, who participated in 18- week Action-Reflection learning approach basketball program in a semester. All participants completed the critical thinking abilities and critical thinking disposition test assessed by pre/post test. The quantitative data was analyzed by independent t-test. The qualitative data collection instruments used in this study were participant observation, interviews and discourse analysis. The researcher collected information through discussing strategies in small groups, and using discourse analysis in accordance with the opinions of debating from one of those groups. The following were the results of this study: 1. Action-reflection learning approach improved PE-major students’ critical thinking disposition, systematicity and analyticity, openness and empathy, intellectual inquisitiveness, holistic and reflection. 2. Action-reflection learning approach enhanced PE-major students’ critical thinking abilities, inferences, deductions, and evaluations. 3. Action-reflection learning approach helped PE-major students to show critical thinking positively in the learning process, through the interaction with the members in small groups and action reflection on cycle.
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„Teaching about the work values of Europeans : critical reflections from the first student exchange of the EVE-project“. Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4816/.
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The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research program on basic human values. The main topic of its first stage was "work" in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.
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„Teaching about the religious values of Europeans : critical reflections from the second student exchange of the EVE-project“. Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/5901/.
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The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research programme on basic human values. The main topic of its second stage was religion in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.
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„Teaching about the family values of Europeans : critical reflections from the third student exchange of the EVE-project“. Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6441/.
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The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research programme on basic human values. The main topic of its second stage was family values in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.
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Marowa, Cyprian. „A review of the energy efficiency (EE) market funding constraints and assessment of possible effective financing models for EE projects in the South African market reflecting on lessons from other markets“. Thesis, 2011. http://hdl.handle.net/10539/10783.
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Franco, Cátia Madalena da Silva. „Relatório de estágio em edição no serviço editorial do município da Póvoa do Varzim“. Master's thesis, 2018. http://hdl.handle.net/10773/24139.
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presente relatório pretende apresentar o trabalho realizado no estágio curricular em edição, realizado no Serviço Editorial do Município da Póvoa de Varzim e inserido no plano de estudos do mestrado em Estudos Editoriais, com data de início em novembro de 2017 e data de conclusão em abril de 2018.
O trabalho aqui relatado tem como intuito demonstrar o papel desempenhado enquanto assistente editorial e tecer considerações e reflexões críticas. Para o efeito, apresento os vários projetos editoriais nos quais estive envolvida e analiso diferentes aspetos no desenvolvimento desses projetos.
Dentro da gestão editorial vários temas poderiam ser alvo de análise, no entanto, o principal eixo deste trabalho prende-se com a questão do planeamento e da gestão do tempo. Considerado um fator crítico da gestão editorial, procuramos, ao longo da redação deste relatório, demonstrar quais as razões, os responsáveis e as principais ilações a retirar desta reflexãoMestrado em Estudos Editoriais