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1
Parana, Jeanne Marie Feder. „Lexical syllabus“. reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24503.
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2
Boatenreiter, Maryana Ruth. „"Did you Read the Syllabus?" Twitter Did: Public Syllabi and Activist Writing Pedagogy“. Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564500466476402.
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3
Turk, Cathy Christine. „Syllabus for Advanced Placement Biology“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.
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The purpose of this syllabus is to provide a working copy to those teachers of the advanced placement biology course taught at the high school level. Reference materials used were the Texas Education Agency ( TEA ) approved Campbell text Biology and the College Board's, Advanced Placement Biology Laboratory Manual. The syllabus is divided into major topics with outlined notes and includes laboratory exercises as recommended by the College Board. The AP biology course is intended to be equivalent to college biology. College freshman biology courses can differ among colleges and among teachers within the same college. This syllabus is intended to serve as an aid to AP teachers, to cover the topics and experiments as set out by the College Board, and to the high school student, the necessary material to successfully complete the AP examination while providing freshman biology equivalence.
4
Sardo, Claudia Estima. „An EFL student-generated syllabus“. reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157786.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T18:04:13Z (GMT). No. of bitstreams: 1 95701.pdf: 2994303 bytes, checksum: d8e166a784bc3aa673478453bde9c7cd (MD5) Previous issue date: 1993
Na área de estudos da aquisição de uma segunda língua, os pesquisadores têm discutido a respeito dos insumos linguísticos sob duas pespectivas: do tipo e seu efeito na aprendizagem. Quanto ao tipo de insumos, a literatura tem abordado, entre outros aspectos, o discurso do professor, a fala modificada, o maternales, livros texto e matérias de ensino autênticos. A relação entre insumos que são gerados espontaneamente pelos alunos. O objetivo deste estudo é observar o insumo gerado por um grupo de alunos quando aprende inglês através do método comunitário. Os dados indicam que os alunos deram pouca atenção à expansão do vocabulário e à análise gramatical de estruturas. O método mostrou-se estimulante para a aprendizagem e os resultados mostram que o grupo estava pronto para assumir as suas próprias responsabilidades na criação dos insumos necessários para a aprendizagem.
5
Decroo, Kenneth Louis. „Creating a student accessible online syllabus“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.
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This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.
6
Jensen, Michael J. „Special operations aerial mobility vehicle training syllabus“. Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/38957.
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Approved for public release; distribution is unlimited.Approved for public release; distribution is unlimited.This project extends research initiated by Major Dave Kenney into Special Operations Forces use of light-sport aircraft to gain an operational advantage over known and potential adversaries. Major Kenneys December 2012 masters thesis concluded that Special Operations Air Mobility Vehicles (SOAMV) enabled a proven doctrine for sustainable circumvention of anti-access and area-denial technologies. This conclusion sparked intense interest across USSOCOM and created demand for a feasible SOAMV program. This project represents a first step toward establishing a SOAMV program for USSOCOM by researching and developing a safe, effective, and efficient training protocol for training SOAMV fliers. If a full-scale program is not immediately required, building an established protocol will precisely define the cost and time required to build a SOAMV-capable force if needed. This syllabus project blends USSOCOM training standards with existing proven programs (Federal Aviation Administration Regulations) and adds military Tactics, Techniques, and procedures.
7
Preston, E. Lynn. „Syllabus Outline for Genetics Lecture and Laboratory“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2241/.
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This work is intended to be used as a teaching tool in conjunction with the text cited. It is written in outline format, highlighting the major concepts of each pertinent chapter. In this format, the concepts can be expanded upon at the discretion of the instructor. This work is to be used as a guide for lecture. The basic concepts contained in the outline are in such a format as to be able to work in more information regarding the subject matter if needed. The instructor can work from this outline as a starting point. Major topics in the chapters are highlighted, making lecture notes for the instructor easier to do.
8
Schulz, Leslie. „Anatomy and Physiology Syllabus for Community Colleges“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2500/.
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This syllabus includes both lecture notes and laboratory activities for a two-semester anatomy and physiology community college course. The syllabus is based on a 16-week semester that is comprised of a three-hour lecture section and a one-hour laboratory class each week. Both the lecture course and laboratory are necessary to fulfill the requirement for anatomy and physiology. Laboratory activities coincide with lectures to enhance understanding of each topic by providing visual and hands-on experiments for the concepts learned in the lecture. Laboratory quizzes will be given each week to help students maintain a working knowledge of the material learned in the laboratory. This course is appropriate for the typical anatomy and physiology student and should benefit both students who plan to major in biology and also those who are non-biology majors. Because subject matter in anatomy and physiology is quite difficult, the importance of attendance and good study skills is stressed.
9
Bell, Jacqueline Susan. „Syllabus interpretations : understanding the construction and implementation of locally agreed syllabuses for religious education through case studies“. Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247118.
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10
Levy, Andrea S. „Secondary mathematics teacher education : a methods course syllabus /“. Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7636.
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Flowerdew, John Leslie. „Semantic/pragmatic theory and second language teaching syllabus design“. Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236348.
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MARTINEZ, SABRINA LOPES. „TRANSLATION FOR SUBTITLES: A PROPOSED SYLLABUS FOR TRANSLATOR EDUCATION“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10689@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO mercado de tradução para legendagem de programas de TV sofre com a carência de profissionais, constatação que se baseia numa experiência pessoal de doze anos de atuação nessa área. A presente dissertação busca investigar os motivos dessa carência e propor as bases para um curso de formação de legendadores, a partir de uma perspectiva polissistêmica e descritivista da tradução e de uma visão pós-estruturalista do ensino. A proposta aqui apresentada fundamentou-se em um levantamento das competências e habilidades que todo tradutor para legendas precisa desenvolver, elaborado a partir de entrevistas realizadas com importantes atores do polissistema de tradução para legendagem, bem como na análise das normas, coerções e mecanismos de controle com os quais o legendador se vê obrigado a lidar em sua atividade. A reflexão desenvolvida contempla questões metodológicas e de conteúdo e aborda as peculiaridades que caracterizam a tradução para legendas, procurando oferecer uma alternativa que contraponha uma ênfase na formação ao caráter de treinamento que costuma estar associado à maioria dos cursos atualmente disponíveis. Pretende-se, dessa forma, garantir a maior aproximação e interação entre academia e mercado de trabalho, o que deverá redundar em benefício para ambos.
The television subtitling market suffers from a shortage of professionals, as has been attested by twelve years of personal experience in the industry. The purpose of this research was to investigate the reasons behind this shortage and suggest the basis for implementing a course program on subtitling for TV from a descriptive and polysystemic perspective on translation and a poststructuralist view on education. The proposal presented was based on a list of competencies and abilities every subtitle translator must develop, elaborated from interviews with important actors in the translation for subtitles polysystem, and on the analysis of the norms, constraints and control mechanisms with which the subtitler must deal in his or her professional capacity. The considerations brought forth contemplate methodological and content issues and tackle the peculiarities of subtitling, aiming to offer an alternative to the emphasis on training rather than on education which is usually associated with most courses currently available. Thus, this dissertation intends to guarantee a greater interchange between university and industry, which should bring about benefits for both.
13
Feng, Anwei. „The veiled syllabus : cultural dimensions in College English education“. Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1493/.
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14
Ehnfors, Rebecca. „The concept of culture What does the syllabus say?“ Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67736.
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Cultural studies consist of more than just facts about cultural features. Theorists within the field of culture pedagogy emphasize that culture should be viewed as a dynamic and complex phenomenon rather than an accomplished fact, and stress the importance of connecting cultural studies to democratic values. Clear traces of this notion can be found in the English syllabus. But to get the full picture of what the syllabus actually says about culture, and which democratic values culture pedagogy should promote, we need to relate the concept of culture to the concept of critical literacy.
15
Backlund, Jenny. „Fiction and the Syllabus : A Qualitative Study of the Teaching of Fiction as Related to the Syllabus for English in Swedish Junior High School“. Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24702.
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The aim of this study is to investigate how fiction in English is taught in Swedish Junior High Schools with the present syllabus as a focus. I compare the present syllabus with the previous one in order to observe what changes English language teaching has undergone in regards to the teaching of fiction. Seven English teachers from different parts of Sweden discuss what role fiction has in their classroom, why they teach fiction and how the teaching of fiction is realized in practice. The reading literacy and frequency of reading are also analyzed in contrast with the increased consumption of technology. The results were consistent with research and statistics as presented in this study. The notion of students as individuals with individual needs and interests was consistent among the informants as was the awareness of the necessity of introducing reading as an everyday activity in the compulsory school.
16
Villanueva, Mariza de Almeida. „A potential English syllabus design for elementary schools in Brazil“. reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24361.
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17
Nair, Susan. „Implementing the English language syllabus (secondary level) : the Singapore experience“. Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:5464.
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[From the introduction]: This study attempts to illuminate the processes of planned change. More specifically, it examines the difficulties of implementing a revised English language syllabus in the context of Singapore's educational, cultural, socio-economic and political frameworks. It considers, too, those who plan change, the assumptions and models which inform their work, and the impact of their actions. A broad view, then, is taken of syllabus implementation as part of a larger pattern of systems, individuals and events which needs to be understood before a formal implementation programme begins (Kennedy, 1988). It is recognised that a knowledge of the successes and pitfalls of previous change efforts should inform the work of syllabus writers and implementors. So, this is a historical study, a diachronic comparison of two implementation exercises, separated by a decade.
18
Mitchell-Schuitevoerder, Rosemary Elizabeth Helen. „A project-based syllabus design : innovative pedagogy in translation studies“. Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10830/.
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This thesis presents a project-based syllabus as an innovative approach to translator training in higher education. The learner-centred syllabus raises the awareness of translation skills and competences among trainee translators and can provide an enhanced all-round translator training in higher education, from an academic as well as a vocational perspective. The project-based syllabus was trialled in the module Translation and Technology of the Master’s degree in Translation Studies at Durham University (UK), which aims to familiarise students with internet-based and computer-aided translation tools. A three-year study conducted between 2009 and 2012 was an inquiry into the impact of the syllabus on students’ translation competences and skills. The quality and quantity of literature since the 1980s have shown that Translation Studies has become an independent discipline, partly thanks to scholars who have mapped the discipline, such as Holmes (1988) and Toury (1995, 2012), and others who have directed the spotlights on didactics, such as Kiraly (1995) and Pym (1993 - present) among others. The discussion of didactics and pedagogy, particularly in relation to translation technology, is to be found mainly in articles, chapters in collected volumes, or in conference papers. Against this background, the project-based syllabus is put forward as a suitable and complementary teaching method which helps students meet academic as well as professional requirements. In the thesis, I will place the project-based syllabus in context, describe its origin, discuss the rationale for its implementation, and the outcomes of the study.
19
Harper, Kasey. „Genetics Lecture and Laboratory Syllabus for a Junior-Level Course“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278031/.
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The following is a complete syllabus for a college level genetics course. The syllabus contains lecture outlines and notes for each chapter, along with a list of transparencies needed. The quizzes and exams are prepared and placed at the beginning of the syllabus. The beginning of the course will consist of a lecture to introduce the students to the basics of genetics, followed by many applications of genetics. The process of cell division will be mastered by the students, as well as Mendelian genetics, quantitative genetics, chromosome mapping, and inheritance. The replication, synthesis, and organization of DNA are also discussed within the lectures. The final topics that will be covered using this syllabus are genetics of cancer and immunology and population genetics. These topics are essential for a detailed genetics course. The syllabus is written in great detail, and will require a full semester to be completed. The book used in association with this syllabus is Essentials of Genetics by William S. Klug and Michael R. Cummings.
20
Roetzel, Robert. „A syllabus for introducing army leaders to ethical decision-making“. Theological Research Exchange Network (TREN), 2000. http://www.tren.com.
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21
Arenaza, Vecino Diego. „A threshold level syllabus for brazilian adult students learning spanish“. reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157818.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T18:29:04Z (GMT). No. of bitstreams: 1 93088.pdf: 1735484 bytes, checksum: a5bdbe4b22175d369b3cae27f4f0334b (MD5) Previous issue date: 1993
A presente dissertação propõe um programa de ensino básico de espanhol para brasileiros adultos. Sua elaboração foi motivada pela crescente importância da língua espanhola no sul do Brasil e pela falta de programas adequados para implementar seu ensino. Para alcançar seu objetivo este estudo apresenta, primeiramente, uma análise exaustiva dos conceitos técnicos fundamentais envolvidos na elaboração de programas de ensino de línguas estrangeiras. Com base nesta análise, aplicou-se um questionário entre professores, lingüistas e estudantes sobre as necessidades lingüísticas básicas dos estudantes. O resultado final é uma proposta de um programa de ensino básico de espanhol para brasileiros adultos contendo inventários de gramática, léxico e funções, elaborado com a finalidade de maximizar o interesse e a motivação dos alunos.
22
Gashi, Erelinda. „The English Language Syllabus in Sweden and Japan : A comparative study“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54149.
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This independent paper compares the Swedish and the Japanese national syllabi for English. Making use of White’s (1988) Type A and Type B syllabus distinction, a number of dimensions are put forward to permit a comparison between the syllabus documents for the two countries. The methods used are hermeneutics and word counting. By counting content signal word frequencies and observing the context in which the words were found, the relative linguistic and pedagogical focuses of the two syllabi are illuminated. The results of the word counting procedures indicate that both countries are somewhat similar when the results were combined from all the Type A dimensions. When observing the word counting for the Type B on the other hand, Sweden has more than 70 % of a word frequency, while Japan has a bit below 30 %. One consequence of this could be the proficiency in the English language that each country has, and the attitude towards learning the language. The results put forward, suggest the basis for an automatized quantitative comparison between the national syllabi which could be implemented in the form of a computer application.
23
Vu, Ngoc Tu, und n/a. „Towards a syllabus for the teaching of writing for Vietnamese students“. University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.160245.
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This Study considers some of the problems and solutions
to the needs of Vietnamese tertiary students with
respect to writing in English in the University setting.
The Study identifies that writing English as a foreign
language has been and continues to be a f u n d a mental
difficulty for Vietnamese tertiary students.
Consequently, in order to understand the difficulty and
the needs of such students, this Study enters into a
consideration of the language and learning needs of the
target population and describes the teaching strategy
and syllabus content necessary to assist such students
to function in English writing more adequately.
In order to realise these aims, the Study reviews the
relevant literature with respect to: (i) the development
of the theory of the concept of writing in a foreign
language , and (ii) the teaching of different foreign
language teaching methods in the twentieth century.
Finally , details of syllabus design and suggested
techniques are presented in Appendices 1 and 2
respectively.
24
Rooney, Kevin. „Designing a task-based syllabus and materials for Tyndale Level 1“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39036.pdf.
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Deliwe, Mawonga Christopher Columbus. „Syllabus differentiation in mathematics in Ciskei : the reality as against intention“. Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001436.
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The topic of this half-thesis was conceived after the author had noted with interest, that an alarmingly high number of pupils in the Mdantsane Central District of the Ciskei were registering for Higher Grade (HG) mathematics for their final (Standard 10) year. What mattered most was that the failure rate was abnormally high. As a teacher of the subject for 14 years as at the end of 1988, the author had seen very weak pupils passing through his hands who had nevertheless insisted on registering for the examination in HG mathematics. A look through the Human Sciences Research Council (HSRC) Report of 1971 which recommended the syllabus differentiation, revealed that the intention of the relevant HSRC Committee was to offer a subject at a level in accordance with a pupil's interest, aptitude and ability. In a survey undertaken by the author, samples of teachers, pupils and parents indeed confirmed the existence of a very high number of HG candidates, as suspected. The survey also revealed an aversion to the standard grade (SG) course by some pupils, teachers and even principals. A desire for university education was shown to be in the minds of most pupil respondents. Well sourced registration statistics clearly showed that the Department of Education and Training (DET) in the Republic of South Africa and the Department of Education in the Ciskei had by far the greatest proportion of pupils on the HG in mathematics in comparison with the other race groups.Standard 10 (Std 10) results for two years taken separately confirmed the author's suspicion that aptitude and/or ability were not taken into consideration by most pupils, in the choice of grade. The results were not good at all. In most cases the uninformed pupil was acting alone in taking the important decision, perhaps with only peer group pressure to contend with. Three independent opinions suggested that there was probably a general feeling that Black education was already inferior, even without the syllabus differentiation hence the reluctance to register for the SG option. Furthermore, the investigation indicated that there was no adequate provision for technical education for Blacks in either the RSA or Ciskei which would provide the alternative to a university career for a pupiL Amongst other things, a mild form of pupil screening and a well structured careers guidance programme are suggested in the concluding chapters
26
Dyer, Rita Catherine. „Assessment of the Caribbean Examinaton Council (C.X.C) food and nutrition syllabus“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299613098.
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27
Golsby-Smith, Sarah. „Conversation in the classroom : investigating the 1999 Stage 6 English syllabus“. Phd thesis, Faculty of Arts, 2007. http://hdl.handle.net/2123/16433.
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Harris, Catherine Robyn. „History Teachers and Syllabus Change: Examining the Middle Ground of Curriculum“. Thesis, The University of Sydney, 2002. http://hdl.handle.net/2123/7787.
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This study is about how teachers interpret and enact curriculum. In particular it focuses on the ways in which history teachers have interpreted and enacted the 1998 New South Wales (NSW) 1998 Stages 4-5 (years 7-10) History Syllabus (hereafter, the 1998 syllabus) prior to classroom implementation. The new syllabus is the product of a mandated, top-down syllabus change process. The development of this new syllabus document was highly contested and after much public debate was released to all NSW secondary schools for staged implementation across 1999-2002. How history teachers individually and collectively perceived and enacted this new syllabus document prior to classroom implementation is of interest for a number of reasons. First, this new syllabus has the potential to impact upon the ways in which history is taught, learnt and assessed in NSW secondary schools. Second, what is largely absent from existing curriculum research is an investigation of how teachers interpret and enact new curriculum prior to classroom implementation: that is, an examination of teachers’ enactment of a new curriculum document before they enter the classroom. Goodson (1994) refers metaphorically to this as the ‘middle ground’ of curriculum. Whilst Goodson introduced this term in the early 1990s, further interest in this field has been scarce. This study locates the middle ground of curriculum between the high ground of curriculum (the formal construction of the written curriculum) and its ground-level implementation in the classroom. It acknowledges the dynamic interaction between these varying levels of curriculum and the role of teachers as active participants in the interpretation and enactment of curriculum. The study reconceptualises the middle ground metaphor as a means of examining history teachers’ interpretation and enactment of the 1998 syllabus prior to classroom implementation. A proposed model of the middle ground of curriculum is developed as a conceptual framework through which the following research questions are addressed: • What are the sites, contexts and processes that comprise the middle ground of curriculum? • How have history teachers interpreted and enacted the 1998 syllabus in the middle ground of curriculum? • How and why do the sites, contexts and processes that constitute the middle ground of curriculum influence the ways in which history teachers interpret and enact this new syllabus document before they implement it in the classroom? To address these questions, a series of interpretive case studies was undertaken. It was assumed that the subject department was a logical and relevant site in which to ground the study. Accordingly three history/HSIE departments (Illangara, Northside and St Bernadette’s), from government, independent and Catholic secondary school contexts respectively, were involved in the study over an 18-month period of time. Data collection tools included document analysis, participant observation, interviews and focus groups. This study demonstrates that the history/HSIE department acts as a concrete and conceptual site that shapes the ways in which history teachers individually and collectively interpret and enact new curriculum. Further, the operation of a history/HSIE department as a conduit for syllabus change centres on the interaction of three inter-related contexts – subject sub-cultures, teacher culture and teacher self-identity. The interaction between these three contexts varied across the three history/HSIE departments studied and thus provided history teachers within each of the three departments with different frames though which they could locate themselves in the process of syllabus change. The study found that such variance was due to the different features and dimensions of these three contexts and the ways in which they interacted within specific history/HSIE departments. Most importantly the interaction of these contexts shapes teachers’ perceived curriculum decision-making space. Teachers’ individual and collective perceptions of the nature and number of decisions available to them were evident in the micropolitical processes through which they enacted the 1998 syllabus. These processes are theorised along what Goldman and Conley refer to as the ‘zone of enactment’ and include: rejection, resistance, strategic compliance, individualism and pragmatism. Examination of these processes provides valuable insight into syllabus change processes and why the intended and actual outcomes of syllabus change are often divergent. It also provides greater understanding of the individual, collective, personal, professional and political dimensions of syllabus change and the potential cost of syllabus change to teachers. This study demonstrates the need for revision of formal syllabus development processes to acknowledge and successfully negotiate the contexts through which teachers interpret and enact curriculum. The study also provides a basis for greater research into the middle ground of curriculum. It is suggested that future research needs to cut across traditional school and subject boundaries.
29
Sparks, Candice Leah. „Teacher reaction to and understanding of a task-based, embedded syllabus“. Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16524/1/Candice_Sparks_Thesis.pdf.
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This thesis investigates where the Years 4-10 Queensland French Syllabus is receiving support, by investigating groups of teachers with shared characteristics. In doing so, it aims to shed some light on why teachers have not embraced this new syllabus. Specific issues pertaining to the syllabus are investigated, such as the use of task-based instruction as the chosen methodology and of embedded content, as well as contextual issues, such as employment sector and levels taught. Teachers' reactions to change have also been investigated in relation to the introduction of this syllabus. In addition to this, the process involved in acceptance of an innovation has been explored which led to an examination of teacher understanding of the current syllabus. This study is divided into five chapters. Chapter one outlines the syllabus and context, as well as hypotheses for this study and rationale. Chapter two is a literature review which brings together previous research and links it to the current study. The chosen methodology is covered by chapter three, with chapter four being a detailed explanation of results received from the data collection. The final chapter, chapter five, discusses these results and the implications of these findings.
30
Sparks, Candice Leah. „Teacher reaction to and understanding of a task-based, embedded syllabus“. Queensland University of Technology, 2006. http://eprints.qut.edu.au/16524/.
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This thesis investigates where the Years 4-10 Queensland French Syllabus is receiving support, by investigating groups of teachers with shared characteristics. In doing so, it aims to shed some light on why teachers have not embraced this new syllabus. Specific issues pertaining to the syllabus are investigated, such as the use of task-based instruction as the chosen methodology and of embedded content, as well as contextual issues, such as employment sector and levels taught. Teachers' reactions to change have also been investigated in relation to the introduction of this syllabus. In addition to this, the process involved in acceptance of an innovation has been explored which led to an examination of teacher understanding of the current syllabus. This study is divided into five chapters. Chapter one outlines the syllabus and context, as well as hypotheses for this study and rationale. Chapter two is a literature review which brings together previous research and links it to the current study. The chosen methodology is covered by chapter three, with chapter four being a detailed explanation of results received from the data collection. The final chapter, chapter five, discusses these results and the implications of these findings.
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Correia, Sandra Miriam Rodrigues. „The role of literature: english textbooks and literature in secondary teaching in Portugal“. Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/8105.
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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção
do grau de Mestre em Ensino de InglêsThe purpose of this Project Work is to assess how English textbooks present an approach to the literary text in secondary schools in Portugal. Whilst textbooks are not the only resource teachers use in their teaching practice, in the last years they have gained a significant place, being now the main tool in any classroom. Acknowledging its importance means textbooks have become legitimizing tools for the contents they promote. On the other hand, there has been a regression in textbooks due to several policies, political and educational, that have affected their role as sources of meaningful learning. In fact, being textbooks a reading of the syllabus and frequently their substitutes, it will be shown that there are flaws in the syllabus that are replicated in textbooks, affecting its content. In educational terms, the literary texts as valuable and valid learning material have been cause of debate throughout years, although the English syllabus in Portugal promotes its use. Bearing this in mind, the emphasis will be placed in the use of literary texts as a way of achieving meaningful learning and enhancing students’ knowledge of English as a foreign language and on how textbooks do not support this perspective nor recognize its importance, because they follow a communicative perspective of learning a language.
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Shaffi-Mir, Surriya. „An evaluation of the principles of language learning, teaching and syllabus design towards a specification of a new English syllabus for intermediate level in the Punjab, Pakistan“. Thesis, Institute of Education (University of London), 1991. http://eprints.ioe.ac.uk/18596/.
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This dissertation explores why, even after nine years of studying the English language, graduates in the Punjab emerge with very deficient English. An examination of the currently prescribed syllabuses for the Secondary, Intermediate and Degree stages reveals that they are based on out-dated concepts of language teaching. They not only provide impoverished language content but fail to take into consideration the learners' actual needs. They are exclusively based on translation and 'dead language' techniques. Moreover, the examinations allow memorized answers to set questions which are repeated year after year. This dissertation examines the theoretical bases for a specification of a new syllabus. It considers the background of psychology, psycholinguistics, ELT theories and methodologies, and syllabus design, and attempts to develop a pragmatic approach toward the teaching of English in the Punjab. New syllabuses need to be proposed for all three stages of English language study. In this dissertation a proposed specification for the Intermediate stage is outlined, which, if adopted would function as a model for other stages. The specification is for a multi-dimensional syllabus, combining the benefits of both communicative and structuralist approaches, and taking full account of the needs of the particular learners involved and of the local context of education.
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Takahashi, Toyomi. „Syllable theory without syllables“. Thesis, University College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406644.
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34
Brooker, Ross Alfred. „Teachers' curriculum discourses in the implementation of a key learning area syllabus /“. St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16493.pdf.
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Lopes, Luiz Paulo da Moita. „Discourse analysis and syllabus design : an approach to the teaching of reading“. Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019618/.
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This thesis has two main concerns. one is with the design of an EFL syllabus for Brazilian secondary schools of the public sector and the other with a preliminary evaluation of this syllabus in this context. To design the syllabus, this thesis takes into account two types of conditions: extrinsic and intrinsic conditions. The extrinsic conditions have to do with the actual characteristics of the "learning milieu" and of the general social context where this "milieu" is found. The study of these conditions point out that for a FL syllabus to be feasible and socially justifiable in this environment it must centre on the provision of reading skills. The intrinsic conditions relate to theoretical issues in applied linguistics which bear upon the internal organisation of a syllabus designed to meet this provision. These issues essentially involve research in the areas of discourse analysis, schema theories of reading comprehension, FL learning and , FL syllabus design theories. The design of the syllabus then comprises a mediating process between these two types of conditions, which results in an interactive schema theoretic reading syllabus model. The inquiry into the operation of the syllabus in the classroom involves the use of a quasi-experimental research paradigm which is complemented by non-experimental research procedures. The findings of this empirical work indicate that it is worth putting the syllabus to the test of practice through its actual realisation in the classrooms so that it can be continually evaluated and improved by teachers. The thesis concludes with the formulation of an action-research methodology for teachers' work which makes this sort of syllabus development possible.
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McIntosh, John A. „Primary documents in Reformation theology for Batak theological students a class syllabus /“. Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Edwards, Gail G. (Gail Graham). „A Two Semester Life Science Syllabus for Use in Texas Public Schools with Seventh Grade Students“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279246/.
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The problem of using a state adopted textbook written to apply to a large body of students with varying interests and needs was overcome by using a detailed syllabus that arranged course content in a meaningful sequence that appealed to student interest. The outlined syllabus prepared a two semester life science curriculum to be used by the teacher to guide lesson planning. Both semesters were divided into three units each. Materials included in the syllabus were given to actual student groups in real classroom settings. Since hands on learning was an important part of classroom instruction, two laboratory sections were included in the appendices to be used with the syllabus.
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Baird, Isabel Anne. „Course content and motivation in second language learning : an empirical study“. Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312427.
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Signell, Andreas. „An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subject“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22388.
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This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.
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Moen, Björn. „Worlds Apart? : A comparative study of the Swedish and Japanese syllabus of English“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53358.
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This paper is a comparative syllabus study that looks into the differences and similarities between the Swedish syllabus for English education and the Japanese syllabus for English education. By using White’s theory of the Type A and the Type B syllabus, which states that syllabi can be divided into two major groups based on their inherent structure, the goal is to compare the two syllabi against one another. The Type A is more traditional whereas the Type B is more experimental. The method being used is a qualitative content analysis method which categorizes the content of the syllabi into different language skills and content. The comparison itself is hermeneutic at its core, and it interprets the data against the backdrop of White’s theory. The study shows that both syllabi are of the Type A nature, although the Swedish syllabus takes influences from the Type B syllabus in the form of less authoritarian teacher-role and increased student influence. As for content, the Japanese syllabus is more focused on grammar and pronunciation, as well as on fostering a positive attitude not only towards English but also towards other cultures and countries. The Swedish syllabus on the other hand is more topic-oriented and has very little that is directly referring to grammar. This difference in the two is likely due to the position of the English language in each country’s society as well as similarities between English and Swedish and the difference between English and Japanese, the latter which requires education to focus more on correct pronunciation and grammar. Some similarities that they share are that they are notionalfunctional in structure, i.e. that they focus on topics and functions of language. Some of the topics overlap for both countries, such as situations regarding students’ daily lives, but the Swedish syllabus has a more diverse arsenal of topics that the students are to be taught.
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Dan, Nguyen Trong, und n/a. „Towards a syllabus for teaching commercial letter writing to commerce students in Vietnam“. University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060704.115742.
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There are increasing needs for trained business persons as a result of the
recent rapid development of foreign trade in Vietnam. A good command of
written commercial English is one of the most important qualifications of a
business person. At present the Hanoi Foreign Trade College is the only
institution which is responsible for training commerce students. The
teaching of writing skill in general and the teaching of commercial letter
writing in particular still leave much to be desired. The writing skill of
graduates of the Hanoi Foreign Trade College is far from satisfactory
This Field Study Report aims at identifying the difficulties and the needs of
commerce students in the Hanoi Foreign Trade College. It takes into
consideration the language and learning needs of the target students in
order to suggest a syllabus for the teaching of commercial letter writing to
commerce students more efficiently.
The Field Study Report consists of seven chapters.
Chapter I provides an analysis of the teaching and learning situations at the
Hanoi Foreign Trade College and problems of the teaching of commercial
letter writing.
Chapter 2 looks at some major theoretical problems and practical issues for
Specific Purpose English syllabus design and material production for the
teaching of commercial letter writing to commerce students at the Hanoi
Foreign Trade College.
Chapter 3 is a contrastive analysis of western commercial letters,
Vietnamese commercial letters in Vietnamese and Vietnamese commercial
letters in English.
Chapter 4 is an analysis of the results of a survey made in 1988 to identify
the needs of commerce students for commercial letters.
Chapter 5 is mainly concerned with designing a communicative syllabus for
the teaching of commercial letter writing to commerce students in Vietnam.
Chapter 6 is the proposed syllabus for the teaching of CLW to commerce
students at the HFTC, Vietnam.
Chapter 7 is the conclusion.
This Field Study Report should be regarded as an exploratory attempt to
adopt the communicative approach in designing a syllabus for the teaching
of commercial letter writing to commerce students in Vietnam.
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Loi, Nguyen Van, und n/a. „Towards a syllabus for teaching academic writing to Vietnamese senior students of English“. University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060818.151036.
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Writing is one of the four macro language skills which a student of
language should master. However it remains the one receiving the
least attention so far in Vietnamese teaching of English. Senior
students of English at a college or university are required to
demonstrate in writing that they have mastered their studies;
therefore, writing plays an important role in their academic success.
It is noted that "learning to write fluently and expressively is the most
difficult of the macroskills for all language users regardless of
whether the language in question is a first, second or foreign
language" (Nunan: 1989:35). Therefore, writing English, especially
for academic purposes , remains difficult for Vietnamese students.
Obviously, such writing, as a study skill, affects the learning process,
hence, the effectiveness of the training. Writing ability in general,
and EAP writing in particular, need attention right from the teacher
training stage, and then at the teaching stage at schools.
This study reviews the theory of writing and the teaching of writing,
with strong emphasis on the writing process to identify the point
where a teacher of writing should intervene to yield the optimum
effect - to develop students' writing ability by developing their
awareness of the strategies which can be applied to writing for
academic purposes, including strategies in analysis of their own
writing as both process and product.
The study examines the teaching of English, writing and academic
writing in the Vietnamese perspective and identifies the problems in
reference to the theoretical bases in an eclectic manner. A syllabus is
suggested to cater for the needs of the target population.
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Du, Plessis Madele. „Complexity in second language task-based syllabus design for police communication in isiXhosa“. Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17824.
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Thesis (MA)--Stellenbosch University, 2011.ENGLISH ABSTRACT: The purpose of this thesis is to present an isiXhosa task-based syllabus design for police communication. The aim is to provide a theory-based rationale for syllabus design to teach English- and Afrikaans-speaking police officials isiXhosa as a second language in order to communicate with the isiXhosa mother tongue police officials inside the police station (internal), as well as with the isiXhosa speaking community (external). For this purpose, a needs analysis is conducted, i.e. the communication needs and objectives of the police officials are determined. Therefore, the aim is to determine the proficiency level of the police officials in terms of their knowledge about isiXhosa. The thesis undertakes this investigation in order to determine the type of communication used by the police officials. Communicative tasks, appropriate for police officials on an intermediate level, were constructed accordingly for the purpose of identifying central task types. An analysis of each dialogue is done in order to determine the level of cognitive, as well as syntactic complexity. Each of these dialogues can be scaled in terms of their complexity, i.e. the complexity can either be increased or decreased. The aim of the communicative tasks is to teach learners various ways in which different parts of texts relate to one another. Furthermore, the purpose of this thesis is to determine the way in which Task-based Language Teaching can be incorporated into a syllabus design in order to teach isiXhosa to police officials as a second language. The aim of Task-based Language Teaching is to create natural contexts in which communicative tasks can be performed. The communicative tasks should enable the police officials to use the language in order to communicate in the world outside the classroom. The study concludes that specific purpose syllabus design is a multi-faceted process, hence it requires a multi-perspective approach as demonstrated in this thesis.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om 'n Taakgebaseerde Sillabusontwerp vir polisiekommunikasie voor te stel. Die mikpunt is om 'n teoreties-gebaseerde rasionaal vir sillabusontwerp te verskaf om sodoende Engels- en Afrikaanssprekende polisielede isiXhosa as tweede taal te leer sodat hulle in staat is om met polisielede in die polisiestasie (intern), asook met die gemeenskap (ekstern) te kommunikeer. Vir hierdie doeleinde is dit nodig om 'n behoefte-analise saam te stel, met ander woorde die kommunikasiebehoeftes en -doelwitte van die polisielede. Die doel is dus om die bevoegdheidsvlak van die polisielede te bepaal in terme van hul kennis rakende isiXhosa. Dit sluit 'n ondersoek in om vas te stel watter tipe kommunikasie deur die polisielede gebruik word. Kommunikatiewe take, geskik vir polisielede op 'n intermediere vlak, is daarvolgens saamgestel om sodoende sentrale taaktipes te identifiseer. Elke dialoog is geanaliseer in terme van kognitiewe, asook sintaktiese kompleksiteit. Elkeen van hierdie dialoe kan georden word in terme van hul kompleksiteit, met ander woorde die kompleksiteit kan of verhoog of verlaag word. Die doel van die kommunikatiewe take is om leerders verskeie maniere te wys waarop verskillende dele van tekste verband hou met mekaar. Verder is die doel van hierdie tesis om te bepaal hoe Taakgebaseerde Taalonderrig in 'n sillabusontwerp inkorporeer kan word om sodoende isiXhosa as tweede taal aan polisielede te leer. Die mikpunt van Taakgebaseerde Taalonderrig is om natuurlike kontekste te skep waarin kommunikatiewe take uitgevoer kan word. Die kommunikatiewe take is veronderstel om polisielede in staat te stel om die taal te gebruik sodat hulle in die wereld buite die klaskamer kan kommunikeer. Die gevolgtrekking van die studie is dat 'n sillabusontwerp vir spesifieke doeleindes, 'n multi-kenmerkende proses is, en dus 'n multi-perspektiewe benadering vereis soos wat demonstreer is in hierdie tesis.
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Martins, Maria da Conceição de Barros. „Adapting the 12th Grade Cape Verdean English Syllabus to develop the Speaking Skill“. Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/10242.
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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teaching English as a Second/Foreign LanguageEste trabalho de projecto preocupa-se com a adaptação do programa de 12º ano de língua Inglesa de Cabo Verde com o objectivo de desenvolver nos alunos a habilidade de falar Inglês. Assim, propõe a criação de um programa suplementar ao programa existente focado essencialmente na oralidade (fala), enfatizando o seu desenvolvimento nas turmas do 12º ano em Cabo Verde. Em primeiro lugar, define o programa e mostra a sua importância no processo de ensino/aprendizagem. Em seguida, descreve o desenvolvimento da oralidade (fala) nas aulas de Inglês como língua estrangeira de uma forma geral, assim como nas aulas de Inglês como língua estrangeira no contexto Cabo-verdiano e o papel da oralidade (fala) dentro do programa de língua Inglesa de 12º ano em Cabo Verde. Ainda descreve o programa suplementar criado como forma de complementar o programa de 12º ano existente em Cabo Verde, apresenta os resultados e as análises dos questionários aplicados aos professores de Inglês e seus respectivos alunos de 12º ano em Cabo Verde a cerca da implementação do programa suplementar através das aulas conduzidas nas turmas de 12º ano baseadas no referido programa e por fim, apresenta as conclusões e as recomendações.
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Bray, Nayeema. „An accounting syllabus for marketing students as determined by SME needs and specifications“. Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1702.
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Thesis (MTech (Marketing))--Cape Peninsula University of Technology, 2007In South Africa, SME development has been identified by government as a priority in creating jobs to solve high unemployment. SMEs also often battle to survive in a tough and ever changing business world. There is a high failure rate among many SMEs. Some of the reasons for the high rate of failure are that the owner or manager is unfamiliar with established business practices, lack of managerial expertise in business management and lack of finance to fund the business. It is essential that the individuals responsible for the management of the business have the necessary training and expertise to equip them for the successful running of the business. It is therefore crucial that all employees in the SME sector irrespective of the department they work in obtain some degree of training and expertise. These employees also need some knowledge of the financial position of the business. This can only be made possible if all employees have a fair amount of financial knowledge so that decision~making is made easier. The curriculum of the CPUT subject 'Accounting for Marketers' may not meet the requirements of SMEs. It is an advisable that SMEs requirements should be continually measured against the course offering to ensure that the course equips the students with the financial knowledge needed by SMEs. This can be done as CPUT has close ties with these SMEs through co-operative education and intemships. An attempt was made to identify the skills and techniques required by the marketing students pertaining to the SUbject 'Accounting for Marketers' in practice and to comparing the syllabi used in education. This comparison would hopefully lead to a clear understanding of the gaps between education and practice, if any, which will enable the researcher to make recommendations regarding the 'Accounting for Marketers' syllabi. The main purpose of the study was to measure the gap, if any, between the subjects 'Accounting for Marketers' offered at CPUT and the requirements of the SMEs. If indeed a gap exists, the institution can broaden certain aspects of the syllabi, by incorporating case studies on legitimate companies, which will aid the students to stay informed about Accounting in their field of expertise. There will be better integration of theory and practice. A descriptive research method was followed using a census survey research design to present a structured comprehensive questionnaire to the total population of SMEs affiliated with the Department of Cooperative Education and that have participated in the experiential training program. The number of SMEs who completed and returned the questionnaires was 15. This resulted in a response rate of 50 percent which was a fair representation of the entire census. In support of the findings recommendations were made regarding each component that formed part of an accounting syllabus. The results indicated that certain components in the accounting syllabus were rated as very important and others not. Components that were referred to as important but which were not a part of the syllabus will be under scrutiny by the researcher to come to a resolution, where these components will be accommodated in the accounting syllabus for marketing students for 2008.
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McGraw, Kelli. „Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems“. Thesis, University of Sydney, 2010. https://eprints.qut.edu.au/114957/1/114957.pdf.
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The purpose of this doctoral research is to analyse the 1999 NSW HSC English syllabus through the lens of its reception and implementation, to produce an account of the theoretical changes that are embedded in the syllabus documents and the impact that these changes had on selected stakeholders. The findings made about the 1999 HSC English syllabus are discussed in relation to Hunter’s genealogy of the functions of schooling (1993), to explore the desired purposes of schooling reflected in both the English curriculum, and in stakeholder’s attitudes. Using grounded theory methods in a qualitative approach to exploring the experiences of teachers at two schools through interview and observation data, as well as an analysis of the reactions represented in the public through newspaper publications from 1995-2005, core categories of experience and concern are identified relating to the implementation of the mainstream mandatory courses in English for the HSC. These core categories are used as a basis for a content analysis of key extracts of the English syllabus, with the finding that curriculum changes such as the inclusion of visual texts and language modes constituted an important theoretical shift in the content and objectives of English as a school subject. Also, while some challenges faced by stakeholders are seen to arise from problematic constructions of English in the syllabus itself, other tensions can be seen to be based on the particular demands of the local school contexts, and intensified by pressure from largely negative newspaper portrayals of English teachers and curriculum.
47
McGraw, Kelli. „Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems“. Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/16459.
Der volle Inhalt der QuelleAnnotation:
The purpose of this doctoral research is to analyse the 1999 NSW HSC English syllabus through the lens of its reception and implementation, to produce an account of the theoretical changes that are embedded in the syllabus documents and the impact that these changes had on selected stakeholders. The findings made about the 1999 HSC English syllabus are discussed in relation to Hunter’s genealogy of the functions of schooling (1993), to explore the desired purposes of schooling reflected in both the English curriculum, and in stakeholder’s attitudes. Using grounded theory methods in a qualitative approach to exploring the experiences of teachers at two schools through interview and observation data, as well as an analysis of the reactions represented in the public through newspaper publications from 1995-2005, core categories of experience and concern are identified relating to the implementation of the mainstream mandatory courses in English for the HSC. These core categories are used as a basis for a content analysis of key extracts of the English syllabus, with the finding that curriculum changes such as the inclusion of visual texts and language modes constituted an important theoretical shift in the content and objectives of English as a school subject. Also, while some challenges faced by stakeholders are seen to arise from problematic constructions of English in the syllabus itself, other tensions can be seen to be based on the particular demands of the local school contexts, and intensified by pressure from largely negative newspaper portrayals of English teachers and curriculum.
48
Olsson, Martin. „Assessing oral skills : A study comparing the Swedish and Norwegian English syllabi with the Common European Framework of Reference“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57078.
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This is a comparative study of the Swedish and Norwegian syllabi for English for the minimum courses required in order to be allowed to apply for university courses in both countries. The study focuses on the assessment of oral production and what guidelines teachers and students are provided with in order to know what is to be assessed. As a reference point while comparing, the Common European Framework of Reference has been used as a framework for this study. The comparison has been done solely in a text-oriented manner, comparing both of the syllabi with the reference document. In the conclusion, the results drawn from this comparison will be put against each other in order to see any differences between the two syllabi and the ways in which they have interpreted the reference document. The conclusion was that both of the syllabi were largely inspired by the reference document and so turned out to be very similar in many aspects within oral proficiency assessment, as well as there were some aspects where they were quite different. The most obvious of these were the aspect of descriptors of different grade levels which was an aspect where all three documents differed in some manner, the Norwegian syllabus being the document that was least alike the two other documents.
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furlanetto, Claudia Regina. „A prÃtica avaliativa da professora da 1Â sÃrie em uma escola municipal de Fortaleza: entre o escrito e o vivido“. Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2445.
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Esta pesquisa tem como objetivo principal compreender como vem sendo conduzida a avaliaÃÃo de aprendizagem em uma escola da rede municipal de ensino de Fortaleza, a partir dos textos oficiais (SistemÃtica de avaliaÃÃo do processo ensino-aprendizagem, Proposta curricular do municÃpio â da alfabetizaÃÃo à 4 sÃrie, Diretrizes pedagÃgicas para a implementaÃÃo das instituiÃÃes de educaÃÃo â creches e prÃ-escolas na rede municipal de ensino de Fortaleza, Projeto PolÃtico-PedagÃgico e Regimento Escolar) e da prÃtica avaliativa da professora da 1 sÃrie. A pesquisa privilegia a abordagem qualitativa, constituindo-se um estudo que considera princÃpios da fenomenologia e da etnografia. AlÃm disso, usa como instrumentos na coleta dos dados a observaÃÃo participante, entrevista e pesquisa documental. A anÃlise dos dados revela que os espaÃos, materiais, formaÃÃo docente, acompanhamento pedagÃgico ao professor, planejamento, interaÃÃo entre famÃlia e escola sÃo aspectos significativos para a prÃtica avaliativa docente. Todavia, na escola municipal, os espaÃos e materiais nÃo estÃo sendo usados de forma que venha incentivar a diversidade, tÃo necessÃria na avaliaÃÃo. AlÃm disso, a formaÃÃo docente, acompanhamento pedagÃgico ao professor, planejamento, interaÃÃo entre famÃlia e escola carecem de cuidados. Os aspectos citados influenciam na prÃtica avaliativa da professora da 1 sÃrie, que esboÃa um currÃculo distante das atividades diferenciadas, centrado na Linguagem e no Conhecimento lÃgico-matemÃtico, ocasionando uma avaliaÃÃo ancorada nas atividades escritas, longe de observaÃÃes, registros escritos diariamente e intervenÃÃes possÃveis de efetivar uma maior aprendizagem. Outrossim, apesar de a professora ser graduada em Pedagogia e pÃs-graduada em Psicopedagogia e Psicodrama, desconhece ela as teorias de avaliaÃÃo. Os resultados mostram ainda que os textos oficiais municipais nÃo esclarecem satisfatoriamente o processo avaliativo e sÃo pouco conhecidos no Ãmbito da escola, por via de conseqÃÃncia a prÃtica avaliativa da professora nÃo à orientada por eles. Nesse sentido, a prÃtica avaliativa docente se desenvolve em meio Ãs dificuldades relatadas.The present research aims to understand how learning assessment has been conducted in a municipal school from Fortaleza. Research was done based on official texts (Assessment of the teaching-learning process systematic, municipal syllabus proposal â from kindergarten to 4th grade, Pedagogical directresses for the implementation of educational institutions â municipal day care centers and pre-schools of Fortaleza, Pedagogical-Political and Scholastic Regime project) assessment practice of a 1st grade teacher. The research privileges the qualitative approach, constituting a study which considers phenomenological and ethnographic principles. Besides that, it uses participant observation, interview, and documental research as tools for data sampling. Data analysis reveals that the spaces, materials, professoriate formation, pedagogical monitoring of the teacher, planning, and interaction between family and school are all significant aspects for professoriate assessment practice. Nevertheless, at municipal schools, spaces and materials are not being used in a way that stimulates diversity, which is extremely important for assessment. Moreover, professoriate formation, pedagogical monitoring of the teacher, planning, and interaction between family and school need special care. The aspects listed above influence assessment practice of the 1st grade teacher, who outlines a syllabus distant from the differentiated activities, centered on Linguistics and Logical-Mathematical Knowledge, occasioning an assessment anchored on written activities, far from observations, daily written reports, and interventions possible to put into effect better learning. What is more, despite the teacherâs graduation in Pedagogy and post-graduation in Psychopedagogy and Psychodrama, she is not aware of the assessment theories. The results also show that municipal official texts do not satisfactorily clarify the assessment process and are poorly known within the ambit of the school, and, as a result, the teacher is not oriented by them. This way, professoriate assessment practice develops amongst the previously mentioned difficulties.
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Moreland, Amy L. „General Biology Lecture and Laboratory Curriculum Outline in a Two or Four-Year College“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2559/.
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In July of 1999, I wrote to 24 Texas junior and community colleges (and one four-year institution) describing my thesis agenda of a general biology lecture and laboratory syllabus for introductory biology students. I requested the titles and authors of the general biology textbooks and laboratory manuals they were currently using, the publishers of these texts, and the edition of said texts. I then contacted publishers of the various textbooks who, in turn, directed me to the Dallas-area representatives for further inquiries. I assimilated the various authors' general biology topics into a two-semester syllabus of lecture and one semester of laboratory. The document is not a text manuscript, but an all-inclusive listing of a general biology syllabus broken down by subject.