Dissertations / Theses on the topic 'GRADE Approach'
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Campbell, Janet C. "Geographic adventures an interdisciplinary fourth grade geography unit /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JCampbell2007.pdf.
Full textDuncan, Laurie. "Connecting students to content area literature, California history-grade four." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/722.
Full textHansen, Jorgen Kristian. "The teaching of English in grade 8 in an OBE approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6688.
Full textENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and whether material selected in the initial phase of Curriculum 2005 would meet the needs of the learners. The survey of the literature on language teaching pays particular attention to communicative language teaching (CLT) with its emphasis on using the language for relevant, real-life communicative acts. In addition, it investigates the origins and nature of outcomes-based education to determine whether CLT and OBE combined are suitable vehicles for effective language teaching. The literature survey also suggests a disjunction between the South African version of OBE and CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE, with the underlying assumption that learning is linear, runs counter to the CLT view that language learning cannot be controlled. The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material that promotes purposeful communication, encouraging learners to invest in developing their language skills. CLT requires learner engagement in real communication and OBE promotes independent learning and learner responsibility. In the light of the demands made by continuous evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt material for classroom use. The semi-empirical part of this study attempts to test the appropriacy of the material and its effect on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes over a period of five weeks using a module taken from the material which was in use at the time at a particular school. This material was specifically acquired by the school with a view to meeting the requirements of the OBE curriculum. Learners in the classes were taught by two different teachers, who recorded their observations, in accordance with a basic observation schedule, during this time. Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the five weeks when the module was , and a selected group of teachers at local schools completed a questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are analysed in relation to the literature survey and the conclusions reached by the two teachers involved. This study reveals that the custom-designed OBE material is not much different from that in traditional language textbooks. It also highlights the difficulties associated with finding language learning material which reflects the dynamics of real-life communication and is hospitable to using the insights of current language acquisition theory, while at the same time meeting the requirements of a South African OBE approach. In reflecting on what is needed in effective curricular change, this dissertation reveals the importance of involving practising teachers in developing a new curriculum and providing them with the necessary professional development opportunities. In that context, carefully designed and selected learning material is likely to contribute significantly to successful change.
AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid- Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer te vevorder Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen. Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid- Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer kan word nie. Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik. Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8 klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie en die gevolgtrekkings van die twee onderwysers wat betrokke was . Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer, terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik. Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.
Phalen, Loretta J. "A Teacher’s Approach: Integrating Technology Appropriately into a First Grade Classroom." Cedarville University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1084456840.
Full textGonzales, Christina R. "Thematic approach to teaching reading and environmental education kindergarten-sixth grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/739.
Full textPeugeot, Megan Aline. "Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500119063279081.
Full textMolinaro, Joan Brennan. "Successful strategies for sixth grade students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1491.
Full textMainiero, Cathy A. "A reading celebration program from kindergarten through fifth grade." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/153.
Full textAten, Julie L. "Integrating cooperative learning with a fourth grade curriculum." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/500.
Full textSell, Julie. "Incorporating guided reading into a first grade classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1378.
Full textNdeleni, Zingiswa. "Teaching Electrostatics in Grade 11 Physical Sciences using a Conceptual Change Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5935.
Full textThe study was conducted at a senior secondary school situated in a deep rural area of the district of Cofimvaba in the Eastern Cape Province. It was motivated by academically struggling grade 12 learners in my school who were experiencing problems in mastering the electrostatics concept which is introduced in grade 10. The aim was to come up with alternative teaching strategies that can assist learners in grasping the concept. This study employed the conceptual change framework as a teaching strategy to improve learners' understanding of electrostatics. Theories that underpin this study are constructivism and conceptual change. The sample for this study was a Grade11 physical science class with a total sample size of fortyfive learners. It was a case study as the researcher focused on a single class in a school. This study employed a mixed approach as both qualitative and quantitative instruments were used in the data collection process. Learners wrote the pre-test that served as a baseline evaluation. An intervention in the form of a lesson presentation followed, addressing the four stages of conceptual change. A post-test followed immediately after the presentation to assess the results of the conceptual change approach. Five learners were randomly selected from the total population for interviewing. The study found that learners understanding of electrostatics improved after the conceptual change lesson and learners indicated that they found the lessons much more interesting. The study provided insight into the use of the conceptual change framework as a teaching strategy and contributed to the limited baseline data available on the teaching of electrostatics in rural schools in South Africa.
Wright, Marilyn Joyce. "Word processing and the language experience approach in the first-grade classroom." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3088.
Full textElson, Jillian Margaret. "A process-genre approach to teaching argumentative writing to grade nine learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003597.
Full textHarkness, Lori McGough. "The Effect of a Constructivist-Based Approach on Fifth Grade Reading Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2355.
Full textPeal, Donald E. "The effects of instructional method in Christian schools of K-8th mathematics on ninth-grade algebra achievement : a procedural approach compared to a conceptual approach /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1581954091&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
Full textMoyer, Adam C. "Systems Engineering Approach to Improving Online Grading." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1337954885.
Full textGomez-Schardein, Diana. "Integrating literature across the first grade curriculum through thematic units." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/710.
Full textKnap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.
Full textKaynar, Devrim. "The Effect Of 5e Learning Cycle Approach On Sixth Grade Students'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608500/index.pdf.
Full textunderstanding of cell concepts, their attitude toward science and their scientific epistemological beliefs In this study the data were collected using &lsquo
Epistemological Belief Questionnaire&rsquo
developed by Conley, Pintrich, Vekiri and Harrison (2004), the &lsquo
Cell Concept Test&rsquo
developed by researcher and &lsquo
Science Attitude Questionnaire&rsquo
developed by Geban, Ertepinar, Yilmaz and Sahbaz (1994). The instruments were administered as pre-test &
post-test to a total of 160 sixth grade students in four intact classes of the elementary school which located in Izmit district of Kocaeli. Two classes were randomly assigned as control and experimental groups. Experimental groups (n = 80) received 5E learning cycle instruction and control groups (n = 80) received traditional instruction. The data were analyzed using multiple analysis of covariances (MANCOVA). While a statistically significant treatment difference with respect to collective dependent variables
understanding of cell concept and epistemological beliefs was found there was no significant difference on attitude toward science. The results indicated that students in the experimental group who were engaged in learning cycle instruction demonstrated significantly better performance over the control group students who were engaged in traditional instruction in students&rsquo
understanding of cell concepts and epistemological beliefs.
Magadla, Anadin Zakhele. "Teaching Ohm's law in Grade 11 Physical Sciences using a Multiple Representations Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5928.
Full textThe purpose of this study was to investigate the value of teaching Ohm's law in Grade 11 using a Multiple Representations Approach (MRA). The need to promote knowledge and skills in problem solving in Physical Sciences together with the use of technology is important. This study explored techniques of improving learner attainment thus ensuring that they achieve the minimum entry requirements for science related fields at university. Methodology A case study approach was used. The context is a rural high school in the Eastern Cape. The theoretical framework is constructivism and pedagogical content knowledge. It was a mixed method study with a sample of 48 Grade 11 Physical Sciences learners. Data was collected through a pre-test, an intervention and a post-test. The intervention lessons on Ohm's law were video-taped. A control group was taught using traditional teaching methods and the experimental group was taught using the Multiple Representations Approach. Post-test scores compared the achievement in the two groups. It was followed by focus group interviews with the learners in the two groups. Findings The study found that MRA improved learner attainment and assisted in overcoming learning difficulties. It assessed and developed a variety of learners' skills in different forms at different stages of the lesson. The study found that the MRA aroused learners' interest in science and assisted them to visualise the abstract concepts and this led to an understanding of difficult concepts. Recommendations The study recommends the use of MRA's by science teachers to increase learners' understanding of Ohm's law. It is recommended that teachers develop fun and interesting science activities to encourage the love of science among learners.
Fuzani, Nomfundo Cynthea. "Teaching electrical circuits in grade 10 physical science using a conceptual change approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/6277.
Full textThe purpose of this paper is to investigate whether the teaching of electric circuits in Grade 10 Physical Sciences using a conceptual change approach would enhance learners' understanding of the concept. The conceptual change approach is a process whereby concepts and relationships between concepts change over the course of an individual's lifetime. The process whereby conceptual change occurs is of central interest in helping to understand the process of learning, and is also important when considering the design of instruction. The study was conducted at a secondary school in a small town in the Karoo. Purposive sampling was used to select the sample of a Physical Science Grade 10 class. A mixed method approach was used to observe the effectiveness of the conceptual change approach - four conditions must exist before a conceptual change is likely to occur: (1) assess learners' dissatisfaction with their existing concepts; (2) the new concept must become intelligible; (3) the new concept must appear plausible; and (4) the new concept must be fruitful. All learners' total scores for the pre-test and post-test were calculated and recorded and total scores were statistically analyzed. This study could provide means to improve science teaching and learning. The learners were assisted to discover what was not clear to them, they were encouraged towards deeper understanding and to use their own knowledge to make sense of new concepts. The conceptual change approach could be used effectively by the teachers as it will assist to remove misconceptions learners have prior to the learning of new science concepts.
Dees, Theresa A. "An integrated approach to music and the language arts for the sixth grade." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/437.
Full textKirchhoff, Mary Annette. "Promoting responsible environmental behavior in second grade students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3142.
Full textDavis, Ruth A. (Ruth Ann) 1946. "A Comparison of the Reading and Writing Performance of Children in a Whole Language Pre-First-Grade Class and a Modified Traditional First-Grade Class." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331120/.
Full textAndorfer, Kenya. "A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction." Wittenberg University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985.
Full textBraford, Patricia Irene. "Connecting science and literature for first grade." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/692.
Full textEmert, Stacie Cook 1962. "Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/291916.
Full textGotreau, Terry L. "Integrating curriculum through thematic units for first grade." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/771.
Full textStark, Donna Wakeland. "Supporting the emergent writer in grade 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/992.
Full textLong, Emily S. Baer G. Thomas. "The effects of an integrated language arts curriculum on the writing improvement of first grade students." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101118.
Full textTitle from title page screen, viewed November 8, 2005. Dissertation Committee: G. Thomas Baer (chair), Ronald Halinski, Jeanne Morris, David Tucker. Includes bibliographical references (leaves 66-70) and abstract. Also available in print.
Tan, Yuen Sze Michelle. "Professional development of four grade 10 biology teachers in Singapore : the learning study approach." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33379.
Full textVenter, Marie. "A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40451.
Full textDissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
Unrestricted
Shapiro, Ardyth. "A Descriptive Study of the Implementation of an Integrated Whole Language Approach at the Fifth Grade Level." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1205.
Full textDyer, Sang-Eun K. "Investigating English literacy development of first grade Korean English language learners : a case study approach." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1343467.
Full textDepartment of Elementary Education
Van, der Merwe Dawid Johannes. "The problems of implementing a communicative approach to English as a second language (higher grade)." Thesis, Stellenbosch : Stellenbosch University, 1994. http://hdl.handle.net/10019.1/58603.
Full textENGLISH ABSTRACT: In 1986 a new English Second Language syllabus for the Junior and Senior Secondary Course was introduced in the Cape· Province. The overall aim of the syllabus is communicative competence and it advocates a communicative approach (CA) to teaching English Second Language. At the inception of the communicative approach most teachers were i~rnorant of what it comprised and this study undertook to determine whether teachers understood what Communicative Language Teaching (CLT) was and if they applied it in their teaching. At first the demands of society and how this had influenced language teaching through the ages was investigated. Communicative competence was demanded at different stages in history and it is at these different stages where the CA has its roots. Many of the principles of the CA, it was discovered, had been applied by teachers and theorists many centuries ago. Teachers and theorists who teach language for communication see language in a different light. Language and its unique properties are investigated, and with an emphasis · on language as communication. Different ways of using language to communicate are investigated and questions like ''Where does meaning reside? What are the kinds of meaning?" and "How can we control meaning?" are discussed. Prior to the introduction of the CA, second language teaching had been devoted to mastery of structures. However, with the new insights gained about language and meaning, the focus shifted to meaning in coherent discourse rather than on discrete forms. With the shift in focus teachers also had to adjust their teaching to meet the demands. At this stage a brief discussion of the CA and the essentials of a communicative curriculum is provided. The comparison between traditional and communicative approaches is made. An account of CLT methodology is given, including exploration of communicative competence. Many practical examples of CLT are explained. In the empirical study a questionnaire was distributed to the ESL teachers at thirty schools in the Boland and Northern Suburbs of Cape Town. The aim of the research was to determine whether ESL teachers teach communicatively. The findings of the study were that teachers who were trained before 1986 and those trained subsequently have a limited view of the CA. Consequently they cannot apply it to their teaching and seem to revert to a structural interpretation of the syllabus. This study then, confirms that teachers do not have a full understanding of what the CA comprises and consequently teachers do not teach "communicatively".
AFRIKAANSE OPSOMMING: In 1986 is 'n nuwe Engels Tweede Taal sillabus vir die Junior en Senior Sekondere Kursus ingestel vir die Kaapprovinsie. Die oorhoofse doelstelling was kommunikatiewe bevoegdheid en dit stel voor 'n kommunikatiewe benadering (KB) in die onderrig van Engels Tweede Taal. Met die bekendstelling van die benadering was die meeste onderwysers onbewus daarvan studie onderneem om te bepaal of die kommunikatiewe taalonderrig behels en onderrig toegepas het. en is daar met hierdie onderwysers verstaan wat of hulle dit in hulle Eerstens is die eise van die gemeenskap en hoe van taal deur die eeue beinvloed het, bestudeer. bevoegdheid is op verskillende tye deur die dit die onderrig Kommunikatiewe loop van die geskiedenis vereis en dit is juis aan hierdie verskillende tye wat die kommunikatiewe benadering sy ontstaan te danke het. Dit is ontdek dat van die beginsels van die kommunikatiewe benadering al van vroee tye toegepas is deur onderwysers en teoriste. Onderwysers en teoriste wat taal onderrig vir kommunikasie sien taal in 'n ander lig. Taal en die unieke eienskappe daarvan word ondersoek en taal as kommunikasie word beklemtoon. Verskillende wyses waarop taal gebruik kan word om te kommunikeer word ondersoek en vrae soos: "Waar is betekenis gesetel? Wat is die soorte betekenis?" en "Hoe kan betekenis beheer word?" word bespreek. Voor die bekendstelling van die KB is taalonderrig beperk tot die bemeestering van taal strukture. Helaas, met die nuwe insigte wat verkry is van taal en betekenis het die klem verskuif na verb~ndhoudende diskoers eerder as op sinsontleding. Met die klemverskuiwing moes onderwysers ook hul onderrig aanpas om aan die eise te voldoen. 'n Bondige bespreking van die kommunikatiewe benadering en die voorvereistes van 'n kommunikatiewe kurrikulum word gegee. Daar word ook onderskeid getref tussen tradisionele en kommunikatiewe benaderings. 'n Kommunikatiewe taalonderrig-metodologie word voorsien en kommunikatiewe bevoegdheid word ook bespreek. praktiese voorbeelde verduidelik. van kommunikatiewe taalonderrig Baie word In die empiriese studie Engels Tweede Taal in is 'n vraelys aan die onderwysers van dertig hoer skole van die Boland en Noordelike voorstede van Kaapstad gestuur. Die doel van die studie was om te bepaal of Engels tweede taal onderwysers kommunikatief onderrig. Die bevindinge van die studie was dat be ide onderwysers wat voor 1986 opgelei is en daarna, 'n beperkte siening van die kommunikatiewe benadering het. Gevolglik kan hulle nie die benadering toepas nie en wil dit voorkom of hulle 'n strukturele vertolking van die sillabus volg. Die studie bevestig dus dat onderwysers nie die kommunikatiewe benadering ten volle verstaan nie en gevolglik kan die onderwysers nie kommunikatief onderrig nie.
Angula, Adelheid. "nvestigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004459.
Full textSmith, Andrew Logan Mr. "Thermodynamic Evaluation and Modeling of Grade 91 Alloy and its Secondary Phases through CALPHAD Approach." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3773.
Full textGriffith, Bonnie L. "A hands-on approach to literature: Designing a grade 1-3 whole language literature unit." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/432.
Full textGottshall, Dorothy Lee Gottshall Dorothy Lee. "Gottshall early reading intervention a phonics based approach to enhance the achievement of low performing, rural, first grade boys /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5177.
Full textWasman, Deanna G. "An investigation of algebraic reasoning of seventh- and eighth-grade students who have studied from the Connected mathematics project curriculum /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988711.
Full textCarrillo, Mary, and Lorena Montoya. "Integrating a science/language arts curriculum through the use of theme cycles in a first and third grade classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1039.
Full textSkinner, Jane Suzanne Niebrugge. "Looping versus nonlooping second grade classrooms : student achievement and student attitudes /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924924.
Full textTembani, Neliswa. "Teaching Newton's Second Law of Motion in Grade 11 Physical Sciences using a Conceptual Change Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5986.
Full textThe purpose of this study was to investigate how the use of a conceptual change approach could contribute to enhance the teaching and learning of Newton's second law of motion in Grade 11 Physical Sciences. More specifically, the study attempted to answer the main research question namely, How can teaching using a conceptual change approach improve the learners' achievement in Newton's laws of motion? This study was underpinned by the theories of constructivism and conceptual change. The concept of effective teaching practice is based on approaches that promote conceptual change and provides learners with skills on learning how to learn and make meaning out of their learning - which is part of the constructivist view of learning. The sample of this research consisted of a single class in a school where the researcher is teaching. The class has 33 learners of mixed gender. The study adopted a single case study approach and was designed to allow for the use of multiple data collection methods. Data was collected through a pre- and post-tests, intervention lessons as well as semi-structured focus group interviews. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The results of the research showed that learners performed better in the post-test than in the pre-test. The learners mentioned the fact that the intervention lesson played an important role in making them understand the concepts better. The results also showed that, while the majority of the learners seemed to have made some progress in their conceptual development as a result of their exposure to conceptual change method of teaching, others struggled with the approach.
Philander, Lorraine. "The effect of an argumentation-based instructional approach on Grade 3 learners' understanding of river pollution." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7227_1381213860.
Full textThe research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children&rsquo
s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children&rsquo
s discussions and identify the quality of their different &ldquo
levels&rdquo
of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners&rsquo
understanding of river pollution. The learners&rsquo
listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other&rsquo
s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction.
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