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1
Badenhorst, Douw Hendrik. „Technology teachers’ disposition towards critical thinking in terms of their habits of mind“. Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/80461.
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The South African Department of Basic Education (2011) has articulated the need for
learners to think critically. The development of critical thinking skills has therefore been
explicitly included in various education policies, such as the National Curriculum
Statement Grades R-12. Technology, a relatively new subject in South African
schools, provides many opportunities to foster critical thinking skills through, for
example, problem solving.
Technology offers a wide spectrum of problems – ranging from well-structured to illstructured
problems. Well-structured problems are constrained problems with
convergent solutions and are the most commonly found problems in schools and
universities, but ill-structured problems have multiple possible solutions and solutions
paths, which often lead to uncertainty about, for example, the concepts, rules, and
principles required to solve the problem. This is particularly true with regard to teaching
technology, where there is the added complexity resultant from the designing of
solutions (artefacts) to ill-structured problems. This calls for teachers with certain
habits of mind, who will be able to nurture a positive disposition toward critical thinking
in learners. Facione (2000) points out that engendering the desire to use critical
thinking as a means of problem solving prepares the ground for teaching and learning
critical thinking skills. Teachers, however, must be willing to use these opportunities
to cultivate critical thinking skills in the classroom.
While much research has been done on Critical Thinking skills, there is a paucity of
literature about teachers’ disposition toward Critical Thinking. This study sought to
investigate technology teachers’ disposition toward critical thinking with reference to
their habits of mind. Profiling technology teachers’ disposition toward critical thinking
can enhance our understanding of the extent to which they are positively or negatively
disposed toward critical thinking (CT) in terms of their habits of mind. Such
understanding can inform, inter alia, teacher training and curricula in order to
reciprocally enhance critical thinking skills and the required habits of mind needed to
teach technology The study used a survey design to investigate South African Technology teachers’
disposition toward CT. Grades 8, and 9 technology teachers were targeted; they were
invited via an email to participate in the study in which standard ethical protocols were
followed. A link in the email directed the participants to an online survey collecting data
with 42 statements. Participants were asked to rate their level of agreement with each
statement on a six-point scale. The statements were derived from the seven habits of
mind as identified by Facione. These are: Self-confidence, Inquisitiveness,
Systematicity, Analyticity, Truth-seeking, Open-mindedness and Maturity of
Judgment. Half of the statements were formulated to express a clearly favourable
disposition toward CT, while the other half were framed to be clearly unfavourable.
The frequency of responses in terms of each scale for each statement was counted in
order to reveal trends regarding their habits of mind.
The research findings reveal that this sample seems to be positively disposed toward
CT. The habits of mind that recorded the highest scores were Self-confidence,
Inquisitiveness, and Systematicity. The habits of mind that recorded the lowest scores
were Open-mindedness and Maturity of Judgment. Females outperformed males in
four of the seven habits of mind. Male and female participants scored an equal balance
percentage toward Self-confidence and male participants outperformed females in
Truth-seeking and Analyticity. Further research is needed to investigate how the
disposition and practice of technology teachers encourage critical thinking skills in the
classroom.Dissertation (MEd)--University of Pretoria 2019.
pt2021
Science, Mathematics and Technology Education
MEd
Unrestricted
2
Coombs, Cyril Paul. „Reflective practice, developing habits of mind“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58645.pdf.
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3
Harley-McClaskey, Deborah K. „Seven Habits, Common Knowledge, Not Common Practices“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4076.
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4
Augustine, Tami. „Habits of the heart, habits of the mind: Teacher education for a global age“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403734827.
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5
Vicens, de Sanchez Lizette. „Dona Elena twenty-seven years later /“. Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10620084.
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6
Royce, William. „An Evaluation of the Habits of Mind Character Education Program“. Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/71.
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This program evaluation, which used the context-input-process-product program evaluation model (Stufflebeam, 2003, 2010), was implemented within a suburban elementary school. The problem addressed through the evaluation was that the Habits of Mind program (Costa & Kallick, 2000a, 2000b, 2009b), which was implemented as the character education program at the study site in the 2008-2009 academic year, had not been evaluated. By conducting the study, the researcher evaluated the program to determine its effectiveness in promoting academic achievement and appropriate school behaviors. By conducting the evaluation, the researcher identified 4 findings suggesting that the (a) need exists to ensure the fidelity with which the intervention is implemented, (b) academic performance of students in Grades 3 and 4 improved while the intervention was ongoing, (c) behavioral performance of students in kindergarten through Grade 3 improved during program implementation, and (d) viability of sustaining and implementing a character development program with integrity will require the concerted effort of all staff members. Recommendations for educational practice are to (a) continue implementing the Habits of Mind program (Costa & Kallick, 2000a, 2000b, 2009b), (b) include members of the support team and parents in a training event during the present school year, and (c) provide ongoing training to teachers as well as recognition of related practices noted through supervisory observations. It is further recommended that the school principal identify a viable approach for assisting members of the school leadership team in the development of skills for recognizing and managing the conflict presently occurring among teachers. It is also recommended that members of the leadership team address the stated concerns of teachers in their questionnaire responses. Two recommendations for future research were identified. First, it is recommended that additional research on Habits of Mind at nearby elementary schools be conducted to determine the integral processes through which the program is implemented within other settings. Second, it is recommended that the level of student understanding involving the 16 components of Habits of Mind be identified and then the findings be used to guide future program development.
7
Margeson, Alana. „Grade 9 Teachers' Perceptions of Habits of Mind and Academic Success“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6237.
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Grade 9 students' academic failure has been documented to lead to future academic failure at the secondary level. Research has shown that lack of persistence and problem solving behaviors when dealing with adversity have multiple consequences, including low self-esteem and dropout. The purpose of this qualitative exploratory case study was to examine Grade 9 teachers' perceptions related to the use of Habits of Mind, a program designed to address the dispositions of thinkers when faced with problems such as resilience or persistence. Guided by Bandura's social cognitive learning theory, which holds that environment relates directly to behaviors and feelings of self-efficacy, the study was designed to examine teachers' perceptions regarding Habits of Mind and academic success. The research questions addressed teachers' perceptions about utilizing specific habits of mind to support students' academic success as well as how teachers' instructional designs incorporate Habits of Mind. Interviews with 10 9th grade teachers and surveys were used to gather data. Data analysis was conducted in a process of pre-coding, ongoing coding, and development of themes from the data. Results showed that teachers perceived habits of mind as necessary for success, handling adversity, and adapting to life beyond high school. They also indicated that the desire for purposeful collegial interactions most effectively embeds habits of mind instruction within and beyond classrooms. Implications for social change include maximizing students' problem solving strategies and knowledge related to dealing with adversity, including failure, in order to help prepare students for successful post-secondary academic experiences, employment, and productive, responsible citizenship.
8
Hogan, Jillian. „Ensemble Habits of Mind: Which are Taught (and Not Taught) in High School Music“. Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109221.
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Thesis advisor: Ellen WinnerPublic polling and anecdotal evidence suggests that the general public greatly values music education. I argue that this is not because of content, discipline-specific skills like reading music notation or playing the trumpet, but because of the generalizable habits of mind, or broad thinking dispositions, that teachers teach in ensembles. Through analysis of systematic observation and interview data from multiple rehearsals of six band, choir and orchestra ensembles, eight Ensemble Habits of Mind emerged: Evaluate, Express, Imagine, Listen, Notice, Participate in Community, Persist, and Set Goals & Be Prepared. Using methodology similar to that of parallel work identifying Studio Habits of Mind in visual arts education (Hetland et al., 2013), this study shows many similarities between habits of mind in the two disciplines. However, two habits of mind that were specifically sought out in observations because they are frequently reported in advocacy arguments, Use Creativity and Recognize More than One Correct Answer, were not observed even under broad inclusion criteria. Suggestions are given for the practical application of these findings and discussion of how this framework can simultaneously support the good thinking happening in traditional large ensembles while bolstering rationale that informal music learning and other means of student-centered music making should be included in music programs in order to advance students’ creative thinking and tolerance for ambiguity
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Psychology
9
Spiegel, Jason Robert. „Summer food habits and gill raker morphology of seven Catostomid species in Iowa rivers“. [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476352.
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10
Imoro, Kari Benge. „Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education“. Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/228117.
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This study examines the use of Studio Thinking's Studio Habits of Mind (Hetland, Winner, Veenema & Sheridan, 2007) as a framework for curriculum design. In order to compare the ideas with other current art education theories, I conduct a literature review that identifies types of thinking accessed in the visual arts classroom. Through the comparison of Hetland et. al.'s Habits of Mind with those cited by current researchers, I discuss the relevance of the Studio Habits of Mind and propose an additional Habit of Mind: Investigate. In order to explore the use of these Habits as a framework for curriculum design, I design several lessons for a local after-school program using an objectives-based lesson template. The difficulty of applying this framework to an existing template indicates the need for a new unit/lesson plan template formatted specifically to a mind-centered approach. I present my design for a new unit template, lesson template and examples. The findings of this research point to a move in art education towards a mind-centered approach in the visual arts classroom and the use of a mind-centered template for unit and lesson planning.
11
Guenther, Sammye J. „An examination of fifth grade students' consideration of habits of mind : a case study /“. free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841295.
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12
Chase, Melissa W. „The Relationship of Mind Styles, Consumer Decision-Making Styles, and Shopping Habits of Beginning College Students“. Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27824.
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The foundation for this study is based on prior research (Sproles & Sproles, 1990) that determined that learning styles are significantly related to consumer decision-making styles. Decision making involves a process of cognitive learning. Since the study was published, other studies have investigated these consumer decision-making styles. However, no additional studies have further investigated the relationship between learning styles and consumer decision-making styles for college students, especially first-year, first semester college students.
Numerous studies have documented that students enter college as consumers but may lack basic knowledge and skills to make consumer decisions and avoid potential debt. The focus of the current study was to determine whether a relationship exists between beginning college studentsâ self-reported mind styles, consumer decision-making styles, and shopping habits. To investigate this relationship, a purposive sample was targeted consisting of first-year, first semester college students.
Three instruments were administered: the Gregorc Style Delineator, the Consumer Styles Inventory, and a Demographic Survey. A Chi-Square Test of Independence showed that there is a significant relationship between gender and self-reported shopping habits. Females tend to self-report purchases of clothing more frequently than males. Males tend to self-report purchases of food away from home and gas/auto expenses more frequently than females. No significant relationship was found between studentsâ perception of family income and self-reported shopping habits, suggesting that these students purchase consumer goods frequently regardless of their perceived family income.
A Chi-Square Test of Independence also revealed a significant relationship between gender and self-reported, dominant, Gregorc mind styles. Females were more likely than males to self-report their dominant mind styles as Abstract Random. Males were more likely than females to self-report their dominant mind style as Concrete Random.
Although the current studyâ s results did not support multiple consumer decision-making styles from previous studies using the Consumer Styles Inventory, an exploratory factor analysis revealed one, overall consumer decision-making style, Recreational/Hedonistic. A Mann-Whitney Rank Sum Test showed that there is a significant relationship between gender and the Recreational/Hedonistic consumer decision-making style. Females tend to be more recreational shoppers than males.
A summary, discussion of the results, and recommendations for further research, practice, policy, and families are proposed.Ph. D.
13
Bergman, Daniel Jay. „The effects of two secondary science teacher education program structures on teachers' habits of mind and action“. [Ames, Iowa : Iowa State University], 2007.
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14
Wernow, Mary Ellen. „Traditional College-Age Students' Attitudes Toward Arnold's Seven Building Blocks Decision-Making Strategy“. PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1337.
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The purpose of this study was to learn more about the attitudes of traditional college-age students toward Arnold's Seven Building Blocks decision-making strategy (John D. Arnold, 1978. The Art of Decision Making. New York: Amacom). to identify student characteristics which could predict those students who are most likely to respond in a positive manner to the strategy and to determine which of the steps in the strategy students perceive as being helpful. The sample population consisted of 62 traditional college-age students currently enrolled in four Oregon educational institutions. Data was gathered through the Decision Making Inventory (Johnson, Coscarelli, and Johnson. 1983) and two questionnaires designed for this study. An attitude score regarding the Seven Building Blocks was constructed for each subject by adding together the scores from the two questions which specifically related to student feelings about using the strategy. This resulted in scores ranging from a low of 2 to a high of 7. Statistical analyses involving chi-square tests implemented by contingency tables were used to ascertain the level of association among variables. The results showed no significant difference in attitude based on the internal or external dimensions of decision-making styles. Age, gender, life responsibility status, or type of decision situation. Statistically significant results (p < .05) were shown for the remaining variables. Thus, for this population, characteristics associated with high attitude scores toward the Seven Building Blocks included systematic rather than spontaneous, decision-making styles; at least two years of college education; and high or very high importance attached to being a good decision maker. Building Block 4. "Establish Your Priorities," was overwhelmingly seen as being the most helpful step, followed by Block 3. "Set Your Criteria." Block 6. 'Test the Alternatives." was third, and Block 2. "State Your Purpose." was fourth. Block 5. "Search for Solutions," and Block 7. 'Troubleshoot Your Decision." tied for fifth place. Block I, "Smoke Out the Issues." was seen as being the least helpful. Information obtained from this study will assist educational counselors, advisors and teachers in understanding student attitudes toward decision making and in predicting which students are most likely to respond positively to learning and using this type of decision-making strategy. It is recommended that further study done in this area include investigation regarding the construction of attitude scores, as well as further corroboration of the predictor variables identified. .
15
Shumway, Anika. „Experiential Education in the Writing Classroom: Developing Habits for Citizenship“. BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8910.
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As political polarity and social divisiveness increase in the United States, more organizations and scholars are calling on institutions of higher education to rise to the occasion and incorporate into their objectives the development of competent citizenship (The National Task Force). Writing classrooms are particularly suited to these kinds of objectives as writing already proposes relationships between rhetor and audience that have ethical dimensions and require mutual honesty, accountability, and respect (Duffy, "The Good Writer"). Additionally, the Framework for Success, a document that has become central to shaping the goals of writing classrooms, articulates habits of mind, like openness and engagement, that lend themselves to healthy, productive citizenship and civic interactions. However, the inherence of these qualities and potential in writing classrooms is not always recognized or actualized. Instructors need a reliable pedagogical framework to guide their objectives and choices so that students develop citizenship competencies through their writing experiences. The theory of experiential learning (EL) is one promising avenue for such a pedagogical method. This thesis explains keys to understanding EL theory and implementing them in traditional classrooms and details lived examples from two classrooms that illustrate how EL in practice can help students develop habits of mind that in turn contribute to citizenship competencies.
16
Berkholz, Petra [Verfasser]. „Laboratory Investigation of Manual Dishwashing Habits and its Resource Consumptions: A Study of Consumer Panels in Seven Global Regions / Petra Berkholz“. Aachen : Shaker, 2016. http://d-nb.info/1094396583/34.
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17
Abrahams, Byron. „Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice“. Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2498.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.Current insights into the South African education crisis suggest that emphasis needs to be placed on developing teachers’ mathematical knowledge for teaching (MKfT) through ongoing professional development. Aiming to provide insight into teacher professional development, this research describes an initiative undertaken by a group of Mathematics teachers who formed a Community of Practice at their school. Through the implementation of Habits of Mind that promotes Relational Understanding, these teachers attempt to improve the teaching and learning of Mathematics at their school, and further their professional development. A qualitative phenomenological design of inquiry was conducted to describe the teachers’ experiences when implementing Habits of Mind in their teaching. Group interviews, individual interviews and documentary sources were used to gain a rich description of the lived experiences of these teachers during the research period. To analyse the data a combination of Giorgi’s phenomenological model and the interconnected model of professional growth was used. Results indicate three insights into teacher professional development: (1) Communities of Practice promote the sharing and development of MKfT though the mechanism of collaboration; (2) Teachers are challenged when implementing intervention strategies as firstly their learners are challenged in their literacy ability which limits their articulation in Mathematics lessons, and secondly they are faced with time constraints imposed by workload demands; (3) The attempt to implement intervention strategies within a Community of Practice, despite being challenging, encourages reflective practice which informs individuals’ professional practice and supports ongoing professional development.
18
Jacobson, Lea. „From Habits of Mind to Critical Thinking: A Study of Student Learning Behaviors in a University Great Books General Education Course“. Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/264938.
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Educational LeadershipEd.D.
Accreditors and administrators have begun to focus on general education with an eye to improvement. One of the most valued, but difficult to assess, learning outcomes in general education is critical thinking. Critical thinking is thought to play a role in student engagement and positive student learning outcomes. This study examined students' acquisition of critical thinking skills in a required general education great books course at a large, mid-Atlantic, Research I university with a high transfer-in population. Student interviews, class observations and document analysis were employed in the study. Specific attention was paid to dialogic learning, as Vygotsky's theory of social learning and the theory of student engagement underpinned the study. This study found that critical thinking learning goals were not communicated to the students explicitly through the syllabus. Only 20 percent of the students in the class reported acquiring critical thinking skills. All of those students were female transfer students. Many students described the class as outside their primary educational interests. Those who acquired critical thinking skills were more likely to be active participants in the class, value professor-student conferences and have a strong academic support network. Social interaction contributed to students' acquisition of critical thinking skills in this class. Future assessment of critical thinking will depend on a clearer definition of the concept. General education programs and courses that link social interaction and the acquisition of critical thinking skills are worthy of further study.
Temple University--Theses
19
Slánský, Vojtěch. „Operace lidského myšlení a jejich funkce při poznávání“. Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-193201.
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Subject of this work is human mind. In first section there are described important mechanisms, on which mind operates. Second section is devoted for description of unconscious mind and weaknesses it has. Some of the phenomenons are tested by an experiment and results are in the end of related chapter. The goal of this work is to create sumary of functioning of human mind, mostly of unconscious part and to test mistakes people are making in their judgement.
20
Pihlgren, Ann S. „Socrates in the Classroom : Rationales and Effects of Philosophizing with Children“. Doctoral thesis, Stockholm : Department of Education, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7392.
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21
Skorburg, Joshua August. „Human Nature and Intelligence: The Implications of John Dewey's Philosophy“. University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333663233.
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22
Paulmann, Greg G. „Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District“. Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018.
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23
Tasdelen, Demet Kurtoslu. „Bergson“. Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/654095/index.pdf.
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The aim of this study is to show how a possible philosophy of life can
arise from Bergson&rsquos conception of time. In realizing this aim, I appeal to Hadot&rsquo
s description of the paradox of the human condition. I claim that in order to understand how a Bergsonian philosophy of life through Bergson&rsquo
s conception of time would arise we need to understand the paradox of the human condition. The reason for this is that there are a lot of dualities in Bergson&rsquo
s philosophy all of which, I claim, are based on this fundamental duality concerning the human condition. I believe that when this paradox and its possible resolution are restated in Bergsonian notions, a Bergsonian philosophy of life that consists of a life sub specie durationis, that is a life under the aspect of duration, would arise. Hadot considered the paradox within the context of phenomenology alone. This made me proceed by searching for other approaches to the paradox within Bergson&rsquo
s philosophy. I realized that the attempts in finding out possible solutions to this problem cannot be found in the context of phenomenology alone and that the vitalist and the existentialist aspects have to be considered in order to remain faithful to Bergson&rsquo
s philosophy as well as in order to construct a Bergsonian philosophy of life. The phenomenological aspect of the paradox arises around Bergson&rsquo
s notion of displacement of attention and when the notion of duré
e ré
elle is considered with consciousness in the light of the notion of intensity. The vitalist aspect enters into our discussion when we analyze Bergson&rsquo
s notion of é
lan vital around the consideration of true evolution. I believe that the existentialist aspect of the paradox of the human condition comes from Bergson&rsquo
s notion of freedom around the discussion of the superficial and the fundamental self. It emerges if the individual asks himself how to deal with this paradox that in turn defines his struggle to transform the tension the paradox involves and that tells him to bring his own attitude towards it.
24
Poland, Bailey M. „"Nowhere is Straight Work More Effective:" Women's Participation in Self-Culture“. Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1614269665585998.
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25
Dadurka, David T. „Metaphoric Competence as a Means to Meta-Cognitive Awareness in First-Year Composition“. Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5178.
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A growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students' as well as their instructors' assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students' end-of-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author's texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.ID: 031001446; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 129-135).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition
26
Lewis, James R. „SPIRITUAL FITNESS AND RESILIENCE FORMATION THROUGH ARMY CHAPLAINS AND RELIGIOUS SUPPORT“. Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447863288.
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27
Xu, Yao-Yu, und 許窈瑜. „The Effects of Seven Habits integrated into the English Curriculum on Elementary Students’ Seven Habits, Self-efficacy and Academic Achievement“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/03851706167596539306.
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碩士東海大學
教育研究所
100
Abstract Based on the seven habits of highly effective people proposed by Covey, this researcher integrated the seven habits into the elementary English curriculum, and designed a series of lessons. This study was to explore the effects of seven habits on students’ seven habits, self-efficacy and English academic achievement. The quasi-experimental design with pretest-posttest nonequivalent-groups was conducted. Two classes of fourth grades students of elementary school in Taichung City participated in this study. The experimental group has 24 students and the control group has 25 students. The experimental group students accepted ten weeks of English lessons with seven habits, while the control group students accepted traditional teaching. Self Scoring 7 Habits Profile, English Learning Self-efficacy and English academic achievement were used as test instruments. The findings of this study included: 1. Seven habits score of experimental group and control group didn’t have statistically significant difference. 2. Self-efficacy score of experimental group and control group didn’t have statistically significant difference. 3. English academic achievement score of experimental group and control group didn’t have statistically significant difference. 4. Middle-grouping student’s score of the seven habits was slightly different; the experimental group students were better than the control group. 5. Low-grouping and middle-grouping student’s score of self-efficacy was slightly different; the experiment group students were better than the control group. 6. Low-grouping student’s score of the academic achievement was slightly different; the experiment group students were better than the control group. According to the above findings, some suggestions were proposed for English teachers, homeroom teachers, school leaders, parents and future researchers. Keywords: the 7 habits of highly effective people, self-efficacy, academic achievement
28
Wei-Chen und 陳瑋. „Explore the Concept of Body and Mind Vipassna in Seven“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/byt9q2.
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Lin, Cheng-Ting, und 林政廷. „Analysis of Algebra Habits of Mind in Taiwan, China and Singapore’s Elementary School“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/g67mss.
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碩士國立臺中教育大學
數學教育學系
107
The purpose of this study is to use content analysis method to analyze the contents of textbooks in Taiwan, China and Singapore. The mainly focus is to explore the types and ratios of habits of mind of Algebra themes in the textbooks for the fifth and sixth grade students from these three countries. Further, after exploring the types and ratios, analyzing every different characteristic of Algebra themes is to provide application to pedagogics. The thesis discusses the findings: 1. Contents of algebra themes developing habits of mind is focus on two abilities of mathematic thinking and abstraction. The total ratio of the two habits of mind is 85%. 2. Taiwan’s course materials focus on observing development and trend of variables in questions and compare the pros and cons of different problem-solving strategies; China’s course materials focus on the general calculating, dexterity to questions and expansion of question situation so that students can solve different types questions efficiently; Singapore’s course materials focus obviously on realizing questions and cultivating students to enhance the ability of understanding the relation of variables. 3. The characteristics of Taiwan’s course materials: (1) Compare different problem-solving strategies for students to enhance realization to problem-solving rules; (2) Observe and summarize the relation of variables to cultivate inferential capacity. The characteristics of China’s course materials: (1) Practice constantly basic questions to improve calculation fluency. (2) Blend in life situation questions to discover mathematic in our life. The characteristics of Singapore’s course materials: (1) Associate calculating questions with algebra questions to supply any deficiency when students learn algebras. (2) Practice constantly basic variable relation to firm the ability of solving algebra questions.
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Ping-Lun, Chiang, und 江秉倫. „A Study on the Habits of Mind and Reading Motivations of Elementary Gifted Students“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/33736967513496480783.
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碩士臺北市立大學
創造思考暨資賦優異教育研究所
103
This research aims at the habits of mind and reading motivation of gifted students in elementary school. The subjects were from 9 elementary schools in Taipei City and New Taipei City by purposive sampling.The materials include self-designed “Questionnaire for the Habits of Mind of elementary school student” and “The Elementary Reading Motivation Inventory”. We used questionnaire survey procedure and analyzed collected data through descriptive statistics, and t-test. Summaries of the study are as follows: 1.The habits of mind of the gifted students in elementary school in Taipei area are at the higher-medium level. 2.The motivation of the gifted students in elementary school in Taipei area are at higher level. Based on the findings above, this research offers suggestions for gifted teachers community as reference and future studies.
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HSIAO, PEI-SHAN, und 蕭佩姍. „The Action Research on Enhancing the Habits of Mind-Flexible Thinking for Preschool Children“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/37718260537416553999.
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碩士國立臺北教育大學
教育學系教育創新與評鑑碩士班在職專班
104
As educational reforming activities has put emphasized on creative thinking, critical thinking and problem-solving abilities, being able to create and utilize knowledge has gradually been taken into consideration worldwide. However, according to the teaching experiences in the past four years, researchers found that most children lack the habit of thinking. Costa & Kallick (2000) proposed the concept “habits of mind,” indicating that the main goal of learning is the habit of thinking. The habit of thinking can be obtained through learning. Developing good thinking habits enables children to act more wisely. This research aims to develop a series of preschool courses based on “habits of mind,” which cultivate children’s habits of mind-flexible thinking. This research adopted action research approach, which lasted two months, conducted in a class with mixed-age (4~6) children in a public kindergarten in Taipei City. During the research process, class observations, video recordings, interview records and teaching-reflected diary were collected to evaluate the effectiveness of the teaching program. Through the feedback, teachers' professional development is examined as well. The main results of this research were as followed: (1)Integrate the flexible thinking and the theme curriculum learning purpose. Choose proper teaching activities and make good arrangement of teaching materials. Develop complete teaching program. (2)Through the results of qualitative and quantitative dat acollection, we could tell that participants has improved their habits of mind-flexible thinking after the new teaching program. (3) Through self-reflection of the teaching, the researchers have raised the abilities of curriculum planning and teaching skills, and have converted the theories to real teaching program.
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JIANG, MEI-YU, und 姜玫芸. „Action Research on Applying Seven Habits to Primary School Character Education-Taking "Courtesy" and "Empathy"as Examples“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4fhngc.
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碩士中華大學
科技管理學系
107
ABSTRACT In recent years, the number of births has decreased, and the situation of Taiwans declining birthrate has become increasingly serious. Everyone has fewer children, so every child is a treasure of parents. In a class, schoolchildren often feel friction because of negligence in courtesy or lack of empathy. How to help each child to manage themselves well while living in harmony with others is an important goal of education. This study used an action research approach. It combined practical work with research. This study wanted to explore the integration of Coveys seven habits into the character education of the primary class, which would enhance the effectiveness of school children in etiquette and empathy. In this study, twenty-seven middle-aged students in the class of the teaching school were selected as subjects, and nine courses were planned for a total of eighteen classes. The collected information includes: classroom observation record table, teachers teaching notes, collaborative teacher observation record, student study list, student feedback form, departmental feedback form, parental feedback form, and school childrens empathy scale before and after Measurement. Based on the research results, this study proposes seven relevant recommendations for habitual integration into character education, and provides examples of course teaching plans for on-site teachers. Finally, the conclusions of this study are summarized as follows: 1. It is feasible to integrate the seven habits principles into the character education of the primary class. 2. Schoolchildren themselves, teachers, and even parents affirmed the progress of schoolchildrens etiquette. 3. The childrens empathy in cognitive, emotional and behavioral aspects are all progressive. 4. Some problems have been encountered in the character education process, such as time control, learning book content, etc., and solutions can be found.
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„Talking with Our Fingertips: An Analysis for Habits of Mind in Blogs about Young Adult Books“. Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9368.
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abstract: The pace of technological development and the integral role technologies play in the lives of today's youth continue to transform perceptions and definitions of literacy. Just as the growth in completely online texts and the use of audio books and e-readers expands the definition of reading, digital platforms like blogs expand the notion of literary response and analysis. Responding to the complexities of literacy, this study examines the ways in which the literacy practice of blogging about young adult literature might elicit the active, intellectual orientation, or habits of mind, often sought in adolescent literacy development. Employing Gardner's Five Minds theory as an analysis tool and what Erickson calls "key linkages" as a framework, blog transcripts were read and coded. Those coded literacy acts were then linked to reveal any evidence of the creating, respectful, ethical, disciplined, and synthesizing habits of mind. From these overlays, empirical data tables emerged, accompanied by integrated case study narratives. Empirical data illustrate the aspects of the cases, and exposition provides a feature analysis of the habits of mind observed during blogging as a form of literary response to young adult literature. Results of this study suggest that bloggers writing about young adult books in a weblog environment reveal 1) some proficiency at synthesizing material, 2) a tendency to evaluate, 3) only moderate demonstration of the disciplined and respectful/ethical habits, 4) minimal evidence of the creating mind, and 5) moderate proficiency in basic transactional writing. Aligning with previous research, Talking with Our Fingertips illuminates possibilities for adopting pedagogical principles that provide student agency and potentially increase motivation and productivity.Dissertation/Thesis
Ph.D. Curriculum and Instruction 2011
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Lin, Yang-Cheng, und 林揚証. „A Case Study of Implementing Seven Habits Among High School Setting: Using Learning Levels Theory As Theoretical Lens“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/d65ycf.
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碩士國立彰化師範大學
教育研究所
106
Abstract The current study examined how 7 habits were employed into school setting by utilizing Learning Levels Theory as a theoretical lens. The qualitative data was collected by semi-structural interviews and documentary analysis from 5 members of a private high school in Taiwan, including the school principle, school director, school manager, and the instructor of the class. Aiming to unravel the process, background, and the context of how 7 habits were implemented into school setting, the results and conclusion of current study were presented as followed: 1. It is necessary to acknowledge school’s original culture when implementing new programs. Personnel and financial management should be considered when implementing new programs. Managers should follow through new programs themselves and encourage others to do so firmly but gently. As regards to financial management, managers should demonstrate how to optimize the resources in hand and get all the resources they can. 2. In regards of implementing 7 habits into school setting, the participants tended to enhance/promote the original programs so it will not add extra workload for schoolteachers. The programs that involved all aspects of Learning Level Theory were utilized in daily, weekly, monthly, and yearly scale. 3. The challenges of implementing 7 habits into school setting include the retirement of school principle, the up-coming new curriculum guidelines, and the evaluation of the implementation. Keywords: 7 Habits, Learning levels, Case study
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Hu, Hsing-Wen. „Developing siblings and peer tutors to assist Native Taiwanese children in learning habits of mind for math success“. 2005. https://scholarworks.umass.edu/dissertations/AAI3179886.
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The purpose of this study was to explore at-risk (Native Taiwanese) children's habits of mind, applying Vygotsky's ZPD theory in learning habits of mind in math. Workshops were used to teach pairs of siblings' habits of mind. The study was conducted with 62 subjects and 62 siblings or older peers in two elementary schools. Each pair was randomly assigned into either the experimental or the control group. Siblings who were in the experimental group participated in the workshops to receive training that could help the experimental subjects to learn habits of mind. A pretest and a posttest were given to assess their habits of mind in math. Analysis of data revealed no significant differences between experimental group and control group in the pretest. In the posttest, there were significant differences between experimental group and control group in the areas of patterning, describing, and visualizing, but there was no significant difference in the “experimenting” condition. In summary, the data shows that patterning is easy to learn, visualizing comes next, describing is more difficult, and experimenting is the most difficult. All of these habits of mind can be learned through applying Vygotsky's ZPD theory and using sibling workshop, but there is a need for the students and siblings to have extensive time to practice.
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Lin, Tzung-Jin, und 林宗進. „High School Students’ Scientific Ontological Beliefs, Scientific Epistemic Beliefs, Scientific Habits of Mind, and Goal Orientations in Learning Science“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44595151812544575565.
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博士國立臺灣科技大學
應用科技研究所
102
The purpose of this study aimed to investigate high school students’ ontological and epistemic views about within the domain of science, scientific habits of mind, and goal orientations in learning science. To this end, the current study contained two parts of investigation. The first part of the study contained a sampling pool of 600 Taiwanese high school students. The students’ responses based on three separate instruments were intended to render quantitative indicators to represent students’ scientific epistemic beliefs, scientific habits of mind, and their goal orientations in learning science. The interplay as well as the structural relations among these constructs were then clarified. In addition, the second part of the study contained 40 representative participants selected from the sampling pool. These participants were interviewed about their ontological beliefs and scientific epistemic beliefs. These collected interview data also served as the research foundation to explore and substantiate the potential relationships between scientific ontological beliefs and other three variables in this study. In general, the first part of this study revealed that the students possessing more availing scientific epistemic beliefs tended to show more positive scientific habits of mind, and endorse mastery goal orientations in learning science. Furthermore, the path analysis unraveled that the students’ scientific habits of mind may serve as mediators between their scientific epistemic beliefs and goal orientations in learning science. For the second part of this study, 40 representative students selected from the sampling pool were deeply interviewed about their scientific ontological beliefs and scientific epistemic beliefs. Through analyzing the selected students’ interview responses, two dimensions (i.e., status of nature and structure about nature) regarding scientific ontological beliefs were derived and found to be associated. Moreover, a total of five pattern variations were found based on the selected students’ categorizations of ontological and epistemic beliefs (i.e., Realist/Empiricist, Idealist/Constructivist, Realist/Constructivist, Realist/Mixed, Mixed/Mixed). Overall, the students holding Idealist ontological beliefs in the two dimensions tended to have Constructivist epistemic beliefs. In addition, the students with more sophisticated ontological beliefs were more oriented to possess more positive scientific habits of mind and adopt mastery goal orientations in science learning. However, the students with less availing ontological beliefs (i.e., Realist) concerning the structure about nature may tend to endorse Performance-avoidance goal orientation in learning science.
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Sun, Chao-hsien, und 孫釗嫺. „Power of Silence:The Influence of Life Education toward Lower Grade Pupil's Habits of Mind and the Teacher's Specialized Growth“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/27938770594702758967.
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碩士南華大學
生死學研究所
97
This study was to investigate the habits of mind of lower grade pupils in elementary school and the teacher’s specialized growth which were transformed in life education. The purposes of this study were as followed. 1. To understand and explore the way how do the teacher intervene in the school lives of the lower grade pupils in elementary school by life education. 2. To explain the process of construction or transformation of the habits of mind of lower grade pupils in elementary school 3. To discuss what the impacts on the teacher’s specialized growth and personal spirit were in life education implementing-process. The conclusions were as followed. First, the integrated philosophy of life education and management 1. Parent-teacher cooperation: the invitation of the common concern of parents into the class, in order to provide a power of life education. 2. Curriculum integration: bring in multiple and abundant teaching resources, materials and methods. 3. Picture book teaching: metaphorical story could touch and soften the spirits of children and also change their behaviors. Second, the teacher’s specialized growth. 1. The understanding in life education: there are six major focus on the meaning of life education to understand; life education can be, "the connotation of" type of form into the various subjects in various fields, and in curriculum implementation and planning, is one of "reinforcement" of; life on six-oriented education, T teacher introduced the class to life in education--an "ethical education" life-oriented education. 2. The self-introspection of teacher: "for the part of students" and "for the part of the teacher." Third, the imperceptible influence of life education on the habits of mind of lower grade pupils in elementary school. 1. The habits of mind of lower grade pupils in elementary school are established and transformed at the same time and interacted repeatedly. 2. The creation and transformation of the habits of mind of lower grade pupils in elementary school are a total of eight items: " managing impulsivity" and " persisting ";"gathering data through all sense" and" responding with wonderment and awe ";" remaining open to continuous learning" and" creating、imagining、innovating ";" thinking about thinking（metacognition "and " thinking interdependently".
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WANG, CHIH-YUN, und 王之筠. „The Compositional Process of “The Seven Rites of Cherry Blossom” for Wind Quintet : Music of Thought, Mind and Sound“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/w74jm2.
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碩士國立臺北藝術大學
音樂學系碩(博)士班
107
The compositional idea of “The Seven Rites of Cherry Blossom” for wind quintet aims to utilize music to resonate the idea, “time is fluid” with “the art of life.” By integrating different composing techniques and sound attempts, influenced by Eastern and Western musical materials as well as the aesthetic concepts in Japanese literature, I revealed my inner feelings after realizing the life cycle of a cherry tree’s blooming and withering with the hope to transfer my silent feelings into musical delight. This thesis consists of three Chapters. The first Chapter, “Music of Thought,” reveals my inspiration and motivation to begin with the journey of compositing this artwork. The second Chapter, “Music of Mind” illustrates the process of how I transformed my visual experience along with sentiments into auditory works. In addition, the Chapter focuses on the three musical elements—the pitch, spectral sound, and timbre of “The Seven Rites of Cherry Blossom.” The third Chapter, “Music of Sound” further analyzes the structure and details of “The Seven Rites of Cherry Blossom,” by echoing the initial inspiration and sentiments of composing the artwork.
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Chen, Yu-Hua, und 陳昱樺. „The Study of Applying Educational Video Annotation and Clustering Technology on Analyzing the Habits of Mind of Elementary School Students“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/23m7hg.
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碩士國立清華大學
人力資源與數位學習科技研究所
106
This thesis aims to analyze the habits of mind of elementary students with video annotation and clustering technology. In order to evaluate and assess students’ affective behaviors, the Chinese classes are recorded in the video for teachers to analyze after class. The purposes of the study include the following items. First, to evaluate the feasibility of the video annotation system. Second, to discover students’ habits of mind behavior through video annotation, and third, to analyze students’ habits of mind behavior with the clustering algorithm. The research participants are 26 high-grade elementary students, and their discussion during the classes are recorded for ten weeks and the video annotations were marked by teachers after class. By analyzing the video annotation and the habits of mind of “listen with empathy and understanding”, development on the effective behavior thus can be discovered. The results reflect that the oral performances of boys are better than that of girls. Furthermore, the superior terms in the class are “to express viewpoint’’ in the oral presentation and “to talk with peaceful mood’’ in the non-oral presentation. In the result of clustering，students are classified as “clear-eyed group”, “expressed-empathy group”, “active listening group” and some outliers in this class. The analysis result is qualitatively described, and the description can help the homeroom teacher to realize the characteristics of students’ affective behavior.
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Hsu, Shu-Ming, und 許書明. „The Action Research of the Enhancement of Elementary School pupils’ Creativity-related Habits of Mind－An Example of the Life curriculum“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/23729954636012414937.
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碩士國立臺北教育大學
教育行政碩士在職進修專班
96
In order to promote elementary school pupils’ development of creativity-related habits of mind, the researcher designed and implemented “directly teaching activities of creativity-related habits of mind” and “ the infusion of the creativity-related habits of mind in Life curriculum” based on habits of mind theory and curriculum structures of Life curriculum. This study also explored and analyzed the difficulties the researcher encountered and the solutions that came up with, as well as her professional development and gains during the process. The implementation period of instructional action started in November, 2007 and ended in January, 2008, with a class of 2nd graders the researcher teaches as research objects. Both qualitative and quantitative methods were adopted. The researcher gathered information, evaluated her teaching results and modified her designs by using tools such as personality disposition of creativity scales, classroom observation records, teaching reflection diary, anecdotal records, habits-of-mind learning reflections, student interview records, teacher-parents contact booklets. The findings of this study were followed: 1. Students’ mean score in post-tests are higher than those in pre-tests in four constructs in the “personality disposition of creativity scales”—“challenge (thinking flexibly)”, “curiosity (actively exploring and observing)”, “risk-taking (willing to take risks)”, and “imagination (creating with imagination)”. This indicates that after the implementation of teaching tactics designed to enhance creativity-related habits of mind in Life curriculum, students’ disposition for such habits of mind had been significantly boosted. 2. With classroom observation records, it is found that students had been increasingly showing more signs of “thinking flexibly”, “exploring and observing actively”, “being willing to take risks” and “creating with imagination”. This indicates that after the implementation of teaching tactics designed for promoting creativity-related habits of mind in Life curriculum, students had been performing more signs of such habits in their behavior. 3. After analysis of quantitative materials such as the researcher’s teaching reflection notes, anecdote notes, habits-of-mind learning reflections, student interview records and teacher-parents contact booklets, it is found that the changes occurring in these four creativity-related habits of mind had been taking place gradually. Well-designed curriculums and good guides from teachers can help students’ development of these habits, which can be improved with training. 4. When designing “directly teaching activities of creativity-related habits of mind”, a teacher should firstly explore and understand the concepts of every habit of mind, develop concrete learning goals and establish teaching aims. He/She can make use of teaching approaches of demonstration, explanation, interaction and giving feedbacks to lead students to develop their creativity-related habits of mind. 5. When designing “the infusion of the creativity-related habits of mind in Life curriculum”, a teacher ought to firstly explore related teaching strategies and understand the basic spirits of Life curriculum. He/She then establishes teaching goals by taking into account ability indicators set for each unit or lesson, and makes flexible use of teaching approaches of demonstration, explanation, interaction and giving feedbacks. 6. After this action research, the researcher gains professional knowledge as well as confidence.
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Cummins, Avril. „Seeing eye to eye : the benefits of using dialogical assessment to align teachers' and pupils' evaluations : a case study of habits of mind“. Thesis, 2015. http://hdl.handle.net/10539/17732.
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Thinking Skills has, since its conception as a teachable subject, been difficult to assess due to lack
of a universal definition of Thinking Skills. McMahon (1999) warns that the chosen strategy for
assessing Thinking Skills must itself promote and reward thinking skills. Self- and Peer- assessment
are the methods of assessment proposed by Costa and Kallick (2000) for the assessment of their
Thinking Skills programme, Habits of Mind. This study investigates the diversity of perceptions
which can be generated through self-, peer- and teacher-assessment, and how a balance can be
struck between them through incorporating dialogue into assessment. 12 Grade 8 learners who
study Habits of Mind as a school subject in a South African all-girls' private school participated in 4
assessment tasks. For each task, participants were assessed by a peer, a teacher and themselves.
After each task, all participants reflected on the rubrics from all three assessors. Participants in this
study demonstrated more extensive learning across Anderson's (2010) Dimensions of Growth when
they engaged in reflective dialogue compared to when they engaged in written reflections. Through
dialogue, learners were empowered as role-players in their own assessment and became able to shift
their own perspective to include the perspectives of others. Dialogical Assessment also facilitated
the development of meta-cognition in participants.
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Kim, Minsung. „Effects of a GIS Course on Three Components of Spatial Literacy“. Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10500.
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This research investigated whether completing an introductory GIS course affects college students' spatial literacy as defined by spatial habits of mind, spatial concepts and thinking skills, and critical spatial thinking. This study employed three tests (spatial habits of mind inventory, spatial concepts and skills test, critical spatial thinking oral test) to measure students' performance on these three elements. Furthermore, this research investigated the relationship among the components. Pre- and post-tests were conducted at the beginning and the end of the 2010 fall semester, and Texas A&M undergraduate students participated in the research. The following four research questions were examined.
The first research question investigated whether GIS learning improves spatial habits of mind (n = 168). Five sub-dimensions of spatial habits of mind (pattern recognition, spatial description, visualization, spatial concept use, and spatial tool use) were identified. Overall, GIS students' spatial habits of mind were enhanced. However, variations existed when considering students' performance by dimension.
The second research question explored whether GIS learning affects students' understanding and use of spatial concepts and thinking skills (n = 171). This research found that the GIS course was beneficial in improving students' spatial cognition. Students increased their understanding of key spatial concepts and applied conceptual understanding into wider contexts with advanced spatial thinking skills.
The third research question examined the effects of a GIS course through interviews on the three sub-dimensions of critical spatial thinking: data reliability, spatial reasoning, and problem-solving validity (n = 32). The quantitative analyses indicated that participants developed their ability regarding these three sub-dimensions of critical spatial thinking. In particular, their ability to assess data reliability and problem-solving validity improved, an effect not likely to be enhanced by other coursework. Findings from qualitative thematic analysis confirmed these quantitative outcomes.
The final research question probed the relationships among the three components of spatial literacy. Pearson?s correlation coefficient, a 3D space (termed "score space" in this study), a test for independence, and an exploratory factor analysis suggested that the three components are positively correlated. However, more research is necessary to confirm the results reported in this study.
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Gray, Anne Rosemary Tyldesley. „An initial analysis of the progress of the first cohort of the Targeting Talent Program (TTP) students at the University of the Witwatersrand in 2010“. Thesis, 2013. http://hdl.handle.net/10539/12272.
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In 2007, the Student Equity and Talent Management Unit (SETMU) at the University of the Witwatersrand (Wits) initiated a programme called the Targeting Talent Programme (TTP). One of the objectives of the TTP is to equip students to be successful at university. The first cohort of students consisted of 270 talented Grade 9 students from disadvantaged rural and urban schools. They were identified at the end of 2006, and they attended enrichment sessions at the University during 2007, 2008 and 2009. Thirty seven of the students enrolled for Engineering at Wits in 2010. They were given no further assistance by the TTP.
The TTP based the planning of its curriculum on the Competencies identified by the Programme for International Student Assessment (PISA). The primary aim of the PISA assessment is to determine the extent to which young people have acquired the wider knowledge and skills in reading, mathematical and scientific literacy that they will need in adult life, hence the TTP attempted to incorporate the PISA Competencies in their curriculum in order to equip students for tertiary education. Habits of Mind identified by Cuoco and others were also used in planning the TTP curriculum in order to equip students with thinking skills.
The TTP was successful in helping students to achieve university entrance, but there is a need to investigate to what extent the three year intervention program enables the students to succeed at university. This report focuses on the 37 students who enrolled for Engineering at Wits in 2010. They are compared to a sample of 37 students from the 2010 cohort who did not attend the TTP. The sample of non-TTP students was chosen by matching the National Senior Certificate Mathematics and Science marks obtained by the ex-TTP students as closely as possible. Thus two samples with an almost identical initial academic profile were created. One of the differences between the samples is that the ex-TTP students had had input which was aimed at equipping them to attain university entrance and to succeed there, whereas the other students had had no such formal assistance. The ex-TTP students were also compared with the cohort as a whole.
This report shows that 16 of the 37 students (43%) passed the Mathematics, Mechanics and Physics courses that they were enrolled for. It also shows that the ex-TTP students scored lower on average than the non-TTP students and the cohort, for the Mathematics, Physics and Mechanics courses that they were enrolled for. Interviews with 9 of the ex-TTP students show that they did not consciously transfer study techniques from the TTP to university. The TTP was thus only partially successful in its objective of enabling students to be successful at university.
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Schmall, Brett. „Dramatic impact: an arts-based study on the influence of drama education on the development of high school students“. 2017. http://hdl.handle.net/1993/32203.
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This arts-based research study is an examination of the influence of drama education on the development of high school students. Five recent graduates were interviewed (including the researcher) about their high school drama experiences. All participants had been selected for this study because they have been impacted as a result of their time in/with drama. Culminating in a script, the research takes the form of an arts-based playwriting inquiry, shaped by A/r/tography and rhizomatic influences, making use of Barone and Eisner’s five phase creative process. Adhering to an Aristotelean story arc outlined by Martini, metaphor in the four-scene play is used to explore and subsequently communicate concepts. In so doing, the researcher offers an expanded audience a renewed perspective on the impact that drama education has on the development of high school learners and invites viewers to consider drama’s impact on adolescent learners. Four main concepts were examined in the analysis: initiation, transition, habits of mind and, interdependency and it was found that these are central to all participants’ development. It was also found that learning contained within these four concepts, as experienced through drama education, has the potential to impact and equip students for life beyond high school. The process based, holistic learning central to drama education allowed participants to recognize and succinctly denote areas in their lives that were, and continue to be impacted by the dramatic experiences they took part in.May 2017