Dissertations / Theses on the topic 'ELT curriculum'
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1
Tomlin, Steve, and n/a. "A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.
Full textAbstract:
This thesis undertakes a reformulation of ELT curricula by means of a
critique of established theoretical models and a case study of the ELT
curriculum at De La Salle University (DLSU), Manila.
The thesis proceeds in accordance with the precise that a sound
theoretical and philosophical perspective is crucial to any task of
curriculum development and criticism and thus derives a theoretical/
philosophical perspective from a consideration of ELT in the context of
the philosophy of education and linguistic, applied linguistic,
sociolinguistic, learning and curriculum theories.
The argument is presented that any model of language as communication
derived from linguistics and applied linguistics is not amenable to
translation into descriptive rules of 'use' and hence a pedagogic grammar.
Such theoretical perspectives, in only deriving partial models of 'use',
are largely inadequate in the context of a concern with language teaching.
Input from cognitive learning theory however suggests that teaching
language as communication requires a curriculum approach focusing on
'open' communicative procedures rather than systematic techniques premised
on language description and exemplified by a syllabus-based structure. It
is thus argued that communicative language teaching requires 'open',
methodology-based procedures that provide a markedly subordinated role for
syllabus. The advocated form of communicative language curriculum is thus
described as employing an 'open' rather than a 'closed-system') approach.
It is also maintained that the ELT debate on communicative curricula has
largely ignored crucial issues in curriculum theory and the philosophy of
education - especially the distinction between 'education' and 'training'.
This theoretical debate enables the derivation of a revised taxonomy of
language curricula to replace the orthodox dichotomy into General English
and ESP. The argument is presented that there are essentially two
approaches to the curriculum - closed-system and open approaches - and
that within each approach there are two curriculum types. Through revised
definitions, the intents of 6E and ESP curricula are distinguished and a
new taxonomy of four possible curriculum types, including that of a
Focused English Learning (FED curriculum, presented.
The principles derived from the theoretical discussion and reformulated
taxonomy enable an 'illuminative' case study investigation of an example
curriculum: the ostensibly English for Specific Purposes (ESP) curriculum
for Engineers employed at DLSU. This case study, by examining curriculum
justification and intent and illuminating the nature of the problem at the
university, illustrates, by example, aspects of the reformulated taxonomy.
The case study findings detail crucial aspects of the interface between
theory and local practice and expose the curriculum at DLSU as inherently
contradictory, based on an inaccurate notion of ESP, and principally
concerned with the pursuit of broadly educational aims through a mainly
training-based, closed-system and non-communicative curriculum.
The thesis concludes by proposing that the orthodox dichotomy between GE
and ESP curricula is inappropriate and fails to reflect the various and
possible forms of curricular intent. This has been a consequence of a
theoretical emphasis on linguistics and sociolinguistics and an inadequate
consideration of the philosophy of education and learning and curriculum
theories. The inadequacy of the established dichotomy has led to
confusion in application (as demonstrated through the case study) that
could be avoided through the adoption of the reformulated taxonomy.
2
Wong, Irene. "The implementation of the KBSM ELT curriculum in Sabah, Malaysia exploring change at the school level /." Thesis, Online version, 2001. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.289716.
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3
Baladi, Nadine. "Critical pedagogy in the ELT Industry: can a socially responsible curriculum find its place in a corporate culture?" Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18457.
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This study qualitatively evaluated the adoption of critical approaches to teaching English as a second or foreign language (ESL) in the particular context of the private language school industry. The research questions focused on the flexibility of the curriculum, on the room it affords for critical pedagogy and on the challenges of implementing critical lesson plans in the ESL classroom. With the help of four teachers, I explored the practical implications of implementing critical lessons in multicultural ESL classrooms at a Canadian private language school. While the general conclusion of the teachers' experiences provides an encouraging and a positive outlook on a more generalized integration of critical pedagogy in the ELT curriculum, some of the challenges encountered included preparation time for lesson planning, addressing students' linguistic needs, and the tension between the business culture of the ELT industry and the principles of critical pedagogy.Cette thèse explore l'impact d'une approche critique (traduite pédagogie critique) dans l'enseignement de l'anglais langue seconde ou langue étrangère, dans le cadre de l'industrie des écoles de langues privées. Je cherchais a évaluer la flexibilité du curriculum de l'école, dans quelle mesure ce curriculum facilitait l'adoption d'une méthodologie critique, et les défis que présentait l'adoption de cette méthodologie dans une classe d'anglais langue seconde. Bien que de façon générale, l'expérience des quatre enseignants ayant participé à cette étude ait été positive, certains défis associés à cette méthodologie se sont présentés: le temps demandé pour la planification des cours, l'exigence de répondre aux besoins linguistiques des étudiants, et les antagonismes potentiels entre la culture corporative de l'industrie de la didactique de l'anglais langue seconde et les principes de la pédagogie critique.
4
Erozan, Fatos. "Evaluating The Language Improvement Courses In The Undergraduate Elt Curriculum At Eastern Mediterranian University: A Case Study." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606120/index.pdf.
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The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II.
In this evaluation study, the adapted version of Bellon and Handler&rsquos (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo
needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.
5
Ali, Mohammad. "Teachers’ and students’ perspectives on English language assessment in the secondary English Language Teaching (ELT) curriculum in Bangladesh." Thesis, University of Canterbury. Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6210.
Full textAbstract:
This qualitative study aims to address the current understanding of English language
assessment of both the teachers and students in the secondary schools in Bangladesh. The
study conducted semi-structured interviews with six English teachers and focus group
interviews with two groups of students in two different secondary schools and these interview
responses were compared to probe the related understandings and experiences of both the
teachers and the students.
These findings reveal that the present English assessment system in the secondary level in
Bangladesh does not reflect a balanced development of all the language skills of the learners
and there are inconsistencies between the stated objectives of teaching English and the actual
teaching methods in the language teaching in the secondary schools in Bangladesh. Though
summative assessment is still dominating, the practice of formative assessment is slowly
developing.
The study indicates that there has been a gradual shift in the assessment process and the
teachers were trying to use individual assessment strategies to motivate the students’
learning. Both the teachers and the students in the study emphasised that current assessment
is mainly based on reading and writing. However, for overall development of language skills,
the secondary English language curriculum may need to be redesigned so that all the four
skills are able to be included in the assessment system. Better opportunities for training to
develop teachers’ effectiveness and their knowledge of learners should be considered also.
6
Degerman, Ylva, and Sara Sävhage. "In what ways does the ELT coursebook ECHO 6 fulfill the communicative aspects of the Swedish curriculum for English 6?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33409.
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In this essay, the published ELT coursebook ECHO 6 is critically examined. The focus of the examination is the communicative opportunities within ECHO 6. These opportunities are analyzed and concretized with help from the Swedish Curriculum for English 6. In the results section, the communicative opportunities within five selected chapters are explored in depth. Later, these chapters are discussed and contrasted with relevant literature about English teaching in general as well as communicative language teaching. Our conclusion is that ECHO 6 does provide students with several opportunities to communicate and develop communicative skills in English. However, there are essential parts missing in order for the textbook to be completely communicative. Key words: Language teaching, ECHO 6, communication, communicative language teaching (CLT), students, teacher, language skills and language systems.
7
Akoha, Joseph. "Action research based in-service education and training of teachers (INSET) and English language teaching (ELT) curriculum innovation in Benin : an experimental study." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10006564/.
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This study originates from an ELT curriculum innovation in Benin,leading to the adoption of a textbook which emphasizes the development of communicative skills, chiefly through pair/group work. It describesthe experimental INSET set up to introduce its new methodology, and which has been evaluated through the comparison of teaching and learning by experimental classes with control classes. It also identifies, through a questionnaire, INSET processes considered as most effective. It finds that teachers with the Action-Research based INSET improved their abilities to use the new book for more communicative teaching as seen through the evaluation of teacher performance by inspectors, pupils and teachers themselves and as compared with control group teachers. It also finds that the project and the implementation of the curriculum it aimed to facilitate did not adversely affect pupil progress. On the contrary the experimental group pupils scored moderately higher than the control group pupils -on all the English general proficiency tests used for the study. But the difference is not statistically significant. However, the experimental group pupils' subjective impression of progress as well as their views on communicative language teaching are significantly more positive than those of control pupils. It also finds that diagnostic class observations, practical workshops at school based INSET meetings and residential seminars, with active involvement of teachers through action research, and formative class observations, are considered as more effective than summative class observations, feedback and advice by trainers and inspectors. It concludes that priority should be given to in-service education to ensure the success of the curriculum reform, with a systematic programme drawing on the problem solving approach to educational innovation for ELT. This should be progressively- generalised to other subjects. Some suggestions are also made as to the contextualisation and relevance of communicative teaching.
8
Ivanoff, Johanna, and Amanda Andersson. "Constructing 'the Other': A Study of Cultural Representation in English Language Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33542.
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Educational textbooks have the power to influence pupils’ perception of the world. In the subject of English, this specifically concerns learning about cultures in different parts of the world where English is used. The purpose of this study is to identify the characteristics of cultural representation in two English Language Teaching (ELT) textbooks with the aim to make the hidden curriculum visible and to raise awareness among publishing houses and teachers. Using a Critical Discourse Analysis (CDA) based on Fairclough’s (2001) three-dimensional model in combination with Barthes’ (1977) Visual Semiotics methodology, we investigated which regions and countries were presented and how their cultures were constructed through texts and images. These findings were further compared to the cultural values and content of the Swedish curriculum, the genre of textbooks, and existing hegemonic discourses in society. In the analysis, Kachru’s (1986) Circles of World Englishes, Machin and Mayr’s (2012) toolkit for CDA, McKay’s (2010) interpretation of Anderson’s (1983) imagined communities, and Said’s (2003) concept of Orientalism were applied. Our findings show that the inner circle dominates and is depicted as superior in contrast to the outer and expanding circles. Although the textbooks include a variation of different cultures which is in line with the curriculum, representation of the outer and expanding circles is often stereotypical and underdeveloped which reinforces hegemonic discourses instead of acting to restructure them. This corresponds to previous studies in the genre, and hence, educators must work to ensure that the hidden curriculum in ELT textbooks is continuously made visible and challenged.
9
Ward, Natalia, Betty Thomason, John Mooneyham, and Clara Lee Brown. "Meaningful Instructional Practices for ELS." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5950.
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Ward, Natalia, B. Thomason, and John C. Mooneyham. "Meaningful Instructional Practices for ELs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5920.
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11
Ward, Natalia, E. Sherwood, and Stacey Fisher. "Purposeful Integration of Diverse Literature in ELA." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5968.
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12
Chiorean, Victor Emanuel. "Attitudes toward English as a Lingua Franca (ELF) and its position in contemporary English language curricula in Sweden." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125589.
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As a result of various historical, political, economic and sociocultural factors, English today witnesses a unique situation as its non-native speakers represent a clear majority in the world. This has implications for the ownership of the English language as such, the linguistic rights of its speakers and the points of departure for English Language Teaching (ELT) worldwide. The study of the use of English as a Lingua Franca (ELF) challenges nativespeakerist norms through research in a wide range of linguistic fields such as lexicogrammar, phonology and pragmatics, suggesting various pedagogical alterations. Although ELF is now a prolific area of research, studies in Swedish upper secondary language education from an ELF perspective, remain a scarcity in the literature. The present paper engages in surveying teaching attitudes toward ELF in Swedish upper secondary education among Swedish and Anglophone International Baccalaureate (IB) teachers and in two contemporary syllabi, namely Swedish (ELT) and IB syllabi. The questionnaire given to the two aforementioned groups of teachers suggest that ELF-friendly teaching descriptions best suit their students even though both groups believe that teaching descriptions based on native speaker norms and varieties represent the most appropriate approach. The critical discourse analysis of the two syllabi suggests that ELF is approached in different ways in the two systems: the Swedish ELT curricula may be perceived as rather ELF-friendly because native speaker norms, deviations and errors, grammaticality and idiomaticity are almost non-existent, whereas the IB revolves around linguistic prescriptivism and native speaker norms to a larger extent. The present study argues that English language curricula in Sweden should be informed by research on ELF.
13
Al, Sheyadi Sheikha. "Higher education ELT curricula at a crossroads : confusions and tensions in the Omani context." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20382/.
Full textAbstract:
This thesis examines the purpose and practice of Omani higher education from the perspective of education providers in the field. Specifically, this research examines the tensions and confusion among academics, administrators and policy makers and how they view the provision of the English language curriculum at undergraduate level. The literature seems to indicate that, despite the significant advancement evidenced in the recent reforms, there remain unresolved tensions concerning the provision of higher education. To the best knowledge of the researcher, there is little or no empirical evidence of how these tensions might be played out 'on the ground' among people who are currently involved in higher education in Oman. Employing an interpretive paradigm as a methodological approach, this thesis engages with Clark’s (1987) philosophical framework. This framework highlights three curriculum philosophies, namely: classical humanism, reconstructionism and progressivism, which potentially conflict with each other. Through the content analysis of interviews and documents, the thesis shows stakeholders’ thinking about the ELT curriculum in terms of school mission, curriculum aim, knowledge, learning, the role of teacher, the role of student and assessment. It also explores the process of curriculum planning and the role of policy documents. The research shows how the provision of higher education has been interpreted and implemented at the institutional level. It shows how higher education reforms are viewed and how these reforms are affecting the provision in higher education. The study has found that there are tensions and muddles on the ground, as various interpretations of curriculum are brought to bear by different stakeholders. The study shows that there are contradictions in the stakeholders’ way of thinking about the purpose and practice of the English language curriculum. More interestingly and importantly, these tensions are evident not only among the groups of stakeholders but also within individuals, based own their educational beliefs and backgrounds. The study aims to contribute to the existing theoretical knowledge on the purpose and practice of higher education in general and English language curricula in particular in respect to the undergraduate level. It also intends to inform policy makers, curriculum specialists and teachers of the existing practices and issues in the Omani higher education.
14
Ward, Natalia, Renee Moran, Karin Keith, Huili Hong, and G. Li. "Reflection on and for Success: Using Reflective Narratives to Reawaken Teachers’ Inquiry Spirit in Working with ELS." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5948.
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This proposed interactive panel brings together teachers and teacher educators from northern, middle, and southern states in the U.S. and Canada to explore, highlight, and value pre-service and in-service teachers and teacher educators’ reflective narratives in working with ELs. Our panel explores the often-discounted stories of our teachers. This interactive session will engage participants into discussion around how fellow researchers and teachers effectively used “narrative” as reflective and effective practice in their current and future work with English learners, including ELs with disabilities. The findings have important implications for the improvement of our own and peer institutions’ teacher preparation programs.
15
Moran, Renee Rice, LaShay Jennings, Karin Keith, and Natalia Ward. "STEM in the ELA Classroom: Using Lego Story Visualizer to Engage Students in Writing." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5969.
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Borges, Ana Margarida de Almeida. "A integração curricular da intercompreensão numa turma de ELE." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/14302.
Full textAbstract:
Mestrado em Ensino de Português no 3º ciclo do Ensino Básico e no Ensino Secundário e de Língua Estrangeira (Espanhol) nos Ensinos Básico e SecundárioO presente Relatório Final de estágio tem como principal intento fazer o relato de uma experiência de integração curricular da intercompreensão (IC) numa turma de Espanhol Língua Estrangeira (ELE) do Ensino Secundário, decorrente do desenvolvimento de uma sessão na plataforma Galanet, procurando verificar de que forma esta experiência concorrre para o desenvolvimento curricular da disciplina. Após uma breve incursão pela paisagem didatológica que enforma este trabalho e pelos documentos reguladores do ensino de ELE em Portugal, prossegue-se com uma apresentação do contexto em que a intervenção foi realizada e da intervenção em si mesma (objetivos, estratégias, materiais, etc.). Posteriormente, procede-se a uma análise qualitativa e quantitativa dos dados, recolhidos ao longo das diversas intervenções didáticas: notas de campo elaboradas pela própria professora, artefactos escritos e orais elaborados pelos alunos; inquérito final. Propõe-se uma análise dos dados a partir do referencial aprendente, elaborado no âmbito do projeto Miriadi (Mutualização e Inovação por uma Rede de Intercompreensão à Distância), e do CARAP (Cadre de Référence pour les Approches Plurielles), orientado para as abordagens plurais do ensino-aprendizagem de línguas. Em concomitância, descreve-se de que forma a presente proposta de integração curricular da IC no ensino de ELE concorre para atingir os objetivos propostos pelo Programa de Espanhol para o Ensino Secundário, 10º ano iniciação. Os resultados evidenciam que a integração curricular da IC no ensino de ELE induz dinâmicas de ensino-aprendizagem que, ao colocarem os sujeitos em situações de comunicação plural, envolvem-nos nas suas dimensões afetiva e inteletual, originando significativas aprendizagens, tanto no que concerne a aspetos linguísticos comuns às diversas línguas românicas como a particularidades da língua espanhola.
The final report intends to describe an experience of the program of integration of the intercomprehension in teaching Spanish as a Foreign Language, through a program developed in Galanet, in an attempt to determine how this experience can contribute for the curriculum development of the subject matters. In this study, firstly a brief review of literature and the regulatory documents of Teaching Spanish are presented. It then continues with a presentation of the context in which the research-action took place and also the objectives, strategies, materials, etc. Subsequently, a qualitative and quantitative analysis of the data, collected during the various educational program, is carried out: field notes; oral and written tasks fulfilled by the students; and final questionnaire. It proposes an analysis of the data based on a list of references for evaluating the learners’ competence, developed within the project of Miriadi (Mutualization and Innovative Research within an Interconnected netwook Aiming to Develop e-Intercomprehension) and CARAP (Cadre de Référence pour les Approches Plurielles), aiming for integrated approaches of teaching and learning languages. Concurrently, it describes how this experience of integration of intercomprehension in Teaching Spanish as a Foreign Language contributes to achieve the objectives proposed by the Program of Spanish for the Secondary Education, level A1. The results indicate that the integration of the intercomprehension in teaching Spanish as a Foreign Language induces dynamics in teaching and learning, by involving the learners in situations of plurilingual communication, provoking their emotional and intellectual dimensions, and resulting in significant learning in terms of both linguistic aspects common to many Romance languages and Spanish language particularities as well.
17
Wohlgamuth, Taylor Lynn. "The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084.
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18
Moran, Renee, Huili Hong, Karin Keith, LaShay Jennings, and Natalia Ward. "The Integration of Computational Thinking in an Inquiry Based ELA Classroom: Fun with Robotics and Coding." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5946.
Full textAbstract:
Have you ever wondered how to integrate the latest technology into the English Language Arts (ELA) Classroom? In this fun and interactive session, you will get to tinker with the newest technology such as the Dash Robot and the Blockley and Wonder Robotic apps. Presenters will demonstrate how to use computational thinking to increase student motivation as well as student analytical skills. Participants will leave the session with various resources and ideas about how to integrate robotics and computational thinking into their ELA class immediately!
19
Wirza, Yanty. "Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.
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Plett, Bethany Joy. "Inclusion of English language learners in conversion small schools." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2942.
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21
Kim, Eun-Ju Johnson Karen E. "In the midst of elt curricular reform an activity theory analysis of teachers' and students' experiences in South Korea /." [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/PSUonlyIndex/ETD-2409/index.html.
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22
Marco, Galindo Maria Jesús. "Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/145070.
Full textAbstract:
La importància de la competència comunicativa escrita per als professionals de l'àmbit TIC està àmpliament referida en la literatura científica, que deixa constància de les mancances de molts professionals a l'hora de presentar informes, projectes o qualsevol altra comunicació. Malgrat la percepció generalitzada d'aquesta situació, els plans d'estudi de les carreres TIC, sobretot en el context europeu, han plantejat poc o gens la formació en aquesta competència. No és fins fa poc, durant la darrera dècada, que aquesta tendència ha començat a canviar a conseqüència de la progressiva adaptació dels plans d'estudi a les directrius de l'Espai Europeu d'Educació Superior (EEES). L'EEES impulsa significativament la incorporació explícita en el plans d'estudi de l'ensenyament-aprenentatge de les competències transversals, com ara la competència comunicativa. És, doncs, un moment òptim per a estudiar diferents vies per a fer-ho, posar-les en pràctica i estudiar-ne l'efectivitat.La importancia de la competencia comunicativa escrita para los profesionales del ámbito TIC está ampliamente referida en la literatura científica, que deja constancia de las carencias de muchos profesionales a la hora de presentar informes, proyectos o cualquier otra comunicación. A pesar de la percepción generalizada de esta situación, los planes de estudio de las carreras TIC, sobre todo en el contexto europeo, han planteado poco o nada la formación en esta competencia. No es hasta hace poco, durante la última década, que esta tendencia ha empezado a cambiar como consecuencia de la progresiva adaptación de los planes de estudio a las directrices del Espacio Europeo de Educación Superior (EEES). El EEES impulsa significativamente la incorporación explícita en los planes de estudio de la enseñanza-aprendizaje de las competencias transversales, como la competencia comunicativa. Es, pues, un momento óptimo para estudiar diferentes vías para hacerlo, ponerlas en práctica y estudiar su efectividad.
The importance of written communication skills for professionals in the field of ICT is widely referred to in the literature, which also mentions the shortcomings of many professionals when writing reports, projects or other documents. However, despite the widespread perception of the situation, the curricula of ICT degrees, especially in the European context, have proposed little or no training in this skill. Not until recently, in the last decade, this trend has begun to change as a result of the gradual adaptation of curricula to the guidelines of the European Higher Education Area (EHEA).
23
Escher, Allison Lamonna. "Constructing knowledge through writing| An analysis of writing tasks in eleventh grade ELA textbooks." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3725598.
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This dissertation reports on a study of two widely used eleventh grade ELA textbooks for the opportunities they provide students to construct knowledge through writing. Data included every writing task in both textbooks (158 tasks) as well as the corresponding texts. Data analysis focused on (a) how cognitive demand, textual grist, and elaborated communication contribute to the rigor of a writing task, (b) how authentic the tasks are to the discipline of ELA, and (c) how writing tasks position students as intellectual authorities. This study contributes a new approach to determine the quality of ELA writing tasks and a detailed assessment of the writing tasks in the most widely used ELA textbooks. The findings from this study showed differences in the quality of ELA writing tasks types (text-based, non text-based, and creative writing), with text-based tasks ranking the highest quality for cognitively demanding work. Findings also showed that textual grist and opportunities for elaboration in addition to cognitive demand are essential factors when determining the overall rigor of text-based writing tasks (i.e., analyzing text-based ELA writing tasks for cognitive demand alone may inflate the rigor of the task). Further findings on writing task quality describe the level of disciplinary authenticity and intellectual authority contained in ELA textbook writing tasks and why these features are important in determining the quality of ELA writing tasks. The findings from this study suggest the importance of using a disciplinary-specific theory of task quality, including a three-part model of rigor, disciplinary authenticity, and intellectual authority, to assess the quality of ELA writing tasks. Additionally, this study provides suggestions for practitioners including how teachers might revise and supplement ELA textbook writing tasks in order to support student writing.
24
Maino, Paola. "Study on Spanish for Native Speakers Curriculum and Academic Achievement in Florida." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5661.
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Using data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used individual level data on all Hispanic ELL students in Central and Southeast counties who attended 12th grade during each year from 2006/2007 through 2009/2010, and then tracked the students' entire high school experience from 9th to 12th grade. Student FCAT scores were used as the dependent variable. Testing for differences in means and linear and logistic regression analysis were used to examine these questions. The results showed that SNS tend to be offered in large high schools, with a large Hispanic student and teacher population, which have lower average FCAT scores, and are located in counties that tend to vote Democratic. The results found indicate that student participation in SNS program does not affect students' overall FCAT scores. However, students who participate in SNS courses tend to perform better in Math FCAT, but not in Reading FCAT, when compared to their peers of similar Hispanic background that did not participate in SNS courses. The results supported Cummins' Linguistic Interdependence concept, as L1 maintenance may promote academic achievement, depending on the academic subject. The most important attribute of these results was the association found between L1 maintenance and academic skills in Math. The study argues for the possibility of cognitive development occurring at deeper levels due to L1 maintenance, and expressed through abstract and logical thought such as Mathematical proficiency. Future studies may benefit by approaching this subject in a longitudinal manner and examine how student participation in SNS is associated with educational attainment, including high school graduation, college enrollment and graduation, job prospects and social mobility. The results also suggest that there is a higher probability that SNS curriculum is offered in high schools located in counties that tend to vote Democratic, indicating that location is intrinsically dependent on stakeholders' political views on the education of minority students. Therefore, future studies may examine stakeholders' involvement in the decision making process of curriculum at the county, school, and classroom level, in order to find out what are the driving forces making possible or not the availability of SNS curriculum in the state of Florida.Ed.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education
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Gual, Oliva Marta. "El pensament sistèmic com una aportació des de la complexitat per avançar en l’ambientalització curricular. El cas d'una proposta educativa per a treballar els vectors ambientals a l'educació secundària." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/293909.
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Aquesta investigació se situa en el marc dels processos d’ambientalització curricular dels programes educatius entesos com processos de canvi de les representacions sobre les causes, efectes i solucions dels fenòmens i per tant de canvis en els models interpretatius de l’alumnat, concretament es presenta el pensament sistèmic com una aportació a aquest procés des dels principis de la complexitat. Per això la recerca es pregunta quines són les estratègies didàctiques orientadores del disseny d’activitats educatives que incorporin la perspectiva sistèmica contribuint al procés d’ambientalització curricular. Per tal d’assolir aquesta finalitat es dissenya i s’aplica un instrument d’anàlisi del pensament sistèmic que permet identificar i caracteritzar els patrons de pensament sistèmic expressats per l’alumnat.
La recerca, de caràcter qualitatiu, se situa en el paradigma interpretatiu i es concreta en un estudi de cas avaluatiu instrumental, ja que pretén comprendre i descriure amb detall l’ús del pensament sistèmic a l’hora d’explicar els fenòmens socioambientals. El cas d’estudi es defineix com la interacció entre un material didàctic sobre qualitat ambiental municipal i dos grups de treball d’alumnat de secundària d’un municipi de la comarca del Vallès Occidental. Les estratègies de recollida de la informació són l’aplicació del material didàctic i la realització d’una entrevista als dos grups, a partir de les quals s’obtenen les produccions escrites de l’alumnat i l’enregistrament sonor de les entrevistes, conformant la mostra de la recerca. Mitjançant la tècnica de l’anàlisi del contingut utilitzant el programari Atlas.ti, la mostra s’analitza aplicant l’instrument d’anàlisi, que consisteix en les cinc dimensions que caracteritzen el pensament sistèmic (Nivell Escalar, Obertura del Sistema, Patró d’Interacció, Flux d’Agent i Probabilitat) estructurades formant un interval de categories de menor a major gradient de complexitat.
Els resultats permeten definir les característiques que ha de reunir un instrument capaç d’identificar i caracteritzar els patrons de pensament sistèmic expressats per l’alumnat en el marc d’aplicació d’una unitat didàctica sobre fenòmens socioambientals. Aquest es constitueix des del principi sistèmic establint una relació escalar entre les dimensions i les categories que el formen. En referència als patrons de pensament sistèmic expressats per l’alumnat s’evidencia l’existència de patrons lligats a les dimensions i en concret es destaca la significativitat de les dimensions referents als nivells escalars en els quals es poden produir interaccions en el context dels fenòmens socioambientals i a la relació entre els límits d’un sistema i el seu entorn. En referència als patrons de pensament sistèmic expressats per l’alumnat i el material didàctic els resultats evidencien l’existència de patrons lligats a la tipologia d’activitats i en concret es destaca la significativitat de les activitats d’exploració i d’aplicació com afavoridores de l’ús dels components del pensament sistèmic més complexos en les explicacions de l’alumnat.
El disseny i l’aplicació d’un material didàctic sobre fenòmens socioambientals des de la perspectiva del pensament sistèmic ha afavorit la integració d’aspectes del pensament complex en els models interpretatius de l’alumnat contribuint als processos d’ambientalització curricular. La recerca elabora una proposta per orientar el disseny d’estratègies didàctiques afavoridores del pensament sistèmic en el marc de l’ambientalització curricular: les activitats han d’estar específicament dissenyades per a aquest propòsit, han de partir de fenòmens reals i propers a l’alumnat, han de permetre la relació entre el coneixement i l’acció, i l’expressió mitjançant diversos llenguatges, per això la combinació de diferents tipologies d’activitats es mostra com la més afavoridora per a desenvolupar l’ús del pensament sistèmic. D’altra banda es posa de manifest la necessitat de seguir investigant en estratègies didàctiques que permetin desenvolupar el pensament emergent i la incorporació de la incertesa a l’hora de plantejar accions en el medi i els seus efectes a llarg termini.This investigation is set in the context of the processes of curriculum greening understood as processes of change in the representations about the causes, effects and solutions of the world phenomena and therefore it implies changes in the interpretative models of the students. System thinking is presented as a contribution to this process from the view of complexity. The research questions what are the teaching strategies that can guide the design of educational activities that incorporate system thinking abilities contributing to the process of curriculum greening. To achieve this purpose an analysis tool is designed and applied to identify and characterize the patterns in terms of system thinking expressed by students. The research, from a qualitative nature, is set in the interpretative paradigm, specifically corresponds to an instrumental evaluative case study that has the aim to understand and describe in detail the use of system thinking skills in explaining socio-environmental phenomena. The case study is defined as the interaction between a teaching sequence about environmental quality and two working groups of high school students from a town in Vallès Occidental. Data was collected by applying the teaching sequence and conducting an interview to the two groups. The research sample consists in the students' written work and the audio recording of the interviews. Using the technique of content analysis and the software Atlas.ti, the sample is analysed using the designed analysis tool, which consists of the five dimensions that characterize the System Thinking (Scalar Level, System Opening, Interaction Pattern, Flow Agent and Probability) forming a structured range of categories from low to high complexity gradient. The results allow defining the characteristics that a tool to identify and characterize the system thinking patterns expressed by students in relation to the application of a teaching unit on socio-environmental phenomena must have. This becomes in constituting it from the systemic principle establishing a scalar relationship between the dimensions and categories that constitute it. With reference to system thinking patterns expressed by the students it is demonstrated the existence of patterns linked to specific dimensions and the results highlight the significance of the dimensions relating to scalar levels and the limits and the relationship between a system and its environment. With reference to system thinking patterns expressed by the students and the teaching sequence the results demonstrate the existence of patterns linked to specific types of activities and it is highlighted the significance of the activities of exploration and application as favourable to the use of the more complex components of the systems thinking in students' explanations. The design and application of a teaching sequence on social and environmental phenomena from the perspective of systems thinking has led to the integration of some complex components into the students’ interpretative models contributing to the processes of curriculum greening. The research develops a proposal to guide the design of teaching strategies promoting system thinking in the context of curriculum greening: activities should be specifically designed for this purpose and must be based on real and close situations, they should allow the relationship between knowledge and action and the expression through different languages, so the combination of different types of activities becomes the most flattering to develop the use of system thinking skills. Furthermore it is highlighted the need for further research on teaching strategies for developing emergence and incorporating uncertainty when considering actions on the environment and its long term effects.
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Naia, Maria João Estudante Oliveira da. "O trabalho dos professores em matemática : elo entre ciclos." Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/1074.
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Mestrado em Gestão Curricular - Matemática, Ciências e Tecnologia EducativaA presente investigação prende-se com o desejo de conhecer como é interpretado, planeado e vivido o processo de articulação curricular da Matemática inter-anos e inter-ciclos, preconizado a nível ministerial num agrupamento vertical de escolas. O quadro de referência teórico da investigação integra três temáticas: Agrupamentos Verticais de Escolas, Articulação Curricular e o Trabalho do Professor. Optou-se por um estudo de caso qualitativo e interpretativo. Para a recolha de dados foram consideradas a análise documental, a observação e a inquirição. A recolha de dados foi realizada no ano lectivo 2008/2009 num Agrupamento Vertical de Escolas da Região Litoral Centro. Os participantes foram o Presidente do Conselho Executivo e o Presidente do Conselho Pedagógico, os Coordenadores de duas Estruturas de Coordenação e Supervisão, Coordenador do Departamento Curricular do 2º e 3º Ciclos, que integra a disciplina de Matemática e o Coordenador do Departamento Curricular do 1º ciclo, três professores de matemática do 3º ciclo, três docentes da disciplina do 2º ciclo e uma professora do 1º ciclo. De acordo com os objectivos de investigação, reuniu-se um conjunto de dados versando os seguintes itens: Identificar o processo de caracterização dos alunos do Agrupamento em Matemática e o seu impacto na planificação do ensino; Conhecer como se organiza o Departamento Curricular e sua influência no trabalho dos professores; Compreender como se processa a articulação curricular em Matemática inter-anos e inter-ciclos; Identificar o impacto do projecto de escola - Plano da Matemática - no trabalho dos professores; Identificar as dificuldades e benefícios do trabalho colaborativo entre os professores de Matemática, para caracterizar o tipo de cultura docente; Conhecer a opinião dos professores sobre o que entendem ser hoje professor de Matemática; Conhecer a opinião dos professores sobre o trabalho dos professores em Matemática - elo entre ciclos. Os dados indicam que, de forma unânime, os professores admitem que o trabalho colaborativo fomenta a criação de metodologias em grupo, permitindo de uma forma mais objectiva e segura, analisar de forma concertada as finalidades do ensino da matemática, o estudo dos objectivos gerais traçados para o ano ou ciclo e a observação e discussão das aprendizagens dos alunos no ano ou ciclo anterior. Os resultados mostram que ainda existe, apesar de todos os esforços e medidas introduzidas, uma diferença entre os ciclos. Percepciona-se com este estudo, que a implementação do Plano de Acção para a Matemática foi, a seguir à criação dos Agrupamentos Verticais, o factor mais importante, bem sucedido e necessário ao ensino desta disciplina, criando as condições e factores que potenciam a continuidade e apoiam a transição entre os anos e/ou ciclos de escolaridade, numa lógica de sequencialidade progressiva, nomeadamente através do Projecto de Escola designado por Plano da Matemática (PAM), proposto pela tutela em 2005. Este projecto permite aos Agrupamentos, dentro dos limites da sua autonomia, dar corpo às medidas nele preconizadas. Parece, segundo a opinião dos inquiridos, ser o remédio para alguns males do trabalho do professor de matemática no que diz respeito à articulação curricular vertical. ABSTRACT: This paper seeks to explore how the process of inter-year and inter-cycle Cross Curricular Mathematics is interpreted, planned and experienced as set out at a ministerial level within a vertical grouping of schools. The theoretical framework of research integrates three themes: Vertical grouping of schools, Cross-Curriculum and Teacher’s Work. A qualitative and interpretative case study was chosen. For data collection, a document analysis, observation and inquiry were included. Data collection was carried out during the 2008/2009 academic year in a Vertical grouping of Schools of the Central Coastal Region. The participants were namely: the President of the Executive Board and Chairman of the Pedagogical School Board, the Coordinators of two structures of Coordination and Supervision, the Coordinator of the Curriculum Department of the 2nd and 3rd cycles which integrate the subject of Mathematics, the Coordinator of the Curriculum Department of the 1st cycle, three mathematics teachers of the 3rd cycle, three teachers from the 2nd cycle and one teacher from the 1st cycle. In accordance with the research objectives, data was gathered through the following items: Identify the process of student characterization in the School Groupings in mathematics and to assess the impact on the planning teaching; to learn more about the organization of Curriculum Department and its influence on teachers' work; to understand the process of cross- curricular mathematics in inter-year and inter-cycles; identify the impact of the school project - plan of mathematics - in teacher’s work, identify the difficulties and benefits of collaborative work among mathematics teachers, characterise the type of teaching culture; to obtain teachers’ points of view on what it means to be a mathematics teacher today; to obtain teachers’ points of view on what the work of a mathematics teacher entails - the link between cycles. The data show that teachers unanimously believe that the collaborative work fosters the development of methodologies in a group, which in turn allows for a more objective and secure means of analysing the purposes of teaching mathematics in a concerted way, the study of the general objectives set for the year or cycle, the observation and the discussion of student learning in the previous year or cycle. The results show that despite all efforts and measures introduced, there continues to be a difference between the cycles. One perceives with this study that the implementation of the Action Plan for Mathematics was, following the creation of Vertical grouping of school, the most important, successful and necessary factor for teaching this subject, thus creating the conditions and factors to enhance continuity and support the transition between years and/or stages of schooling within a sequentially progressive logic, namely through the School Project called Plan of Mathematics (PAM), proposed by the Ministry in 2005. This project allows the school groupings within the limits of their autonomy to implement the measures proposed therein. This appears to be, in accordance with the opinion of the respondents, the remedy for some of the problems of the Mathematics teacher’s work in relation to a vertical curriculum articulation.
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Lee, Pei-Yi. "Middle school ELL and LD teachers' perceptions of the importance of reading methods." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/429.
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Tai, Chih-Che, Karin Keith, Laura Robertson, and Renee Rice Moran. "Sound and Waves: An Integrated K–8 Hands‐On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/993.
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Llanas, Rich Sílvia. "La tutoria en els ensenyaments professionals de música. Una proposta organitzativa i curricular." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454736.
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La tesi doctoral “La Tutoria en els ensenyaments professionals de música. Una proposta organitzativa i curricular” és una investigació basada en la creació i la implantació d’un pla d’acció tutorial en un centre de formació musical professionalitzador -Conservatori Municipal de Música de Barcelona- i del qual s’abstreuen directius, bàsiques, orientacions organitzatives i curriculars amb la finalitat que un altra centre de formació musical tingui elements per poder crear, definir i implantar un pla integrat d’acció tutorial (PIAT), considerant el seu context intern i extern. La globalitat del treball s’ha realitzat en el transcurs de sis cursos acadèmics.
La part inicial de la tesi presenta la definició de l’estudi, indicant el punt de partida del mateix, la finalitat i els objectius, la seva temporització i planificació.
Una primera part del treball es dedica a la concreció del marc conceptual sobre aspectes que fonamenten l’acció de la tutoria en un centre formatiu, deduint les bases ideològiques i de fonamentació de l’estudi. En aquest apartat es presenta també el context on es realitzarà la investigació i els seus condicionants així com els agents implicats que conformen tota la comunitat educativa del Conservatori.
La segona part inclou la recerca de tipus qualitatiu. En la presentació de l’estudi de camp es concreten aspectes metodològics –estudi de casos-, indicant les tècniques i els instruments per a l’obtenció de les dades, l’anàlisi i els resultats. En aquesta part s’exposa curs per curs –al llarg dels sis cursos que es fa la recerca: del 2010/2011 al 2015/2016- i es detalla minuciosament, a través de diferents tècniques i activitats, el desenvolupament del disseny, els canvis i la implantació del Pla d’Acció Tutorial. L’anàlisi, que ha suposat una tasca en diferents bandes - documentació, formació del professorat, implicacions en la docència, canvis en l’alumnat,...-, ens ha permès redactar les corresponents conclusions, les quals evidencien conceptes, idees i directrius molt positives per poder ser aplicables en centres de formació musical. Finalment en els últims capítols en base a les conclusions obtingudes al llarg d’aquests sis cursos s’aporta una proposta de línies directives conceptuals, d’organització i curriculars acompanyades de tot un seguit d’exemples que poden oferir unes directrius i bases teòrico-pràctiques per a altres centres de formació musical.The doctoral thesis "Tutoring in music education professional. An organizational and curricular proposal" is a research work is based on the implementation of a tutoring action plan in a professional music school, the Municipal Conservatory of Music of Barcelona, over the course of six academic years. The first part of the Project involves the creation of the conceptual framework as pertaining to fundamental aspects of the tutoring task in an academic center. This is done by taking into account the context in which the research is carried out and its determining factors as well as its stakeholders, which include the entire educational community at the Conservatory. The second part presents qualitative research: a case study comprising methodology, results and data analysis. The analysis led to three actions taken: gathering documentation, teacher training and implications in the educational methods at the center. All of which have allowed us to draw the relevant conclusions from the study. Finally the last part contemplates the projection of this model and its application in other professional music schools of similar characteristics.
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Keith, Karin, Renee Rice Moran, and H. Hong. "Using Photo Elicitation to Understand ELA Teacher Decision Making in the Age of Common Core." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/995.
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Jennings, LaShay. "Teaching for the Future: The Integration of ELA in the Elementary Classroom." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3455.
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The focus was on: 4.ESS2: Earth’s Systems 1) Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering. 2) Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns. 3) Provide examples to support the claim that organisms affect the physical characteristics of their regions. 4) Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.
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Peire, Fernández Tomás. "Els oficis del cavall: propostes de renovació curricular i d’estructuració laboral del sector equí." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/371466.
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Aquesta investigació parteix de la percepció sobre el sector professional eqüestre a Catalunya i de l’estudi i l’anàlisi de dades resultat de la recerca bibliogràfica i documental. Han estat de gran utilitat les opinions expressades per professionals i experts del món del cavall.
La recerca descriu l’evolució de la influència del cavall al llarg de les civilitzacions humanes, per a finalment estudiar la situació general del sector eqüestre a Catalunya, a Espanya i a alguns països de la Unió Europea
La tesi doctoral es proposa demostrar que el sector professional eqüestre té moltes possibilitats de creixement.
S’ha de tenir en compte que a la península Ibèrica les condicions climàtiques, geogràfiques i rurals afavoreixen la criança d’èquids i el seu ús. El cavall està molt arrelat a la història i a la cultura de Catalunya i d’Espanya. Actualment el sector equí és important però pot ser-ho molt més créixer i esdevenir en un generador de llocs de treball i de riquesa.
La hipòtesi de la tesi és la següent: A Catalunya, el sector productiu del cavall està acceptablement consolidat, però desenvolupa una part reduïda de les seves potencialitats. Actualment no gaudeix de la valoració social i econòmica que mereix. Ni els oficis del cavall ni els professionals que s’hi dediquen, són reconeguts amb justícia per la societat.
L’aplicació d’un sistema eficaç de formació professional, acompanyat de mesures dinamitzadores i d’un canvi d’orientació en les polítiques de desenvolupament, podrien impulsar la importància productiva i de rendibilitat social del sector eqüestre.
Actualment el cavall continua essent de gran importància per a l’home. Les seves funcions han evolucionat molt en els últims 50 anys. Ara, la productivitat del cavall es concentra principalment en les següents activitats: la pràctica de disciplines esportives, el turisme eqüestre, l’educació, la compravenda de cavalls i eugues, la producció dels equipaments i les instal·lacions, la comercialització de matèries primeres, la seguretat i els espectacles.
La formació professional de les persones que hi treballen és la clau del progrés i la qualitat. La preparació dels professionals es tradueix en la millora dels serveis, en millors condicions de treball, millors salaris, estabilitat en la feina i major acceptació social.
L’enfocament més pragmàtic de la tesi és la proposta d’estructuració laboral del sector equí a Catalunya. Es descriuen les professions més destacades i es fa una proposta innovadora del disseny curricular d’alguns oficis del cavall. Concretament dels oficis d'Expert en Cura i Maneig del Cavall, d’Auxiliar de Ferrador i Oficial de Ferrador, d’Auxiliar de Baster i Oficial Baster i l’ofici d’Acompanyant de Turisme Eqüestre.
Per finalitzar, la tesi ofereix en les conclusions propostes concretes d’actuació per a les empreses i els organismes oficials.The starting point of this study is the perception of the equestrian professional sector in Catalonia and the interpretation and analysis of the data as a result of the bibliographic and documentary research. The opinions expressed by professionals and experts in the horse world have been of great value. This research describes the evolution of the horse influence over the course of human civilizations to finally study the current situation of the equestrian sector in Catalonia, in Spain and in some countries of the European Union. The thesis aims to prove that the equestrian professional sector has many possibilities of growth. It must be borne in mind that, in the Iberian Peninsula, geographical and rural weather conditions favour the breeding of the horse and its use. The horse is deeply rooted in the history and culture of Catalonia and Spain. Currently the equestrian sector is of great importance; but this could be expanded and it could become a generator of jobs and wealth. The dissertation hypothesis is the following: in Catalonia, the horse productive sector is satisfactorily established but only a small part of its potential is being exploited. Nowadays it doesn’t receive the social and economic value that it deserves. Neither the horses nor the professionals’ work has been given a fair recognition by society. The application of an effective professional training system, accompanied by revitalizing measures and an orientation change of the development policies could promote the importance of the productivity and the social profitability of the equestrian sector. At the moment, the horse continues to be of great importance for the man. Its roll has evolved a lot during the past 50 years. In the current scenario, the productivity of the horse is mainly focused on the following activities: the practice of sports, equestrian tourism, education, buying and selling of horses and mares, the production of equipment and facilities, marketing of raw materials; security and entertainment performances. The vocational training of the people working in the equestrian sector is the key to progress and quality. The preparation of professionals translates into improved services, better working conditions, better wages, employment stability and greater social acceptance. The most pragmatic approach of the thesis statement is the proposal of a new employment structure system for the equine sector in Catalonia. It describes the most important positions in the field and offers an innovative proposal for the curricular design of some of the trades. Specifically, the trades of Expert in the Handle and Care of the Horse, Farrier Assistant and Senior Farrier; Saddler Assistant and Senior Saddler; and the trade of Equestrian Tourism Companion. Finally, the thesis offers concrete action proposals for the businesses and agencies involved.
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Robertson, Laura, Chih-Che Tai, Renee Rice Moran, LaShay Jennings, Kari Eubanks, and S. Honeycutt. "Photosynthesis: An Integrated, Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3444.
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Moran, Renee Rice. "Applying Argumentation in the Middle School and High School ELA Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3624.
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Tai, Chih-Che, Renee Moran, Karin J. Keith, and Ruth Leonard. "Sound and Waves (PS4): An Integrated K–8 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3273.
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Baxter, Andrew C. "The Effect of an iPad Application with Systematic Instruction on ELA Related Skills for High School Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3060.
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The following study looks to examine the effect of an iPad application on the English Language Arts (ELA) skills of listening comprehension for students with significant disabilities. The procedure was evaluated using a multiple probe across participants single case design. Outcomes were measured for improved ELA skills after intervention and were also measured for student engagement. Building upon the research of recent studies that have sought to develop and adapt grade-level literature for students with moderate and severe disabilities, this study seeks to find the effectiveness of an adapted text version of To Kill a Mockingbird, by Harper Lee for high school students diagnosed with intellectual disability and/or autism. The implementation of this adapted text included evidenced-based supports such as time delay, the system of least prompts and picture supports taught in conjunction with the use of the iPad application. The need for future research and implications for practice will be discussed.
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Keith, Karin. "Promoting Community in the English Language Arts Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1010.
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Walsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.
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Tang, Cecilia Han-Lian McDonald Scott P. "Creating a problem-based learning unit how curriculum development affects science teachers' understandings of reform-based pedagogies /." [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-31/index.html.
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Keith, Karin. "No Time for Science: Integrating STEM Hands-On Activities with English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1023.
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Shin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.
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Gravel, Jenna W. "A disciplined application of Universal Design for Learning (UDL): Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051610.
Full textAbstract:
This qualitative study used design-based research to explore how teachers can be supported to apply Universal Design for Learning (UDL) in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners. Using a purposive sampling strategy, I recruited three upper-elementary teachers who were interested in exploring the intersection of UDL and disciplinary thinking in ELA. This study occurred over eleven months and included three phases: 1) establishing a baseline for each teacher in terms of current practice and current understandings of UDL and disciplinary thinking; 2) collaboratively designing, implementing, and refining an individualized intervention with each teacher; and 3) reflecting on our collaboration. Data were collected throughout these phases via classroom observation, collection of instructional materials and student work, teacher interviews, and regular meetings. The analytical framework for this study joins CAST’s UDL Guidelines and common themes of disciplinary thinking in ELA distilled from the literature and piloted in my qualifying paper. Data were analyzed to determine how teachers’ practice, understandings, and beliefs evolved; how students’ disciplinary thinking evolved; and which aspects of the interventions were useful in developing teachers’ practice, understandings, and beliefs. A case study approach was used to dive deeply into each teacher’s journey, and a cross-case analytic approach was used to uncover common and divergent themes. The findings underscore the potential synergy between UDL and disciplinary thinking and reveal the rich student thinking that is possible when UDL is leveraged for disciplinary aims. Further, the findings contribute to existing conversations on teacher change by exploring the influence of teachers’ preexisting practices and beliefs on their learning trajectories and by identifying the factors and conditions of the interventions that facilitated teacher growth: developing the lenses to “see” evidence of student thinking, leveraging tools for specific aims, and attending to the affective nature of the learning process. Together, these findings have potential to inform leaders in schools, districts, and organizations who seek to support teachers to apply UDL to encourage all learners to engage in disciplinary thinking in ELA—and who seek to support teacher learning at a broader level as well.
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Keith, Karin. "No Time for Science: Integrating No Time for Science: Integrating STEM Learning with English Language Arts and Math." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1026.
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Ballbé, Martínez Maria. "Els i les mestres com a responsables del currículum. El cas del Grup de mestres de ciències socials de segona etapa d’EGB de “Rosa Sensat”." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/668329.
Full textAbstract:
La present tesi doctoral sorgeix de la necessitat de conèixer els motius i les causes que porten els i les
mestres de Ciències socials a canviar la seva pràctica docent. Sense pretensions de generalitzar, es
cerquen les raons que generen una innovació a travès de l’estudi d’un dels grups de renovació
pedagògica més emblemàtics a Catalunya i a Espanya durant el franquisme, el Moviment de Mestres
Rosa Sensat i, dins d’ell, el Grup de ciències socials de segona etapa d’Educació General Bàsica (EGB,
de 11/12 a 13/14 anys).
Aquest Grup va elaborar i va portar a la pràctica dues propostes curriculars de Ciències socials
alternatives al programa prescrit per la Llei General d’Educació (LGE) franquista que va estar vigent fins a
la seva substitució per la Llei Orgànica General del Sistema Educatiu (LOGSE). El Grup de ciències
socials de segona etapa d’EGB de l’Associació de Mestres Rosa Sensat no tant sols es va limitar a
canviar la seva pràctica sinó que, a més, va difondre les seves idees i les seves propostes a través de
les Escoles d’Estiu de Catalunya, de cursos d’hivern, de la creació de materials alternatius, de la premsa
(Avui i Tele/Expres) i les revistes d’educació (Perspectiva Escolar, Cuadernos de pedagogía, Guix, Quima.
Revista de Educación de Cantabria) i de tota mena d’intervencions.
Aquesta tesi doctoral és una recerca històrica perquè reconstrueix la creació, l’evolució i la dissolució del
Grup a travès de la recopilació, la classificació, la sistematització, l’anàlisi i la interpretació de 507 fonts i a
travès del record d’alguns dels protagonistes d’aquesta experiència renovadora. S’han entrevistat a:
membres del Grup, mestres que van experimentar la proposta, les autores dels llibres de text d’Onda,
estudiants de magisteri, una estudiant d’EGB i una referent del Grup.
I, alhora, és una recerca curricular perquè es descriuen, s’analitzen i s’interpreten les seves principals
aportacions: el programa presentat a l’Escola d’Estiu de l’Escola de Mestres Rosa Sensat de 1975 i el
programa presentat a l’Escola d’Estiu de l’Escola de Mestres Rosa Sensat de 1980, publicat a Edicions
62/Rosa Sensat l’any 1981. Així com també altres materials que va dissenyar el Grup per complementar
el programa de Ciències socials: el programa l’Educació cívica a l’escola (1981), el material documental i
didàctic Autonomia i institucions autonòmiques a la Història de Catalunya (1977), el material didàctic
Dades bàsiques de les comarques de Catalunya (1980) de la col·lecció Dossiers: Comarques de Rosa
Sensat, la tesi de llicenciatura L’ensenyament de la Història a l’escola: Societat i territori al Vallès
Occidental (1982), el dossier gràfic Espanya 1931-1945 (1976), material didàctic L’estudi sobre la
societat. Catalunya i la resta d’Espanya als segles XIX i XX (1980) i el dossier Les Comunitats Europees.
Quadern de treball per a EGB, FP i BUP (1982).
Aquesta tesi doctoral posa a disposició del professorat en formació i en actiu una valuosa informació
sobre les possibilitats de prendre decisions a la pràctica i d’actuar com a pràctics reflexius prenent
decisions ajustades al seu context social i a les necessitats formatives de la ciutadania.This PhD. dissertation aims to shade light on the reasons that bring social studies teachers to change their teaching practices. In general terms, we inquire the reasons that make teachers generate teaching innovations. We draw data from the history of the most renown pedagogic innovative group in Spain during the Spanish dictatorship: The social studies teachers’ group from the teacher’s social movement called “Rosa Sensat”. This group, conformed by teachers of the second stage of basic education, created two innovative curricular proposals for teaching social studies, that supposed alternatives to the curriculum prescribed by the Spanish Education Law (LGE) by that time. This proposal not only changed the teaching practices but also helped to spread their perspective of education in many places. Among them, the Summer Schools courses and the Winter Courses in Catalonia. They also created many alternative teaching materials and alternative communication channels such as newspapers (Avui tele/Expres) and magazines (Perspectiva Escolar, Cuadernos de pedagogía, Guix, Quima, Revista de Educación de Cantabria). This thesis dissertation is a history research study because tries to reconstruct the history of the teachers’ group described above. We study its creation, its evolution and its dissolution thanks to the compilation, classification, systematization, analysis and interpretation of 507 sources of information, and oral narratives of some people who were relevant to that innovative experience. These people were group members and people relevant for the group, teachers that experimented the proposal and wrote “Onda” textbooks, training teachers, or students. At the same time, it’s a curricular research because it describes, analyses and interprets the main teaching contributions of the teachers’ group: the education programs presented in Rosa Sensat’s Teachers’ Summer School in 1975 and in 1980. It also analyses other teaching materials designed by the teachers’ group, such as the Civic Education Program in school (1981); the “Autonomia i institucions autonòmiques a la Història de Catalunya” (1977); the Dades bàsiques de les comarques de Catalunya (1980); the research work “L’ensenyament de la Història a l’escola: Societat i territori al Vallès Occidental” (1982); the graphic report “Espanya 1931-1945, material didàctic l’estudi sobre la societat” (1976); the “Catalunya i la resta d’Espanya als segles XIX i XX” (1980); and the report “les comunitats Europees. Quadern de treball per a EGB, FP i BUP” (1982). This PhD. dissertation offers to teachers and trainee teachers a valuable information about the possibilities of taking decisions in their teaching practices, and encourgae that to act as reflexive teachers taking decisions that fit in their social environment and answer their citizenship needs.
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Robertson, Laura, Harold Kelley, Scott Honeycutt, and Kari Eubanks. "From Molecules to Organisms (LS1): An Integrated, Hands-on Approach Supporting NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1309.
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Tai, Chih-Che, Clair Gerri St, Karin J. Keith, Renee Moran, and Chih-Che Tai. "Heat, Energy, and Matter (CCC5, PS3): An Integrated Grades 3–12 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3274.
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Delgato, Margaret H. "Considerations of multicultural science and curriculum reform : a content analysis of state-adopted biology textbooks in Florida." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002806.
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Icart, i. Tresfí Marta. "Els programes de diversificació curricular: el cas de les aules obertes. Bones pràctiques i pautes per a la millora." Doctoral thesis, Universitat de Girona, 2016. http://hdl.handle.net/10803/393989.
Full textAbstract:
La tesi que es presenta pretén conèixer les característiques principals dels PDCs (modalitat A, aules obertes) dins el marc de l’Estat espanyol i de Catalunya i, encara més en concret, de les comarques gironines, per tal de poder identificar els trets afavoridors de bones pràctiques en aquests programes a partir de l’opinió dels seus protagonistes. Els programes de diversificació curricular (PDCs) són una mesura especifica d’atenció a la diversitat que a l’Estat espanyol té ja quinze anys de trajectòria.
Aquesta investigació, des d’un enfocament metodològic qualitatiu, es basa en l’estudi de cas de deu PDCs. Per a la recollida d’informació, s’han dissenyat i elaborat els instruments (fitxa d’enregistrament i entrevistes a alumnat i a professionals). L’estudi acaba amb la identificació d’algunes de les bones pràctiques d’intervenció educativa en els programes de diversificació curricular i amb la definició d’algunes pautes d’intervenció educativa per a la seva millora.The aim of this thesis is to determine the main characteristics of curricular diversification programmes (CDPs: Mode A, Open Classrooms) in Spain and Catalonia, and more specifically in the Girona region, in order to identify the characteristics which foster best practices in these programmes in the opinion of the people involved in them. CDPs are a specific means of measuring attention to educational diversity and have been running in Spain for fifteen years. A qualitative methodological approach was adopted for this research based on the case study of ten CDPs. For the collection of information, some instruments were designed and developed (a sheet with recordings and interviews with students and professionals). We conclude by identifying some best practices for educational intervention in curricular diversification programmes and defining some educational intervention guidelines for their improvement.
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Robertson, Laura, LaShay Jennings, Kari Eubanks, and Scott Honeycutt. "Photosynthesis and Cellular Respiration (LS1): A Hands-On Approach Supporting the NGSS and ELA CCSS." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1313.
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Tai, Chih-Che, Renee Rice Moran, Karin Keith, Laura Robertson, and Diane O'Neal. "Forces and Motion (PS2): An Integrated K-8 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3239.
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