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Dissertations / Theses on the topic 'GRADE Approach'

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Published: 9 March 2023

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1

Campbell, Janet C. "Geographic adventures an interdisciplinary fourth grade geography unit /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JCampbell2007.pdf.

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2

Duncan, Laurie. "Connecting students to content area literature, California history-grade four." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/722.

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3

Hansen, 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.

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Thesis (PhD)--University of Stellenbosch, 2011.
ENGLISH 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.
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4

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.

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5

Gonzales, Christina R. "Thematic approach to teaching reading and environmental education kindergarten-sixth grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/739.

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6

Peugeot, 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.

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7

Molinaro, Joan Brennan. "Successful strategies for sixth grade students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1491.

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8

Mainiero, Cathy A. "A reading celebration program from kindergarten through fifth grade." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/153.

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9

Aten, Julie L. "Integrating cooperative learning with a fourth grade curriculum." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/500.

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10

Sell, Julie. "Incorporating guided reading into a first grade classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1378.

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11

Ndeleni, 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.

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Magister Educationis - MEd (Mathematics and Science Education)
The 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.
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12

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.

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The purpose of this study was to determine the efficacy of the use of microcomputers together with the Language Experience Approach in first-grade classrooms for the teaching of writing. Sample and procedure. The research program involved 111 children from four first-grade classrooms which were chosen on the basis of equivalent socio-economic levels and academic achievement. Three methods of teaching writing were studied: a computer program for word processing, the Language Experience Recorder (LER), concurrent with the Language Experience Approach; the Language Experience Approach (LEA) without computers; and the Basal approach generally used by teachers of the basal reader. Two classrooms were taught with LER, one with LEA and one with Basal. Ten compositions were collected from each child over a period of time from March, 1987 to June, 1987. The first two were evaluated as pretest stories, the last two were evaluated as post-test stories. Four evaluative measures were used to analyze the children's progress: the standardized measure Comprehensive Tests of Basic Skills (CTBS); two computer programs, LER and PC-Style; and a checklist designed by the research. An initial statistical measure, analysis of variance (ANOVA), was used to determine comparability of the groups. An analysis of covariance (ANCOVA) was used to determine significance between scores obtained by the three groups, and independent t tests were used to determine gains within the groups. Ten hypotheses dealt with such components of writing as story length, specific vocabulary use, work length, meaning units, use of compound and complex sentences, unification, and percent of personal words, and with growth in reading and language ability. Results. While all groups gained in writing proficiency, the LEA group made the most gains, scoring high in number of words, meaning units, use of compound and complex sentences, unification, and on the language section of the CTBS. The Basal group scored high on specific vocabulary, average word length and reading on the CTBS. The LER group scored high in use of personal words. The rank order of each group for each measure was relatively stable for the duration of the project. Because length of time spent in writing in individual classrooms and consistency of editing assistance were not controlled, the results of scores between groups were not comparable. However, gains within groups provided significant data and revealed growth in all groups on a majority of the components tested. One-to-one editing sessions with the classroom teacher may have had the greatest influence on first-grade writers. The consistency of one editor with expertise in positive criticism appeared to result in longer, richer and more cohesive compositions. The computer was found to be a valid instrument for teaching writing in first grade, as well as for increasing interest in writing and enhancing children's self-esteem.
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13

Elson, Jillian Margaret. "A process-genre approach to teaching argumentative writing to grade nine learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003597.

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This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.
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14

Harkness, Lori McGough. "The Effect of a Constructivist-Based Approach on Fifth Grade Reading Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2355.

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The problem investigated in this quantitative study was that schools in a small, rural East Texas town were falling below acceptable ratings in reading on the Texas Assessment of Knowledge and Skills (TAKS) and the State of Texas Assessment of Academic Readiness (STAAR). Researchers have found that constructive-based learning environments (CBLEs) can improve student achievement. The purpose of this study was to examine the relationship between length of time enrolled in a CBLE and reading achievement. Based on the framework of constructivism, 2 research questions were examined. To answer Research Question 1, an analysis of covariance (ANCOVA) calculated the difference in reading achievement as measured by the TAKS in 2011 and the STAAR in 2015, between 5th grade students (N = 81) enrolled in a CBLE for more than 2 years (Group 1) and students enrolled in a CBLE for less than 1 year (Group 2) when adjusted for 4th grade scores. Results showed that Group 1 students demonstrated higher adjusted mean reading scores than Group 2 students on TAKS with F(1, 32) = 15.374, p = < .001 and on STAAR with F(2, 42) = 9.427, p < 001. To answer Research Question 2, an independent-samples t test compared the means of the reading scores growth from 4th to 5th grade. The result showed no significant difference in TAKS with t = .607, p = .548 and in STAAR with t = .277, p = .783. America's reliance on standardized tests influences the way in which reading is taught. Examining standardized reading test outcomes may indicate how teaching and learning environments affect student success. This information may lead to positive social change as educators examine teaching and testing goals, ultimately contributing to student success on standardized tests.
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15

Peal, 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.

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16

Moyer, Adam C. "Systems Engineering Approach to Improving Online Grading." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1337954885.

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17

Gomez-Schardein, Diana. "Integrating literature across the first grade curriculum through thematic units." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/710.

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18

Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.

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19

Kaynar, Devrim. "The Effect Of 5e Learning Cycle Approach On Sixth Grade Students&#039." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608500/index.pdf.

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The purpose of this study is to investigate the effectiveness of 5E learning cycle on sixth grade students&rsquo
understanding 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.
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20

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.

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Magister Educationis - MEd (Mathematics and Science Education)
The 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.
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21

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.

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Magister Educationis - MEd (Mathematics and Science Education)
The 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.
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22

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.

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23

Kirchhoff, Mary Annette. "Promoting responsible environmental behavior in second grade students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3142.

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This project provides a convenient way to incorporate environmental education into the already exiting curriculum. Many of the environmental lessons and activities provided in this project cover language arts and math standards as well as providing students with the environmental knowledge, sensitivity, and skills they need.
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24

Davis, 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/.

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This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.
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25

Andorfer, 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.

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26

Braford, Patricia Irene. "Connecting science and literature for first grade." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/692.

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27

Emert, 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.

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This study investigates and assesses the effects of the QARs (Questions Answer Relationships) strategy on sixth grade students using a literature program. QARs is a strategy designed to help students better answer teacher and text questions by being able to categorize questions. One sixth grade, consisting of twenty-four students, participated in the study as the treatment group. A second sixth grade, consisting of twenty-four students, was used as the control group. Procedures included three days of training, four days of maintenance, and five days of students generating their own questions based on the QARs strategy. This was followed by one day of post test. The data was analyzed by comparing the total response scores of both groups on a set of comprehension questions and with the treatment identifying questions by using the QARs categories. Results indicate that training in QARs increases comprehension and enables students to answer with greater detail in responses.
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28

Gotreau, Terry L. "Integrating curriculum through thematic units for first grade." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/771.

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29

Stark, Donna Wakeland. "Supporting the emergent writer in grade 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/992.

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30

Long, 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.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title 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.
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31

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.

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Despite the importance of genetics as a school curriculum topic and its increasing application in everyday life, and despite challenges teachers face teaching genetics, a repertoire of pedagogical strategies that draws upon selected theories of learning may not always be readily available for teachers. In the context of Singapore, this is exacerbated by potential unfamiliarity with the newly implemented genetics curriculum, and how there also appears to be a lack of appropriate teacher professional development programs. What is noteworthy is that these challenges are similarly shared by teachers elsewhere. A study was framed to investigate how teacher collaboration could be utilized to alleviate, if not overcome, these challenges. Through a learning study framework, four collaborating Grade 10 biology teachers employed the theory of variation to manage and overcome the challenges of teaching the new genetics curriculum in Singapore. A learning study amalgamates teacher collaboration, teacher reflection, teachers researching into their classrooms and the employment of a theoretical framework. This study seeks to answer the research question “How does Singaporean teachers’ participation in a theory of variation-framed learning study affect their learning about their own pedagogy?” The thesis reports a phenomenographic analysis of the different ways the teachers experienced learning during collaborative endeavors, revealing the complex nature of teacher learning – complex ways of curriculum interpretation, lesson planning and implementation, and evaluation of teaching practices. The impact of the learning study on teachers’ pedagogies and professional development was also elucidated. Consequently, the experience of increased clarity and coherence in terms of curriculum interpretation, demonstration of ownership and authentic lesson planning manifested during the enactment of theory-guided lessons. The experience of collaborative inquiry into teachers’ own teaching practices also led to the generation of new insights on teaching, as well as shifts in their beliefs about teaching and learning. The results support (1) the use of learning study as a professional development approach to enhance students’ learning and to encourage teachers to develop their own curriculum; (2) the use of theory of variation as a framework to organize, implement and analyze teacher learning.
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32

Venter, 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.

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The purpose of this study was to gain insight into a teacher’s experience in implementing the asset-based approach to teach Life Orientation to a Grade 7 class. More specifically I explored expected and unexpected benefits as well as challenges in relation to the implementation of asset-based teaching. My working assumptions were that both teachers and learners possess assets that may support teaching and learning and that the process of asset-based teaching can support teachers to attend to a variety of needs in one classroom. Nested within the wider positive psychology paradigm I relied on the asset-based approach as theoretical framework. I conducted qualitative research following an instrumental case study research design, applying participatory action research principles. Meta-theoretically I framed the study within Interpretivism in order to obtain an in-depth understanding of the phenomenon under investigation. One Grade 7 teacher was selected as participant through purposeful sampling. A government primary school in Pretoria was selected conveniently. I used semi-structured interviews, analysis of existing documents and artefacts, and observation to collect data, that were documented in the form of verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis three main themes emerged related to the process of asset-based teaching, positive changes of assetbased teaching, and challenges associated with asset-based teaching. In identifying assets within the classroom (Theme 1), the teacher in this study became aware of both the learners’ and her own assets that could be mobilised to support teaching and learning. Assets identified within the different systems of the bio-ecological model and own action plan were used to support the mobilisation of assets. Ownership and commitment formed an essential part of the phase of managing assets. Positive changes that were identified subsequent to implementing asset-based teaching (Theme 2) relate to increased confidence and self-knowledge of learners and the teacher, identification of assets, enablement in the classroom, recognising the value of reflection in teaching, focusing away from learners’ needs towards their assets and strengths, increased motivation and trust amongst learners, a decrease in behaviour difficulties, and learners working more independently. Challenges that were identified in implementing asset-based teaching (Theme 3) include an increased workload and responsibility in teaching, difficulty to focus away from needs to strengths, lack of sustainability of positive changes, behaviour challenges, limited understanding of asset-based terminology, difficulty to integrate asset-based teaching into the curriculum of various learning areas, high teacher-learner ratios, socio-economic challenges, the needs-based orientation of society, and limited support to learners from home. Based on the findings of the study I conclude that asset-based teaching can be viewed as a suitable alternative way of teaching, following the dynamic process of identifying, mobilising and managing assets. In this manner, the diverse needs of learners may be addressed in one classroom. In addition the study indicates that asset-based teaching may support adolescents in dealing with developmental changes. # Additional information of the Appendices are kept on Level 3 Merensky Library.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
Unrestricted
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33

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.

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The purpose of this study was to describe the implementation of a major curriculum change at the fifth grade level in two different school district settings; an urban district and a suburban district. The major curriculum change was a shift from traditional reading and language arts instructional approaches to an Integrated Whole Language instructional approach. The implementation of this change was examined on the basis of self-reports by administrators, teachers, and students and was analyzed in the context of organizational factors in schools that have typically influenced change. These included school district demographics, the decision making process, administrative support, inservice training, the principal's leadership role, and resources available. Additionally, the study investigated the relationship between teacher self-reported implementation behaviors and student self-reported attitudes and behaviors related to reading and writing. A blend of qualitative and quantitative research methodologies was employed to describe the implementation as a change process. Extensive descriptive data was collected from school districts, individual schools, administrators and teachers. Teacher administrator interviews were conducted to develop description of organizational factors, and teachers reported their implementation behaviors on a questionnaire. Teacher implementation scores were used to describe difference between teachers, schools, and districts. A major conclusion was that change is an individual and developmental process. Differences existed in teacher implementation scores and perceptions of the change. It was also concluded that significant differences between administrator and teacher interview responses were related to different knowledge and involvement levels, and a reported lack of principal support. Within school differences and between district differences were found and were related to contextual factors.
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34

Dyer, 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.

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The primary purpose of this study was to investigate how first grade English Language Learners (ELL) develop their English literacy skills in an English-only classroom in the U.S. This case study included two Korean English learners in an elementary school who recently came to America. Several forms of data were collected through mainly qualitative methods, and additional informal assessments of reading levels in English and Korean languages were employed to elucidate the students' raw score changes over the five month study period.There were 18 weeks of classroom observation in the first grade classroom. The two Korean students were interviewed informally several times in their native language. Formal and structured interviews with the first grade teacher were conducted twice, once at the beginning and once at end of the study. Home surveys were administered twice to discover the students' home literacy environment. Throughout the study, the students' writing samples were collected both in English and in Korean. Constant comparison method was utilized in data analysis.Results of the study indicated that the two Korean English learners showed noticeable improvement in English literacy skills in many ways. Through the analysis of data, five factors influencing the children's literacy learning emerged, including teacher, ESL support, family, peers, and student factors. These factors were interrelated and they interacted in affecting the two students' English literacy development.These results and factors indicated that the two Korean English learners were affected by each factor differently based on their social context and individual characteristics. Additionally, each student showed improvement when there was concurrent interaction between his/her social context and individual effort. Each student's individual language background, proficiency of native language, and self-motivation in learning were crucial elements in enhancing their English literacy development.The present study illustrates the important factors in English learners' literacy development in the U.S. Several implications for the practice are suggested in order to foster successful school achievement of English Language Learners, an important issue since the number of English learners has dramatically increased in many classrooms in the U.S.
Department of Elementary Education
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35

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.

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Thesis (MEd)--University of Stellenbosch, 1994.
ENGLISH 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.
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36

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.

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Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.
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37

Smith, 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.

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Grade 91 (Gr.91) is a common structural material used in boiler applications and is favored due to its high temperature creep strength and oxidation resistance. Under cyclic stresses, the material will experience creep deformation eventually causing the propagation of type IV cracks within its heat-affected-zone (HAZ) which can be a major problem under short-term and long-term applications. In this study, we aim to improve this premature failure by performing a computational thermodynamic study through the Calculation of Phase Diagram (CALPHAD) approach. Under this approach, we have provided a baseline study as well as simulations based on additional alloying elements such as manganese (Mn), nickel (Ni), and titanium (Ti). Our simulation results have concluded that high concentrations of Mn and Ni had destabilized M23C6 for short-term creep failure, while Ti had increased the beneficial MX phase, and low concentrations of nitrogen (N) had successfully destabilized Z-phase formation for long-term creep failure.
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38

Griffith, 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.

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39

Gottshall, 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.

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40

Wasman, 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.

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41

Carrillo, 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.

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A collaborative science curriculum created by a first and third grade class. The students were provided with the global theme of change and were invited to brainstorm topics of interests that were utilized to create a science theme cycle.
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42

Skinner, 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.

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43

Tembani, 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.

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Magister Educationis - MEd (Mathematics and Science Education)
The 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.
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44

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.

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The 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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45

Szydelko, Diane. "The development of a written language curriculum utilizing a writing process approach for fourth grade students." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/362.

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46

Butler, Latilya W. "The Impact of Computer-Assisted Writing on Improving Writing Scores for Urban Eighth-Grade Students." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/125.

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The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the curriculum along with differentiated instruction through the integration of technology better prepared students for state level assessments. The data gathering instruments were Standardized Testing, Scholastic Achievement Manager Reading Reports, and open-ended format questions. Three research questions guided this study. 1. What is the impact of computer-assisted instruction and use of technology on improving eighth-grade students’ writing in an urban middle school? 2. What are eighth-grade students’ perceptions and experiences with computer-assisted writing? What is the pedagogical significance of computer assisted learning from students’ perspective? 3. What are eighth-grade teachers’ perceptions and experience with computer-assisted writing? What are the challenges and benefits? A qualitative case study approach revealed the need for better integration of technology in order to support student learning. There were similar perceptions on the use of instructional technology pointed out in the participants’ responses on the questionnaire. Archived assessment data showed a prevalent need for consistency of computer-assisted instruction and group efforts to write across the curriculum. Student and teacher participants agreed that they felt more operational technology was needed to increase student engagement and academic achievement. The findings can be used to inform stakeholders of effective instructional technology when deciding on computer-based programming designed to increase student writing scores.
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Pérez, Ana María. "Teaching literacy to first grade bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.

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This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.
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48

Heywood, H. Lawrence. "Publishing class books in first grade: Making the reading-writing connection." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1021.

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49

Fiorindo, Marcia Ann Musket. "How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.

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50

Maddox, Kathleen Wright. "Supporting the reader in the first through third grade classroom: Strategies for parent and community volunteers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1431.

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