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Chai, Wenyu, and 柴文玉. "General education in Chinese higher education: a case study of Fudan University." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899727.
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This study explores the role and meaning of general education in Chinese higher education in the face of ongoing social changes in China, using Fudan University (FU) as a case study. General education has been heatedly discussed and greatly promoted in Chinese higher education since the last decade of the 20th century. Since existing theories and conceptions of general education mainly focus on Western, especially American, higher education, there has been little exploration of the meaning and role of general education in China, which has very different sociopolitical and cultural traditions from those of many Western nations, especially in the context of economic globalization. Therefore, an exploration of the meaning and role of general education in Chinese higher education could help to provide either challenges or supplements to existing theories and conceptions of general education.
This study adopted the qualitative case study with FU as the case to explore the research problem. It used three data collection methods – document collection and review, interviews and observation – to gain an in-depth understanding of the development and tasks of general education at FU during periods of social transformation of China from 1905 to 2004, and during the latest reforms to general education at FU, between 2005 and 2012.
Data collected from historical documents identified that general education at FU had mainly assumed two persistent tasks during periods of social transformation of China between 1905 and 2004. The first task was to facilitate the transmission of core cultural values, as defined mainly by the leaders of the state in different periods, to help the state to preserve its national identity. The second task was to equip students with knowledge, capacities and values, mainly Western in origin, to facilitate the state’s economic modernization. Further analysis of documentary, interview and observation data also identified continuities in and changes to the sociopolitical/cultural and economic tasks of general education at FU between 2005 and 2012; specifically, that general education still transmitted state-promoted core cultural values and still equipped students with a wider range of knowledge and capacities, but the contents of those values and the nature of those knowledge and capacities had changed due to the further development of China’s market economy and the effects of economic globalization.
Based on these findings, this study proposed a concept to understand the meaning and role of general education at FU in the context of ongoing social changes in China. This thesis argues that, at FU, general education can be interpreted as a curricular instrument for nation-building that helps China promote its sociopolitical/cultural and economic tasks by facilitating (a) the inheritance of selected Chinese and non-Chinese cultural values, and (b) the equipment of students with a broader range of knowledge and capacities to cope with China’s changing economy. This study identified that, to facilitate China’s nation building ambitions, general education transmitted to students (a) Chinese and non-Chinese (particularly Western) cultural values, and (b) both traditional cultural values and contemporary cultural values prescribed by different national leaders (and/or scholars) in different historical periods. Further, this study identified two tensions in general education for nation-building: (a) the tension between traditional and contemporary Chinese cultures, and (b) the tension between selected Chinese and non-Chinese cultures. This study shows the ebb and flow of traditional Chinese cultural values in the sociopolitical/cultural task of general education, and how it has been shaped by China’s nation building since the early 20th century under the economic and military challenges of foreign nations. The concept of general education proposed by this study helps to explain the persistence of the economic and the sociopolitical/cultural task of general education at FU during the periods of social changes of China from 1905 to 2012. The study also identified that the economic task of general education mandated the import of elements of Western culture and values and therefore created tension with the Chinese cultural values transmitted in general education’s sociopolitical/cultural task.
The concept of general education proposed by this study has implications for existed theories and conceptions of general education (mainly Western in context) which do not show (a) the coexistence of and the tensions between traditional and contemporary national cultures in the tasks of general education, and (b) the coexistence of and tensions between the economic and sociopolitical/cultural tasks of general education. Further research is suggested into the complex relationships among and tensions between different cultures as general education facilitates nation-building.published_or_final_version
Education
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Doctor of Philosophy
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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404530/.
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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.
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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404530/.
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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.
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Groff, Marsha A. "Personality types, writing strategies and college basic writers : four case studies." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833469.
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College basic writers are often misunderstood. Much of the literature available on these writers depicts them as a large homogeneous group. Ignored is the diversity that exists within this population. According to George Jensen and John DiTiberio, personality type as measured by the Myers-Briggs Type Indicator (MBTI) is a neglected factor in most composition research that aids in ascertaining and appreciating the diversity and strengths of basic writers.Case study methodology was used to investigate whether a relationship existed between the personality types of thirty-four basic writers at Ball State University and the writing strategies they used. Triangulation of data provided a thick description of the students. Scores from pre- and post-good writing questionnaires and process instruments (process logs and self-evaluations), student journals, student writing, participant-observers fieldnotes, and the teacher-researcher's journal enriched and supplemented the MBTI results.Findings are presented in a group portrait and four case studies. The group portrait demonstrates that 1) most of the students were not highly apprehensive about writing; 2) they were a diverse group with fifteen of the sixteen MBTI personality types represented; and 3) they displayed a wide variety of writing strategies.The four case study subjects represent four of the sixteen MBTI personality types (ISTJ, ISFP, ESTJ, ENTP) each with a different dominant function. These students demonstrated that they were diverse in their attitudes about writing, degree of writing apprehension, their personality types, and their use of writing strategies. The case study subjects often used strategies that supported their personality preferences, were able to tap into previously unused strategies that coincided with those preferred preferences, or incorporated unpreferred processes into their composing strategies. While personality type apparently played a major role in the students' writing strategies, previous experiences, past writing instruction, successes and failures, and attitudes about "English" also affected them.Department of English
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Long, Nana. "Teacher autonomy in a context of Chinese tertiary education: case studies of EFL teachers." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/103.
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This thesis reports on a multiple case study of four EFL teachers’ long-term development of autonomy in a particular Chinese mainland university. Each teacher was selected as a holistic case because of their variations in dispositions, backgrounds, experiences, and trajectories of development. It addresses three major research questions: 1) How do the teachers control over the multiple aspects of their teacher work across time and contexts? 2) What are the major individual and contextual factors that facilitate and constrain the development of teacher autonomy? 3) How do teacher identities affect the development of teacher autonomy? The study adopted many narrative forms of data collection instruments, including (auto)biographies, interviews, casual conversations, questionnaire, complemented by classroom observations, staff meeting observations, and documents, in order to understand teacher autonomy from the lived experiences of the four teacher participants throughout their careers and lives. By examining the concept of teacher autonomy through the lens of teacher identity, this study analyzed how four teacher participants exercised different degrees of autonomy at different stages of their teaching, research, and administrative roles. It provides a holistic picture of zigzagging pathways towards teacher autonomy across the whole course of their careers. It then discussed how the teachers’ autonomy was facilitated and constrained by contextual and individual factors across time. Based on the findings, this study proposes a conceptual framework to illustrate the close relationship between teacher identity and teacher autonomy, and this relationship’s dynamic and unstable nature across time and contexts. It also suggests there is an urgent need for teacher autonomy scholarship to broaden its scope by moving beyond language teaching and learning to more crucial aspects of language teachers’ daily work and to explore the development of teacher autonomy in a long-term process.
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Roos, Lyndsey. "The Cognitive Development of Expertise in an ESL Teacher: A Case Study." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2395.
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This case study investigated how an English as a Second Language (ESL) teacher's cognition has both changed and stayed constant over a period of eight years and the factors to which the teacher attributes changes or lack of changes. The study followed the teacher over the course of a 10-week period and compared videos of the participant's teaching from eight years ago to her current teaching. Interviews, observations, and stimulated recall were used to investigate development over the eight year span. It was found that the teacher did indicate several areas in which she demonstrated change: Teaching with fluidity, automaticity, and intuition; confidence; concerns; management of teaching enthusiasm and relationships with students; support and validation from colleagues; and managing the classroom for learning. She also confirmed several aspects of her teaching that have stayed relatively constant: beliefs and teaching philosophy; reflection; learning from past experiences; knowledge of lesson planning and curricular goals; and students' needs within the learning context. The teacher's development was analyzed through the lens of teacher expertise to determine to what degree the teacher's changes and lack of changes helped her develop into an expert. This study concludes that further research is needed to fully understand how teacher expertise is developed during the course of teachers' careers.
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Perez, Luis. "The Perspectives of Graduate Students with Visual Disabilities: A Heuristic Case Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4560.
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The concept of liminality describes the experiences of individuals who live "between and betwixt" as a result of their indeterminate status in society. This concept seems appropriate to describe the experiences of people who live with vision loss, because we simultaneously belong to two social or cultural groups. On the one hand we must navigate the mainstream society in which we live day to day, which we are often able to do with the vision we have left. On the other hand, our disability sets us apart from that mainstream society. This idea of living in "between and betwixt" the worlds of the blind and the sighted was the personal challenge that motivated me to pursue this autobiographic research through a heuristic framework. With heuristic research, the researcher is involved in the study as a first participant or co-researcher.
The purpose of this heuristic research study was to describe and explain the graduate school experiences of a selected group of graduate students who have visual disabilities in order to help me better understand my own experiences and identity as a graduate student with a visual disability. My exploratory questions that guided this study were:
1. How do I, as a student with a visual disability, perceive and describe my social and academic experiences in graduate school?
2. How do other graduate students who have visual disabilities perceive and describe their social and academic experiences in graduate school?
3. What barriers and challenges do we as graduate students with visual disabilities encounter in graduate school?
4. What factors empower us as students with visual disabilities to achieve success in graduate school?
Employing heuristic research methods, I conducted responsive interviews with three purposefully selected co-researchers who also provided related documents for my review. Alternating periods of immersion and incubation, I examined the data in order to develop an individual depiction for each co-researcher, a group depiction, a detailed portrait of one of the co-researchers, and a creative synthesis that expressed my emerging self-understanding through an artistic approach. This creative synthesis captures my improved appreciation for my liminal status as something to be celebrated rather than overcome.
Analysis of the data yielded a number of common barriers or challenges faced by the co-researchers. These included a continuing lack of accessibility for both instructional materials and online content management systems, as well as feelings of social isolation, especially in relation to their non-disabled peers. To overcome these challenges, the co-researchers relied on the supportive relationships of their family members, their major professors and other staff within their departments. The co-researchers' personal characteristics of perseverance, resilience and resourcefulness also played a key role in their success, as did their ability to reframe their disabilities into a positive aspect of their lives. This reframing of their disabilities, along with their personal strengths, allowed the co-researchers to emerge as powerful advocates for themselves over the course of their graduate studies.
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Jaworska, Sylwia. "Teaching and learning German language and culture in higher education in Britain : problems, challenges and didactical implications: a case study." Thesis, Aston University, 2007. http://publications.aston.ac.uk/10913/.
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The aim of this thesis is to explore key aspects and problems of the institutionalised teaching and learning of German language and culture in the context of German Studies in British Higher Education (HE). This investigation focuses on teaching and learning experiences in one department of German Studies in the UK, which is the micro-context of the present study, in order to provide an in-depth insight into real-life problems, strengths and weaknesses as they occur in the practice of teaching and learning German. Following Lamb (2004) and Holliday (1994), the present study acts on the assumption that each micro-context does not exist in vacuo but is always embedded in a wider socio-political and education environment, namely the macro-context, which largely determines how and what is taught. The macro-analysis of the present study surveys the socio-political developments that have recently affected the sector of modern languages and specifically the discipline of German Studies in the UK. It demonstrates the impact they have had on teaching and learning German at the undergraduate level in Britain. This context is interesting inasmuch as the situation in Britain is to a large extent a paradigmatic example of the developments in German Studies in English-speaking countries. Subsequently, the present study explores learning experiences of a group of thirty-five first year students. It focuses on their previous experiences in learning German, exposure to the target language, motivation, learning strategies and difficulties encountered, when learning German at the tertiary level. Then, on the basis of interviews with five lecturers of German, teaching experience in the context under study is explored, problems and successful teaching strategies discussed.
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O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.
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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. The first is to investigate the language learning of novice level second language learners in a language and culture immersion program. The six college-age learners of Spanish who participated in an eight-week language and culture immersion program in Mexico are the focus of the case studies. The research focuses on five areas of learner variation: learner beliefs and philosophies about the nature of language learning, approaches to vocabulary learning, classroom behaviors, speaking for communication, and cultural adjustment.The second purpose of the study is to explore the use of multiple approaches to research on individual variation. The research framework for the study is ethnographic and the study employs a multi-methodological approach to data collection over an extended period of time in several language learning contexts. The research procedures used in the studyinclude participant observation, interviews, language learning journals, questionnaires, retrospective analysis of videotaped clips, and standardized instruments such as the Modern Language Aptitude Test, the Strategy Inventory for Language Learning, the Myers-Briggs Type Indicator, and the ACTFL Oral Proficiency Interview.Department of English
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Phipps, Owen Dudley. "The use of a database to improve higher order thinking skills in secondary school biology: a case study." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003696.
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The knowledge explosion of the last decade has left education in schools far behind. The emphasis in schools must change if they are to prepare students for their future lives. Tertiary institutions as well as commerce and industry need people who have well-developed cognitive skills. A further requirement is that the school leaver must have skills pertaining to information processing. The skills that are required are those which have been labelled higher order thinking skills. The work of Piaget, Thomas and Bloom have led to a better understanding of what these skills actually are. Resnick sees these skills as being: nonalgorithmic; complex; yielding multiple solutions; involving nuanced judgements; involving the application of multiple criteria; involving uncertainty; involving self-regulation of the thinking process; imposing meaning and being effortful. How these can be taught and the implication of doing so are considered by the researcher. The outcome of this consideration is that higher order - thinking entails communication skills, reasoning, problem solving and self management. The study takes the form of an investigation of a particular case: whether a Biology field trip could be used as a source of information, which could be handled by a computer, so that higher order thinking skills could be acquired by students. Students were instructed in the use of a Database Management System called PARADOX. The students then went on an excursion to a Rocky Shore habitat to collect data about the biotic and abiotic factors pertaining to that ecosystem. The students worked in groups sorting data and entering it into the database. Once all the data had been entered the students developed hypotheses and queried the database to obtain evidence to substantiate or disprove their hypotheses. Whilst this was in progress the researcher obtained data by means of observational field notes, tape recordings, evoked documents and interviews. The qualitative data was then arranged into classes to see if it showed that the students were using any of the higher order thinking skills. The results showed that the students did use the listed higher order thinking skills whilst working on the database.
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Titterington, Lynda Carol. "Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183110.
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Robertson, Jennifer L. 1969. "The effects of an adventure education problem-based approach program on students' self-esteem and perceived problem solving ability /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35304.
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This study investigated changes in self-esteem and perceived problem solving ability of academically at-risk students participating in a program called Science of Survival. The program combined adventure education and problem based learning approaches. One hundred and fifty-five male and female students, between the ages of 16 and 24 years completed the Self-Esteem Inventory and the Problem Solving Inventory at the beginning of the semester, after an adventure experience weekend, and at the end of the semester. A group of seventy-seven first year social science students, serving as a control group, also completed the inventories on the same time schedule. Self-esteem and perceived problem solving ability scores were analyzed by two one-way (treatment versus control) repeated measures (three assessments times) ANOVAs. Correlations between the two measures were also computed. Results indicated significant (p $<$.05) interactions of group by time for both self-esteem and perceived problem solving ability and significant correlations. Further analysis showed the Explorations II program was effective at increasing self-esteem and perceived problem solving ability and that these two constructs are related. The control group did not change in self-esteem over the period, but showed a deterioration in perceived problem solving ability.
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Reed, Stella L. "Estrategias Didácticas para la Enseñanza del Enfoque Léxico y las Nuevas Tecnologías de la Información y de la Comunicación (TIC) en la Clase de Español como Lengua Extranjera (ELE)." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157564/.
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The purpose of this research was to use a lexical approach, and information and communication technologies (ICT) as strategies to facilitate learning to students of Spanish as a foreign language, to answer the research questions: (1) if the use of multiword lexical units improves the lexical competence and (2) whether the use of technology is an effective strategy to facilitate learning. A lesson plan with different activities was designed and put into practice with two groups of students (experimental and control) of the intermediate level of the University of North Texas (UNT). The collected data were analyzed using the quantitative paradigm with the variance model ANOVA with repeated measures, and the qualitative or interpretive paradigm to offer a broader perspective of the learning process of multiwords lexical units (collocations and idiomatic expressions). The results of this investigation answered the research questions and confirmed the effectiveness of the lexical approach and ICT in the teaching-learning process and facilitated the student's acquisition of L2.
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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have differential impacts on different faculties within the same higher education institution? To gain the end-users’ perspective, a case study of the University of Pretoria was conducted. Data was gathered using interviews with ten senior members of staff at the university working in nine different departments, and student records indicating admissions through RPL into the University of Pretoria as well as relevant institutional documents. The findings suggest that the impact of the NQF on access, teaching and learning differed across departments, resulting in a partial implementation of the policy. This was facilitated by factors inherent in the policy itself and factors inherent to the institution. The influence of external factors such as professional bodies on teaching and learning practices of end-users at the University of Pretoria posed a major challenge against NQF implementation. The motivations leading to NQF implementation are not directly linked to the NQF policy per se, although they resulted in portraying the extent of change to access, teaching and learning along a continuum that distinguished between departments that ‘blindly complied’, that selectively adapted and those that strategically avoided implementation of the policy. Indications for further research are that a wider look at the impact of the NQF on access, teaching and learning in higher education is less revealing than a more focussed investigation. Future research should zoom-in on individual departments within higher education institutions to reveal the deeper and more nuanced impact of the NQF.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk, studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook relevante institutêre dokumente. Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid "blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van die beleid strategies vermy. Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te bepaal.
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Tsang, Currie, and 曾嘉勵. "Higher education in information technology & its impacts on a changingurban job market: case study: Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974922.
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Armstrong, Marilyn Christine. "Perceptions on Collaborative Learning: A Case Study of Female Community College Instructors." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2990.
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In the 1980s, academic assessments called for "the ability of individuals and groups to talk, listen judge, and act on issues of common interest" (Morse, 1989, p. 30). More recently, corporate research findings, Are They Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board, Inc., Partnership for 21st Century Skills, The Corporate Voices for Working Families, & Society for Human Resource Management, 2006), report the workplace is seeking college graduates with skill in collaboration (e.g. build diverse relationships, negotiate, manage conflict). While the interest in collaborative learning has expanded in higher education and business, "sparse application" is reported in the college classroom. In academia, collaborative learning has been dependent on cooperative learning research focused on quantitative student achievement outcomes while faculty perceptions of a nonfoundational social constructivist view of collaborative learning is reported as "hardly begun." Along with an increased ambiguity in the terms collaborative and cooperative learning, a comprehensive understanding of collaborative learning and its potential uniqueness, if any, has been skewed.
The purpose of this study was to describe and explain collaborative learning from the perspective of selected classroom practitioners representing multiple academic disciplines at a learning-centered institution. The exploratory questions guiding this qualitative case study were: (a) what elements constituted community college collaborative learning practitioners classroom experience and (b) what variables influenced the elements. The theoretical framework undergirding this dissertation is social constructivism nested in constructivism.
A purposeful sampling of four instructional criteria indicative of a nonfoundational socio-constructivist concept of collaborative learning guided the participant selection process. The limited candidate list consisted of 31 faculty (20 females, 11 males) at the field site, a learning-centered community college with an FTE near 30,000 for the 2009 - 2010 school year. From 22 initial responses, seven faculty participants (6 female, 1 male) were selected and participated in two semi-structured in-depth interviews. The data collection included interviews, institutional and practitioner documents, the researcher's reflective journal, and field notes. The male participant was removed from the study because he did not submit all requested documents. Therefore, though unintended, six case studies of female instructors were analyzed over an eight month period and reduced to four when saturation was reached, no new information was elicited. All four participants fulfilled all four specified instructional criteria.
The central finding able to help the college classroom is the strong identified practice of the defined collaborative learning concept with the articulated understanding limited and term interchange and confusion profound. Thus, the value of this study is the lack of definitional clarity in the terms collaborative and cooperative learning within academia which may offer one possible explanation for the reported sparse application in the college classroom. Supporting this major finding the single most defining attribute of this sophisticated or challenging concept of collaborative learning is the instructional criteria of distributed authority. Manifesting itself in students teaching students the faculty participants high level of consistent classroom application in concert with intellectual negotiation, consensus building, and student ownership of learning constitutes the collaborative learning skills sought by the work force. This study contributed to all three research attributes reported as minimal in the literature, qualitative research from a faculty perspective on the specified concept of collaborative learning. A comprehensive participant selection process was not conducted. In view of the central finding and the existing gaps in the literature, a priority recommendation for future research would be a more intentional expansion of candidate recruitment to potentially increase identification of classroom instructors practicing the particularized concept of collaborative learning. Other research recommendations would include a more focused study of the defined concept of collaborative learning in relationship to: (a) the learning-centered institution, (b) disciplines with a high density of foundational knowledge, (c) student and faculty resistance, (d) lines of authority, and (e) personality, gender, teaching styles, and learning styles.
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Yao, Dong Don. "Gender differences in language learning strategies :a case study of ESL students at the University of Macau." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954217.
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顧永琪 and Yongqi Gu. "Vocabulary learning strategies and English language outcomes: a study of non-English majors at tertiarylevel in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31235803.
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Iun, Ka Man. "Tourism English in Macao, a case study." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1942464.
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Dodson, Eric Dean. "Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1639.
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This study examines an English for Academic Purposes (EAP) teacher's speech throughout one curricular unit of an intermediate grammar and writing course in order to better understand which high-value vocabulary students might acquire through attending to the teacher and noticing words that are used.
Vocabulary acquisition is important for English for Academic Purposes students, given the vocabulary demands of academic language. The Academic Word List (Coxhead, 2000) has been shown to include important vocabulary in written academic texts, and has become a standard part of English for Academic Purposes curricula and pedagogical materials. Although explicit vocabulary instruction is important, research has shown that large amounts of vocabulary may be acquired incidentally by attending to meaning. Classroom instruction provides a great deal of input, and could potentially offer a chance for students to encounter and begin to learn academic vocabulary through incidental acquisition. However, existing research on incidental vocabulary acquisition in classrooms has focused on adult instruction and English as a Foreign Language settings, resulting in a lack of evidence about English for Academic Purposes classrooms.
To respond to these needs, this study analyzes the occurrence and repetition of Academic Word List items in the teacher's speech throughout two weeks of a course in an intensive academic English program in the United States. Two weeks of naturalistic class recordings from the Multimedia Adult Learner Corpus were transcribed and analyzed using the RANGE program to find the number of academic vocabulary types in the teacher's speech and how often they were repeated. Additionally, I derived categories of classroom topics and coded the transcribed speech in order to investigate the connection between topics and academic word use.
Academic Word List items are present in the teacher's speech, although they do not constitute a large proportion overall, only 2.8% of the running words. Most of the AWL types relate to specific classroom topics or routines. There are 13 AWL types repeated to a high degree, and 26 AWL types repeated to a moderate degree. These items are the most likely candidates for incidental vocabulary acquisition, though there is evidence from the videos that most of the students already understand their general meanings. It is unlikely that students could learn a great deal about AWL items that they were not already familiar with. However, it is possible that the teacher's speech provides incremental gains in AWL word knowledge.
These findings show that there may be a substantial number of AWL items that students learn about even before explicitly studying academic vocabulary. Teachers should try to draw out students' familiarity with these forms when explicitly teaching AWL vocabulary in order to connect familiar words with their academic meanings and uses.
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Yang, Kwo-Jen. "The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186805.
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A case study approach was adopted for this study. Four Taiwanese students enrolled in the writing program for international students at The University of Arizona were interviewed individually about (1) how they acquired the code of written English and what their L2 writing assumptions were upon entering The University of Arizona; and (2) what writing difficulties they experienced in a university writing program for international students and what their L2 writing assumptions were after completing a university writing program for international students. Findings from this research indicated that the four Taiwanese students did not have sufficient comprehensible input from pleasure reading or other voluntary, extracurricular sources. They acquired the code of written language from reading, participating in varied classroom activities such as small-group and whole-class discussions, peer review, teacher-student conferences, writing texts to different audiences for various purposes, analyzing model essays, practicing sentence combinations, and formal instruction in the composing process. Their writing difficulties could be summarized as follows: (1) not making good use of classroom activities to reshape ideas in terms of readers' expectations and their own writing intentions; (2) lack of experience to develop necessary reading and writing skills; (3) inadequate knowledge of the composing process; (4) inadequate syntax, vocabulary, or mechanics to express themselves in L2; (5) being influenced by their L1 rhetorical convention; (6) no intrinsic motivation to integrate with the target language, culture, or society; and (7) low expectations of success related to negative or weak teacher-student relationships. This research both reinforces and expands Krashen's (1984) model of second language acquisition and writing, showing the critical role of comprehensible input, the significance of natural acquisition over direct teaching of grammar rules and error correction, and the presence of an "affective" filter which is socially and culturally mediated, as well as cognitively and linguistically based.
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Zhang, Qing. "Academic writing in English and Chinese : case studies of senior college students." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063193.
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This dissertation reports the findings of a comparative case study of English and Chinese academic writing with respect to the use of composing strategies, the patterns of written discourse organization, and questionnaire responses regarding educational background and attitudes toward writing.The subjects were eighteen traditional senior college students -- nine native speakers of English and nine native speakers of Chinese. Each subject was asked to write two essays on given topics with the think-aloud protocol method. While the protocol data showed that the composing strategies used by the American and Chinese subjects were similar, the American subjects used most of the strategies more frequently than the Chinese subjects did and there was a lack of group consistency in the use of these strategies among the subjects in the Chinese group. The written data, which were analyzed by means of Coe's (1988) discourse matrix method, showed that, contrary to prior claims, Chinese writing is not indirect in idea development in comparison to English writing. The questionnaire responses indicated that the subjects' composing performance was consonant with their instructors' methods of teaching writing and the curricula set up for teaching writing. Based on these findings, implications for contrastive research and EFL/ESL teaching are discussed and suggestions for further contrastive studies of English and Chinese writing are made.Department of English
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Le, Grange Lesly L. L. "Pedagogical practices in a higher education context : case studies in environmental and science education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/19380.
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Thesis (PhD) -- Stellenbosch University, 2001.Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of post-apartheid teacher education. I examine two case studies of my own professional practice. The first case study involves in-service education work that I performed with teachers in a local community, Grassy Park. The second case study represents work I performed with students in a pre-service education programme at the University of Stellenbosch. My study aims to: • Critically examine the implications of social issues, particularly environmental issues, for pedagogical practices generally and for South African pedagogical work in particular. • Critically review the changing socio-historical determinants of pedagogical practices in South African teacher education. • Investigate changing pedagogical practices by describing and reflecting on work done in my own professional contexts as a science/environmental teacher educator at a historically Afrikaner university. With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public space, evaluative space, pedagogical space and institutional space from insulated space (hidden from public scrutiny) to a more porous space. In this study I am concerned with pedagogical space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. I use these categories of Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as conceptual tools to frame my analyses of the cases. Although a significant part of my study focuses on classroom practices, I take pedagogy to have a much broader meaning that incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and identities are formed'. This research report offers a brief insight into the complexities of change at the micro-level of classroom practices. But, importantly also contextualises these micro-level pedagogical practices within broader socio-historical determinants and provides praxiological comments on postapartheid education policies. The research also initiates an investigation into the social organisation of trust in post-apartheid South Africa.
AFRIKAANSE OPSOMMING: In hierdie studie ondersoek ek die geleenthede vir die transformasie van onderwyseropleiding in die post-apartheidsera. Ek bespreek twee gevallestudies uit my eie professionele praktyk. Die eerste gevallestudie handel oor die indiensopleiding van onderwysers in Grassy Park, 'n plaaslike gemeenskap. Die tweede gevallestudie handel oor die werk wat ek met studente in 'n voorgraadse onderrigprogram aan die Universiteit van Stellenbosch gedoen het. Die studie het die volgende ten doel: • 'n Kritiese ondersoek na die uitwerking van sosiale aspekte, met die klem op omgewingsaangeleenthede, op opvoedkundige praktyke in die algemeen en op die Suid- Afrikaanse opvoedkundige praktyk in die besonder. • 'n Kritiese oorsig oor die sosio-historiese veranderinge wat deeI vorm van die opleiding van Suid-Afrikaanse onderwysers. • 'n Ondersoek na veranderende opvoedkundige praktyke aan die hand van 'n beskrywing van en refleksie op my eie professionele werk as dosent in die wetenskap/omgewingsopvoeding aan 'n historiese Afrikaanse universiteit. Ten opsigte van onderwyseropleiding beweer Pendlebury (1998) dat verskuiwings in die publieke ruimte, evaluerende ruimte, pedagogiese ruimte en institusionele ruimte, plaasvind van 'n afgesonderde ruimte (verberg vir publieke waarnemimg/evaluasie) na 'n meer deursigtige ruimte. In hierdie studie fokus ek op die pedagogiese ruimte wat, volgens Pendlebury (1998:345), bepaal 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. Ek gebruik Pendlebury (1998: 345) se kategoriee saam met Turnbull (1997) se perspektiewe oor kennisproduksie as konseptuele raamwerk vir my analise van die twee gevallestudies. Alhoewel 'n beduidende gedeelte van my studie op klaskamerpraktyke fokus, moet die term pedagogie(k) volgens my 'n veel breer betekenis verband gesien word om ook Hernandez (1997: 11) se 'all spaces in which knowledge is produced and identities are formed' intesluit. Hierdie navorsingsverslag lig die komplekse aard van transformasie op die mikro-vlak van klaskamerpraktyke toe. Van groot belang is ook die kontekstualisering van opvoedkundige praktyke op mikro-vlak binne die breer sosio-historiese veranderlikes en lewer praktykverwante kommentaar op die opvoedkundige beleid van die post-apartheidsera. Die navorsing dien ook as vertrekpunt om sosiale vertroue in die post-apartheids-Suid-Afrika te ondersoek.
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DeTurk, Patricia Marie. "Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1095.
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In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students prior to and after the treatment were used to assess STEM attitudes. Additionally, the CLA peer mentors were given self-assessments regarding their level of self-efficacy. The most marked difference in the pre- and post-treatment data was with the male GED students. Initially, only 2 of the 7 had definite career goals, 5 with undefined career goals, with 4 showing no interest in STEM. After the treatment, 6 exhibited interest in pursuing STEM education or employment. The female GED students' interest remained unchanged, resulting in the male and female students showing equivalent interest in STEM post-treatment. The CLA peer mentors showed an increase in self-efficacy using Bandura's four sources of self-efficacy in social cognition (1997). The preliminary results of this study suggest that interest in STEM education and STEM careers can be generated with peer mentored learning. (Contains 1 figure and 8 tables.)
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Wang, Dongxia. "Ritual as communication in academic organizations : a case analysis of a Chinese institution." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/705.
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Chalapati, Supaporn, and Supaporn chalapati@rmit edu au. "The Internationalisation of Higher Education in Thailand: Case Studies of Two English-Medium Business Graduate Programs." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.145018.
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This thesis discusses the impact of economic globalisation on Thai higher education and society. Thailand's severe economic crisis in the second half of 1997 through 1998 has led to education reform at all levels. Since the crisis, Thailand has been focusing on the development of its human potential and creativity and enhancing the capability of communities, societies and the nation as a whole. The education system of Thailand is being redirected away from nation-building objectives towards 'human capital' creation; education is seen as a form of economic investment. Thailand, like its industrialising neighbours in Southeast Asia and close Western neighbours, is striving to adjust to the pressures of economic globalisation. As a result, Thailand's higher education system is undergoing significant intellectual and strategic reorientation to meet the demands of the modern global economy. Urged by government and employers to produce graduates with more globally relevant knowledge and skills, Thai universities are attempting to redefine their relevance with increased emphasis on proficiency in English. This imperative explains the expansion of full-fee English-medium education and the emergence of government policies encouraging the internationalisation of curricula. Since the mid-1990s, successive Thai governments have paid some attention to the concept of internationalisation but have yet to produce a clear statement of what internationalisation means in the Thai context. Thailand's internationalisation policy, such as it is, aims to cultivate a globally skilled workforce and has directly encouraged the establishment of English-medium business graduate programs, branded as 'international' at a number of leading universities in Bangkok. This thesis examines concerns as to the level of English proficiency achieved by students passing through these programs and questions the appropriateness of the term 'international' for programs, many of which appear to be cloned from business studies degrees offered in major native English-speaking countries. While government policies assert the need to reform education at all levels, both the idea and the parameters of 'internationalisation' remain ill-defined. Consequently, this thesis maps out the scope of internationalisation in education from a global and a local Thai perspective to present a more integrated framework for analysing the implications of the policies. The approach taken presents a multilayered and holistic reading of significant economic and cultural change taking place in Thailand through the lens of higher education reforms and public debates about globalisation and education. More specifically, this thesis examines internationalisation of Thai higher education as an aspect of globalisation and 'global' practice at the 'local' level, observable in the policies, statements, actions and intentions expressed by political leaders, government officials, university administrators, teachers, students and employers. Significantly, Thai cultural characteristics have a profound impact on these key acto rs' attitudes towards practice of international education, particularly in the cross-cultural teaching and learning settings. This thesis argues that a more holistic and integrated approach to internationalisation across all related policy domains is needed if the country is to more effectively respond to the challenges of a globalising world.
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Mathews, Julie. "The socialization of students from the developing world into the academic discipline of International Relations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0025/MQ50543.pdf.
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Lor, Wing-suen, and 羅詠璇. "Studying the first-year students' experience of writing their reflection journals with the use of a web-based system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944875.
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Esqueda, Octavio J. "Theological Higher Education in Cuba: A Case Study of the Eastern Cuba Baptist Theological Seminary." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4331/.
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This research attempted to provide a comprehensive overview of the Eastern Cuba Baptist Theological Seminary within the context of theological education in Cuba and the Cuban Revolution. Three major purposes directed this research. The first one was historical: to document and evaluate the rise, survival and achievements of the Eastern Cuba Baptist Theological Seminary, which has continued its mission through extraordinary political opposition and economical difficulties. The second major purpose was institutional: to gain insight into Cuban seminary modus operandi. The third purpose of the study was to identify perceived needs of the seminary. This study sought to provide information that can facilitate a better understanding of Cuban Christian theological higher education. The Eastern Cuba Baptist Theological Seminary was founded in the city of Santiago the Cuba on October 10, 1949 by the Eastern Baptist Convention. This seminary exists for the purpose of training pastors for the Eastern Baptist Convention. The school offers a four-year program leading to a bachelor in theology degree.
The Eastern Cuba Baptist Convention experienced the same oppression from the communist revolution as the rest of the evangelical denominations during the sixties and seventies. The worst period for the convention and the Eastern Cuba Baptist Theological Seminary started in 1965 when many important people were recruited to work at the Military Units to Aid Production (UMAP). Fidel Castro recognized in 1991 that the Cuban Communist Party erroneously made atheism its religion. Although the Cuban communist regime never issued an antireligious policy, in subtle ways Christians suffered the consequences of the religious ideological conflict. Nevertheless, today the Eastern Cuba Baptist Theological Seminary operates independently and without the direction of the Cuban government. Communism and Christianity have learned to live together in Cuba even though they started with difficulties. Theological education in Cuba not only survived the negative effects of the Cuban revolution, but also has emerged stronger than ever.
Economic resources are the primary need of the Eastern Cuba Baptist Theological Seminary. The seminary has been through many difficulties during its history. Nevertheless, these days represent the best time in the seminary history.
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Sutherland, Alexandra. "Writing, identity, and change : a narrative case study of the use of journals to promote reflexivity within a Drama Studies curriculum." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1004384.
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The study adopts a case study examination of three student reflective joumals written about class and field based applied Drama experiences over one year. The journals were written as part of a curriculum outcome to develop reflective practice, for one Drama Honours paper (Educational Drama and Theatre) at Rhodes University Drama Department, South Africa. Based on a narrative inquiry approach, the study documents the changes in identity, discourse, and representation of self and other, which emerge through the journal writing process. The research analyses how identities are constructed through reflective writing practices, and how these identities might relate to the arguments for the development of reflexivity. The development of reflexivity is seen as integral to contemporary educational policies associated with lifelong learning, and the skills required of graduates in South Africa's emerging democracy. These policies centre on means of preparing students for a world characterised by change and instability, or what Barnett (2000) has termed a "supercomplex world". The research findings suggest that journal writing within a Drama Studies curriculum, allows students to construct subjectivities which support Barnett's claim that "the main pedagogical task in a university is not that of the transmission of knowledge but of promoting forms of human being appropriate to the conditions of supercomplexity" (Barnett, 2000b: 164). In addition, the development of different writing genres within a Drama Studies curriculum allows students to develop disciplinarily relevant ways of discussing and researching artistic processes and products. A reflective journal is a potential site for students to interrogate and construct emerging identities which enable them to negotiate diversity, thus preparing them for their lives beyond the university.
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Bleiler, Sarah K. "Team-Teaching Experiences of a Mathematician and a Mathematics Teacher Educator: An Interpretative Phenomenological Case Study." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3980.
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In recent years, experts and organizations involved in mathematics education have emphasized the importance of collaboration between mathematicians and mathematics teacher educators as a means of improving the professional preparation of mathematics teachers. While several such collaborative endeavors have been documented in the extant literature, most research reports have focused on the products, rather than the process, of collaboration. The purpose of this interpretative phenomenological case study is to gain an understanding of the lived experiences of a mathematician and a mathematics teacher educator as they engaged in a team-teaching collaboration within the context of prospective secondary mathematics teacher preparation. Participants in this study are a mathematician (Dejan) and a mathematics teacher educator (Angela) who worked together to plan, implement, and assess prospective secondary mathematics teachers enrolled in a mathematics content course (Geometry) and a mathematics methods course (Teaching Senior High School Mathematics).
I employed interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) as the methodological framework. Consequently, I attempted to make sense of Dejan and Angela's experiences as they engaged in active reflection on those experiences. I also utilized the situated learning perspective (Lave and Wenger, 1991; Wenger, 1998) as a theoretical lens to guide the design and interpretation of this study. I assumed that learning, meaning, and understanding are situated in communities of practice, and therefore, to understand the meaning-making of Dejan and Angela during their team-teaching experiences, I paid particular attention to their understandings and identities as members of their respective communities of practice in mathematics and mathematics education.
The themes that emerged from my analysis illustrate (a) how crossing community boundaries led to Dejan and Angela's increased awareness of their practice, (b) the roles of coach and student taken on by Angela and Dejan throughout the collaboration in an effort to increase Dejan's awareness of the needs of PSMTs, and (c) the influence of mutuality as a driving force in the instructors' collaborative experiences. In using the situated learning perspective as an interpretive lens to describe and explain Dejan and Angela's meaning-making throughout their collaboration, I demonstrate (a) the importance of the dual processes of participation and reification to facilitate learning and meaning between instructors, (b) the ways in which a lack of shared history can hinder communication between collaborators, (c) the influence of a community's "regime of mutual accountability" on collaborators' decision making and interactions, and (d) the value and complexities of brokering and crossing boundaries.
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Lau, William, and 劉威倫. "Task motivation and student motivation in an English for occupational purposes course at the tertiary level in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055255.
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Reyes, Czarina S. "Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9044/.
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There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra resulted in a higher proportion of students successfully completing the course. In addition, success rates among ethnicities, gender, and age groups were also examined. The population sample for this study was 231 students enrolled in college algebra from fall 2004 through fall 2007. Data was analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. Success was defined as earning a grade of A, B, or C in the course. The study found that overall there was no significant difference in success rates for the 8-week and 16-week college algebra courses. However, significant differences were found in success rates among Asian, Pacific Islander students enrolled in the 8-week and 16-week courses. No significant differences in success rates were found for White, Non-Hispanic; African-American, and Hispanic, Mexican American students. There was a significant difference in the number of A's, B's, C's, D's and F's among White, Non-Hispanic students, but there was no difference in A's, B's, C's, D's or F's for African-American; Hispanic, Mexican American and Asian, Pacific Islander. When considering success rates among genders, no difference was found in success rates for males or females who were enrolled in the 8-week and 16-week college algebra courses. There were a significant greater number of students in the age group (23-30) who were successful in the 16-week college algebra course than in the 8-week college algebra course. However, no differences in success rates were found in the age groups (18-22) and (31-40).
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Nguema, Ndong Arland. "Investigating the Role of the Internet in Women and Minority STEM Participation: A Case Study of Two Florida Engineering Programs." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3734.
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Despite our awareness of the fascination modern humans have with the Internet, little is known about how and why colleges and universities create and maintain Websites. At the most general level, in this case study, I hypothesize that university Websites serve as communication and marketing tools in attracting students. At the most specific level, I postulate that civil engineering programs with Web pages depicting images of women and minorities would be more successful in recruiting and retaining women and students of color than civil engineering programs with Web pages displaying fewer or no images of women and minorities. The primary goal of this case study was to examine the relationships between Website information content and the recruitment and retention of women and minority pre-civil engineering students. The second, but equally important, goal was to investigate the reason(s) why, despite efforts to recruit and retain individuals from disenfranchised populations into STEM majors, students from these groups not only remain underrepresented in engineering, but leave this discipline at a much higher rate than their non-minority male counterparts. This case study focused on two Florida state university civil engineering programs and drew on ethnographic research methods. I used interviews, focus groups, Web pages, demographic sheets, and observations to examine the relationships between Website content and access to undergraduate civil engineering programs for women and students of color. The study sample involved 40 respondents, including pre-civil engineering students, civil engineering professors, and university administrators. Research findings suggested that Internet marketing has become a key strategy used by civil engineering programs in recruiting and retaining students from underrepresented groups. Additionally, the study revealed that both prospective and pre-civil engineering students use departmental Websites for communication and enrollment purposes. Last, but certainly not least, the study found that online climate is a significant factor in the recruitment and retention of women and students of color in civil engineering programs.
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Hessel, Gianna. "The impact of participation in ERASMUS study abroad in the UK on students' overall English language proficiency, self-efficacy, English use anxiety and self-motivation to continue learning English : a mixed-methods investigation." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:7ae490c6-2303-4889-ae67-df3deb5eb870.
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It is widely assumed that participation in study abroad contributes to developing second language (L2) proficiency, as well as related outcomes such as higher levels of L2 learning motivation and intercultural competence. However, empirical studies into the outcomes of participation in study abroad have been affected by a series of methodological limitations, including complete reliance on participant self-assessment, the omission of longitudinal design elements, failure to control for non-equivalent comparison groups where these are included and insufficient sample sizes for testing programme effects. Thus, the present study investigates further the impact of studying abroad with the EU's ERASMUS programme on the participants' overall L2 proficiency, their self-efficacy and anxiety in using the L2 with native and non-native speakers and on their self-motivation to continue learning the L2. To this end, a longitudinal mixed methods design was employed in which 143 German university students who applied for an ERASMUS exchange with a British university for the academic year 2012-2013 and were either accepted or rejected/ withdrawn formed the abroad and comparison groups. All students completed C-tests of overall English language proficiency and questionnaires that inquired into the students' mobility history, their L2 learning background, L2 motivation, intergroup attitudes and aspects of the study abroad experience itself. Both instruments were administered online at the onset of the study abroad period (September 2012), one term into the programme (December 2012) and prior to the students' return (either December 2012 or June 2013). This predominantly quantitative group-level study served to establish the outcomes of participation in study abroad for the students' linguistic and motivational development. Repeated interviews with a sub-sample of 15 participants served to illuminate the observed outcome patterns in terms of the motivational dynamics during study abroad, as well as common factors associated with individual differences in linguistic development. The results of the study show that during the first 3 months abroad the ERASMUS students made significantly higher gains in overall English proficiency than the group of potentially mobile students who continued to study at home. The effect of the learning context was large and highly significant (p =.001), even after the influence of pre-existing participant characteristics on the students' proficiency development was controlled for. During the subsequent 6 months of the study abroad period, however, progress among the ERASMUS group slowed and the between-group differences were no longer significant. The participants' L2 proficiency level at programme entry emerged as the strongest predictor of overall L2 proficiency gain, explaining up to 31.5% of the variance. The students' attitudes towards their own national group, their perceptions of self-efficacy and feelings of anxiety when using English in social interactions, the perceived present-future L2 self-discrepancy and gender explained another 13.6% of the variance in overall L2 proficiency gain. Learner-external factors, including participation in English language instruction, participation in clubs and societies, the number of academic contact hours and type of enrolment, and free time spent with co-national peers, including friends and family back home explained a further 10.9%. The qualitative analysis of the students' accounts provided further insights into the ways in which these factors play out in L2 learning abroad, as well as into the students' perceptions of aspects of studying abroad that contributed most to their linguistic development. Regarding the motivational impact of the study abroad experience, the study found that ERASMUS students tended to develop significantly higher levels of self-efficacy in using English in social interactions as compared to the group of potentially mobile students who continued to study at home, while both the levels of perceived present-future self-discrepancy and English use anxiety with native and non-native speakers fell during the first 3 months abroad. While the overall impact of the study abroad experience on the students' motivation to continue learning the L2 was perceived as positive by the vast majority of participants, a decline in learning motivation was observed for most students after the initial 3-month period. The qualitative analysis showed that this decline can be plausibly explained by developments in the students' English self-concept that occurred in response to the study abroad experience. Evidence-based recommendations are made regarding ways in which the linguistic and motivational development of ERASMUS students can be more effectively supported by higher education institutions.
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Smith, Lorina S. "Case studies of basic writers processing topics both concrete to abstract and abstract to concrete : a relationship between personality type and writing process." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722196.
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Contempory writing theories do not explain many of the writing behaviors exhibited by basic writers in the classroom. Many theorists (Emig, Fitzgerald, Rose, and Perl) have identified similar and distinct writing behaviors which have also been identified by instructors of basic writers. This study focuses on two college-level basic writing students by using the results of the Myers-Briggs Type Indicator and identified writing behaviors of theorists; these case studies shed light on writing processes in relationship to personality. The results suggest a correlation between writing behaviors and personality types which affects the writing and the teaching of the writing processes.Department of English
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Chim, Tat-mei Alice, and 詹達美. "An instructional design theory guide for blended learning courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30406213.
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Peterson, Dana L. "Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PetersonDL2009.pdf.
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Du, Toit Pieter. "A case study : exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme /." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1633/.
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Wong, Chi-kong, and 黃志剛. "A structured learning activity: using web browsing & publishing for the development of independent learning, ITcompetence & higher-order thinking." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960510.
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Allkins, Michael T. "General education in the natural sciences: comparisons of selected sections of a coummunity college general biology course." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39746.
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From the establishment of Harvard in 1636, to the establishment of the first public Junior College in 1901, to the curricular reforms of the 1960's and 1970's, the purpose of higher education and the role of general education have been the subjects for many lively debates. The national debate on issues relating to general education has intensified within the last decade, and community colleges continue to be active participants in these debates.
The purpose of this study was to describe the course contents and classroom environments of selected community college general education general biology courses in sufficient detail as to shed light on the contribution each makes to general education. This study offers descriptions, interpretations, and evaluations of community college general education biology classrooms and laboratories. The intent was to present vivid descriptions of the classroom experience and to offer interpretations of what was being taught and what was being learned.Ed. D.
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Honeychurch, Kenn Gardner. "Inside out/outside in, sexual diversity : a comparative case study of two post-secondary visual art students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0030/NQ27164.pdf.
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Major, Thenjiwe E. "Perceptions of preservice primary student teachers of their preparatory program the case of Botswana /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/762.
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李念愉 and Nim-yu Kitty Li. "The word processor and ESL college basic writers: a study of writing quality, revision strategies, writingattitude and writing apprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31212530.
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Crafford, S. "A curriculum framework for consumer learning at a higher education institution." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3173.
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Thesis (PhD (Education)--University of Stellenbosch, 2006.287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semistructured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the "readiness climate" from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir verbruikersleer aan 'n hoëronderwysinstelling te ontwikkel. 'n Gevallestudiebenadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook 'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n selfgeadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoëronderwys Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
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Lui, Chung-wai, and 呂宗偉. "A study of the understanding of key concepts and processes in unit 5 "solvents and solution" of the Hong Kong integrated science syllabusby the science majors of a college of education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627012.
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Ncula, Ntombizandile Shirley. "Food gardens, environmental lesson planning and active learning in the life orientation learning area - foundation phase : a case study at Lungelolethu Lower and Higher Primary School /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/927/.
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Howell, Ellen Sook Hyang. "Life experiences that influence language acquisition in generation 1.5 students." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3100.
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The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.
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Chan, Suk-ye Susan, and 陳淑兒. "An investigation of the effectiveness of cross-age peer tutoring on writing in a Band 5 Anglo-Chinese school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957705.
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Dega, Bekele Gashe. "Conceptual change through cognitive perturbation using simulations in electricity and magnetism : a case study in Ambo University, Ethiopia." Thesis, 2012. http://hdl.handle.net/10500/9901.
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The purpose of this study was to investigate physics undergraduate students’ conceptual change
in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI).
Along with this, categorization of students’ conceptions was done based on students’
epistemological and ontological descriptions of these concepts. In addition, the effect of
cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive
conflict using physics interactive simulations (CCS) was investigated.
A pragmatic mixed methods approach was used in a quasi-experimental design. Data were
collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus
group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately
on FGD and CM qualitative data to categorize students’ conceptions while concentration
analysis was used to categorize students’ responses to the modified DEEM into three levels,
during pre and post intervention. In the qualitative results, six categories of alternative
conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions,
Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual
knowledge (hierarchical and relational) were identified. The alternative conceptions were less
frequently and inconsistently revealed within and across the categories. It was concluded that the
categories have common characteristics of diversified distribution of alternative conceptions and
multiple alternative conceptions of specific concepts within and across the categories. Most of
the categories found in pre intervention persisted in post intervention, but with a lesser
percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS
class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class.
ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and
CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant
difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66,
p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded
that there is a statistically significant difference between CPS and CCS in changing students’
alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain
Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education (Physics Education))