Dissertations / Theses: 'Classroom learning'

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Kemp, Hermione. "Exploring a story-based learning design in a grade 4 science and technology classroom." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021017.

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Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.

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Chakrvarty, Rupak, and Sukhdeep Kaur. "OpenCourseware: Learning Beyond Classroom." Twenty First Century Publications, Patiala, 2008. http://hdl.handle.net/10150/106151.

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OpenCourseWare is an innovative and bold idea. It aims to support learning and teaching programme significantly. Learning material contained in an OCW provides learners an opportunity to gain knowledge beyond their routine classroom environments. These are in the digital form which can be accessed online, thus breaking the barriers of time and distance. Indian academics can play a significant role in creating OCW materials for the students to propagate the teaching and learning process diluting the limitations of traditional educational setup and begin a new culture of "Learning Beyond Classroom". The present study aims to sensitize the teachers and learners about the potentials of the OCWs. It presents a proposal for creating an "Indian OCW Consortium" at different levels. Also discusses the challenges and issues in establishing such an OCW project.

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Hardman, Mark. "Complexity and classroom learning." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14466/.

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This thesis provides a theoretical basis for applying complexity theory to classroom learning. Existing accounts of complexity in social systems fail to adequately situate human understanding within those systems. Human understanding and action is embedded within the complex systems that we inhabit. As such, we cannot achieve a full and accurate representation of those systems. This challenges epistemological positions which characterise learning as a simple mechanistic process, those which see it as approaching a view of the world 'as it is' and also positions which see learning as a purely social activity. This thesis develops a materialist position which characterises understandings as emergent from, but not reducible to, the material world. The roles of embodied neural networks as well as our linguistic and symbolic systems are considered in order to develop this materialist position. Context and history are shown to be important within complex systems and allow novel understandings to emerge. Furthermore, shared understandings are seen as emergent from processes of response, replication and manipulation of patterns of behaviour and patterns of association. Thus the complexity of learning is accounted for within a coherent ontological and epistemological framework. The implications of this materialist position for considering classroom learning are expounded. Firstly, our models and descriptions of classrooms are reconciled with the view of our understandings as sophisticated yet incomplete models within complex social systems. Models are characterised as themselves material entities which emerge within social systems and may go on to influence behaviour. Secondly, contemporary accounts of learning as the conceptual representation of the world are challenged.

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Veneri, Brittney. "Classroom environment : the classroom environment's effect on student learning /." Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Iancu, Karin. "Security for Classroom Learning Partner." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/41606.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.
Includes bibliographical references (p. 43-44).
This MENG thesis implements a security system for a classroom presentation system called the Classroom Learning Partner (CLP). The goal of the security system is to prevent cheating on electronic quizzes. CLP is a system that uses Tablet PCs in the classroom to enhance learning and encourage interaction between the instructor and students. The instructor creates exercises which are displayed on slides on the students' Tablet PCs. The students complete the exercises and submit them to the instructor and to a central database. The security implementation makes it possible to extend this framework for electronic quiz administration. This thesis discusses current cheating prevention methodologies and extends them to account for electronic quiz-taking scenarios. The basis of the security system is SQL Server authentication for authentication to a central database, and SSL for encryption of network traffic.
by Karin Iancu.
M.Eng.

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McNamara, Casey Ann. "Teacher tools for classroom learning partner." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/100593.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 55).
This thesis discusses improvements to the teacher user interface of a tablet-computer-based classroom interaction system called Classroom Learning Partner. The new interface elements allow teachers to more easily keep track of class and individual progress through assignments, view students' work, give different assignments to different students, and quickly gauge students' understanding. Teachers in the Boston area consulted on the interface design and tested the implementation. Classroom observations and interviews with teachers indicate that the teachers found the new tools useful.
by Casey Ann McNamara.
M. Eng.

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Im, Soo O. 1972. "Total learning : education beyond the classroom." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/67546.

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Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2002.
Some ill. printed as leaves and folded.
Includes bibliographical references (p. 81-83).
What is a quality learning space? This thesis is a study of a prototype for secondary school to provide a stimulating learning environment and a nurturing growing space in an urban site through exploration of different school components and their interaction. By designing specifically with high density areas in mind, this project proceeds to mediate special issues faced with many cities today regarding providing adequate space for the students in their area. Taking clues form dynamic relationships found in its setting, characteristics of the city extend into the interior life of the school to create a dynamic learning environment as rich as the streets themselves. Learning is not about what happens in classrooms but what happens between classrooms. Learning is a total experience that extends beyond the classrooms into the student spaces and into the community where the real interaction and dialogue takes place.
"The efficiency of the city and therefore the contribution of urbanization to development will depend to an important degree on how the problems of mobility are resolved. " Wilfred Owen (1972) Based on current urban patterns, this thesis assumes that as cities continue to expand and densify, living and working environments will increasingly be attracted to edge-city sites with access to public multi-modal transportation infrastructure. The program required to accommodate efficient interchange to/from and within such infrastructure (involving trains, buses, shuttles, taxis, cars, bicycles, etc) is both vast and complex. It is critical to urban mobility that the architecture of such spaces facilitates wayfinding at both an urban and inner-station scales. Unfortunately, many existing transportation interchanges that are supposed to unify, actually contribute to division through inefficient program and through illegible spaces that rely solely on signage for orientation rather than architecture. TRANSIT GUIDANCE is a set of design propositions as well as an implementation that demonstrates how architecture can be used to heighten users' environmental understanding in and around edge-city multimodal transit stations, thereby facilitating efficient navigation and ultimately the collective mental image of the city.
by Soo O. Im.
M.Arch.

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Kurdziolek, Margaret Angela. "Classroom resources and impact on learning." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28687.

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In the past, educators and policy makers believed that by providing more resources they could directly improve student-learning outcomes. To their frustration, this turns out not to be entirely true. Resources may be necessary but they are not sufficient. Resources themselves are not self-enacting, that is, they do not make change inevitable. Differences in their effects depend on differences in their use. This is also true in the case of educational technologies. As developers of these technologies we need to understand how resources fit within the classroom environment as enacted and how they can be effectively used to increase student learning. I report on four case studies conducted within the context of the Scaling-Up SimCalc study. In the study, â treatmentâ teachers were given a set of new resources to use: a combination of curriculum, educational software, and teacher professional development. â Delayed treatmentâ (control) teachers were asked to use their usual curriculum. Year-one study results demonstrated by randomized controlled testing the successful use of technology in class settings; however, there was little information on how the students and teachers actually interacted with the resources. Case study classrooms were selected to examine the effects of variation of computational resource arrangements: one utilized a computer lab, two used mobile laptop carts, and one used a laptop connected to a projector. The first round coding and analysis shows that the observed classrooms varied not only in their classroom set-ups but also in how teachers and students interacted with the software, the workbooks, and with one another. The variety of resource interaction points to the robustness of the SimCalc project: students and teachers can interact with the SimCalc resources in a variety of ways and still achieve student-learning gains. However, through subsequent review and analysis of the observation data five themes emerged. These themes suggest commonalities in classrooms practices surrounding the use of resources. Two new theoretical constructs, â socio-physical resource richnessâ and â resource use withitnessâ , help describe (1) physical and social arrangements of resources and (2) how teachers and students manage resource use.
Ph. D.

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Conway, Jason Allen. "Connecting Cooperative Learning to Classroom Environment." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/151001.

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Educational Administration
Ed.D.
The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding. This study is in response to the diagnosis of educational administrators and classroom teachers facing challenges in building positive school and classroom environments. The lack of social skills and the inability to work well with each other diminishes the opportunities for the creation of positive school and classroom environments. As a result, students may become disenfranchised, evidenced by dropout rates and the disinterest in activities provided in the classroom. The study consisted of case study methodology using surveys, interviews, focus group sessions, lesson plans, teacher journals and classroom observations to document the story of the possible impact of implementing structured student interactions. The study revealed that it was inconclusive whether the intervention strategies had an overall positive or negative effect in the perceptions of engagement, interdependence, accountability and equity. Despite the conclusion, the data provide several opportunities for discussion within the areas of classroom environment, instructional leadership, instructional coaching, implementation fidelity of new strategies and teacher self-study of practice.
Temple University--Theses

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Freeman, Michelle, and Gary Burkette. "Storytelling in the Accounting Classroom." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6425.

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Under what conditions and in what situations is the telling of personal history and other stories an effective teaching tool?Storytelling has been used by many of the greatest teachers throughout history. Plato, Jesus and Gandi, used stories, parables and personal histories to educate students (Zabel 1991). In fact, storytelling has been referred to as the foundation of the teaching profession (Abrahamson 1998). In recent years, the use of storytelling has received attention from academic researchers and has been studied in several academic disciplines. It has been suggested that the use of storytelling in higher education settings increases student performance and recollection (Bryant & Harris 2011). However, few students have considered the potential for the use of storytelling in the accounting classroom.This archival research seeks to describe the value of storytelling as a pedagogical tool across academic disciplines, review the literature regarding the use of storytelling in other academic disciplines in higher education, synthesize the findings of existing research and describe the uses, benefits and difficulties with using storytelling in various accountancy classes across the curriculum, and suggest possible uses for storytelling in accountancy classes.

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Faulk, Janet, and Pamela Evanshen. "Linking the Primary Classroom Environment to Learning." Digital Commons @ East Tennessee State University, 2016. https://www.amzn.com/1938113209.

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Book Summary: Empowering students to be active thinkers and learnersPrimary students enter the classroom as capable thinkers with unique experiences, skills, and ideas about the world. Using this new collection of articles, educators can build on that preexisting knowledge to take teaching and learning to the next level. This valuable resource will help you- Create environments that boost learning and build social relationships among students- Engage young learners in interpreting complex literature and thinking deeply and meaningfully about math and science- Support culturally and linguistically diverse children- Foster strong ties with familiesUsing the ideas presented here as a foundation, educators can make the most of their time with students by using each interaction as a powerful opportunity to instill confidence, competence, and a love of learning.

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Faulk, Janet, and Pamela Evanshen. "Linking the Primary Classroom Environment to Learning." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/1938113047.

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Book Summary: Edited and compiled just for teachers, this resource explains developmentally appropriate practice (DAP) so teachers can apply DAP in their work with children in first, second, and third grades.

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Garver-Daniels, Tessa Marie. "An Action Research Study of a Secondary Art Classroom in Appalachia Utilizing Flipped Classroom Hybridization Methods." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1627049030752619.

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Gonzalez, Luz Elva. "Learning the curriculum as a classroom event." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185608.

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The purpose of this study was to examine the evolving event-structured knowledge of one student teacher in a second grade classroom containing a diverse population of students. His understandings, interpretations, and reflections were documented before, during, and after enactment of units of content in the classroom. Weekly interviews designed to elicit the student teacher's "well-remembered events" provided the primary data for the study. In addition, daily observations by the researcher supplemented analysis of the student teacher's interpretations. Interviews with the cooperating teacher to establish an understanding of the context in which the student teacher was learning to teach completed data collection. Findings indicated that the student teacher faced major difficulties in the areas of instructional time and unit context. Based on the demands of the curriculum, students, and cooperating teacher and his interpretations of difficulties encountered, the student teacher concluded that the second grade curriculum was above grade level, that it was constraining on planning and teaching, and that it contained discrepancies. The student teacher resolved these difficulties by moving students back in the curriculum or by condensing or eliminating portions of the curriculum before and during the enactment of content. Analysis of the data suggests that other factors may have contributed to the problems faced by the student teacher in learning to teach. For example, he reported having limited knowledge of the curriculum as well as teaching methods. These limitations may have affected the struggles he experienced as he learned, represented, and enacted the curriculum with a group of students in a complex environment.

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Sills, Elizabeth Schave. "Classroom negotiations : implementing new strategies for learning." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/70290.

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Mekhitarian, Stepan. "Effective Instruction in the Blended Learning Classroom." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/465.

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With the growing prevalence of blended learning in classrooms across the country, the need for teacher training for effective blended learning implementation is critical. This research study focuses on the skills and training required to implement blended learning effectively. Observations of classroom instruction and professional development, surveys, and interviews with teachers and administrators added to an extensive literature review to inform training recommendations for school sites and teacher education programs. The results show that professional development is effective when it includes peer observations and collaboration, modeling of best practices, and the integration of blended learning programs with instructional practice. Individualized differentiation, constructivist learning opportunities, and strategic grouping are also key elements of effective blended learning implementation. With carefully planned professional development, teachers can use blended learning in the classroom to engage students and offer rigorous learning experiences that prepare students to be critical thinkers in school and beyond.

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Williams, Jeni Kimberly. "Inquiry learning in the earth science classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2641.

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Kostaras, Vasiliki. "Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26281.

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Technology has become an integral part in the realm of education. The flipped classroom is a recent teaching method where students can watch instructional online videos outside the classroom that actively engage them in their learning process. Although this trend has gained momentum in many disciples and there are many studies available, research behind language acquisition through the flipped classroom model is limited. Still it is implemented by many teachers in the upper secondary school in Sweden. The aim of this study is to investigate the benefits and drawbacks of the flipped classroom in the EFL context and to see if the Flipped Classroom enhances interactive skil ls in students’ language learning. Peer reviewed research articles were used and data has been collected through research behind the Flipped Classroom. The perceptions behind it were divided. Some teachers and students experienced the Flipped Classroom as something positive with regard to availability of material, the promotion of active learning for students and enhancement in language interaction. Along with these, criticism made on this teaching method is that creating material to be available online was time consuming and that perceived an increase in the homework load. As regards oral interaction, both teachers and students felt that it did enhance skills in speaking since preparation before class lead to qualitative time for interaction with the teacher during class, something that was very limited before implementing the flipped classroom model. This review suggests that there is a demand for further studies in the area of English language teaching and English language acquisition in the Swedish context of upper secondary education.

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Jantos, Anne, Matthias Heinz, Eric Schoop, and Ralph Sonntag. "Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33955.

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Purpose – This paper is part of an extensive project1 which focusses on creating and implementing a scalable flipped classroom framework to broaden information and media competencies in university staff in Saxony. A flipped classroom arrangement with a sensible mix of multimedia tools promotes meaningful learning and lowers travel costs by avoiding content consumption in face-to-face time and instead offers content beforehand using various sources. This paper will in particular focus on the approach to gradually apply a flipped classroom arrangement to a B2B-Marketing course specifically designed for part-time students and use the implications to promote this method and further the step-by-step migration to the flipped classroom at universities in Saxony. Design/methodology/approach – Gathering information by reviewing previous experiences in E-Learning over the past decade, we were able to create an overview of how to approach part-time students and identified various concepts to create a more flexible and meaningful learning environment. We decided on a flipped classroom arrangement which offers time sensible teaching and promotes meaningful learning. A flipped classroom framework has been created which can be adjusted freely. Finally, we implemented the framework to a B2B-Marketing course by adapting it to the course content, time frame and attendance number. This procedure is designed to gradually increase usage of multi media tools and self efficacy and thereby steadily migrates the course to the flipped classroom. Originality/value – Focussing on part-time students’ needs and satisfying them with a flipped classroom arrangement is an entirely new approach. This project connects parttime- learning with online learning in a yet unprecedented manner. Practical implications – This paper describes the project’s two main outcomes. Firstly, an independent scalable framework which can be adapted to different learners’ and teachers’ needs. Secondly, the application strategy is described in detail and offers explicit indications and methods to implement the flipped classroom gradually. Also, there will be an evaluation which will be interpreted and summarized in a guideline as well as patterns and lessons learned. In general, this project aims to broaden media and information competencies and encourage and strengthen collaboration in higher education in Saxony.

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Cornwall, Jeffrey Melvin. "Tailoring Student Learning: Inquiry-Based Learning in the Elementary Art Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5665.

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This research study explored the role of the elementary art educator in facilitating individualized learning experiences for students in contrast to a standardized culture of education. The methodology of a/r/tography was used to investigate the role of the teacher, as well as artist and researcher, within an inquiry-based art curriculum for a fifth grade class. Inspired by contemporary art practices, students used inquiry to investigate, research and experiment with their ideas around an integrated topic of compare and contrast as found within the fifth grade science and language arts standards. Students created a work of art as a means to inquire or in reaction to an inquiry. This study hopes to persuade educators, specifically elementary art educators, to guide students toward personal and meaningful learning.

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Dougall, P. K. "Classroom talk : Rhetoric and reality." Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382311.

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Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10959.

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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour ++
in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.

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Vargas, Julie Marie. "Modern learning: Quizlet in the social studies classroom." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3986.

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This study evaluated the effects of technology on the performance of high school students with learning disabilities in a resource room to increase skills of learning new vocabulary that is linked to standards within reading. The study included participants from four special education classes. The participants in the study were given in a 2-week intervention utilizing an adaptive version of the Frayer Model (direct instruction) or Quizlet (use of computer-aided/technology instruction, an interactive education game) to determine comparative difference of skill level achievement. The context factors included students in the special education program at a high school in an urban city located in a mid-west state. All participants completed a pre/post survey and pre/post vocabulary exams. Descriptive statistics, using SPSS, provided the methods for analyzing the data. Results showed that both the preference of learning styles by these participants and effectiveness of the computer-aided instruction (Quizlet) yielded better scores over teacher-student direct instruction (Adaptive Frayer Model).
Thesis (M.Ed.)--Wichita State University, College of Education, Dept.of Curriculum and Instruction.

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Stones, Brian John. "TVEI related investigation concerning innovatory classroom learning environments." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278398.

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羅勤忠 and Kan-chung Kenneth Law. "Collaborative learning: web-based teaching insecondray physics classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256351.

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Solberg, Elin. "Vocabulary Teaching and Learning in a Multilingual Classroom." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86933.

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This paper presents a case study of the strategies used for vocabulary teaching and learning in a multilingual adult education English classroom with recently arrived students in Sweden. Through classroom observations, an analysis of the textbook used, an interview with the teacher, and interviews with recently arrived students, several strategies and approaches to teaching or learning English vocabulary were found. The most common strategies for teaching vocabulary were to explain the word in the target language and to put it in context, although Swedish translations were also frequently used. Among the students’ strategies found were the use of dictionaries, flash cards, wordlists, and guessing from similar words in other languages. The students reported some difficulties with Swedish translations of English words and the use of Swedish in the classroom, albeit some also appreciated the opportunity to learn more Swedish. From these findings, some potential challenges for a multilingual classroom with recently arrived students were drawn.

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Evanshen, Pamela, and L. Phillips. "Redesigning a College Classroom Environment Conducive to Learning." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4369.

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Neuharth, Jay Stanley. "Empowering ESL Students for Out of Classroom Learning." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4909.

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Since its publication in 1898, The Turn of the Screw has been the focus of diverse critical interpretation. It has reflected shifts in critical theory that include the Freudian, psychoanalytic, mythological, structuralist, reader-response, linguistic, and new-historical schools. The majority of critical interpretations have focused on the governess's narrative and have excluded the prologue, or frame narrative, that begins the novella. The critics who did examine the prologue overlooked James's departure from the traditional use of frame narration and the importance of the structure of the frame in creating a text of insoluble ambiguity. James departed from traditional frame narration in four ways. By using only an opening frame, the reader is forced to rely on the prologue in order to determine narrative reliability. By creating a condition of reciprocal authority between the unnamed narrator and Douglas, the opening frame denies the possibility of using either character to substantiate the reliability of the other. The condition of reciprocal authority is constructed through a dialogue pattern in which the narrator and Douglas interpret each other's gestures and comments and finish each other's sentences. It is the use of the pattern in the prologue that prepares the reader to accept it in the governess's narrative. The governess repeats the dialogue pattern with Mrs. Grose and Miles. Their discussions appear to validate the governess as a reliable narrator when in fact her reliability is as impossible to determine as the reliability of Douglas or the frame narrator. The result of these departures from traditional frame narration is the construction of a text of insoluble ambiguity.

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Ferguson, Prince Michael. "Exploring visual learning in the basic writing classroom." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2395.

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For many students in basic writing classrooms the language of writing assignments, essay prompts and required reading is especially difficult. Therefore, some teachers are using approaches other than logical or linguistic methods to assist these students. This thesis details some of the methods teachers and researchers are using. Most significant is a case study that explores the use of visuals in a basic writing classroom. The results of the case study and a survey instrument suggest that there is a niche for alternative methods and the use of visuals in the basic writing classroom.

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Hermann, Tammy Ann. "Literacy learning centers in a second grade classroom." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1820.

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Marzell, TerryLee Hutton. "Constructing experiential learning in the language arts classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2013.

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Recent research in educational practice has identified and emphasized the value of connecting school curriculum to the personal experiences of the students; but to be effective, learners must possess a collection of baseline experiences the teacher can connect new learnings to. If the baseline experiences are lacking, the instructor could choose to create a classroom experience upon which to build additional learnings.

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Mwange, Sepiso. "Process drama : affecting the second language learning classroom." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20618.

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This is a practice as research (PAR) study that investigates Process drama as a pedagogical methodology for second language acquisition. The dramas were structured around role play in fictional situations designed to improve the pupils' vocabulary in English, mainly using the strategies of Teacher in Role and Mantle of the Expert. This research demonstrates the effect and affect of placing the pupils in experiential learning environments that empower him/her to be a co-creator of knowledge, as well as the skills needed by the researcher to facilitate this process. The pilot study was designed for implementation over four months, with pupils in second language English classes in grades 2 and 3 (i.e. seven/eight years old). Qualitative research methods were used, including critical and reflexive ethnography, simple questionnaires, and unstructured interviews with teachers and pupils, Teachers' and Visitors' feedback, video recordings and the researcher's journal. The sample of participants was too small to make recommendations, but the study tested the Process Drama method and the techniques of role, Teacher-in-role and Mantle of the Expert. The analysis of the project draws from the theoretical principles applied in other case studies by practitioners in the field, comparing the methods used and their outcomes. As well as the assumption that Process Drama is a good way to teach language because it creates the space for emotion and cognition to co-exist within the learning space.

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Skarenstedt, Jeff. "Students´ perception about flipped classroom in learning mathematics." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29564.

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Harvey, Selena. "Learning English in the multilingual classroom: Student Voices." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29793.

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This dissertation seeks to investigate language diversity in the classroom and ways in which this could be a resource for teachers. By looking specifically at the experience of learning English as a third language, it aims to establish what if any differences exist between L2 and L3 learners. By first looking at the overall attitudes to learning English with the use of a survey, I hoped to identify any differences between these two groups of learners. Based on these results, focus groups were used to find out what strategies were employed and how ability, motivation and personality affected these learners. The results show that whilst there is a tendency for L3 learners to be more aware of their individual language development than L2 learners, we cannot generalize. All students are motivated by travel, as this is seen as an opportunity to communicate with other nationalities. It would appear that L3 learners have greater access to travel since they often have relatives in different countries. This study also showed that students are not used to reflecting on their learning and this is something that we, as teachers should encourage in order to help students find appropriate strategies that work for them. Finally, this study showed that all students could benefit from a move away from a contrastive Swedish/English environment to a more inclusive study of language typology in general.

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Griffith, Rhys David. "Educational citizenship and independent learning." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307277.

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Fors, Rickard. "Flippad matematik : Elevers uppfattningar av det inverterade klassrummet." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78380.

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I det inverterade klassrummet flyttas genomgångarna från klassrummet till videofilmer som eleverna ser på hemma. Lektionerna ägnas till stor del åt sådant som annars hade utgjort hemarbete för eleven. I denna studie analyseras gymnasieelevers uppfattning av denna undervisningsmodell i matematikämnet med fokus på videogenomgångarna och förändringar i hem- och skolarbete. Det framkommer att elevernas uppfattningar av videogenomgångarna kan kategoriseras utifrån deras grad av aktivitet under videogenomgången samt deras beroende av relationen mellan elev och lärare. I en jämförelse mellan enkla filmer, digitala animationer och klassrumsgenomgångar framhålls de enkla filmernas tydlighet och fokus på matematik, samt klassrumsgenomgångarnas flyktiga natur. Dessa resultat diskuteras utifrån en kognitiv modell för överbelastning av arbetsminnet. Eleverna uppfattar att deras arbetsbelastning är lägre i det inverterade klassrummet än i ett traditionellt klassrum eftersom det finns mer tid för egen räkning i klassrummet. Dessutom uppfattas videogenomgångar som mer effektiva än klassrumsgenomgångar trots att de är betydligt kortare. Den tid som frigörs när klassrummet inverteras har inte förändrat elevernas sätt att arbeta inom matematikämnet. Elevers respons på förändrade undervisningsvillkor analyseras med hjälp av en kognitiv teori för elevers reglering av sitt eget lärande. Utifrån denna teori diskuteras hur lärare kan ta tillvara på de ökade tidsresurserna och förändra elevers tänkande om matematik och deras lärande.

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Faulk, Janet, and Pamela Evanshen. "Primary Grades: Linking the Primary Classroom Environment to Learning." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4462.

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Worthington, Christi Lynn. "Motivating readers through policies and classroom practices." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3257.

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The purpose of this project examined the role of motivation on literacy, through a specific method of teaching called Concept Oriented Reading Instruction (CORI). The CORI program is designed to encourage reading motivation and comprehension through thematic teaching strategies designed around science concepts.

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Baker, Tanya Neva. "Understanding and Implementing Classroom Discussions of Literature: A Case Study of One High School Teacher's Beliefs and Practices Concerning Classroom Discussions." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/BakerTN2008.pdf.

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Orlando, Amy Diane Vaidya Sheila R. "The integration of learning technologies in the elementary classroom : identifying teacher pedagogy and classroom culture /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/489.

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Froggatt, Bert. "An action inquiry into negotiated learning." Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/19210/.

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This study employed action inquiry, since its aim was to improve both understanding and practice in the area of classroom negotiation between pupils and teachers, Action inquiry entails practitioner observation, practitioner interaction and practitioner intervention; in this study it was supplemented by an attempt at a phenomenological description of the essential features of negotiation, against which classroom experience could be weighed. Information about classroom interaction was gathered, by the lone practitioner-researcher, both by participant observation and video-recording ('practitioner observation'). The model of classroom negotiation which emerged was tested against the views of other teachers ('practitioner interaction'). Alternative practices, thought by the informants to be effective, were used to make small-scale interventions in classroom practice ('practitioner intervention'). The understanding of negotiation developed in this way was finally interrogated in the light of a separate phenomenological description of negotiation. A key aspect of the phenomenology of negotiation is the dynamic involving communication, strategies of interaction, participation and learning within which people are willing to examine their differences. This was found to be true of classroom negotiation: Pupil and teacher learned of the differences which existed between them in the context of an ongoing interaction in which both participated. However, classroom interaction involves an inevitable disparity of power, which must be recognised and prevented from subverting negotiation. The validity and ethics of the framework developed are discussed, as are the implications of the findings for the classroom teacher and for teacher training.

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Almusallam, Basma. "From Gyms to Classrooms: Enhancing the learning experience inside the design classroom through communities of practice." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555503829131717.

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Swann, J. "How can classroom practice be improved? : An investigation of the logic of learning in the classroom practice." Thesis, London South Bank University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383758.

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Muschamp, Yolande Mildred. "Pupil self assessment in the primary classroom." Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389512.

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This thesis examines the extent to which the construction of knowledge by young children involves the practical activity of self assessment and the ways in which such activities can be developed to enhance the learning process. The research programme was carried out using ethnographic and qualitative methods of data collection and analysis within an action research framework in seven classrooms. The investigation of self assessment activities involved the exploration of the children's conceptualisation of progress; their understanding of classroom tasks; their efforts to use their peers for guidance; and their attempts to ensure that their own performance matched that of their peers. It was found that the assessment processes including positive feedback by the seven teachers often provided mixed or erroneous messages and that assessment strategies were not directly taught. Children often failed to differentiate between the teachers I expectations a n relation to their behaviour and their academic performance within a task. A social constructivist model of learning provided a framework for the development and analysis of these self assessmentactivities. In particular it provided the basis for the development of the role of the teacher and of peers as the 'more capable other' and for the location of self assessment strategies within the stages of 'scaffolding', 'handover' and independent learning. The development of self assessment strategies within this framework included the identification and assessment of targets, the use of the pupil portfolio and the development of an assessment vocabulary by the teachers and pupils which ensured a shared understanding of assessment processes. The thesis concludes that self assessment strategies are integral to the learning process and that the development of these activities can enhance the learning process by raising awareness of the activities and allowing them to be taught directly. Self assessment can increase the efficacy of scaffolding by the more capable other which in turn can lead to greater independence for the child.

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Strayer, Jeremy F. "The effects of the classroom flip on the learning environment a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189523914.

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Strayer, Jeremy. "The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1189523914.

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Bane, Theresa M. "Assessing Learning Styles of Adult Students in Online, Classroom, and Combination Learning Environments." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3656.

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This study was an investigation of Kolb's experiential learning model and learning styles (LS) in adult students of different learning environments. Previous research utilizing Kolb's Learning Styles Inventory (LSI) produced results that were often contradictory to expectations based on Kolb's model. Many of these studies were limited in sample sizes or to particular participant education or career fields. The purpose of this study was to identify significant differences in LS of adult students of 3 different learning environments-online, classroom, and combination (blended). A convenience sample of adult learners (N = 180) from a social media site and an online university's participant pool were divided into the 3 learning groups and administered the LSI-3 online. The research questions explored the relationship between LS and demographics (age, sex, ethnicity, course level, and grade point average) and sought to identify differences in LS between learning environments. The results of Spearman's rho suggested that LS may be related to age in online learners and to grade level in classroom students, supporting earlier research suggesting that LS change as one progresses in his or her education program. No relationship between any demographic and LS was identified in the combination group. Results of Kruskal-Wallis analysis showed no significant difference in LS between learning groups, though the majority of the sample population were identified as divergent learners in all groups, also supporting results found in earlier research. This research is significant and may lead to positive social change by aiding in the development of more effective learning environments to provide for better learning experiences by students as well as identifying areas in need of future research.

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Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.

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South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo
learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo
responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.

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Wooten, Vera. "The effectiveness of a constructivist learning environment on learning in the high school science classroom." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9426.

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This study hypothesized that students in a constructivist classroom would perform better academically than students in a traditionalist classroom. The methodology used was a multi~method approach utilizing both quantitative and qualitative techniques.Two separate classrooms of students in a 10th grade general science program were selected to serve as the experimental and control groups. One group was taught the material using traditional teaching methods in a traditional learning environment, functioning as the control group. The second group was taught the same basic material using constructivist methods in a constructivist learning environment.The most significant finding of the study was that students in the constructivist classroom scored higher on the achievement test than students in the more traditional classroom, even though constructivist approaches tend to focus on different assessment tools. Although the study lends support to the major hypothesis, it should be noted that further research must be conducted in this area. Samples of larger than 23 would ideally be chosen and more classes in multiple schools should be used. The use of a convenience sample; such as was done in this study, tends to limit the implication of the results, because the endings can only be strictly said to be true for classes in this particular school.

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Golter, Paul B. "Combining modern learning pedagogies in fluid mechanics and heat transfer." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Summer2006/p%5Fgolter%5F063006.pdf.

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Dissertations / Theses on the topic 'Classroom learning'

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