Dissertations / Theses on the topic 'Authentic learning'
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Zweers, Gerard Antonie. "Learning to be authentic and authentic learning." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020694/.
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Some of the main challenges facing education at the beginning of the twenty first century concern our relationship with life and living beings. More precisely, the main theories of learning which inform educational practice in the west - such as behaviourism, constructivism, information processing, and situated learning - do not allow for a learning that results in the learner having a true understanding of the being of living beings and of life itself. Against this kind of learning, which will be called learning as modification and growth, a second process is proposed, called learning to be authentic, which is based on Heidegger's notion of authenticity as a state in which a true understanding of the being of living beings and life itself is present. This learning to be authentic allows for the entities involved to be approached in a way that is appropriate to life and living beings. It is experienced, on the one hand, as a process of letting go and quieting down, and, on the other hand, as a process of opening up and being in touch with the entities that are encountered. It involves a growing non-reflective self-awareness and the awakening of another way of being, and it demands a kind of educational practice that is in many ways different from what is current in most educational settings. Learning as modification and growth and learning to be authentic can merge into one process, which allows for the process learning as modification and growth to take place in such a way that it is guided by the openness that characterizes authentic existence. This integrated process, which constitutes a form of learning that results in the learner having a true understanding of the being of living beings and of life itself, will be called authentic learning.
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Sasse, Craig M. "Authentic learning : what makes a classroom and its tasks authentic? /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840031.
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Herrington, Janice A. "Authentic learning in interactive multimedia environments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.
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The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided.
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Lasry, Nathaniel. "Understanding authentic learning : a quasi-experimental test of learning paradigms." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100642.
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This thesis is about "authentic learning": learning from life-like contexts. The construct derived from the social situated approach (Lave & Wenger, 1991), has surprisingly no counterpart in cognitive psychology. The first objective of this thesis is to develop a cognitive formulation of authentic learning from classical cognitive works and recent neuroscience studies findings. The characteristically cognitive feature posited is "n-coding", the encoding of multimodal input (verbal, visual, kinesthetic, social...). To test quasi-experimentally the effectiveness of this cognitive definition, a review of the instructional literature identified Collaborative Group Problem Solving (Heller et al., 1992) as an appropriate candidate for authentic instruction in physics.The study design was comprised of one control and three treatment conditions varying in degrees of n-coding: (high, medium and low) while controlling for each treatment group's "participatory framework". All students were assessed before and after instruction on the FCI (Hestenes et al., 1992). Confidence levels were measured with each FCI question resulting in four new measures (gain in mean: confidence, right answer confidence, wrong answer confidence and weighted FCI). Procedural problem solving skills were measured through final exam grades.
Two empirical questions are posed. First, does increasing n-coding enhance learning? Second, since cognitive n-coding is unaccountable from the social perspective, does the situated perspective "subsume" the cognitive (Greeno, 1998)? Here, a quasi-experiment was not only used to test interventions but paradigm effectiveness, a methodological first.
Results shows that high and medium n-coding groups were significantly more effective than the situated low n-coding group (p=0.003) showing the effectiveness of increasing n-coding and refuting the claim that social approaches must subsume cognitive ones. No significant difference was found between high and medium n-coding groups (p=0.74) whereas all treatment groups differed from the control (p=0.0497), replicating findings on the effectiveness of non-traditional instruction (Hake, 1998).
Competing cognitive and social perspectives (Schoenfeld, 1999) may be better replaced by cross-paradigm symbioses such as importing authentic learning from situated approach into cognition. A model for reflecting on cross-scale symbioses is developed through the presence of self-similar patterns across scales (from micro-cognitive to macro-social). The fractal is put forward as a metaphor for the field of education and may serve to unify paradigms and yield optimal pictures of learning.
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Mrwebi, Mandosi Betty-Sarah. "An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7177.
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The provision of authentic teaching and learning in the Mathematics classroom is one of the corner stones of the National Curriculum Statement (NCS). This study investigated to what extent teachers provide authentic teaching and learning in their Mathematics classrooms. A literature study was undertaken to explain authentic teaching and learning. The use of teaching methods and strategies, learning activities, assessment methods and strategies, and the role of the teacher and learner in the context of authentic teaching and learning in the classroom were explored. The literature review provided the conceptual framework for the study; as well as the framework for designing questionnaires and an observation schedule. The questionnaires were utilized to obtain the perceptions of teachers and learners regarding opportunities provided by teachers for the provision of authentic teaching and learning experiences in the Mathematics classroom, and the observation schedule determined how and to what extent the principles of authentic teaching and learning were translated into practice. Data was collected by means of quantitative, non-experimental descriptive survey research. The self-constructed questionnaires were administered to a convenient sample of a purposively selected group of Grade 4, Grade 5 and Grade 6 Intermediate Phase Mathematics teachers (n = 24) and learners (n = 440) in the Johannesburg South District of the Gauteng Department of Education. In addition to this, the classroom practices of six of the teachers who completed the questionnaire were observed over a period of six months. The triangulation of teacher and learner data revealed similarities and differences in opinion related to the opportunities that teachers create for authentic teaching and learning in the Mathematics classroom. In essence, the data revealed that teachers who took part in the study apparently understand the principles that underpin authentic teaching and learning, and to some extent comply with the principles of authentic teaching and learning in their classrooms. In addition to this, the triangulation of the teacher responses to the questionnaire and the observations of the classroom practices of the teachers indicated that in practice all the application of the principles of authentic teaching, learning and assessment have not yet fully become a reality in the Mathematics classroom. According to the learner responses, to the questionnaire, as well as the observations, it appeared that the application of teaching and assessment strategies that promote authentic teaching and learning are under-utilized by the teachers. This study is concluded with recommendations to teachers on how to create classroom climates that promote the provision of authentic teaching and learning in the Mathematics classroom.Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
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Ozverir, Ildeniz. "Task-based authentic learning activities in computer assisted foreign language learning." Thesis, Ozverir, Ildeniz (2015) Task-based authentic learning activities in computer assisted foreign language learning. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/27393/.
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One of the challenges that English as a Foreign Language (EFL) learners experience is the lack of authentic use of the language. In most cases they are confined to the activities conducted in classrooms and lack opportunities to use and practice the target language outside the school in genuine settings. However, the activities done in class are generally decontextualized and lack real world relevance. As a result of this, while learners may have extensive knowledge about the target language—which is referred to as know what—they can scarcely use it for communication in real life—which is referred to as know how.
This study suggests that with the advances in pedagogical theory, authentic learning has much to offer in order to situate learning tasks in contexts that close the gap between the classrooms and real life. In so doing, the aim of this research is to provide learners with opportunities to use the target language in the kinds of purposeful and complex ways that it is used in real life.
In order to achieve this aim, characteristics of authentic learning environments were used as guidelines to design an e-learning environment which was based on real world activities. The study sought to investigate: how students engage with and respond to a computer-assisted language learning environment designed to incorporate characteristics of authentic activities in foreign language education; how students and teachers view the importance of each of the characteristics of authentic activities; how teachers support and scaffold student learning in a computer-assisted language learning environment designed to incorporate characteristics of authentic activities; and the ways in which students achieve foreign language competency through the use of computer assisted task-based authentic activities.
The research was conducted in North Cyprus with pre-university level EFL learners over a period of two semesters. Three teachers and 12 students participated in the study. A design-based research approach was employed in two iterative cycles in the form of an interpretive, qualitative study. The activity that learners were required to complete was based on a fictitious scenario set in a newspaper office. In this scenario learners assumed the roles of members of the editorial board, and the teachers were the editors of a newsletter. Learners researched topics that were socially important to them and produced articles for the newsletter, with all products written, and all communication spoken in the target language. Later, the two newsletters were published and distributed at Eastern Mediterranean University (EMU).
Design-based research was employed in two cycles over two semesters. Data was collected through observations, interviews (both individual and group), work samples and video recordings. Later interviews and videotapes were transcribed for in-depth analysis. Cross-case data analysis was used in order to be able to draw conclusions in terms of the applicability of the findings to other similar settings.
The results indicated that despite the lack of learners’ experience in using computers as part of their formal education, they found it motivating and educational. Basing the learning environment and activity on the characteristics of authentic activities have provided a real purpose to complete the activity, and many opportunities to use the target language in context, as well as to develop relevant skills. Teachers supported and scaffolded learners to direct their attention to the different resources available and to the different components of their articles. This process has provided the opportunity to focus on the author, content, language, audience and process, and thus enabled learners to develop authorship skills, to develop the content of their product, to correct and improve linguistic errors, to address the needs of the audience, and to develop problem solving skills.
A key outcome of the research was the development of a framework for the design of authentic learning environments to be used in the teaching of foreign languages, in the form of 11 design principles. These principles contribute both theoretically and practically to understanding of how students learn languages in authentic and meaningful contexts.
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Hershberger, Jane Boag. "Authentic field-based learning experiences for EdD students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 134 p, 2009. http://proquest.umi.com/pqdweb?did=1818417441&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Edrenius, Roger. "Authentic Materials in Listening Lessons: : A Study of Swedish Upper-Secondary English Teachers' Attitudes toward Authentic Materials in Listening Lessons." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65489.
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This study examines Swedish upper-secondary English teachers’ attitudes toward authentic materials in listening lessons in order to shed light on whether or not teachers implement authentic material in their listening lessons and if so, the reasons teachers give for including authentic material. The reason for conducting this research is that teachers might rely too extensively on simplified, graded and/or scripted purpose-written materials (i.e. textbooks) in their listening lessons. Since the listening material commonly found in purpose-written materials is different from the language in the “real world”, these materials might do a less than adequate job at preparing learners for conversations and interactions in the “real world” outside the language-learning classroom.Data were gathered through a researcher-developed questionnaire followed by interviews with two practicing teachers of English. The findings reveal that all of the participating teachers in this study (n=10) use authentic material in their listening lessons and that the primary reasons for including it are that teachers find authentic material more interesting and because teachers believe that authentic material can be better aligned with students’ interests, societal lives and future working lives. In addition, teachers reading this essay can increase their awareness of and reflect on why and how they themselves implement authentic materials in listening lessons, which in turn can assist teachers in aligning their teaching and their material choices with the subject syllabus for English better than they could without using authentic materials.
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Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2434.
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Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable endeavour, it is seen as mere calculation or esoteric gobbledegook. Authentic learning experiences involve a different perspective on both what passes as mathematics and how students learn to mathematise. The study examined high school mathematics knowledge from several perspectives, and sought, through an empirical study, to enhance student learning and attitude towards mathematics through authentic learning. A class of Year 8 students learnt several units of mathematics primarily by authentic methods, using problems or interesting phenomena in the students' own experience, or otherwise meaningful to the student. Qualitative data was collected by multiple methods, including video recordings. Surveys were administered to five classes of Year 8 students and their parents at the beginning and at the end of the semester in which most of the empirical research took place. This allowed a comparison of attitudes towards mathematics between the experimental class and the other classes. A comparison of achievement was also made.The results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.
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Anderson, Heather. "Analyzing AP Syllabi for Problem Solving, Authentic Learning, and Collaborative Learning Practices." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18323.
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A rubric was used to determine the frequency of college-readiness practices of Problem Solving, Authentic Learning, and Collaborative Learning present in Advanced Placement Calculus and English syllabi. Chi square tests were conducted and determined Problem Solving, Authentic Learning, and Collaborative Learning were found significantly more often in the English syllabi than in the Calculus syllabi. Problem Solving and its subcomponents understanding the problem and strategizing, as well as the Collaborative Learning subcomponent dialogue, were found in the English syllabi more than in the Calculus syllabi. The Collaborative Learning subcomponent reciprocal teaching was found more frequently in the English Literature and Composition syllabi while peer review was found most often in English Language and Composition syllabi and not analyzed for its presence in the Calculus syllabi. No significant differences were found between subjects for the Problem Solving subcomponent hypothesizing, Authentic Learning or any of its subcomponents, nor the Collaborative Learning subcomponents using out of class time for study group learning or group projects.
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Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14659.
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Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable endeavour, it is seen as mere calculation or esoteric gobbledegook. Authentic learning experiences involve a different perspective on both what passes as mathematics and how students learn to mathematise. The study examined high school mathematics knowledge from several perspectives, and sought, through an empirical study, to enhance student learning and attitude towards mathematics through authentic learning. A class of Year 8 students learnt several units of mathematics primarily by authentic methods, using problems or interesting phenomena in the students' own experience, or otherwise meaningful to the student. Qualitative data was collected by multiple methods, including video recordings. Surveys were administered to five classes of Year 8 students and their parents at the beginning and at the end of the semester in which most of the empirical research took place. This allowed a comparison of attitudes towards mathematics between the experimental class and the other classes. A comparison of achievement was also made.The results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.
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Cameron, Brent. "SelfDesign : an inquiry into authentic learning and co-inspiration." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/21420.
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This thesis is the story of an educator and the unfolding narrative of SelfDesign, a way of thinking about learning and education. It documents and examines the development of SelfDesign as an emerging learning process and outlines its integral principles. I started SelfDesign in 1983 responding to the request of my five-year-old daughter, who, after two weeks in kindergarten, wanted to quit school so that she could learn the things she wanted to learn. Modeled on my insights of my daughter learning how to speak naturally, I designed an integral learning program based on choice, conversation, mutual respect, curiosity, discovery and enthusiasm.
Evolving beyond current assumptions about learning as an artifact of instruction, SelfDesign redefines learning as an ontological process of maturation and development, emerging through conversations and relationships. Based on twenty-five years of observing children learning in freedom beyond the paradigm of schooling, I realized that learning is an epistemological process integral to living and unfolding human potential as a learning organism. SelfDesign encourages introspective awareness and provides learners with methodologies, maps and models for designing their learning process. Every learner in SelfDesign creates an individual curriculum ensuring their right to design their own learning, and their learning arises from an innate sense of integrity. The program was called Wondertree (1983-2009 with a dozen young learners), then Virtual High (1993-1997 with 35 teenagers), and is now SelfDesign Learning Community (2002 - present with 1400 learners in a province-wide online program).
This thesis, relying on data from the interviews of 27 randomly selected SelfDesign graduates (average age 27.5), identifies themes that SelfDesign encourages: freedom, self- responsibility, learning how to learn, becoming known and seen as an integral individual, feeling empowered as the author and authority of one’s life, experiencing the synergistic effect of respect and love in a community, discovering the praxis of learning as living in co-inspiration, and discovering one’s purpose. The graduates share a sense that SelfDesigning is a transformational experience and an empowering process that has inspired each of them to become enthusiastic, authentic lifelong learners.
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Kiviahde, M. (Maija). "Effects of authentic learning and e-learning in an introductory chemistry laboratory course." Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514278488.
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Research into memory processes has progressed in recent years through the combined efforts of neuroscientists and cognitive scientists. This is especially aided by modern scientific research methods of the brain such as positron emission tomography and functional magnetic resonance imaging. The learner, through interaction with his environment, must actively create individual cognition; the brain is a dynamic adaptable organ. This research will limit the discussion of authentic learning and e-learning to an introductory chemistry laboratory course. The most popular, and yet the most heavily criticized style of laboratory instruction is the traditional (also termed verification or expository) style with a "cookbook" nature. On the basis of pilot action research, the goal of this study has been the use of e-learning for the purpose of placing more emphasis on the contemplation of chemistry's theoretical topics for effecting the quality of conceptual understanding. With systems thinking as a background, the qualitative research method was primarily used, but statistics of the external influences in the e-learning process were also improved. In an e-learning environment, the individually supported development of a learner's conceptual understanding was analyzed by SOLO-taxonomy by comparing the learner's own outcomes. The results show that e-learning with traditional laboratory activities has the effect of forming chemistry concepts, and results in meaningful learning. The SOLO-taxonomy would be a powerful tool for faculty for analyzing points of difficulty or confusion in students' understanding of chemistry concepts. To better understand the effectiveness of e-learning, studies have to be directed toward higher-order cognition by collaborative learning in addition to conceptual understanding of individuals.
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Parker, Jennifer. "Designing authentic online community of learning experiences for higher education." Thesis, Parker, Jennifer (2015) Designing authentic online community of learning experiences for higher education. Professional Doctorate thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/28819/.
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A key challenge for university professionals is to identify how to construct more interactive, engaging and student-centred environments that promote key learning skills and encourage self-directed learning. The purpose of this study was to investigate the effectiveness of an online professional development course that would enable higher education practitioners to design more interactive and engaging online courses.
An extensive review of the literature identified principles of online learning that informed the development of an authentic community of learning framework that was used to guide the design and implementation of the professional development course. Key principles encompassed in the framework include: 21st century learning skills, authentic learning elements, Community of Inquiry components—social, cognitive and teaching presence, meaningful learning with technology and using open educational resources. The learning environment comprised a Moodle learning management system (LMS) and an open Google Sites website.
Specifically, the research sought to investigate which elements of the framework higher educational practitioners found to be most effective in helping create an interactive and engaging online learning experience, and whether the authentic community of learning framework influenced their existing teaching practices.
The study employed a design-based research approach in the form of an interpretive, qualitative study. Data collection methods included surveys, participant artefacts, contributions to forums, blog reflections and interviews with selected participants. Data was coded and analysed using a constant comparative method of analysis.
Findings suggest that the authentic community of learning framework was a successful alternative to models frequently used to develop online professional development courses and provided learners with greater flexibility and control over their learning. Participants themselves believed that the online course influenced their choice of strategy when designing their future online courses.
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Weaver, Starlin Dawn. "Using Portfolios to Assess Learning in Chemistry: One School's Story of Evolving Assessment Practice." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29837.
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The purpose of this study was to investigate the process of implementing an alternative form of assessment in chemistry classrooms. The current reform of science education involves the implementation of varied forms of instruction; it stands to reason that assessment will evolve with the curriculum (Baxter, Shavelson, Goldman & Pine, 1992). In an era for which the exclusive use of multiple-choice and similar tests i.e., fill-in the-blank, matching, and true/false are inappropriate measures of student abilities (Hamm & Adams, 1991), portfolios can offer a suitable alternative assessment, as well as a means for evaluation (Paulson, Paulson & Meyer, 1991).
This study was conducted in a small math, science and technology high school and focused on three individual teachers and twelve of their students. The research focused on how teachers defined portfolios and implemented this assessment tool in their classrooms and how students and teachers perceived the use and value of the process.
This study employed qualitative methodology using individual interviews, document analyses, and classroom observations. Data sources included documents, transcripts of interviews and fieldnotes.
The primary research questions were: How do the teachers define and implement portfolios? How do the teachers' definitions of portfolios change during implementation? What are the students' understandings of portfolios and how they are used and do the students' understandings change? What do teachers and students believe portfolios represent regarding the learning that occurs in the science classroom? and What do the data collected via this study demonstrate about portfolios as a valid means of assessing student progress?
The teachers' and students' definitions addressed four of the six components of portfolios identified in the literature. Both groups recognized a defined use, evidence, student and teacher made decisions, and reflection as key portfolio elements. Each group failed to identify the components of a defined goal and teacher student conferences.
Portfolios were viewed by the teachers and students as a valuable tool. This value was defined in terms of student self assessment and evaluation, teacher assessment and evaluation, college admission, goal setting, promotion of student organizational skills and recognition of student success.Ph. D.
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Zito, Nicole Alisa. "Engaging Middle School Students in School Work and its Effect on Cheating." Thesis, Boston College, 2009. http://hdl.handle.net/2345/625.
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Thesis advisor: Robert J. StarrrattAcademic cheating undermines teachers' ability to assess student learning and disadvantages honest students. Today's students increasingly express both an acceptance of cheating and a conviction that cheating is the only way to succeed. Academic dishonesty reflects a larger educational problem in which students fail to value school work. Research on cheating suggests that cheating is more prevalent in older grades but neither the cheating behaviors of middle school students nor the development of cheating habits is well understood. Using goal orientation and neutralization theories, this study examined the conditions under which typical eighth graders perceive cheating as acceptable though not right. A cross-case study method compared student views with those of their teachers. Data included focus groups, interviews, classroom observations, and artifacts. Findings indicate that characteristics of assignments, student-teacher relationships, classroom orientation, and student accountability are central to reducing cheating. Results suggest implications for teaching practice and administration in fostering academic honesty
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Cleland-Broyles, Pamela Lea. "Authentic writing and assessment: Facilitating the learning process of children's writing." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1294.
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Nordahl, Kristina. "Authentic Authority: The Heart of Effective Teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29795.
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The purpose of this thesis paper is to explore the elements of effective teaching. The main research questions that are dealt with regard how teachers can establish themselves as authentic authorities in the classroom and what strategies are conducive to effective teaching. The thesis paper aims to identify specific strategies and techniques that can be employed to increase teachers’ authority and provide a learning environment conducive to cooperative, on-task learning.This investigation will be in the form of a case study of an eighth grade English teacher at a secondary school in southern Sweden. The case study consists of two parts: an in-class observation of six English lessons forms the basis for a follow-up semi-structured interview.This thesis highlights the importance of teachers’ ability to establish referent and expert authority in their teaching role.
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Green, Darrell W. "Authentic Learning in Engineering Technology Through the use of a Technology and Learning Matrix Based Curriculum." NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/545.
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This study was designed to investigate the effects of the use of a technology matrix curriculum in the classroom. The students enrolled in the Engineering Technology course at the Fred N. Thomas Career Education Center were the subjects of this research and were tested for any significant difference of immediate retention of the course material.
The Career Education Center, which is located on the north side of Denver, Colorado, with a population of about 950 students, is considered a magnet school for special programs. The school consists of a very diverse population, which is multicultural, and students are from every socioeconomic background. The cultural make-up of the Denver Public Schools' student population is approximately 38% Hispanic, 22% Black Americans, 30% Caucasian non-Hispanic and 10% other nationalities of students. Students enrolled at the Career Education Center are from several high schools, both public and private.
A learning matrix was designed to correspond with the development of an Engineering Technology curriculum. The learning matrix was offered as a means for matching teaching and learning technique to the individual learning styles of each student. The Learning Matrix incorporated the use of cable television, video based instruction, electronic classroom presentations, database access, oral presentation and lectures, computer presentations, computer testing, satellite communications, on-line conferences, libraries, interactive video, small group and individual activities and haptical assignments.
This study was designed to investigate the effects of the use of emerging technologies along with the use of a learning matrix curriculum in the classroom. The study investigated if there was a significant difference in the retainment of knowledge in an experimental group using the authentic technology learning matrix curriculum, as compared to a control group using more traditional educational methods.
Career Education Center students enrolled in the Engineering Technology course were tested before and after completing the nine - week Drafting Technology module. Data was gathered regarding the students' direct and immediate retainment of knowledge, following the module, by means of a computerized test covering the material in the Drafting Technology module. Demographic data for the students was gathered through class data sheets.
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Williams, Douglas Charles. "Hypermedia-supported authentic learning environments (HALE) : examination of tools and features which can support student learning /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Gleeson, Ann Marie. "Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2414.
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Thesis advisor: Marilyn Cochran-SmithPreparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work. This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments (n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54). Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Israelsson, Johan. "Teachers' attitudes to teaching aids and authentic materials." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32028.
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The aim of this thesis is to elucidate how English teachers in Sweden choose what materials to use in the classroom and how they benefit students. In order to accomplish this, I studied a variety of theories that deal with the subject of using traditional teaching aids versus authentic materials. Four interviews with English teachers of different backgrounds and experiences were conducted. I analysed the results of the interviews in conjunction with the theories. My conclusion is that teachers use different materials based on a combination of experiences and preferences. However, due to the limited number of interviewees in this study, it is not possible to draw any general conclusions. Nevertheless, it seems probable that new and inexperienced teachers seek comfort in traditional teaching aids such as textbooks and accessories, while experienced teachers lean towards incorporating authentic materials in their teaching to a larger extent. The experienced interviewees feel that authentic materials enable students to learn in an environment where they forget that they are actually ‘learning’. Instead, English becomes the natural means of communication. However, most interviewees agreed that time constraints sometimes make it difficult to incorporate authentic materials in the classroom. It is my own conclusion that authentic materials provide teachers with a never-ending source of inspiration that has the potential to revitalize and even reinvent the profession.
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Tisa, Lynda Giselle. "Adolescents and video games what I discovered about authentic learning and video games /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.87Mb, 99 p, 2005. http://wwwlib.umi.com/dissertations/fullcit/3181865.
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Hauser, Tabitha Nicole. "Listening and learning toward authentic spirituality for Dioula-speaking women in Cote d'Ivoire /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Platt, Stacy Michelle. "College Freshman Perceptions of Social Media Use for Authentic Learning in Composition Courses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7718.
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Social media has been used as an instructional tool for authentic learning in order to enable adaptability through experimentation and action rather than passive listening and regurgitation. The problem addressed in this study is that it is not known how English composition students’ perceptions of authentic learning are impacted by the use of online social media as instructional tools. Authentic learning is characterized by multiple elements, including collaboration, reflection, and communication. The purpose of this quantitative study was to determine the perceptions of undergraduate 1st year freshmen composition students using social media as instructional tools, across 9 elements of authentic learning. Bandura’s social cognitive theory and Siemens’ theory of connectivism guided this research study:. Research questions were used to examine the relationship that exist across undergraduate freshman composition students' perceptions using social media (i.e., Facebook and Twitter) as instructional tools of the 9 elements of authentic learning. A previously validated survey instrument aligned to Herrington and Oliver’s authentic learning framework was used to collect data from 50 students and then analyzed using a Pearson product correlation. Data showed multiple statistical significances and revealed that students perceived that social media provided them opportunities to collaborate, reflect, and articulate authentically when it was used as an instructional tool. The results from this study may contribute to social change by providing insight into whether or not universities should support faculty who want to use social media as an authentic learning strategy with college students.
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Haws, Kevin Scott. "Playable Cases as Authentic Practice in Online Classrooms." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8251.
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Playable cases are a new type of mixed-reality serious game (SG), combining elements of alternative reality games (ARGs) and education simulations to offer an immersive, transmedia story. Participants advance the plot through interactive gameplay and characters with the goal of creating products and experiencing real-world business situations. This study investigates the effectiveness of the playable case Microcore as a tool specifically for online writing instruction (OWI). Fifty students in online sections of a technical communication course participated in Microcore, in which they responded to pre- and post-survey questions and prompts directed at their perceptions about writing, understanding of workplace communication, and levels of engagement. Responses to the survey were collected, coded for thematic trends, and analyzed. Results from this survey study suggest that playable cases like Microcore may be effective at countering primary OWI difficulties, including disengagement, lack of social presence and humanity, faltering self-efficacy, and unclear, unproductive perceptions about writing assignments. Students responded positively to the playable case and appeared to develop more nuanced views about workplace communication and writing through this immersive narrative and interface.
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Walsh-Roberts, Patricia. "Paper folio one : foundations of workplace learning. Paper folio two : workplace learning, influences and approaches. Paper folio three : authentic assessment of learning /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,172038.
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Sinyashina, Ekaterina. "The Effectiveness of Watching Captioned Authentic Videos for Incidental Vocabulary Learning: The Repetition Variable." Doctoral thesis, Universidad de Alicante, 2020. http://hdl.handle.net/10045/112744.
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La presente tesis se centra en el análisis de la efectividad del aprendizaje incidental a través de vídeos auténticos con especial atención a la variable de repetición. Además de la revisión bibliográfica y el estudio crítico de las obras anteriores, la novedad de esta tesis reside en los estudios que la componen: una encuesta y tres estudios experimentales. La encuesta proporciona información sobre las actitudes de los estudiantes de inglés como lengua extranjera (LE) sobre el uso de vídeos auténticos para el aprendizaje de inglés, en general, y su vocabulario, en particular. El objetivo principal de la parte experimental de la tesis consiste en examinar el posible aprendizaje incidental de distintos aspectos de nuevo vocabulario (forma, significado, uso en frases y acento léxico) a través de vídeos auténticos. Se presta una atención especial al posible efecto del aumento de repeticiones de nuevas palabras en vídeos auténticos para el aprendizaje incidental de nuevo léxico. Mientras que los resultados de la encuesta revelan que los estudiantes de inglés asumen la utilidad de ver vídeos auténticos para el aprendizaje de distintas destrezas del inglés, la parte experimental no proporciona una evidencia clara sobre su efectividad. En relación a la variable de repetición, con el aumento de palabras nuevas en vídeos auténticos, los resultados de los estudios demuestran que solo se observa una correlación positiva entre el aprendizaje de la forma de nuevas palabras y el aumento de repeticiones. Sin embargo, para los aspectos de significado y acento léxico, no se constata una relación positiva.
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Kola, Aina Jacob. "The Effectiveness of peer instruction (PI) in enhancing pre-service teachers’ understanding of electromagnetism I in a Nigerian college of education." University of the Western Cape, 2020. http://hdl.handle.net/11394/7601.
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Philosophiae Doctor - PhDThis research study investigated the effectiveness of Peer Instruction (PI) in enhancing preservice teachers’ understanding of Electromagnetism I in a Nigerian college of education. PI as a research-based pedagogy was invented for the teaching of introductory science courses to large classes. Lectures in PI is made of short presentations on the main points, each followed by short conceptual questions known as ConcepTest, posed in a multiple-choice format, on the subject under discussion. Electromagnetism is a branch of Physics where students perform poorly at Colleges of Education in Nigeria. Electromagnetism I covers electrostatics, magnetostatics, current electricity, electrolysis, and capacitance. Each of these themes has different topics under it. Most students studying Electromagnetism I, cannot relate or connect what they learned in the classroom to real-world situations because they often learn by memorization (rote learning).
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Chang, Chih-Hui. "Self-directed target language learning in an authentic target language environment : the Taiwanese experience." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/14027/.
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Peterson, Amanda Marie. "Motivation for learning through authentic print literacy practices a critical review of the literature /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Peterson_AMITThesis2009.pdf.
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Carletti, Laura. "Web-based grassroots initiatives for learning and knowledge enhancement: authentic engagement through social media." Doctoral thesis, Università Politecnica delle Marche, 2012. http://hdl.handle.net/11566/242034.
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La recente comparsa dei social software ha offuscato il confine tra produttori e consumatori
di contenuti e ha spostato l'attenzione dall'accesso alle informazioni all'accesso alle persone.
I social software hanno amplificato le possibilità di incontrare persone con interessi comuni,
idee, valori, pratiche. La diffusione pervasiva dei social software è occorsa rapidamente,
sorprendendo la maggior parte, soprattutto nell'ambito della ricerca educativa e
dell’apprendimento. Iniziative sono state promosse per incanalare l'energia dei social software nel
sistema educativo, ma i risultati sono stati fluttuanti ed hanno indicato la necessità di una migliore
comprensione, sia dell’apprendimento, sia del Web sociale. Il Web fornisce innumerevoli possibilità
per l'apprendimento informale, che hanno coinvolto con successo un vasto pubblico, e le
comunità di nicchia stanno proliferando nell’effetto ‘Long Tail’. Perché tali iniziative spontanee
riescono ad impiegare efficacemente il software sociale per l'apprendimento e la valorizzazione
delle conoscenze? Per rispondere alla domanda, questa ricerca analizza le iniziative spontanee nel
Web, che beneficiano dei social software per l'apprendimento e lo sviluppo della conoscenza.The recent emergence of social software has blurred the line between producers and consumers of content and has shifted attention from the access to information toward access to people. Social applications have amplified the possibilities to meet individuals with common interest, ideas, values, practices. The rapid and pervasive uptake of social software happened very much under the radar, surprising the majority, especially in learning and education research. Initiatives were promoted to channel the energy of social software into education, but the results varied and suggested the need for a better understanding both of learning and of the social Web. The Web is providing countless possibilities for informal learning, which are successfully engaging a vast public, and niche communities are proliferating within the ‘Long Tail’ effect. Why are those spontaneous initiatives succeeding in employing social software for learning and knowledge enhancement? To address this question, this research investigates web-based grassroots initiatives, which are benefiting from social software for learning and knowledge development.
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Livingston, Elise. "A Qualitative Study on Engaging Students in Computing Through Computational Remixing with EarSketch." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/53733.
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Computer Science fields have a difficult time engaging underrepresented populations such as African Americans and women. EarSketch is an approach to engage these student through authentic STEAM learning involving computational music remixing. EarSketch has been used in several pilot studies. In this study, students from one pilot study participated in a focus group to understand the effectiveness of EarSketch in engaging underrepresented minorities. Qualitative analysis shows a variety of contributing factors in engagement such as motivation, confidence, identity, conceptualization, and creativity.
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Lee, Yeung-chun Eddy. "Assessing and fostering senior secondary school students' conceptions and understanding of learning through authentic assessment." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264434.
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Lenders, Olaf. "Active vocabulary learning with electronic glosses : a longitudinal qualitative study in an authentic EAP classroom /." Duisburg : Univ.-Verl. Rhein-Ruhr, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2994921&prov=M&dok_var=1&dok_ext=htm.
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Lee, Yeung-chun Eddy, and 李揚眞. "Assessing and fostering senior secondary school students' conceptions and understanding of learning through authentic assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960327.
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Pampel, R. (Rachel). "Leveraging architecture and education:approaching the facilitation of good learning environments in authentic and emerging contexts." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704251537.
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Change is rapid, drastic, unavoidable, and complex in education today. Learning environments at once have to respond to these changes and support the process of change (Kumpulainen & Mikkola, 2014; Kuuskorpi & González, 2011). In order to facilitate these new learning environments, educators need support and training to recognize and engage with the multitude of emerging contexts in education (Burns, 2000; Chalas, 2015; Larson, 2004). This master’s thesis intends to address these issues through a pragmatic approach to the learning environment, supported by the bridging of educational and architectural theory and resources. Six Perspectives for Approaching the Holistic Learning Environment are used to explore current themes and trends in learning environment research and practice in the American/Northern European context. Synthesized themes of a good learning environment in the larger context will be brought forward, as well as a wide range of pertinent learning theories, methods, and practical examples. In collaboration with learning landscape specialist Markku Lang, those themes and trends are then contextually engaged to develop a case study teacher training in the facilitation of good learning environments in the Finnish context. The case study was implemented in the Fall of 2016 with a group of Finnish teacher training students at the University of Oulu. The findings and conclusions are developed through a holistic content analysis of the knowledge co-created during the training. An analytical rubric tool is introduced as the method for incorporating the learning environment theory developed in the initial sections of the thesis into the facilitation and evaluation of good learning environments. The analysis centers on a thick description of four learning environment facilitation plans created by the participants in the teacher training. In the final conclusions section, the effectiveness of the teacher training will be discussed, as well as the further development of learning environment theory. The conclusions are meant to offer flexible knowledge and lay a deep context from which to draw on to implement personal methods in contextual learning environments, not final knowledge that lays out rules of conduct. The value of the thesis, then, is in what the process and conclusions offer to the discussion of learning environments, as well as to quality facilitation of learning environments in practice.
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Booker, Angela Norvelle. "Learning to get participation right(s) : an analysis of youth participation in authentic civic practice /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Ellison, Michael Steven. "Ninth Grade Student Responses to Authentic Science Instruction." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722299.
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This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher’s ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher’s pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher’s instruction and student performance.
The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher’s strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher.
When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student’s world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership.
In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.
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Peak, Pamela K. (Pamela Kamille). "Investigating the Selected Validity of Authentic Assessment in Written Language for Students With and Without Learning Disabilities." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277937/.
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This research study was designed to investigate whether authentic assessment in written language is a valid assessment tool for students with and without learning disabilities. Teacher judgements were used to evaluate students' authentic writing assessments gathered from the classroom. Students' report card grades, authentic writing assessments, and two standardized writing assessments, the Test of Written Language- Revised and Written Language Assessment, were correlated to provide evidence of the validity of authentic assessment practices in written language.
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Holmquist, Stephanie. "A multi-case study of student interactions with educational robots and impact on Science, Technology, Engineering, and Math (STEM) learning and attitudes." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5043.
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The demand for STEM trained workers continues to increase not only in the United States, but globally. Reports have indicated that the United States is not doing a good job encouraging students to pursue STEM oriented degrees. In particular, it has become increasingly important to emphasize STEM connections at an early level in order to encourage student career exploration as they continue their education. Educational robots represent a unique alternative to traditional methods, especially at the elementary level. Considering the use of educational robots have largely been ignored at this level, the purpose of this study was to describe the interactive process and outcomes using educational robots to facilitate elementary school students understanding of STEM concepts. A multi-case approach was used for the design as it is in line with the underlying conceptual framework for the study. Independent T-tests were utilized to determine student's interaction with educational robots, impact of STEM understanding, as well as their impact regarding the understanding of STEM attitudes. The study was conducted as an extracurricular program involving fourth grade students at a rural elementary school in Florida. The sample size consisted of 20 randomly selected participants assigned to either the group working with robots, or the groups without the robots, for a total of 10 participants in each group. The associated activity utilized in this study was selected due to the high level of STEM integration. Data results indicated high levels of interactivity within both groups. The group working with the robot demonstrated a significant difference in the level of substantive talk. Considering the understanding of STEM concepts, both groups demonstrated a high level regarding depth of knowledge as well as understanding. There were significant gains within groups regarding pre and post test STEM scores. When considering participants impact on STEM attitudes, the study suggested a practical significance in math attitudes for the group working with the robots. This study is significant as it yielded valuable information concerning the use of educational robots in the elementary environment. In particular, this study supports the idea that STEM concepts can be promoted utilizing authentic instructional strategies. This study suggests there is a potential impact regarding the use of educational robots in the elementary setting. This study also supported the use of authentic assessment strategies for this type of activity. Overall, both groups were actively involved and engaged, with the group working with the robot demonstrating a slightly higher depth of knowledge, substantive, conversation, as well as a slight boost in efficacy in math, science, and engineering and technology attitudes. The results of the study align with the underlying conceptual framework as well as the use of authentic assessment. This study aligns to the movement to promote STEM education at an elementary level. In addition, the type of activity associated with this study can potentially help students make sense of career oriented experiences, thus promoting career awareness within an interdisciplinary approach.
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O'Brien, Kathryn Louise. "A case study of the exploration of authentic leadership and learning in four Catholic primary schools." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/26a6e912083f5d0e4cde0714d5c1b6db0ded1b92152d14f3bcc16dfbcdce144f/3850562/65035_downloaded_stream_260.pdf.
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Schools and school systems across the world are seeking ways of improving student achievement, in response to growing public recognition of the importance of education for individual success and societal progress. School leaders are being challenged to maintain focus on authentic learning in schools while under government pressure for accountability measures linked to student achievement in test scores. In Australia, the introduction of the National Assessment Program for Literacy and Numeracy and the uncertainty of the government use of the results, increases pressure on School leaders to ensure successful student performance under test conditions. Leaders are asking questions about the moral imperative of education and the need to meet increasing government accountabilities. This thesis will report on an exploration of a professional learning program to assist schools and teachers in transforming their teaching and learning practices. The specific purpose of this research is to explore how inferential discussions and critical reflection lead leaders to extrapolate and question the embedded values that underscore decisions and actions in their leadership practices associated with improving learning in the context of their school. The research explored the participants' journey of decision-making through the lens of shared and distributed leadership, reflective pedagogy and authentic learning. It analyses a variety of approaches as to how the moral imperatives of the profession impact on and promote authentic leading. It explores processes of reflection and dialogue in four primary schools as leaders and teachers examine their own practice and develop insights into the characteristics of learning and leading. The epistemological framework of the research is constructivism using the interpretive perspective through symbolic interactionism.;A case study methodology was chosen for the research to provide a rich description of the journey taken by the participants. Data was collected from four Catholic primary schools by examining the personal and professional experiences of participants in the Leaders Transforming Learning and Learners project through the use of semi-structured interviews, focus groups and reflective journals. The process of mind mapping was used to visually represent the transcribed data and to enable in-depth analysis of the data. This research project asked the question 'How did the experience of working collaboratively in a school improvement project expand the participants' understanding of the relationship between leading and learning?' In this research, principals and teachers engaged in a professional learning experience that provided an opportunity to collaborate and reflect on developing their leadership capacity. The research revealed that collaborating with colleagues on a project that explored the moral imperatives of leading and learning within the specific contextual nature of their school led them to rethink leading and learning. Further, when an ethical framework was provided, leaders were able to reflect on the values that shaped their decision-making and further develop their self-awareness as leaders. A deepening understanding of the complexities of decision-making in the educational setting provided the impetus for the development of teacher leaders and fostered a culture of leadership and learning in the schools. These findings are represented graphically in a model of contemporary leadership that captures the relationships of the major components of this linkage between leadership and learning in schools.
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Lange, Alissa A., Laura Robertson, Ryan Nivens, Jamie Price, Sarah Casteel, and Elizabeth Salyers. "Creating Authentic, Integrated STEM Learning Projects for Early Childhood Teachers Using the TN State Science Standards." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5930.
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Hong, Huili, A. Gray, and Karin Keith. "Constructing Authentic Problem-based learning Cases Among Reading Specialists to Improve a University Teacher Preparation Program." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1033.
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Öhqvist, Åsa. "Comparison of Authentic and Simplified Texts : A case study of Wuthering Heights." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22478.
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The aim of this essay is to explore in what way Graded Readers are different from authentic texts against the background of English as a Second Language (ESL) and the use of authentic and simplified text in ESL teaching. The material used for this purpose is the authentic text of Wuthering Heights by Emily Brontë and two upper-intermediate Graded Readers from two different publishers. The study uses the software readability-score and manual analysis to examine the texts with regards to lexical choice, language structure and story. The study showed that the Graded Readers are simplified in all aspects studied. Moreover, the Graded Readers differ from each other as well, most notably in the style of the text due to sentence structure and story simplification. This could imply that different authors of Graded Readers adopt different styles when simplifying text and that the grading levels are not comparable between different publishers.Engelska
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Thanajaro, Metinee. "Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language Classroom." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26336.
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Listening, the most frequently used form of language skill, plays a significant role in daily communication and educational process. In spite of its importance, listening ability development has received only slight emphasis in language instruction. Nevertheless, U.S. college classrooms, where comprehensive listening serves as a primary channel for learning, require that students function effectively as listeners. It is therefore important for ESL programs to prepare students for successful listening in academic lectures by implementing authentic listening materials in the ESL classes.
The fundamental purpose of this study was to examine the influences of aural authentic materials on listening ability in students of English as a second language. The secondary purposes of the study were to identify the learning strategies used by ESL students experiencing authentic listening texts and to determine the influences of authentic materials on ESL students' attitudes towards learning English. ESL students attending the High Intermediate Academic Listening and Vocabulary Development class at a language training center participated in this study. The sources of data for this descriptive study included interviews, questionnaires, and class observation.
Analysis of the interviews and the self-evaluation questionnaire revealed that the use of authentic materials in this ESL classroom helped increase students' comfort level and their self-confidence to listen to the target language. Analysis of the class observation and the learning strategy questionnaire revealed that ESL students usually paid attention when someone was speaking English. Students also relied on outside sources such as dictionaries, or other people such as relatives to understand unfamiliar words. Finally, analysis of the class observation and the interview with students revealed that the use of aural authentic materials in ESL classroom had a positive effect on ESL students' motivation to learn the language. Recommendations are offered to ease learners' frustration that resulted from the use of unfamiliar vocabulary and the speed of authentic speech.Ed. D.
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Lenders, Olaf [Verfasser]. "Active vocabulary learning with electronic glosses : A longitudinal qualitative study in an authentic EAP classroom. / Olaf Lenders." Duisburg : Universitätsverlag Rhein-Ruhr, 2007. http://d-nb.info/1147971935/34.
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Kim, Dongkyoo. "An exploration of listening comprehension linked to authentic input and language learning strategies in a second language /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Hoang, Thi Ngoc Diem. "An exploration of virtual reality to facilitate authentic tasks in EFL learning in a Vietnamese tertiary setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2460.
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During the past decade, English language teaching has received more consideration in Vietnam than ever before evidenced by strategic funding by the government. However, the English competence of the Vietnamese population remains low due to the lack of an authentic learning environment inside and outside the classroom despite significant and ongoing national investment. A suggested solution to this issue is the synergy of Task-Based Language Teaching (TBLT) and virtual reality (VR) mobile technology to create an authentic language learning environment. The potential of technology to facilitate language learning is a recognised but underresearched area of language education in higher education in Vietnam. This study was conducted to fill this gap. Its main aim was to explore the affordances of VR-integrated tasks to create an authentic language learning environment for a group of English as a Foreign Language (EFL) students at a public university in Vietnam.
A mixed methods design was used to trial the VR technology and explore its affordances when used with TBLT. The research design included a mobile learning readiness survey (Phase 1), followed by a VR technology trial with classroom observations and individual interviews (Phase 2). The framework of authentic tasks in e-learning by Herrington et al. (2010) was used to guide the data interpretation. The survey showed that it was feasible to implement the VR technology trial and provided a snapshot of mobile learning readiness among university students (N = 505) and teachers (N = 31) in Vietnam. The interviews and observations with 24 students and one teacher showed that the use of the VR technology enhanced task authenticity and led to perceived improvements in their language learning. The findings also revealed that participants perceived improvements in their ICT skills, knowledge of the world and culture, learner autonomy, engagement, and motivation in learning via the combination of TBLT and VR.
The study provides some recommendations for policy and practice based on the key findings, clarifies its limitations, and offers implications for future research. The study findings strengthen the point that research on TBLT in synergy with technology should consider the affordances of VR technology in EFL learning. The study adds new insight into the affordances of immersive mobile technology in EFL learning which hopefully will pave the way for the integration of immersive mobile technology in foreign language education in Vietnam and other similar contexts.
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Garratt, Lindsay B. "Power relationships and authentic organisational learning : daring to break the silence on meaningful dialogue in policing organisations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/704.
Full textAbstract:
The 21st century presents great opportunities and threats for business: national and global markets are demanding high performance, innovation, creativity, and flexibility. Public sector organisations are continually asked to do more with less, with equal if not greater efficiency and creativity demands as the private sector. Organisational learning is a concept touted as an important and necessary strategy for organisations to keep pace with the rapid changing global environment that now plays host to opportunities as well as great economic and social volatility. However the reality for many is that they become proficient at the kind of organisational learning that reinforces the status quo (Morgan, 2006).
This thesis aims to make an original contribution to the organisational learning literature by exploring power relationships and the degree to which individual and/or groups have the capacity or power to question the existing order of things. More particularly, it examines how and why power relationships may facilitate or inhibit ‘authentic organisational learning’. In doing so, this research explores a conceptual model of power relationships drawing on a traditional organisational leadership framework originating with Burns (1978) – ‘transactional’ and ‘transformational’ – as well as incorporating a critical perspective, drawing on the work of Freire (1970) with the notion of a ‘revolutionary’ power relationship. These three power relationships are explored as they operate to varying degrees across the four dimensions of power drawn individually from Dahl through to Lukes and Foucault. Notions such as ‘meaningful dialogue’ and ‘liberated learning space’ are introduced as a means to explain the capacity or ‘power to’ question the existing order of things: including the traditional dominant attitudes, beliefs, values and norms in organisations.
Despite the perceived importance of organisational learning as a strategy for organisations in the 21st century, and the significant growth in the literature since the early 1990s, the notion of power continues to be all but silent in the organisational learning literature. Positioned in the recent emancipatory perspective of organisational learning, underpinned by Critical Theory, this thesis contributes to breaking this silence by exploring beyond the possible vested interests that we, as managers, may have to maintain the existing order of things in organisations. The emancipatory perspective encourages me to distinguish between organisational learning that is more ‘compliant’ to the learning agenda of managers – whether exploiting existing learning or exploring new learning both for corporate benefit – and more ‘authentic organisational learning’ driven by employees.
This original contribution has particular significance for policing organisations. The ability of individuals to question the existing order of things in such organisations is of interest due to a perceived inability to bring about meaningful cultural reform. This research argues that reform failures may be due to a managerial learning agenda being deployed, which may result in compliance rather than more ‘authentic’ learning. Hence, this thesis examines the conceptual model primarily in respect to two case studies of policing organisations: one Australian and the other in another part of the Oceania region.