Academic literature on the topic 'Behaviourist teaching approach'
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Journal articles on the topic "Behaviourist teaching approach"
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Álvarez Faedo, María José. "Teaching Legal English for Company Law: A Guide to Specialism and ELP Teaching Practices and Reference Books." Revista Alicantina de Estudios Ingleses, no. 28 (November 15, 2015): 15. http://dx.doi.org/10.14198/raei.2015.28.02.
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This article discusses one of the less mainstream areas of ESP teaching, that of legal English for students of company law. The author begins by analysing the approach used by subject-domain specialists themselves and the current criticism regarding the conservative textbook approach which continues to dominate teaching theory in this area. To this effect, she presents the results of a study carried out from October 2014 to March 2015 regarding subject-domain textbooks most used in Law Schools in Australia, Britain, Canada and the USA. The paper then addresses the question of teaching legal English to students of company law. After a brief outline of the three main theories underlying language teaching –behaviourist, cognitive and communicative– the author provides a critical guide to the main course books available to teachers in this rarefied area of specialised language learning, listing the types of exercises proposed, and evoking their overall strengths and weaknesses. To conclude, she suggests means of supplementing course book material.
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Navaneedhan, C. Girija, and T. J. Kamalanabhan. "What Is Meant by Cognitive Structures? How Does It Influence Teaching –Learning of Psychology?" IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 2 (May 28, 2017): 89. http://dx.doi.org/10.21013/jems.v7.n2.p5.
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<div><p><em>Cognitive structures are the basic mental pattern people use to process any information. Metaphorical thinking being one of the mental tool present innate in human beings which when practiced consciously could help developing cognitive structures in turn help to process information. According to Jean Piaget and William Perry learning is facilitated by the mechanism comprising symbolic representations of the mental processes that is actively constructed by the learners based on the existing cognitive structures. Therefore, teaching/learning process should focus on the development of existing intellectual framework. Unlike the behaviourist approach, knowledge is acquired by the learner through intentional mental representations derived from past learning experiences. Teacher’s role is to facilitate the learners with resources to build new knowledge to old and to modify the old to accommodate the new. The present paper focuses on how cognitive structures help in processing information by implementing metaphorical thinking statements in teaching/leaning process.</em></p></div>
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Randma, Tiia, and Urve Venesaar. "Does the general education school curriculum support the development of enterprising people?" Baltic Journal of Management 11, no. 2 (April 4, 2016): 142–66. http://dx.doi.org/10.1108/bjm-02-2015-0029.
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Purpose – The purpose of this paper is to investigate whether the national education standard (curriculum, NC) supports the development of enterprising behaviour and the constructivist approach to learning at the general education level? Design/methodology/approach – New methodology was designed based on the assessment of the evidence and frequency of the incidence of the indicators supporting enterprising behaviour in the text of the NC. A content analysis method is used to systematically code and categorize the target indicators from the text of the NC. According to the frequency of indicators that support enterprising behaviour the extent of support is assessed in different parts of the NC. Findings – The findings of this study show that, while the general part of the NC fully reflects the development of attitudes and skills related to enterprising behaviour, in the competences and learning outcomes of the other parts of the NC, some indicators of enterprising behaviour have only moderate support. This shows that entrepreneurial attitudes are not fully recognized as an educational aim in general education, and for the purposes of moving from a behaviourist to a constructivist educational approach, rethinking and reformulating the learning outcomes in the NC is necessary. Research limitations/implications – The critical aspects are: first, NC formats may differ between countries, and hence, the suggested analysis may suffer from limited replicability; second, the most critical aspect is that the present work analyses only the learning outcomes of the written NC, which is the basis for real action in the classroom. Practical implications – The contribution of the current study may be summed up in three main issues: first, methodology for evaluating the extent to which the NC supports the development of enterprising behaviour; second, the need to rethink and reformulate the learning outcomes in the NC (e.g. for natural sciences); and third, evidence of the conflict between the expectations of society and the aims of education. The research results are providing objective feedback to educational experts, policymakers and practitioners to help schools innovate and support the education of enterprising people in general education. Social implications – The research is an initiative supported by society and directed to support the learning of entrepreneurial behaviour of pupils at the schools of general education and use of constructivist learning approach. Originality/value – The current study is contributing to the methodology of analysing the written national curricula at the general education level for identification the evidence and frequency of the indicators of enterprising behaviour in different parts of curriculum. The methodology elaborated and the results of this study may be considered applicable for the analysis of NC in other countries. In the future, the NC in connection with real teaching practice should be studied, focusing on finding new solutions to support the education of enterprising people in schools.
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Zhao, Yanmin, and James Ko. "How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach." International Journal of Educational Management 34, no. 6 (February 10, 2020): 987–1000. http://dx.doi.org/10.1108/ijem-11-2019-0393.
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PurposeThe purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.Design/methodology/approachA mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.FindingsMeans of dimensions of teaching behaviours and student engagement were calculated based on taking the averages of the means of items theoretically associated with each dimension. Through thematic analysis of observational notes, vocational instructions and students' engagement in vocational learning environment were more diversified in terms of vocational teaching practice, which manifested that vocational teaching behaviours focused more on adjusting students' practical learning.Research limitationsThe limitation is shown that the quantitative sample is small, yet affords greater depth of data for further discussion.Originality/valueThis study develops its setting and orientation by applying the classroom observation instrument into the Chinese high vocational context and offers more in-depth insights and exploration of the characteristics of teaching practice in vocational classrooms.
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Graham, Deryn. "Embedding employability behaviours." Journal of Work-Applied Management 9, no. 1 (June 5, 2017): 35–50. http://dx.doi.org/10.1108/jwam-01-2017-0001.
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Purpose The purpose of this paper is to look at how employability is currently embedded within courses to prepare students for their transition into the world of work, identifying the teaching and learning strategies employed. Design/methodology/approach A review of the relevant literature was conducted. The study analysed experiential data and the logged reports of student work placements over a period of five years, to determine the relationship of such placements to both academic results and long term employability. The study considered placements from the viewpoints of the university, students and employers. It proceeded to look at the current embedding of employability within the teaching curriculum, specifically teaching and learning strategies for personal professional development courses and the employability passport. It also looked at the role of the work placement tutor. Findings The main revelation was that the employability skills sought by employers were mostly “soft” and therefore behaviours, rather than “hard” teachable skills, which has significant implications for the introduction of the teaching excellence framework (TEF) and the provision of suitable metrics. Research limitations/implications The study and findings are limited to a single university in the UK. Originality/value The results of the study and conclusions drawn from the analysis of findings, led to the identification of the student, institution, tutor, employer) quartet of actors for employability. The paper also postulates the ramifications of the introduction of the TEF on employability.
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Duarte, Fernanda. "Teaching organizational power and politics through a critical pedagogical approach." Journal of Management & Organization 16, no. 5 (November 2010): 715–26. http://dx.doi.org/10.1017/s1833367200001826.
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AbstractRe-visiting the ideas of some key educational thinkers and critical management theorists, this paper re-affirms the need for a critical pedagogy of organizational power and politics to foster deeper levels of reflection and ethical attitudes among undergraduate management students. While prescriptive pedagogical approaches can impart knowledge that may be useful to future managers, they often encourage a shallow and instrumental view of power in which profits are placed above ethics, and expediency above morality. As argued here, a critical pedagogy will encourage a more productive analysis of power-related phenomena in organizations, and will nurture attitudes and behaviours that can humanize management practice. The first part of the paper examines the key theoretical concepts of the proposed approach, the second discusses a set of themes emerging from a critical analysis of organizational power and politics in a management subject, and the third discusses common challenges encountered by academics committed to critical approaches.
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Duarte, Fernanda. "Teaching organizational power and politics through a critical pedagogical approach." Journal of Management & Organization 16, no. 5 (November 2010): 715–26. http://dx.doi.org/10.5172/jmo.2010.16.5.715.
Full textAbstract:
AbstractRe-visiting the ideas of some key educational thinkers and critical management theorists, this paper re-affirms the need for a critical pedagogy of organizational power and politics to foster deeper levels of reflection and ethical attitudes among undergraduate management students. While prescriptive pedagogical approaches can impart knowledge that may be useful to future managers, they often encourage a shallow and instrumental view of power in which profits are placed above ethics, and expediency above morality. As argued here, a critical pedagogy will encourage a more productive analysis of power-related phenomena in organizations, and will nurture attitudes and behaviours that can humanize management practice. The first part of the paper examines the key theoretical concepts of the proposed approach, the second discusses a set of themes emerging from a critical analysis of organizational power and politics in a management subject, and the third discusses common challenges encountered by academics committed to critical approaches.
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Febriani, Suci Ramadhanti, Wahyuni Wahyuni, Muhamad Bisri Ihwan, and Wildana Wargadinata. "Istirātījiyyāt Ta’līm Mahārah Al-Kalām ‘ala Dhou’ Al-Nazariyyah Al-Sulūkiyyah “Behaviorism Theory” bima’had Al-Ansor Padang Sidempuan." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 8, no. 1 (June 24, 2020): 1–16. http://dx.doi.org/10.23971/altarib.v8i1.1892.
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One of the most important aspects of learning is the strategy. Basically every educational institution has diverse strategies in delivering learning materials. As a typical educational institution, Pesantren has a unique learning strategy. This study aims to uncover the learning strategies of speaking skills in the al-Ansar boarding school and the learning of speaking skills based on the theory of behaviourism. This research used a descriptive qualitative approach with a case study research method. Researchers obtained data through observation, interviews and documentation. Data analysis was done through classification, data presentation, and drawing conclusions based on Milles and Huberman's theories. The results of this study are as follwos. 1) Strategies for teaching speaking skills are: Shobah al-lughah, Tabligh, language festival competitions and application of substantive conversation, language gam., 2) Strategies for teaching speaking skills in behaviourism theory are Shobah al-lughah, Tabligh and language festival competitions. The findings generated in this study were the learning of speaking skills using behaviourism theory gradually affect the students' speaking skills.
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White, Paul J., Ian Larson, Kim Styles, Elizabeth Yuriev, Darrell R. Evans, P. K. Rangachari, Jennifer L. Short, et al. "Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours." Higher Education Research & Development 35, no. 3 (November 18, 2015): 619–33. http://dx.doi.org/10.1080/07294360.2015.1107887.
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Klutse, Geoffrey Yao. "A Novel Approach to Integrated Science Teaching and Learning in a Selected Ghanaian Junior High School." European Educational Researcher 4, no. 1 (February 15, 2021): 1–27. http://dx.doi.org/10.31757/euer.411.
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The study was about a novel approach to Integrated Science teaching and learning in a selected Ghanaian junior high school. In this study, the approach to teaching and learning Integrated Science has been made entirely new and meaningful in the sense that the four learning behaviours (acquisition of knowledge, comprehension, application of knowledge and experimental skills) which constitute profile dimensions were incorporated into the objective-stating, lesson-delivery and assessment of lessons. The researcher made use of profile dimensions in preparing lesson plans, taught students with the new strategy and assessed the impact of the new approach on students in terms of teaching and learning of science. The students were highly interested in answering low order question. About 80% of the questions were high order questions which were poorly answered. They actually showed very little interest in answering high order questions. However, as the weeks went by and the approach to teaching the new strategy was improved, students’ interests were aroused and sustained leading to students demonstrating high ability to answer high order questions conveniently. By the end of the study, the students were able to set up and conduct experiments, observe the outcome and draw their own conclusions. The students could classify items based on their characteristics and discuss issues (like balanced diet) and outline the effect of malnutrition in animals. Students’ scientific drawings were neater and clearer with less woolen lines. The implication of the finding is that, with these learning behaviours and skills, students could do analytical thinking and have the capacity to apply their knowledge to problems and issues.
Dissertations / Theses on the topic "Behaviourist teaching approach"
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Ashton, Jean, and of Western Sydney Nepean University. "Strategic approaches to learning: an examination of children's problem-solving in early childhood classes." THESIS_FE_XXX_Ashton_J.xml, 2003. http://handle.uws.edu.au:8081/1959.7/624.
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This thesis shows how children’s learning is influenced and modified by the teaching environment. The metacognitive, self-regulatory learning behaviours of sixteen kindergarten students were examined in order to determine how students perceive learning, either by adopting deep approaches, where the focus is on understanding and meaning, or surface approaches, where the meeting of institutional demands frequently subjugate the former goals. The data have been analysed within a qualitative paradigm from a phenomenographic perspective. The study addresses three issues: the nature and frequency of the strategic learning behaviours displayed by the students; the contribution strategic behaviours make to the adoption of deep or surface learning approaches; and how metacognitive teaching environments influence higher-order thinking. Findings reveal that where teachers had metcognitive training, the frequency of strategy use increased irrespective of student performance. High achieving students used more strategic behaviours, used them with greater efficiency, and tended to display more of the characteristics of deep approach learners. This study suggests that many of the differential outcomes evident amongst students may be substantially reduced through early and consistent training within a teaching environment conductive to the development of metacognitive, self-regulatory behaviours and deep learning approachesDoctor of Philosophy (PhD)
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Thompson, Jean C. "Cooperative learning in computer supported classes /." Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/1256.
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This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) project in state schools in Victoria, Australia. The thesis reports an interpretative analysis of cooperative learning in computer-supported classes as it is currently conducted in selected Victorian primary schools. The framework for the study is grounded in the belief that cooperative learning encourages learning as a group as opposed to learning in a group (Slavin, 1980). The framework emphasises the importance of teachers using cooperative learning as a structure to enable students to think together. Therefore, analysis focuses on cooperative learning in a classroom context and the teachers’ units of work guiding the tasks they create. Using a mixed-method approach involving questionnaires, interviews and videotaped observations, the study was conducted in four sites with two teachers from each school and two groups of students from each class. (For complete abstract open document)
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Mkandla, Justice. "Teachers' perceptions and enactment of inquiry- based teaching to stimulate learner interest in science." Diss., 2021. http://hdl.handle.net/10500/27538.
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Abstracts in English, Afrikaans and ZuluThis qualitative, single high school case-study conveniently sampled eight natural sciences teachers and, after conducting lesson observations and document analysis, interviewed all participants to obtain their perceptions about the effectiveness of inquirybased teaching in motivating learners to specialise in sciences. The major finding was that most participants were sceptical about inquiry-based teaching. Participants from a behaviourist epistemology did not believe that learner motivation resulted from inquirybased teaching while those from an eclectic epistemology preferred a complementary use of both approaches. The few participants oriented towards inquiry acknowledged the link between learner motivation and inquiry-based teaching but faced the challenge of limited time to prepare all the apparatus and procedures required for inquiry-based teaching. This researcher recommends employing laboratory assistants to assist teachers with setting up apparatus for inquiry-based lessons, trimming some content to reduce overload in the Annual Teaching Plans (ATP), and in-service training on inquirybased teaching to develop learner interest in sciences.
Hierdie kwalitatiewe gevallestudie het agt natuurwetenskap onderwysers betrek en na leswaarnemings en dokumentanalise, is onderhoude met die deelnemers gevoer om hul sienings te bekom oor die bydrae van die ondersoek-gebaseerde konstruktivistiese benadering as ’n strategie om leerders te motiveer om in wetenskap-verwante vakke te spesialiseer. Die belangrikste bevindings was dat die deelnemers logiese positivistiese en eklektiese benaderings verkies; dat hulle skepties is oor ondersoek-gebaseerde onderrig en dat hulle nie leerder motivering aan onderwysbenaderings koppel nie. Daar was egter enkele deelnemers wat wel ondersoekend onderrig het en wat leerder belangstelling in wetenskap aan ondersoek-gebaseerde onderrig gekoppel het. Op grond van die data wat verkry is, beveel hierdie navorser aan dat laboratoriumassistente aangestel moet word om onderwysers by te staan met die opstel van apparaat vir ondersoek-gebaseerde lesse; dat spesifieke modelle van ondersoek in die “CAPS”- dokument ingesluit word; dat inhoud afgeskaal moet word om oorlading in die jaarlikse onderrigplanne (ATP) te verminder, en dat voor- en indiensopleiding aan onderwysers oor ondersoek-gebaseerde onderrig verskaf word as ‘n manier om die belangstelling van die leerders in die wetenskappe te prikkel.
Lesisifundo socwaningo esenziwe esikoleni esisodwa samabanga aphakeme lwakhetha othisha beSayensi Yemvelo (NS) abayisishiyagalombili ukuze kwazakale ukuthi bayibona kanjani indlela yokufundisa iSayensi ngophenyo (inquiry-based teaching) ehlose ukukhuphula intshisekelo yabafundi kwiSayensi. Ngemuva kokubona othisha beSayensi befundisa, lomcwaningi wahlaziya incwadi eziphathelene nokufundiswa kohlelo lwe CAPS, waphinde wenza izingxoxo nabothisha. Okumqoka okutholakale kuloluphenyo kube ukuthi iningi lababambe iqhaza, abakhuthalela ukufundisa ngendlela egxile kuthisha (logical positivism) bangabaza ukuthi abafundi bafunde bephenya njalo abakubonanga ukuxhumana kwenzindlela zokufundisa nokunyuka kwentshiseko yabafundi ezifundweni ze Sayensi. Ababambiqhaza abahlanganisa indlela yokufundisa egxile kuthisha ne ndlela yokufundisa ngophenyo (eclectic) bakholelwa ukuthi indlela yokufundisa egxile kuthisa nendlela yokuthi abafundi bafunde bephenya, kuyomela zisetshenziswe zombili. Kwatholakala ingcosana yabothisha eyenelisa ukufundisa isayensi ngendlela yophenyo eyayisezingeni eliphansi njalo yaqinisekisa ukuthi bukhona ubudlelwano phakathi kwendlela zokufundisa nokunyusa intshiseko yabafundi kwi Sayensi. Ngokolwazi olutholakele, lolucwaningo luncome ukusebenzisa abasizi basemagunjini okusebenzela ososayensi ukusiza ukuhlela amalungiselelo okwenza uphenyo lwezifundo, nokuhlinzekwa kwezindlela eziqondile zokuphenya izincwadi zikaCAPS, kanye nokunciphisa okunye okuqukethwe, kwehliswe umthwalo kuhlelo lokufundisa lonyaka (i-ATP), ukuqeqeshwa kothisha kwi ndlela yokufundisa iSayensi ngokuphenya ukuze kuthuthukiswe intshiseko yabafundi.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Douglas, Katherine. "Exploring foundation phase Mathematics teachers' use of different teaching strategies in Grade 3, in Danielskuil, in South Africa." Diss., 2019. http://hdl.handle.net/10500/26959.
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This study focused on the teaching of Mathematics to Grade 3 learners and
learner underperformance in Mathematics in South Africa and worldwide. A
theoretical framework examined the value of social constructivism, behaviourism and
connectivism to Mathematics teaching. A comparison was made with Mathematics
teaching in primary schools in South Africa, Bangladesh and Mozambique according
to the literature. Against this background a qualitative inquiry was conducted in three
selected primary schools with a purposeful, convenient sample of five Grade 3 Mathematics
teachers in Danielskuil town, North West Province, South Africa Data
were gathered by semi-structured individual interviews, non-participatory
classroom observation and document analysis to explore theoretical
knowledge and teaching approaches of participants, establish strategies to
enhance teacher proficiency, identify successes and challenges in teaching
Grade 3 Mathematics and factors that impede Mathematics teaching in the
selected primary schools. Findings indicated challenges created by lack of
physical classroom resources such as stationery, textbooks and learning
aids, poor school infrastructure, overcrowded classrooms, discipline problems,
teachers' inability to meet the needs of learners with barriers to learning
, language barriers , learners' social problems, teachers' lack of Pedagogical
Content Knowledge , lack of developmental teacher training and limited
stakeholder support from the Department and parents. Successes related to
Mathematics intervention programmes, study groups after school and math's clubs. Based on the literature and empirical inquiry, recommendations were
made for implementation by Department of Basic Education, schools and
teachers improve the learner performance outcomes in Grade 3 Mathematics
in primary schools in South Africa.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
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Osei-Asiamah, Joel. "An investigation of teaching and learning methods in information technology : a case study at a selected high school in Kwa-Zulu-Natal." Diss., 2019. http://hdl.handle.net/10500/26464.
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The Information Technology (IT) as subject taught in South African secondary schools is
considered to be a very perplexing subject. The IT as a subject has four learning outcomes
which are E-Communication (weight 10%), Social and Ethical Issues (weight 10%), Hardware
and Systems Software (weight 20%) and Programming and Software Development (weight
60%). The Programming and Software Development enjoys the highest weight as outcome
of IT and it is believed to be the main cause of the difficulty of IT. The number of Grade 9
learners willing to offer IT as a subject in Grade 10 is decreasing and the number of learners
pursuing IT until Grade 12 is declining in every school in South Africa annually. The aim of
this research is to investigate methods that enhance teaching and learning Information
Technology at a selected high school focusing on Grade12 learners. Although this work
investigated many teaching and learning methods, it has come to be known that the hybrid
system or method is the best to adopt and apply in teaching and learning of IT in high schools
especially in the relevant target high school. Thirty (30) participants were sampled. Three (3)
data collection instruments, which were questionnaires, interviews and observations were
used. Results that were obtained from the use of these data collection instruments were
recorded and analysed. Results from these instruments were compared and conclusions
drawn. A major finding was that the hybrid system that combines both teacher-centered and
learner-centered teaching approaches was able to enhance the teaching and learning of IT.Science and Technology Education
M. Ed. (Natural Science Education)
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Dilrajh, Kamla Moonsamy. "Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig." Diss., 1998. http://hdl.handle.net/10500/18009.
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Summaries in Afrikaans and EnglishIn die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.
In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.
Afrikaans and Theory of Literature
M.A. (Afrikaans)
Books on the topic "Behaviourist teaching approach"
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John, Harris. Positive approaches to challenging behaviours. Kidderminster: Bild, 1996.
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Harris, John. Positive approaches to challenging behaviours. Kidderminster: Bild, 1996.
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Dave, Hewett, Hogg James 1940-, and British Institute of Learning Disabilities., eds. Positive approaches to challenging behaviours. 2nd ed. Kidderminster: BILD, 2001.
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Dave, Hewett, Hogg James 1940-, and British Institute of Learning Disabilities., eds. Positive approaches to challenging behaviours. 2nd ed. Kidderminster: BILD, 2001.
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Harris, John. Positive approaches to challenging behaviours. Kidderminster: Bild, 1996.
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Dave, Hewett, Hogg James 1940-, and British Institute of Learning Disabilities., eds. Positive approaches to challenging behaviours. 2nd ed. Kidderminster: BILD, 2001.
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John, Harris. Positive approaches to challenging behaviours. Kidderminster: Bild, 1996.
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Harris, John. Positive approaches to challenging behaviours. Kidderminster: BILD, 1996.
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John, Harris. Positive approaches to challenging behaviours. Kidderminster: Bild, 1996.
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Dave, Hewett, Hogg James 1940-, and British Institute of Learning Disabilities., eds. Positive approaches to challenging behaviours. 2nd ed. Kidderminster: BILD, 2001.
Find full textBook chapters on the topic "Behaviourist teaching approach"
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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments, 187–201. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.
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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.
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"Explanations and the Behavioural Approach in Teaching: Nigel Hastings and Joshua Schwieso." In The Behaviourist in the Classroom, 190–202. Routledge, 2012. http://dx.doi.org/10.4324/9780203807378-13.
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"British Teachers and the Behavioural Approach to Teaching: Frank Merrett and Kevin Wheldall." In The Behaviourist in the Classroom, 28–59. Routledge, 2012. http://dx.doi.org/10.4324/9780203807378-6.
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Matosas-López, Luis, Roberto Soto-Varela, Melchor Gómez-García, and Moussa Boumadan. "Quality Systems for a Responsible Management in the University." In Sustainable and Responsible Entrepreneurship and Key Drivers of Performance, 102–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7951-0.ch006.
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Literature on university quality systems and teaching performance measurement addresses only tangentially the neutrality of measurement instruments in relation to the different teaching methodologies. This chapter explores this issue posing the following question: Should we use identical assessment instruments on teachers who apply different teaching methodologies? The authors attempt to answer this question by focusing the debate on the two most widespread methodological approaches in the university: the behaviourist and the constructivist. The study addresses this task from the perspective of measurement instruments with behavioural episodes. The authors present two instruments to assess teaching performance: one aimed at evaluating teachers who use behaviourist approaches and the other aimed at assessing teachers who apply constructivist approaches. The work reveals divergences between the two questionnaires addressing the importance of using different teaching appraisal instruments to measure, responsibly, the performance of teachers who apply different teaching methodologies.
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Phajane, Masello Hellen. "Strategies to Enhance the Most Effective Classroom Management Techniques and Practices." In Paradigm Shifts in 21st Century Teaching and Learning, 252–69. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch016.
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The purpose of this chapter is to explore and determine the most effective classroom management techniques and practices. This chapter includes a full review and critical analysis of research and literature associated with classroom discipline and ongoing management to promote positive learning. Owing to the diverse population of learners, changes in cultural behaviours, and the social and emotional pressure children experience, the classroom environment has become disorderly. Teachers need an effective classroom management plan that would help bring order and productive learning back into the classroom. As teachers learn more about a variety of classroom management approaches, they can sample techniques that would fit their needs. Not all classroom management programmes are geared to the same grade levels. Therefore, teachers can choose programmes that will best satisfy the needs of their own classroom's grade level. Teachers can choose between an approach for individual classrooms and a whole school approach to enhance learner behaviour.
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Eren, Ömer. "The Path to Digitalisation in ELT Classes." In Handbook of Research on Digital Learning, 160–72. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9304-1.ch010.
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This chapter presents the history of digitalisation in language teaching and learning. History of computers in language classes is examined since the introduction of computer technology in language teaching up to now. The interaction between language teaching and computers is presented in a timeline to get a clear picture about the great evolution of the role of computers from a drilling machine into creating a virtual classroom atmosphere. Starting from 1970s, history of computer-assisted language learning is depicted to enlighten the idea of how social networking has emerged and how it is used in language teaching. After that, social nature of learning and its role in digitalisation is explained within theoretical framework of behaviourist and constructivist approaches.
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Tandon, Soma Kamal. "A “Novel” Approach to the Moral Dimension of Leadership." In Handbook of Research on Teaching Ethics in Business and Management Education, 289–309. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-510-6.ch017.
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In recent times ethics and leadership have become dominant concerns in business. The foundations of the business establishment have been shaken by the examples of insider trading, manipulative accounting, and blatant fraud. The cause of ethical compromise can often be traced to the failure on the part of the leadership to actively promote ethical ideals and practices. In the current scenario, it is therefore, essential to give training on ethical leadership. This chapter adopts a three dimensional approach integrating the novel The Devil and Miss Prym into the study of ethics by exploring various related leadership theories. It harnesses the multifaceted nature of literature, which presents the interaction of a variety of characters with radically different beliefs, desires, and behaviours, thus increasing the complexity of an ethical dilemma. Charismatic and Servant leadership have been mapped to virtue ethics. Transactional leadership adopts ethical egoism as an ethical perspective. The transformational leader adopts the utilitarianism approach. Authentic leadership is based on altruistic principles. Deontological ethics is explained with Value Centered leadership. A thematic analysis of the novel has been done to exemplify the components of the leadership theories with an ethical perspective.
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Caballero-Blanco, Pablo, and Maria Jose Lasaga-Rodriguez. "The Outdoor Education Practices (OEP) in the Development of Sustainable Behaviours in Early Childhood Education." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, 306–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4402-0.ch015.
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In this chapter, the authors present an intervention that was aimed to increase the realization of outdoor education practices (OEP) and, using the scientific method, they evaluate the effects of such practices on both teachers and students. The incorporation of OEP in the teaching-learning process and the perception of teachers toward its effects on the students were quantitatively and qualitatively analyzed through semi-structured interviews and using a teacher diary. Such approach began with a diagnostic questionnaire designed to reveal the use that the teachers make of this type of practices, their degree of training regarding these practices, the opinion of the teachers about the educational potential of OEP, limiting factors and propositions to improve their incorporation. From the results of the diagnosis, methodological guidelines were established between the early childhood education teachers and the researchers to quantitatively and qualitatively improve OEP.
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Ballet, Pascal, Jérémy Rivière, Alain Pothet, Michaël Theron, Karine Pichavant, Frank Abautret, Alexandra Fronville, and Vincent Rodin. "Modelling and Simulating Complex Systems in Biology." In Advances in Computational Intelligence and Robotics, 128–58. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1756-6.ch006.
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Modelling and teaching complex biological systems is a difficult process. Multi-Agent Based Simulations (MABS) have proved to be an appropriate approach both in research and education when dealing with such systems including emergent, self-organizing phenomena. This chapter presents NetBioDyn, an original software aimed at biologists (students, teachers, researchers) to easily build and simulate complex biological mechanisms observed in multicellular and molecular systems. Thanks to its specific graphical user interface guided by the multi-agent paradigm, this software does not need any prerequisite in computer programming. It thus allows users to create in a simple way bottom-up models where unexpected behaviours can emerge from many interacting entities. This multi-platform software has been used in middle schools, high schools and universities since 2010. A qualitative survey is also presented, showing its ability to adapt to a wide and heterogeneous audience. The Java executable and the source code are available online at http://virtulab.univ-brest.fr.
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Ballet, Pascal, Jérémy Rivière, Alain Pothet, Michaël Theron, Karine Pichavant, Frank Abautret, Alexandra Fronville, and Vincent Rodin. "Modelling and Simulating Complex Systems in Biology." In Data Analytics in Medicine, 898–929. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1204-3.ch048.
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Modelling and teaching complex biological systems is a difficult process. Multi-Agent Based Simulations (MABS) have proved to be an appropriate approach both in research and education when dealing with such systems including emergent, self-organizing phenomena. This chapter presents NetBioDyn, an original software aimed at biologists (students, teachers, researchers) to easily build and simulate complex biological mechanisms observed in multicellular and molecular systems. Thanks to its specific graphical user interface guided by the multi-agent paradigm, this software does not need any prerequisite in computer programming. It thus allows users to create in a simple way bottom-up models where unexpected behaviours can emerge from many interacting entities. This multi-platform software has been used in middle schools, high schools and universities since 2010. A qualitative survey is also presented, showing its ability to adapt to a wide and heterogeneous audience. The Java executable and the source code are available online at http://virtulab.univ-brest.fr.
Conference papers on the topic "Behaviourist teaching approach"
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Scoular, Claire. "Identifying and monitoring progress in collaboration skills." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_15.
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The nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills.
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.
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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.