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Williamson, Pamela. "Grade-level inclusion team meetings how dialogue shapes teacher problem and response constructions /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015699.
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Slagle, Daniel R. "The Use of the Cooperative Learning Strategy STAD to Promote Academic Achievement In a High School Social Studies Class." Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281640160.
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Carver, J. Mark. "A teaching program for a ninth grade world cultures course." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/156.
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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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Rahim, Fowzia. "Assessing the emergent literacy of grade two learners in terms of specific literacy skills in English." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4507.
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Thesis (MEd )--University of Stellenbosch, 2009.This research was undertaken due to the increase of Afrikaans L1 learners in an English medium class and the problems these learners face. This study reports on An Observation Survey of Early Learning Achievement (Clay, 2002) in order to assess the emergent literacy of grade two learners in terms of specific literacy skills in English. This survey aimed to assist the educator in determining the progress and processing behaviours made by Afrikaans L1 learners in terms of literacy content in an English medium class. The Observation Survey was conducted thrice over a three month period. It was aimed at determining what processing skills and strategies the learners use and if traditional teaching combined with Outcomes Based Education (OBE) enabled learners to acquire strategies for learning. Simultaneously it was determined if code switching, code mixing and mother tongue (Afrikaans) use facilitated learning. The data indicated the language problems, preference and proficiency of the learners. This research necessitated the use of both quantitative and qualitative data. Using a case study design, a qualitative tool with quantitative elements was used to collect data. Further data was collected at parent meetings with the learners in the study as well as from written correspondence from parents. This data gave insight to the learner’s ethnographic background and the language proficiency of the parents. The findings of this study indicate the need for ongoing support and in-service training for educators in the ever changing curriculum. In conclusion it was determined that various factors contribute to the literacy development of learners. In order for them to stay abreast with the curriculum further research and support is imperative for educators.
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Mungioli, Maria Cristina Palma. "Minissérie Grande Sertão: Veredas: gêneros e temas. Construindo um sentido identitário de Nação." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/27/27152/tde-11052009-153059/.
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O presente trabalho teve como objetivo central compreender um sentido identitário de nação construído pela Minissérie Grande Sertão: Veredas por meio de gêneros e temas. O referencial teórico e procedimentos adotados possibilitaram compreender a articulação entre gêneros literários, gêneros do discurso, gêneros televisuais e acabamento temático numa perspectiva de construção histórica de um sentido de nação socialmente determinado. Essa abordagem abriu-nos caminho para discutir questões referentes aos diversos enfoques teóricos sobre a problemática dos gêneros no campo da Comunicação. Analisamos os discursos dos principais artífices da minissérie, os discursos da imprensa sobre a minissérie e os elementos constitutivos da minissérie com base em uma perspectiva dialógica em que a dimensão de significação das relações humanas é permeada pela ideologia do enunciado. O estudo da minissérie Grande Sertão: Veredas revelou que a escolha temática e o tratamento estético estão sujeitos às injunções sociais, que, em certa medida, privilegiam a abordagem de um ou de outro tema. Como resultado dessas discussões, identificamos características do gênero minissérie permeadas por um acabamento temático até certo ponto inovador demonstrado pelo tratamento estético diferenciado de alguns elementos narrativos, como por exemplo: personagens, sonorização, ambiente. Enfim, o acabamento temático e o tratamento estético se articulam harmoniosamente e se concretizam num produto artístico no qual é possível discernir o gênero como articulador de um modelo de interpretação e de visão do mundo.The central target of this work is to comprehend a sense of nation identity built by the television miniseries Grande Sertão: Veredas through gender and theme. The theoretical referential and procedures adopted allow to understand the articulation between literary genders, discourse genders, televisual genders and thematic finishing in a perspective of historical construction of socially determined sense of nation. This approach has opened to us a path to discuss questions referring to several theoretical focus about the question of genders in Communication. The miniseries main personages discourses, the press discourses about the miniseries and the miniseries constitutive elements were analyzed based in a dialogical perspective where a signification dimension of human relations is permeated by the enunciation ideology. The study of the miniseries Grande Sertão: Veredas revealed that the thematic choice and the aesthetic treatment are subject to social injunctions which, in certain measure, privilege the approach of one or other themes. As result of these discussions, characteristics of the miniseries gender were observed permeated by a thematic finishing untill certain point innovative. This was demonstrated by the aesthetic finishing differentiated from some narrative elements, for instance: personages, sonorousness and ambient. In short, the thematic finishing articulates itself harmoniously and turn into an a artistic product in which is possible to discern the gender as the articulator of a paradigm of interpretation and a world vision.
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Lesar, Peter V. "The relationship between grade-level team implementation of professional learning communities and student achievement in math." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606820.
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With changing academic standards, more rigorous state assessments, growing diversity among student populations, decreased school funding, and high achievement expectations from the state and federal government, teachers have a very challenging and demanding job. Fully aware of these high expectations from the education community, school leaders and teachers continue to explore strategies that will improve the quality of classroom instruction and help increase achievement for all students.
This study was conducted in a large urban K-12 school district in the southwestern United States with a district enrollment of approximately 63,000 students. The study employed a multi-method, correlational, descriptive, non-experimental research design. Quantitative data were collected through teacher completion of a professional learning community (PLC) questionnaire and the Arizona Instrument to Measure Standards (AIMS) math assessment. The Professional Learning Communities Assessment-Revised (PLCA-R) questionnaire enabled teachers to report the extent to which they engage in practices known to support the development of a well-functioning PLC. In addition, qualitative data were collected through individual teacher interviews.
This study determined the correlation between grade-level team overall implementation of PLCs measured by teacher completion of the PLCA-R questionnaire and student achievement of fourth-grade students measured by the AIMS math assessment. The study also determined the correlation between the individual dimensions of PLC implementation by grade-level teams measured by teacher completion of the PLCA-R questionnaire and student achievement of fourth-grade students measured by the AIMS math assessment. The individual dimensions of PLCs included shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions-relationships, and supportive conditions-structures.
A Pearson product-moment analysis found no significant correlation between grade-level team implementation of PLCs, overall or by dimension, and fourth-grade student achievement measured by AIMS math percent passing scores and median growth percentiles. Although no significant correlation was found, qualitative data from the in-depth individual teacher interviews resulted in several themes related to PLCs and student achievement. Teachers spoke passionately about knowledge of student performance, quality of instruction, support for collaboration, and shared leadership and how those factors relate to improved teaching and increased student learning.
The results of this study may help other leaders and educators understand more completely the relationship between the dimensions of PLCs and student achievement. Furthermore, the study provides implications for practice that may enhance teacher collaboration with a focus on improved instructional practices and high levels of learning for all students.
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Kenley, Stefania. "Du pastiche à l'original : traces et trajectoires de l'Independent Group (1952-1956)." Paris 8, 2005. http://www.theses.fr/2005PA082512.
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Entre 1952 et 1956, l'Independent Group (IG) a réuni à L'Institute of Contemporary Arts (ICA) de Londres, des figures majeures de l'architecture, parmi lesquelles Alison et Peter Smithson et Colin St John Wilson, de l'art, celles de Richard Hamilton, Eduardo Paolozzi, Nigel Henderson et William Turnbull, de l'histoire et de la critique de l'art et de l'architecture, celles de Reyner Banham et Lawrence Alloway. La composition changeante et controversée du groupe, aussi bien que l'absence d'une publication, d'un manifeste fondateur ou d'un programme commun, ont imposé d'éclaircir en quelle mesure l'IG a été véritablement un groupe et quelle importance a eu le choix du nom "Indépendant". Le titre "Du pastiche à l'original" indique une méthode d'analyse par laquelle l'histoire du groupe est examinée à rebours, en partant des traces historiques. Entre 2002 et 2005, des entretiens et des correspondances ont permis de préciser le sens donné par certains ex-membres du groupe aux notions opératoires du pop art : le collage, le pastiche, l'original multiple, la répétition, etc. . . à travers lesquelles, paradoxalement, a été amenée la problématique de l'original au centre de la rechercheBetween 1952 and 1956, the Independent Group gathered at the Institute of Contemporary Arts (ICA), London, the leading figures of architecture such as Alison and Peter Smithson, Colin St John Wilson, of art, such as Richard Hamilton, Eduardo Paolozzi, William Turnbull, Nigel Henderson, or of history and criticism of art and architecture, such as Reyner Banham, Lawrence Alloway. The shifting and uncertain composition of the group and the absence of any joint publication, manifesto or programme, brings up the question of the IG as a genuine group, as well as the importance of the choice of the name Independent. The title From pastiche to Masterpiece indicates a method where the history of the group is examined through flash-backs, constructed from the available historical traces. Between 2002 and 2005, interviews and correspondence helped to clarify the meaning given by certain ex-members of the IG to the key notions of Pop art, such as collage, pastiche, "multiples", repetition, that made the question of the Original central to the research
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Hilton, Elton. "An evaluation of hands-on activities in terms of learning environment, achievement, and attitudes in grades 4 and 5." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17947.
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A sample of 817 Grade 4-5 mathematics students in the diverse school district of Miami-Dade County Public Schools (MDCPS), Florida, USA was involved in an evaluation of the use of hands-on activities in terms of students' achievement, students' attitudes and students' perceptions of the mathematics classroom environment. Other aims included validating generally-applicable measures of classroom learning environments and students' attitudes to mathematics, and investigating associations between the classroom learning environment and the student outcomes of performance and attitudes. The study was conducted in two phases. Phase 1 had a sample of 442 participants and classroom environment was assessed with scales selected from the My Class Inventory, Questionnaire on Teacher lnteraction and Science Laboratory Environment Inventory. Factor analysis provided a degree of support for the factorial validity and internal consistency reliability (using Cronbach's alpha coefficient) for each of five classroom environment scales. Because of the small number of items per scale (15 items in five scales for the My Class Inventory, 12 items in four scales for the Question on Teacher Interaction and 15 items in five scales for the Science Laboratory Environment Inventory) in Phase I, it was not possible to replicate the a priori factor structure of each instrument scale. Scale reliabilities generally were acceptable. Phase 2, involving a sample of 375 Grades 4 and 5 students in four elementary schools, was necessary because questionnaires in Phase 1 had too few items to enable the researcher to establish satisfactory levels of reliability and validity.The What Is Happening In this Class? (WIHIC) was modified to four scales and 29 questions for use in Phase 2. Factor analysis supported the structure of the WIHIC and internal consistency reliability was satisfactory for two units of analyses, namely, the individual and the class mean. In Phase 1 of the study, differences between an experimental group (that used manipulatives for 60% of the time) and a control group (that used manipulatives for less than 40% of the time), were described in terms of the effect size (magnitude of the difference in standard deviations) and statistical significance for each learning environment, attitude, and achievement scale. Differences between the pretest and posttest for the set of six dependent variables (Student Cohesiveness, Teacher Support, Task Orientation, Cooperation from the WIHIC and Adoption of Mathematical Attitudes and Enjoyment of Mathematics Lessons for the TOMRA) were analyzed in Phase 2 using a MANOVA for repeated measures. Effect sizes were used to describe the magnitude, as distinct from the statistical significance, of prepost changes. In Phase 2, associations between student attitudes and their perceptions of the learning environment were relatively weak for both pretest and posttest data with either the individual or the class mean as the as the unit of analysis. These results were unexpected and are inconsistent with past research, therefore highlighting the need for further research.
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Morifi, Tshebedi Johannes. "Leadership in schools and its Impact in grade twelve (12) results in Sekgosese West Circuit (Botlokwa) in Limpopo." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/770.
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Thesis (M.Dev.) --University of Limpopo, 2012This study explores leadership in schools and its impact in grade twelve results productive school culture, and focuses on school leadership at selected schools in the Sekgosese West Circuit at Capricorn District in the Limpopo Province. Leadership plays a vital role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. This study finds that leadership challenges pose a serious threat to the attainment of good results in grade twelve (12) in Sekgosese West Circuit. These challenges emanate from a variety of factors such as lack of discipline, dysfunctional School Management Team, Involvement of parents, culture of teaching and learning, curriculum and possible solutions to leadership. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if some schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning.
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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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Olsen, Gregg Allred. "Observing the Impact of an Engineering-Based Unit of Instruction on 6th Grade Students' Attitudes Towards Engineering as they Engage in Building Electric Bikes." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8511.
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In the past few decades, science, technology, engineering, and math (STEM) education has become a driving force for innovators throughout the world (Atkinson & Mayo, 2010; Bybee, 2010). STEM education has also become an economic factor in developing countries (Kennedy & Odell, 2014). Currently, many countries are struggling with how to effectively promote STEM education. The United States (U.S.) provides an interesting case study. Despite being one of the global economic leaders, it is behind in STEM education compared to other nations (Atkinson & Mayo, 2010; Dugger, 2010). STEM education helps to build world leaders including marketable and knowledgeable employees because it teaches and exposes students to problems in the real world, especially in their community (Brown, Brown, Reardon, & Merrill, 2011; Gomez & Albrecht, 2013). Accordingly, the purpose of this study was to answer the question: how does designing and implementing an engineering-based unit of instruction impact student attitudes toward engineering for 6th graders? The method for implementing more engineering consisted of teaching a unit based around mechanical engineering, civil engineering, city planning, and public health to 6th graders. The heart of the unit was an activity that allowed the students to make electric bikes by engaging in the engineering processes of hands-on learning and problem-solving, while evaluating transportation to and from school. The data was collected using two methods. The first used a survey instrument called the Technology and Engineering Attitudes Scale (TEAS), the second method involved observing and interviewing the participants. The results reveal that student interest in engineering increased after participating in the study. Another key finding is that with more engineering experience, student confidence for problem-solving and engineering activities increased.
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Schnagl, Gregory A. "Perceptions of newly hired, experienced public elementary school teachers on joining an existing grade-level team| A phenomenological study." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100815.
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The purpose of this phenomenological study was to discover how experienced teachers, new to a grade-level team within a public elementary school, perceive and make meaning of their organizational entry experiences. The rationale for this study lies in the need to better understand the environmental factors that influence a newly hired, experienced teacher’s desire to remain in his or her current position and within the profession.
The literature review outlined the resulting effects of organizational entry processes on individuals, groups, and organizational culture, as well as the factors influencing the effectiveness of the process. The use of phenomenological interviews gathered descriptive data regarding the lived experiences of 15 newly hired, experienced public elementary school teachers to answer the question: In what ways did new team members experience the organizational entry process as they joined an existing grade-level team within a public elementary school?
In essence, newly, hired experienced teachers wanted to stay in their current positon when provided with the necessary supports so they could competently perform their newly assigned role without feeling overly dependent upon existing team members. Several themes emerged. Newly hired, experienced teachers spoke of needing support in three areas to make an effective transition to a new position: (a) instructional; (b) logistical; and (c) emotional. Both the new-hire and existing school personnel influenced the degree to which the felt needs of the newly hired teachers were met. Participants stressed having to self-advocate to their needs met. Participants suggested mentoring and the use of a common grade-level meeting time as key mechanisms school personnel could use to meet the needs of newly hired experienced teachers.
As a result of this study, schools may consider examining existing organizational entry processes at organizational, group, and individual levels. Newly hired experienced teachers may consider preparing lists of question prior to meeting with the administration and grade-level team to advocate for their needs.
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Lavery, Noel Patrick. "A comparison of grazed and conserved grass and concentrate diets in terms of the performance and carcass composition of beef cattle and lambs." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268180.
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Hall, Linda Karen. "Effectiveness of interdisciplinary team organizational pattern of one-half of a seventh-grade class compared with traditional departmentalized pattern of the other half of the seventh-grade of a selected American middle school in Europe." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186190.
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This study was designed to address the core characteristic of middle school education, that of interdisciplinary team organization. During the 1991-92 school year the seventh grade class in an American middle school in Europe was divided into two organizational structures. Half of the students were assigned to the interdisciplinary team organizational structure which became the experimental group. The other half were assigned to the traditional departmentalized organizational structure, which became the comparison group. Three research questions were asked in an attempt to measure student outcomes from exposure to the different organizational structures. Those questions were: (1) Will the academic achievement of students in the interdisciplinary team organization differ from students in the traditional departmentalized organization? (2) Will the behavior of middle school students in an interdisciplinary team organization differ from that of middle school students in a traditional departmentalized organization? (3) Will the attendance of middle school students in an interdisciplinary team organization differ from that of middle school students in a traditional departmentalized organization? Data was collected on five different measures to compare these three student outcomes of academic achievement, behavior and attendance. For the first question of academic achievement, test scores from the Comprehensive Test of Basic Skills and students' semester Grade Point Averages were used to compare the differences between the students in the experimental and comparison groups. For the second question of behavior, quarterly administrative discipline referrals and students' conduct grades were used to compare the differences. For the third question of attendance, quarterly attendance figures were used to compare the differences. By using multiple regression analysis, two of the five measures of student outcomes were found to be statistically significant, one in favor of the interdisciplinary team organization and one in favor of the traditional departmentalized organization. The measure of academic achievement using the Comprehensive Test of Basic Skills was found significantly in favor of the experimental group and the attendance data was found significantly in favor of the comparison group. For the three other measures, there were no significant differences found between the students exposed to the interdisciplinary team organization and those exposed to the traditional departmentalized organization.
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Principato, Karen Rita. "A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/72228.
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Educational AdministrationEd.D.
This quantitative study examined the impact, if any, of two general co-teaching models on the academic achievement of all of the fourth-grade students in a small suburban elementary school district. It addressed co-teaching methods as possible supports to improve literacy gains for all elementary school students. The researcher investigated the effectiveness of two general co-teaching models, each of which employed some form of parallel or supportive teaching strategies. These interventions were measured by the Measurement of Academic Progress (MAP) tests, which are state-aligned, computerized, adaptive tests that reflect the achievement level of each student and measure growth over time. Fourth grade students were tested in the Fall 2008, then tested again, in Spring 2009. Their academic growth in literacy was evaluated via repeated measures analysis of variance. The data were disaggregated by gender, race, socio-economic status, and ability level. Comparisons were made as to the effectiveness of the co-teaching models, and, if evident, which interventions were most effective based on the disaggregated data.
Temple University--Theses
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Underwood, Marilyn. "The Relationship of 10th-Grade District Progress Monitoring Assessment Scores to Florida Comprehensive Assessment Test Scores in Reading and Mathematics for 2008-2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3845.
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The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of students' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
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O'Neil, Kason M. "High-activity Cooperative and Teaming Building Games for Secondary Physical Education." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4042.
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O'Neil, Kason M. "High-activity Cooperative and Teaming Building Games for Elementary Physical Education." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4043.
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Mou, Dai, and manchurian0@yahoo com. "The Use of Suggestion as a Classroom Learning Strategy in China and Australia: An Assessment Scale with Structural Equation Explanatory Models in Terms of Stress, Depression, Learning Styles and Academic Grades." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070207.152256.
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This study is innovative in that it draws together the concepts of suggestion from several cultural groups and develops an inventory to account for variations the occurrence of scale to studies the relatively new area of the effects of suggestion in classrooms and compares effect on personality and academic variables. As new ideas and knowledge become more widespread and accepted by the community and teaching profession, precision in the applications of suggestion in the classroom is being seen as more important. Although new to education, suggestion and similar variations has always been central to influencing behaviour and learning among pastoral, counseling and hypnotherapy fields. Teachers who had experience or influence from those fields or the ideas of Lozanov (1978) or accelerated learning groups were and are more the exception than the rule. However, as new ideas become more influential, the influence of suggestion in is becoming increasingly important in progressive, modern education. A major goal of the study was to provide a valid instrument to compare Chinese and Australian differences and similarities in use of suggestion in learning. It was hoped that such a comparison would provide increased mutual understanding of values, strategies, practices and preferences by teachers and students. A second goal was to develop a causative model that explained the relationships between the measured variables of personality and learning behaviour and suggestion in teaching and learning.. A third aim was to make a comparison on effects and performance of suggestion in teaching and learning in Australian, Chinese and Australian accelerative learning classes. This study examined differences between Australian and Chinese high school Science classrooms in their use of suggestion in teaching and learning. To ascertain the prevalence and types of suggestion in the classroom the 39-item suggestion in teaching and learning (STL) scale was developed and validated v in Year 7, 9, and 11 high school classes in China and Australia. The STL scale categorized suggestion into the following types or subscales: Selfsuggestion, metaphor, indirect non-verbal suggestion, general spoken suggestion, negative suggestion, intuitive suggestion, direct verbal suggestion, relaxation, and de-suggestion. The study involved surveying 344 participants (n=182 female, n=162 male) from four high schools in Australia and China. A further 374 participants (n=108 teachers, n=266 students) from six high schools were surveyed for selecting a Chinese sample in a pilot study. About 284 participants (China: 200 students; Australia: 84 students [includes 8 adults]) were observed for validation of the STL instrument. All subjects and classes were randomly selected and were surveyed and observed for the purpose of scale and model development. The STL scale was found to be capable of distinguishing different types of suggestion within Chinese, Australian, and Australian Accelerative Learning classes. The STL scale was significant as a first scale to measure suggestion in teaching and learning in Australian and Chinese classrooms. Items in the scale were strongly and significantly correlated with other items within the subscales and with the overall scale. Path analytic techniques were used to explain relationships between the STL scale, its subscales, nation, gender and high school students profiles on stress, depression, learning styles and academic grades. Limitations of the study included problems arising from language and cultural differences as well as newness of the scale and the field of study. Recommendations for further study included strengthening aspects of the scale with new items and further qualitative and quantitative studies on the uses of suggestion in academic learning and other forms of change in childhood and adolescence.
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Carabajal, Adelmar Alberto. "Tem gente jovem atrás da máquina : a educação profissional em uma fábrica de calçados : um estudo de caso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/8554.
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A dissertação tem por objeto de estudo o papel da qualificação realizada pelo Centro de Desenvolvimento Profissional/CDP da Azaléia Calçados, na profissionalização e inserção de jovens das cidades de Parobé e Taquara a partir de 1993. A pesquisa de campo envolveu quatro alunos egressos do Curso de Multioperação de Calçados, três gerentes da empresa e um educador do projeto. O estudo toma como ângulo de análise a qualificação profissional como uma relação socialmente construída, que integra o fenômeno da relação salarial moderna, que é uma das formas históricas de regulação das relações entre capital e trabalho. Os conceitos de inserção, trajetórias e profissão completaram as referências de análise. Partindo da noção do tempo de trabalho como medida dos valores econômicos, o estudo aborda a qualificação como decorrência do modelo fordista de produção, no contexto da reestrututração produtiva no setor coureiro-calçadista. No processo de reprodução da força de trabalho se verifica a incidência da qualificação no trabalho produtivo dos jovens nas células de trabalho e nos seus modos de vida. As relações entre qualificação, trabalho e inserção profissional que caracterizam a socialização profissional, na experiência estudada acontecem através do CDP, com a mediação de uma rede social que tem um papel importante na articulação entre a qualificação e a inserção profissional.The composition has the purpose of studying the role of qualification made by “Professional Development Center”/CDP of Azaléia Calçados (shoes factory), in the vocational training and insertion of young people of the cities Parobé and Taquara since 1993. The research involved four egressed students of “Shoes Multi-operation Course, three manager of the company and a instructor of the project. The study takes as focus of analysis the professional qualification (vocational training) as a relation socialy built, that consists of the phenomenon of the modern wage terms (rules, conditions), that is one of the historic ways to regulate the relations between capital and work (labor). The concepts of insertion, trajectories and profession have completed the analysis references. Starting with the notion of time of work (work-time) like measurement of economic value, the study deals with the qualification as a result of Ford-model of producing, in the context of productive reestruturation in the field “shoes-leather”. In the process of the reproduction of the workforce we see the occurrence of the qualification in the productive work of the young people in the work cell and in their way of life. The relations among qualification, work and professional insertion that describes the professional insertion that describes the professional socialization in the studied experience happens through the “CDP” (Professional Development Center) with the intervention of a social chain that has an important role in the link between qualification and professional insertion.
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Nardi, Liciê Helena Ribeiro. "Inclusão dos estudantes com renda inferior na UFRGS : práticas mobilizadas por uma equipe multidisciplinar." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163495.
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Esta pesquisa abordou o tema da Política de Ações Afirmativas, nos processos de in/exclusão dos alunos com renda inferior, a partir da análise das práticas institucionais mobilizadas pela equipe multidisciplinar da Divisão de Seleção e Acompanhamento Pedagógico, Psicológico e Social (DSS), que pertence a Pró-Reitoria de Assuntos Estudantis (PRAE), da Universidade Federal do Rio Grande do Sul (UFRGS). Por meio desta pesquisa foi possível: a) discutir os processos de in/exclusão, especialmente no que diz respeito à renda inferior e à inclusão como um imperativo de Estado; b) relatar brevemente como ocorreu o processo de democratização do Ensino Superior no Brasil, buscando identificar pontos relevantes do processo de implantação das ações afirmativas; c) construir um breve histórico do processo de implantação das Ações Afirmativas na UFRGS e algumas mudanças que ocorreram no decorrer deste percurso; d) compreender as práticas desenvolvidas pela DSS a partir do conjunto de políticas que a mobiliza, nos processos de in/exclusão dos estudantes com renda inferior; e) buscar alternativas para o seu melhor funcionamento através do levantamento de questões e f) propor reflexões que digam respeito às práticas postas em funcionamento por esta equipe no contexto institucional. Foram utilizados como procedimentos metodológicos entrevistas semiestruturadas com os servidores da DSS e ex-gestores da PRAE. As categorias de análise foram construídas a partir das recorrências dos excertos analisados. Nas análises, foi possível evidenciar a necessidade de uma gestão mais qualificada e engajada para buscar atender a esses novos compromissos assumidos pela Universidade, fortalecendo o importante trabalho realizado pela equipe multidisciplinar da DSS. Assim, esta dissertação traz pistas que podem nortear a (re) construção do setor a partir dos seguintes pressupostos: 1) retomada do histórico do setor no contexto institucional, reconstituída na dissertação; 2) reorganização da gestão do setor a partir: a) da visão da DSS como um espaço de estudo e de elaboração de propostas de trabalho conjuntas: b) da elaboração de um cronograma de trabalho que mescle momentos de estudo e de planejamento do trabalho da equipe; c) da discussão e da organização do trabalho de acompanhamento dos alunos (ingresso, permanência e sucesso acadêmico), tendo em vista as atribuições de cada uma das áreas dos profissionais que atuam no setor; d) da necessidade de avançar na discussão com outros setores da UFRGS – no caso das ações de acompanhamento, o diálogo com as COMGRAD’s e a elaboração de ações conjuntas será essencial; e) da avaliação do tipo de acompanhamento que será realizado; e) da criação de mecanismos que possibilitem a avaliação processual do trabalho desenvolvido, bem como a sistematização e o registro permanente dos dados coletados.This research addressed the topic of Affirmative Action Policy in the processes of in / exclusion of lower income students, based on the analysis of the institutional practices mobilized by the Multidisciplinary Team of the Pedagogical, Psychological and Social Selection and Monitoring Division (DSS), which Belongs to Pro-Rectory of Student Affairs (PRAE), Federal University of Rio Grande do Sul (UFRGS).Through this research it was possible to: a) discuss the processes of in / exclusion, especially with regard to lower income and inclusion as a state imperative; B) to report briefly how the process of democratization of Higher Education in Brazil occurred, seeking to identify relevant points of the process of implementation of affirmative actions; C) construct a brief history of the implementation process of Affirmative Actions in UFRGS and some changes that occurred during this course; D) understand the practices developed by the DSS from the set of policies that mobilize it, in the processes of in / exclusion of students with lower incomes; E) seek alternatives for its better functioning through the survey of issues and f) propose reflections regarding the practices put in place by this team in the institutional context. Semi-structured interviews were used as methodological procedures with the DSS servers and former PRAE managers. The categories of analysis were constructed from the recurrences of the excerpts analyzed. In the analyzes, it was possible to highlight the need for a more qualified and engaged management to seek to meet these new commitments assumed by the University, strengthening the important work carried out by the DSS multidisciplinary team. This dissertation presents clues that can guide the (re) construction of the sector from the following assumptions: 1) resumption of the history of the sector in the institutional context, reconstituted in the dissertation; 2) reorganization of the management of the sector from: a) the vision of the DSS as a space for study and preparation of joint work proposals; b) the preparation of a work schedule that combines moments of study and planning of the work of the team; C) discussion and organization of student follow-up work (admission, permanence and academic success), considering the responsibilities of each of the areas of professionals working in the sector; D) the need to advance the discussion with other sectors of UFRGS - in the case of follow-up actions, dialogue with COMGRAD's and the elaboration of joint actions will be essential; E) the evaluation of the type of follow-up to be carried out; F) the creation of mechanisms that allow the process evaluation of the work developed, as well as the systematization and permanent recording of the data collected.
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Ngubane, Thandazile Iris. "Teachers teaching multi-grade classes in a rural setting." Thesis, 2011. http://hdl.handle.net/10413/9223.
Full textAbstract:
This study aims to explore the experiences of teaching foundation phase multi-grade classes in rural settings. I am interested in understanding how teachers teach multi-grade classes so that I am able to make sense of the challenges and opportunities that they encounter. This is a qualitative case study and is guided by the interpretive paradigm. Purposeful sampling was used to select participants.
I collected data by using qualitative research methods including interviews and observations. Interviews were audio-taped, transcribed and interpreted through an open coding process. Data was synthesised and resulted in the formulation of five themes.
The findings show that teachers were faced with challenges which include lack of proper training, insufficient support from stakeholders, no workshops organised for multi-grade teachers, lack of resources at school which makes teaching and learning difficult, conditions of the school and the community that are not conducive to effective teaching and learning. Recommendations include that multi-grade teachers need to receive ongoing support from stakeholders. They also need to be given pre- and in-service training so that they are aware of strategies they can use to overcome challenges that they encounter when teaching. The Department of Education needs to provide relevant support for the benefit of the learners and the community.Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Smith, Joseph W. "The effect of an intervention program on cohesion with ninth grade female basketball teams." Thesis, 1996. http://hdl.handle.net/1957/34493.
Full textAbstract:
The purpose of this study was to determine if team cohesion could be enhanced
for 9th grade female basketball teams with the implementation of a 14-week
intervention program. The intervention program was designed from cohesion
building strategies proposed in the literature with the help of three coaches and a
leading sport psychologist in the field of cohesion. 41 ninth grade female
basketball players belonging to four teams participated in the study. The Group
Environment Questionnaire was used to measure cohesion. It was administered
on the third week of the season and again at the end. The data were analyzed
using both the individual and the team as the unit of analysis. The findings
varied according to which unit of analysis was used. When the team was used,
no posttest differences were found, however, the effect sizes suggested that the
intervention was effective for the task subscales of the GEQ. A lack of
statistical power for the team analysis greatly reduced the probability of finding
that the meaningful differences were statistically significant. When the
individual was used, the intervention was found to be statistically detrimental
for the task subscales. The effect sizes supported this finding. The qualitative
data that was collected suggested that the coaches believed the intervention had
practical utility, and was effective. While this study did not empirically show
that the intervention was effective, it did demonstrate that the intervention is
practical enough to implement. Furthermore, the qualitative data and the effect
sizes for the team analysis provide some evidence that the intervention may have
been effective for the task dimension of team cohesion. Therefore this study
produced an intervention that can be used as a starting point for future cohesion
building investigations.Graduation date: 1997
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Darden, Lora Webb. "Sacred stories of classroom, school, county, and state : navigating professional knowledge landscapes in the face of mandated reading initiatives." 2009. http://hdl.handle.net/2152/6863.
Full textAbstract:
The purpose of this study was to examine the nature of collaboration among
members of a first grade team as they participated in a state mandated reading initiative. The second purpose was to examine how top-down mandates of state reading initiatives
and collaboration among team members translated into “secret stories” of classroom
instruction for the three focus teachers. The study also considered my role as the campus
reading coach, as I attempted to facilitate the translation of the reading initiative to meet
the diverse needs of the team members, while navigating issues of power among the
campus administration and the first grade team. Qualitative research methods were used
to document and describe (a) the interactions and collaboration of the first grade team
during grade level reading meetings; (b) the formation of micro-groups due to power
issues; (c) literacy practices of the three focus teachers and; (d) the secret stories of members of the first grade team as they navigated the troubled landscape of the second
year of the reading initiative. The first grade meetings were observed and documented for
five months, as teachers completed the reading initiative modules and attempted to
translate those practices in order to complement their existing classroom practices. Each
of the three focus first grade teachers was interviewed and recorded during classroom
instruction. Interviews with students were also conducted in order to gain the perspective
of literacy practices from a child’s point of view. Data for the study included field notes
from observations, student and teacher interviews, digital images of student work and
classroom texts, and digital video and audio recordings of interviews and classroom
instruction. The findings of the study indicate that teachers translated staff development
practices in accordance with their existing beliefs and tended to gravitate toward and
collaborate with those who shared common pedagogical beliefs. The role of the reading
coach was best served when the coaching protocols were transparent to all team
members. The study revealed the inevitability of conflict in an atmosphere of
collaboration as well as the notion that teachers are the true curriculum makers regardless
of the initiative.text
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Lin, Jia-Xiu, and 林佳秀. "The Study of Energy Knowledge, Attitude and Behavior by Teams-Games-Tournament for Sixth-Grade Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/43961726427495412483.
Full textAbstract:
碩士國立臺北教育大學
自然科學教育學系
102
This study is conducted Quasi-experimental Design for Research supplemented by quantitative research. The study aimed to explore the effect of energy knowledge, attitudes and behavior through the energy education competition on elementary school sixth grade students in New Taipei City. The sixth grade of the elementary school in New Taipei City has 23 classes. The researcher selected the classes which were more willing to coordinate as the experimental group and the control group, in which 57 students of two classes were experimental group; 57 students of the other two classes were control group. The experimental group participated in the activity of energy education competition, but the control group did not. Both groups attended a six-week activity for six lessons. This study used the quantitative method based. The researcher designed “The Quantitative of elementary school high grade students’ learning achievement test, attitude and behavior” to test the before and after, which were analyzed by the statistic software SPSS 12.0. Moreover, the researcher analyzed and compared the data collected from teachers’ teach journals, study sheets, interviewing records and surveying list, supplemented with qualitative research. The purpose is to find out if the energy education competition were more affected the energy knowledge, attitudes and behavior of students. The research demonstrated as follows: First, The effect on six-grad students’ knowledge toward energy after energy education competition: 1.The significant differences arising from the experimental group’s grades appeared that energy education competition could improve students’ acquiring energy knowledge efficiently. 2.The post-test scores of the experimental group made prominent progress, including different gender. It told us that energy education competition could enhance students’ learning knowledge, whether same-gender or not, due to there was no obvious differences. Second,The effect on six-grad students’ attitude toward energy after energy education competition: 1.The significant differences arising from the experimental group’s grades appeared that energy education competition could enhance students’ attitude toward energy knowledge efficiently. 2.The post-test scores of the experimental group made prominent progress, including different gender. It told us that energy education competition could enhance students’ learning attitude, whether same-gender or not, due to there was no obvious differences. Third, The effect on six-grad students’ behavior toward energy after energy education competition: 1.The significant differences arising from the experimental group’s grades appeared that energy education competition could enhance students’ behavior toward energy knowledge efficiently. 2.The post-test scores of the experimental group made prominent progress, including different gender. It told us that energy education competition could enhance students’ learning behavior, whether same-gender or not, due to there was no obvious differences. The energy knowledge, attitude and behavior of experimental group participated in the competition were modestly correlated before educated. As for the status after educated, only energy knowledge and behavior were modestly correlated. The other two were weakly correlated. According to the qualitative research of interviewing records and study sheets, students hold positive attitude toward the method of energy education competition. It would help the acquirement of knowledge, attitude, and behavior toward energy source.
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"HOW STUDENTS MULTIPLE INTELLIGENCES DIFFER IN TERMS OF GRADE LEVEL AND GENDER." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1252927/index.pdf.
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Ou, Mei-Te, and 歐美德. "The Effects of Integrating Teams-Games-Tournament into the Breakfast Nutrition Education among Fourth Graders." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/51679330183891680586.
Full textAbstract:
碩士國立臺北教育大學
自然科學教育學系
102
The purpose of this study was to explore the effects of integrating Teams-Games-Tournament into the breakfast nutrition educationon performances of students in nutrition knowledge, attitude and eating behavior on breakfast. The subjects of this study were 86 students. 40 students were experimental group, and 46 students were control group. The experimental group was adopted TGT instruction in breakfast nutrition education, while the control group was adopted lecture on breakfast nutrition education. The instruments for data collection included Nutrition Knowledge Test, Nutrition Attitude Scale, and Eating Behavior Scale. Also, tools such as learning sheets, semi structured interview data, video and sound recordings are used in the qualitative data analysis. All the data wereanalyzed by software package SPSS 12.0 for Windows. The statistical methodsincluded descriptive statistics, match-paired t-test, independent t-test, ANCOVA, and Pearson product-moment correlation. The results were summarized as follows. 1.Students in the experiment group outperform those in the control group in the Nutrition Knowledge Test and the Nutrition Attitude Scale. The difference is significant. 2.There is not a statistically significant difference on the eating behaviors from the experiment group compared with the control group. 3.For the Nutrition Knowledge Test, the Nutrition Attitude Scale, and the Eating Behavior Scale, there is not a statistically significant difference on performance of the male students in the experiment group compared with female students in the same group. 4.There was moderately positive correlation between the scores of the Nutrition Attitude Scale taken before and after the experiment by the students in the experiment group. 5.Students agreed that the integration of TGT into breakfast nutrition education has positive influences on their nutrition knowledge of breakfast, their nutrition attitude of breakfast, and their breakfast eating behavior. 6.Students have positive views of the integration of TGT into teaching. Therefore, this study showed that that properly integrating TGT into our teaching enhance the knowledge achievement of students, develop their motivations and attitudes toward learning, and have positive influences on their behavior as well.
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Mtshali, Dingaan Lucas. "Exploring how a school based support team assists Grade four teachers in a primary school in identifying learning difficulties." Thesis, 2014. http://hdl.handle.net/10210/10284.
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Tsai, Pei-wen, and 蔡佩紋. "A Comparison between Student Teams Achievement Division and Traditional Pedagogy for the Effects on Third Grade Mathematics Learning." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/80523609828183220360.
Full textAbstract:
碩士國立中山大學
教育研究所
89
The purpose of this study was to compare Student Teams Achievement Division (STAD) with Traditional Pedagogy for the effects on third-grade students with respect to math achievement, problem solving ability, math learning motivation, learning satisfaction, and interest in math learning. The quasi-experimental design was utilized for this study. The study data were collected through questionnaire survey and interviews. The subjects of the study were 61 third-grade students from two classes of an elementary school in the Kaohsiung City. One class was chosen as the experimental group in which STAD was employed in the experimental instruction and the other was chosen as the control group in which traditional pedagogy was adopted. Data were collected during the period of experimental instruction and were analyzed afterwards. The main results are presented as follows: 1. The math achievement of students who received STAD method was significantly higher after the experimental instruction than before. As for the improvement at posttest from pretest in math achievement, students in STAD group performed better than students in traditional pedagogy group did, but the difference did not reach the significant level. 2. The problem solving ability of students who received STAD method were significantly higher after the experimental instruction than before. As for the improvement at posttest from pretest in problem solving ability, students in STAD group performed significantly better than students in traditional pedagogy group did, which meant the STAD group made much more improvement than the traditional pedagogy group did after the experimental instruction. 3. After the experimental instruction, students who received STAD method performed better in math problem solving interview than those who received traditional pedagogy did. Students who received STAD method were more capable of understanding the questions without interviewer’s explanations. Compared with the control group, the STAD group gave correct solutions more frequently, and was able to provide more reasonable explanations to their solutions. Besides, the STAD group was willing to try various ways to solve the same problem. 4. After the experimental instruction, students who received STAD method had significantly higher math learning motivation than did before; as for the improvement at posttest from pretest in math learning motivation, students in STAD group also performed better than students in traditional pedagogy group. 5. After the experimental instruction, students who received STAD method had significantly higher math learning interests than did before; as for the improvement at posttest from pretest in math learning interests, students in STAD group also performed better than students in traditional pedagogy group. Finally, the researcher proposed several suggestions for the ducational application in classroom teaching and future studies.
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YANG, MAN-LING, and 楊曼琳. "The Effects of Teams-Games-Tournaments on the Mathematics Achievement and Cooperative Learning Experience of Fifth Grade Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/87397624932837211828.
Full textAbstract:
碩士國立臺中教育大學
教育學系課程與教學碩士在職專班
104
The aims of this study were to explore the effects of Teams-Games-Tournaments (TGT) on the mathematics achievements and cooperative learning experience. Besides, in order to realize if TGT was suited for the class teaching, the researcher wanted to discuss the reflection from the teacher and the feedback from students. The study was a quasi-experimental design study and that divided 43 fifth grade students in Jhuang-Jhuang Elementary School (anonym) in Taichung into the treatment group and the control group for ten weeks. TGT was used in the treatment group, and the didactic instruction was used in the control group. The quantitative data were collected from the self-developed mathematics test and the questionnaire asking about cooperative learning experience, which both were applied in pre-test and post-test period. The results of this study were not only analyzed statistically by Paired-sample t-test, Chi-square test, Analysis of Covariance (ANCOVA), but also supported with qualitative data such as teacher’s reflections, collaborator’s observation records and interview records. The results of this study are summarized as follows: 1. Using TGT on the mathematics instruction can improve students’ mathematics achievement. 2. Using TGT on the mathematics instruction can improve students’ cooperative learning experience. 3. There is positive feedback applied TGT to the mathematics instruction from both teacher and students who participated in the study. (1) To make students learning; (2) To make students understand that unity is strength; (3) To create a positive learning atmosphere; (4) Teamwork skills are the key points. Finally, the proposals based on the analytic results from this study can be references for teaching and future study.
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Lee, Shu-Chen, and 李淑珍. "The Effects of Integrating Teams-Games-Tournament into the Learning Proficiency of Breakfast Nutrition Education for2th Grade Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/14187653611922755241.
Full textAbstract:
碩士國立臺北教育大學
自然科學教育學系
102
In this study, the purpses of the study understand that to combined group game contest to integrate breakfast nutrition education to know how the influence of the students nutritious knowledge, nutrition attitudes and dietary behavior. This study used a quasi-experimental study, with four classes in an elementary school in Taipei for the study, two classes for the experimental group (with a total number of 56 students, 31 male and 25 female students), the other two classes for the control group (with a total number of 54 students, 30 male and 24 female students). Both groups were to receive nutrition education curriculum ;which contains five themes: "The expert of breakfast ", "Can not without you", "Small nutrition vanguard", "I am a great cook", "Good diet habits", by six-week course, one lesson of the week. The tool of research was based on literature research by the self-designed questionnaire "Nutrition Achievement Questionnaire, Nutritious Attitude Scale, Eating Behavior Scale," questionnaire, also, tools such as interview data etc in our qualitative data analysis. The sequence of questionnaire is reliability, validity and pre-trial, and use statistical software for statistical analysis. Our conclusions can be summarized as follows: 1. After breakfast children integrate nutrition education through group games competition, the performance of it´s achievements breakfast nutrition knowledge is better than the control group children, and significant differences. 2. After breakfast children integrate nutrition education through group games competitions, attitudes and achievement of it´s performance nutrition breakfast breakfast eating behavior than children in the control group had no significant difference. 3. After breakfast integrate nutrition education through group games competitions, different gender schoolchildren in different experimental groups are significantly different breakfast nutrition knowledge, attitudes and nutritious breakfast eating behavior were not significantly different. 4. Before the experiment group test scores show "Breakfast nutrition knowledge", "breakfast nutrition attitude", "breakfast eating behavior" showed moderate correlation of the three experimental groups ,after the test scores show that the three experimental group showed low correlation. 5. School breakfast definitely team game contest integrate nutrition education has a positive impact on their breakfast nutritional knowledge, attitude and breakfast nutritious breakfast eating behavior. 6. Students have positive views of the integration of TGT into teaching. Therefore, we believe that properly integration of TGT into our teaching enhance the knowledge achievement of student, develop their motivations and attitudes toward learning, and have positive influence on their behavior as well.
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Huang, Fu-Yang, and 黃富揚. "A Study of Team Performance of Elementary School Senior Graders." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/15043573868012472551.
Full textAbstract:
碩士國立中興大學
教師專業發展研究所
98
The aim of the study was to investigate whether the group interaction impact its performance while 5-6 grade students in elementary school were applying team-based learning. A qualitative method was implemented to achieve the goal of the study and the data was collected from classroom observations, learning documents, and student interviews. The study found that there was a significant difference between the high performance group and low performance group on the leadership type, team role playing, performance expectation, and team effectiveness. In the high performance group, the team leader was able to lead, control and manage discussions effectively. In addition, members of the high performance group played their roles well, understood their own responsibilities, had more confident in their group and expected themselves have good performance during the cooperation process. Furthermore, according to the literature, team-base learning was supposed to help group members to develop their respectful attitudes, refine their cognitive knowledge and develop their cooperative abilities. However, the expectation was not supported by the study. Finally, based on the research findings the study provided a number of suggestions to improve the further teaching and studies.
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Len, Li-Jen, and 藍麗真. "The Instruction Strategies of Scientific Terms for Fourth Grade Students from a Remote Area." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/zrpxhd.
Full textAbstract:
碩士國立臺東大學
進修部暑期國語文補救教學碩士班
104
Difficulties in understanding scientific terms hinder students from reading science texts. This study, using action research methodology, tried to develop an instruction model of scientific terms. Five fourth-grade students with poor reading abilities from a remote area participated in the study. Based on the principles of the Direct Instruction, the researcher adopted 4 graphic organizers strategies, namely semantic mapping, Frayer model, word tree, and Definition Map to teach different types of scientific terms during the 16-week instruction. To examine the effectiveness of the instruction model, 56 scientific terms of 4 unit science class were introduced. In the post-intervention curriculum-based evaluation of the taught scientific terms, students performed averagely a correct rate of 0.85. According to the information from 3 sources, teaching reflection, observation of learning process, and opinions from an cooperative inspector, the results showed that using the 4 graphic organizers effectively boosted students’ recognition and comprehension of different types of scientific terms. The procedures of the instruction model developed by the researcher are recognizing terms, understanding definition, comprehending concept, and discovering relationships. Although the instruction in this research was effective on learning scientific terms, there is no evidence indicating that children’s reading comprehension of scientific texts was also improved.
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LIANG, AN-YA, and 梁安亞. "A Study of the Team-Accelerated Instruction Teaching on Sixth Grade Math Class." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/d9888u.
Full textAbstract:
碩士國立屏東大學
教育學系碩士班
107
This study adopts the action research method by applying Team Accelerated Instruction of teaching into the sixth grade mathematics class. Action research is divided into pilot study and formal research. We conducted the formal research on medium-sized elementary school in northern Taiwan, Twenty-eight sixth-grade students were selected for a three-week action research. Through heterogeneous grouping, each group of students completes class activities according to their individual progress during the class. The achievement analysis is based on the teaching record, reflection notes, observation records, student interviews and other materials, also supplemented by the result of paired sample t test and independent sample t test on the before and after exam scores. During pilot study, we found that the difficulties of applying Team Accelerated Instruction of teaching were: hard to keep on class schedule, spending too much time on preparing teaching materials, students' individualized learning ability, and group seats are easy for student to talk. In formal research, by seeking the assistance of peer teachers, we applied the assigned task strategies and timely guidance, and the result improved. This study shows that the use of Team Accelerated Instruction of teaching has significantly improved the mathematic achievement of students, of which the low-score group and high-score group were the most improved. And the student interview content shows that the reason for student's improvement were "more and more proficient in math problems", "improve the number of correct answers" and "pass the classroom exam" and that students are more interested in mathematics and improve classroom friendships.
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Gouws, Isabel Susan. "Support teachers who experience passive aggressive behaviour in the Grade 9 classroom : the role of the educational psychologist." Thesis, 2013. http://hdl.handle.net/10210/8476.
Full textAbstract:
M.Ed. (Educational Psychology)The inclusive education shift, in South Africa, has caused classroom teachers to take on many more responsibilities than was expected from them in previous years. These increased expectations, stress and anxiety becomes heavy burdens and has a negative influence on teacher well-being. Factors such as the emotionally intense working environment, lack of time, space and resources, as well as student misbehaviour has a great negative impact on the classroom environment and the teacher‘s inner self. As this study is focused on the grade 9 classroom teacher, adolescence and misbehaviour within this developmental stage was investigated. From this investigation, passive aggression was identified as one of the main culprits of student misbehaviour when considering grade 9 learners. As this type of behaviour affects the teaching environment and is problematic for classroom management, it was found that this has a negative influence on teacher well-being. This study, therefore, aimed investigating the role of the educational psychologist, as a member of the School Based Support Team in supporting teacher well-being in classrooms where teachers are exposed to passive aggressive behaviour shown by grade 9 learners. The theoretical framework on which this research study was based, was Bronfenbrenner‘s bio-ecological systems theory. This theory emphasizes the influence that different systems have on each other, which is very important when working within the school community. An interpertive research paradigm was selected. The research approach employed within this study is qualitative. Participants were purposefully selected, from one school in the Gauteng education system. The methods used for data collection were written reflective notes, semi-structured individual interviews and qualitative content analysis was used in order to analyse the data collected. The research findings indicated that grade 9 classroom teachers have difficulty in effectively managing passive aggressive behaviour displayed by learners in their classrooms. Furthermore, it was also found that teachers perceive support, within the school, to be more focused on learners and that the support rendered is not always applicable for these teachers. This suggests that the educational psychologist, together with school management and classroom teachers should work together to emphasize support to be rendered to classroom teachers. Therefore, teacher well-being, which is a very important aspect of the teaching environment, could be supported and catered for.
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Cheng, Shu-Ming, and 陳淑茗. "A Case Study of Team Teaching at an Elementary School in Taipei City: An Excellent Second Grade Teaching Team as an example." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/88444395676063722152.
Full textAbstract:
碩士臺北市立師範學院
課程與教學研究所
92
The purpose of this case study was to explore a team teaching at an elementary school, including its tasks, affecting factors, its impacts and team development. Chi-Zi elementary school (anonymous name) implementing team teaching from 1st grade to 6th grade was chosen as the research setting of the case study by purposeful sampling. The educational administrator of this school recommended eight 2nd grade teachers as main subjects who had rich and excellent team teaching experience in team teaching during past two years. Data collection included interview, observation, documents and field notes. This study collected data from the principal, educational administrator, four parents, sixteen students and eight subject teachers. The research period was from January 2002 to September 2002. The findings are listed as follows: 1. The tasks of team teaching could be followed as teaching planning, teaching instruction and teaching evaluation. The accomplishment of deliberate teaching planning for one semester was the foundation of team teaching instruction and teaching evaluation. 2. The factors affecting team teaching included School administration, teachers, teaching team and parents. Teachers’ personal characteristics, teachers’communication ability, team leaders and common consensus at teaching concepts were the most important factors. The four kinds of factors could affect the quality of team teaching planning and the achievement of team teaching instruction. They could also affect the climate of teaching team. 3. Team teaching could promote the quality of instruction. It could urge teachers to share instructional resources and experience, promote the ability of communication and cooperation, complement each other by his/her own specialized field, increase friendship and tacit agreements among teachers. It could also inspire students’learning interests, enrich guidance from various teachers, and offer the opportunities for interaction and holding others in esteem. Parents could show their professional abilities by participating in team teaching instruction, and clarify their confusion about team teaching. 4. The development of the teaching team during September 1988 to Jun 2001 was constitution phase, exploration phase, productivity phase, conflict phase, maintenance phase, termination phase. Based on the above findings, this study offers suggestions for elementary school administrators, elementary school teachers. Suggestions for further study are also provided.
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Sun, Yuang-Ling, and 孫苑玲. "The Effects of Practicing Student Teams Achievement Divisions on Taiwanese Fifth Graders’ English Achievements and Learning Attitudes." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/g68np8.
Full textAbstract:
碩士國立中正大學
外國語文研究所
103
The purpose of this study was to investigate the effects of Student Teams Achievement Divisions (STAD) on Taiwanese elementary school students’ academic achievements of English and their perceptions of STAD instruction. Based on quasi-experimental research design, the study involved two intact classes of fifth graders from an elementary school in Chia-yi City, Taiwan. They were assigned to be the experimental group, receiving STAD instruction, and the control group, receiving whole class instruction. The study lasted 12 weeks, including 24 class periods. This study collected data from pre-test, post-test, perception questionnaire, and selective interview. Both quantitative and qualitative procedures were utilized to analyze the data. Results indicated that both STAD and whole class instruction enhanced students’ academic achievements in English; however, the effects of STAD method was no greater than that of whole class instruction. Further analysis of students’ test performances by proficiency level found that the medium-proficiency students of the experimental group benefited more from STAD than their counterparts in the control group. Overall, students in the experimental group showed positive attitude towards STAD method. They agreed that STAD effectively enhanced their learning of English, improved their relationships with group mates, and students liked to study English more in a group than individually.
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Hsu, Pei-Ci, and 許珮慈. "An Action Research of Integrating Mobile Learning and Teams-Games-Tournament to the Seventh Graders’ Geography Instruction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4wfd66.
Full textAbstract:
碩士淡江大學
教育科技學系碩士在職專班
106
With the rapid development of the Internet, the learning method used by the new generation differs greatly from its predecessors. This generation of people is used to using graphics and videos as the media for learning and favors instant interactions. In the traditional didactic method of “instilling” knowledge, this generation of people who are active and enjoy learning are viewed as “passive” “recipients” of one-way information. If they collaborate with team members in the process of learning, both they and their team members could become “active” “senders” of two-way information. This kind of collaboration is helpful for them to complement each other’s weaknesses in knowledge and develop creative thinking. Interestingly, when combined with a “team competition” model, the effectiveness of the learning situations can be further enhanced. This study proposed a mobile learning method integrating the teams-games-tournament (TGT) technique. In this study, students were grouped based on “heterogeneous grouping” where specific tasks were assigned for each group. After class instructions were given, students were asked to use the designated mobile learning APP as a team, where they would ask questions, discuss, teach each other, and complete the worksheets together. Finally, they participated in “homogeneous competition”. This study examined the effectiveness of this learning method in improving students’ learning achievements, how it is related to students’learning experiences, and teacher’s reflections from this method. The research instruments included a test of geography learning achievements and a questionnaire on collaborative learning experiences. Qualitative data from teachers’ teaching journals, interviews with students, co-teachers’ observation records, and students’ feedbacks was also used to support the quantitative data. The preliminary results of this study were as follows: 1.Integrating TGT into mobile learning improved the learning achievement of students with a middle level of achievement. 2.Integrating TGT into mobile learning increased the students’ positive learning experiences. 3.The mobile learning APP features a high unpredictability. Teachers are suggested to have the ability to quickly adjust the teaching strategy when necessary. 4.In group learning, group discussion is of the highest importance. If necessary, students should be regrouped. 5.In learning tournaments, the accuracy of answer should be stressed, instead of the speed. 6.Praise should be given in appropriate times to assist students in acquiring the skills of collaborative learning. Based on the above findings, this study proposed suggestions in hope of providing reference to educators and future researchers.
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Ma, Shan-Wei, and 馬尚偉. "A Study on Peer-relationships of Students in Fifth Grade and Sixth Grade Of New Taipei City Elementary Schools : Participation Effects of Varied Ethnic Groups And Athletic Teams." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/7qzcwa.
Full textAbstract:
碩士國立臺北教育大學
體育學系碩士班
102
Abstract The main purpose of this study is to examine the current status of peer-relationships for the fifth-and-sixth-graders in the Physical Education Focused (Sports Based Schools) Public Elemantary Schools in New Taipei City, yet without grouping students to form a specific Physical Education Class. In addition, this study also makes comparisons for correlations between different ethnic groups and athletic teams as well. Independent variables of the Questionnaire Survey were participation effects of athletic teams, which includes sports-elites and non-sports-elites; and ethnic group ,which includes the new inhabitant students, the aboriginal students and the regular students. Dependent variables of this research were focused on the performance of peer-relationships for all students in their classes. SPSS for Windows 17.0 (descriptive statistics analysis, T-test, one-way ANOVA ) is used in statistical analysis. Summaries are listed as follows: 1.Peer-relationship performance of the fifth and sixth graders in New Taipei City is above the average level. 2. Peer-relationships of the fifth and sixth graders in New Taipei City shows “excellent” on friendship aspect, “better” on imitation aspect, and “below average level” on social anxiety aspect, which represents that the social anxiety factor of peer-relationships is relatively low. 3. The peer-relationships of athletic teams participants are superior to non-sports-team participants in terms of “friendship” and “social anxiety”. 4. There is no significant difference to peer-relationships among different ethnic groups. 5. The new inhabitant students who participate in sports-team have better peer-relationships than those who do not participate in. 6. The regular students who participate in sports-team have better peer-relationships than those who don’t participate in. In conclusion, based on the results of this research, quite a few constructive suggestions are as mentioned and hence, are provided for future references in developing physical education programs of elementary schools in Taiwan .
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Lu, Fen-Ying, and 呂芬英. "An Action Research of Team Teaching on Mathematics Learning Effects of Sixth-Grade Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/28028833545810891490.
Full textAbstract:
碩士中原大學
教育研究所
96
The aim of this research is to investigate the current practice of team teaching in the field of mathematics with the participants in their sixth year in an elementary school. Those students’ learning effects, mathematical concepts, and present teachers’ difficulties in team teaching will be discussed in the research, and the entire project could be a documentary record for teachers’ reference. In the research, action research was adopted. Thirty-one sixth graders in a team teacher’s class were the subjects who had received a 19-week（Sep 2007 to Jan 2008）mathematics curriculum. The students’ test scores, questionnaires, the students’ diaries, interviews with the students, teaching performances recorded by video tapes, and the journals of teacher’ self-reflection were the sources of the research data. The main research method was a combination of quantitative and qualitative analysis. The following are the results of the research: 1. Two forms of co-teaching were conducted in this study: one teaching/one assisting and alternative. The process is as follows: collecting literature and data to understand the forms of co-teaching and then analyzing the features of the forms of co-teaching to decide the appropriate pattern for this study. 2. Classes with team teaching could be more interesting. Hence, students’ motivation in learning mathematics has increased. Besides, direct and immediate instructions were given in a team teaching class, students’ self-confidence and sense of achievement could be gained more easily. Moreover, team teaching could facilitate students’ ability to understand mathematical concepts so that learning effects were improved. 3. There are many problems emerging in the investigation such as the difficulty of choosing an appropriate team teaching model, disagreement between team teachers, teachers being considered unfair by students, and different standard of giving rewards, etc. The teaching team has to reflect themselves once in a while to solve these problems. For those researchers who are interested in team teaching, that the pattern of the team teaching can be flexible depending on the characteristics of the teaching team and the study of the influence on students’ learning effects and mathematical concepts can be further studied.
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柯藍婷. "The Knowledge of Fractions of a Fifth-Grade Teacher in the Mathematical Professional Team." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/90099292424928783713.
Full textAbstract:
碩士國立新竹教育大學
數理研究所(數學組)
92
The Knowledge of Fractions of a Fifth-Grade Teacher in the Mathematical Professional Team Abstract This research inquired a fifth-grade teacher’s knowledge of fractions . The study gathered the data through participating in mathematical professional team’s discussion meetings, obsering classrooms, reading teacher’s mathematical journals, and interviewing. Results revealed as follows: In terms of knowledge of fractions, the teacher was able to analyze teaching materials from a mathematical perspective and has knowledge of the teaching. Furthermore, the teacher had the ability to adapt lesson plans into students’ development. In addition, attending the mathematical professional team and pursuing further education can help the teacher fit her teaching to the students’ development. In regards to the teachers understanding of the students’ knowledge of fractions, the teacher can recognize students’ difficulties, and understand the type of problem solving from a multi-perspective approach, and further understand every type of problem solving. With respect to the teacher’s knowledge of fraction teaching material, the teacher emphasized on students. Questioning was the primary strategy for stimulating and fostering students’ abilities. The teacher used the questions to guide students’ conceptions of fractions. As students had problems, the teacher actively gave them assists. Lastly, the teacher encountered a problem, she seeked assistance from the mathematical professional team. Key Words: mathematical professional team, teacher’s knowledge of fractions
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Chen, Cheng-Yu, and 陳政瑜. "Effect of Mathematic Magic Activities on the Learning of Sixth-grade Sport-team Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/86rup4.
Full textAbstract:
碩士國立清華大學
數理教育研究所
105
This research aims at discussing individuals’ strategic and learning patterns during three different mathematics of magic activities, conducted by case study and qualitative research. Research subjects are targeting four sixth-graders of elementary school’s sports team in Hsinchu City. Firstly, four sixth-graders in sports team were chosen, who had shown low interests and underachievement in math learning. Then facilitators selected three different mathematics of magic activities to interact with each student, based on the book The Mathematics of Magic, written by Shou-Fu Lin and Ru-Hao Wu. Through the entire period of activities, only the repeated contents of the mathematics of magic itself were given, no teaching. Meanwhile, observers collected data by video taking, audio recording and worksheets distributing. Research conclusions are as following: 1) Results are consistent with cognitive load theory. The amount of cognitive loading that individuals have depends on the difficulties of assignment and the professional knowledge that inherent in indiviauls. 2) Students tend to have their own fixed action patterns of learning when facing different mathematics of magics. For instance, a student used to focus on magics’ change or not when observing the process. 3) The challenges that students encountered are related to fixed action patterns of thinking, which may cause them having similar problems in each different mathematics of magics. Based on the findings and research conclusion in this study, suggestions are made in the thesis regarding mathematics of magics research design, future teaching and tutoring directions as well as future research studies perspectives.
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Wu, Shuen-Huo, and 吳順火. "Team Learning in Grade 1-9 Integrated Curriculum---The Case of Two Public Elementary Schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/38193360811330904920.
Full textAbstract:
碩士臺北市立師範學院
國民教育研究所
91
Team Learning in Grade 1-9 Integrated Curriculum ---The Case Study of Two Public Elementary Schools Shuen - Huo Wu Abstract The aims of this research are to understand the present situations, difficulties and solutions to the grade1-9 curriculum carried out in elementary schools. This research applies different exploring methods like quasi-experiment research, paper survey and document analyses.To investigate the conditions and dilemma of executing the grade1-9 curriculum, elementary school principals, directors and coordinators in Taipei County are interviewed. Principals or directors of the grade1-9 curriculum promoting schools such as Shiow-lang, Shen-keng, An-keng and Yun-hai are interviewed. Related documents are used as references to help understand the strategies and dilemma of promoting grade1-9 curriculum. Two public elementary schools in Taipei County that are held 8 and 4 team learning workshops in a school year are chosen at the same time. After understanding the outcomes of executing the curriculum from the pre-study and post-study of the workshops and carrying out related measures, the possible factors that affect the results of team learning are realized. Finally, proposals according to the research are brought up as the references for elementary school administrative department and staff members to carry out the grade1-9 curriculum. There are 4 conclusions based on this research: 1.It ‘s the best effect to carry out grade1-9 curriculum in elementary school of Taipei county. It will be greaten advance space in the future. At the same time, it’s worth to know the part of principles and directors are pessimism of the grade1-9 curriculum . 2.There are many problems in educational reforms.The biggest problems are people’s attitude, inadequate professional knowledge, social common consensus, insufficient manpower and related complementary measures. Team learning is the best strategy. 3.Deep talks from team learning meaningful discussion and integration of related subjects may form team learning program modes that can promote teachers’ professional attitude and abilities. Proceeding team learning may have the members experience being respected and supported, learning how to talk and discuss, and enhancing the positive attitude to carry out the grade1-9 curriculum. 4.The factors that affect team learning in the curriculum operating mechanism are: program leaders don’t understand the concepts and operating methods, the lack of team learning habits and operating mechanisms in the organization culture, being not able to schedule team learning time because of the heavy load of school teachers, becoming rigid in school administrative mode and traditional thinking systems in teaching, school organization systems restrain teachers from opportunities of creative teaching, and schools are lack of bottom-up program development strategies and mechanisms. Key Word：Team learning, Grade1-9 curriculum
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Huang, Wen-Chieh, and 黃文杰. "An Action Research of Integrating Information Technology into Team-Teaching in Fourth-Grade Mathematics Class." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/23462108854083865149.
Full textAbstract:
碩士中原大學
教育研究所
95
This study aims to explore the current practices of integrating information technology into team-teaching in fourth-grade mathematics class. This study discussed how the proposed teaching method affect students’ learning achievements and attitude, as well as the teachers’ professional growth and difficulties of implementation.. The method of this study is based on action research. The participants of this study are 18 fourth-graders in Hsinchu county. The study is carried out over the period of one semester in which the curriculum is divided into seven research units from September in 2006 to January in 2007. The resulting data for the study are collected from periodic assessments, questionnaire, video-taping of the teachers’ teaching, interview record, students’ feedback and teachers’ reflective journals, etc. The research results are as follow: 1.The study shows that integrating information technology into team-teaching in mathematics curriculum can improve students，achievement because of team-teaching can provide students more learning opportunities and immediate instruction, and the use of teaching software combined with life-related instructions flash made the materials easier for students to understand. 2.The study indicates that the use of Integrating Information Technology into Team-Teaching was helpful in fostering students’ interest in mathematics. Students developed a positive learning attitude toward the subject through the application of information integration technology. The novelty of such method promoted students’ interest in the subject, lessened students’ sense of apprehension, and increased students self-confidence. The lively teaching approach prompted students to participate actively and to express their opinion enthusiastically. The good interaction between teachers and students could awake students’ enthusiasm of studying. 3.The study demonstrates that through constant self-reflection, evaluation, correction, and implementation the team gained professional growth in areas of teaching attitude and the capacity of teaching. Though this action research, the researcher improved not only students’ learning achievements and attitude but also improved researchers’ teaching skill and research ability, had accumulated the experience of integrating information technology into math teaching. According to the results of this research, some suggestions about integrating information technology into team-teaching for mathematics class and further studies are proposed.
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Hwang, Yun-Lin, and 黃玉琳. "A STUDY OF INFLUENTIAL FACTORS ON GRADE TEAM COHESION OF ELEMENTARY SCHOOLS IN TAIPEI CITY." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/05721776252585475717.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
95
The purpose of the study was to investigate the current condition of the grade team cohesion and its influential factors in elementary schools through the method of questionnaire survey. By the literature review, task cohesion and social cohesion were two dimensions of the team cohesion. The influential factors to the grade team cohesion, however, resulted from environmental, personal, and leadership characteristics. The survey subjects were the class teachers from 43 public elementary schools with 24 or more classes in Taipei City. Of total 783 copies of the questionnaire were sent, 551 valid responses were received at the response rate of 70.3%. To analyze the data from the survey, some methods in statistics were applied including descriptive statistics, t-test, one-way ANOVA, Person’s product-moment correlation, and regression analysis. The research results showed that class teachers had better performance on task cohesion than social cohesion. Their performance on the team cohesion was in good status. In addition, there were clear team norms in grade teams. Each individual might propose his or her expectation to be a member of different grade teams. Most grade directors were elected by colleague teachers of the same grade. For the team cohesion to be predictable, the influential factors were team norms, teachers’ personalities, grade director’s personality on leadership, the way of team constitution and the gender of the grade director. The research also indicated that female teachers and female grade directors had better performance on the team cohesion than those of males. However, team sizes, ages, education, and working experience made no significant differences on the team cohesion. Some suggestions are made based on this research. Reexamining grade director’s responsibility and teaching load as well as providing learning activities for grade directors are those for the Bureau of Education and the school administrators. On the other hand, the grade director should establish the team norms in order to enhance team cohesion.
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許素瑜. "Applying of Student Team Achievement Division Method on Eighth Grade Mathematics Performance and Learning Satisfaction." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/71010562677210432534.
Full textAbstract:
碩士國立彰化師範大學
商業教育學系
101
Abstract The purpose of this study was to investigate the effect of students' mathematics performances and learning satisfactions with the application of STAD. The study was based on a quasi-experimental design. Two eighth-grade classes from the same junior high school in Taichung city were selected as the experimental group（34 students） and the control group（32 students）. The students from the experimental group were taught by STAD and those from the control group by didactic instruction method. The time period lasted for seven weeks. The research instrument was included the students' three scores for the first semester and their satisfaction survey on mathematics learning. The collected data were analyzed by using Independent Samples t-test, one-way ANOVA, one-way ANCOVA and Pearson Product Moment correlation coefficient. The summary of this study were list as follow: 1. Different teaching methods made no difference in students' mathematics learning performances. 2. Students' different backgrounds made no difference in their mathematics performances. 3. Students from the experimental group tended to be satisfied with their mathematics learning performances. 4. Students' different backgrounds made no difference in their learning satisfaction. 5. There was no correlation found between students' mathematics learning performances and their learning satisfactions. Finally, based on the results, several suggestions could be made for mathematics teachers in terms of applying STAD to their teaching and related study.
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Chu, Ke-Yi, and 朱格誼. "Action Research on First Grade Elementary Students Reading Education with Picture Books Using Team Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/85847848927385398277.
Full textAbstract:
碩士臺北市立大學
學習與媒材設計學系課程與教學碩士學位在職專班
104
Abstract This research is to examine the results of teachers using team teaching with picture books for students reading education. The results fall into two parts.First part is the effects of students' improvement in terms of their interests of reading and reading behavior.Second part is teachers' enhancement. The author has performed experiments on 66 students of first grade students in her school. This experiment uses circular team teaching and cross-class group teaching. There are 3 courses, 110 minutes, every week and 10 weeks in total in this experiment. Questionnaires from students, parents and teachers are collected and analyzed.The results from analysis are in 3 folds. First, picture books learning education with team teaching is suitable for first grade students.Picture books are good for first grade students since they are still learning phonetic notationand know little Chinese words. Teachers bring different interpretation of selected picture books to students in team teaching. Cross-class group formation also enables students to exchange reading experience. This method also increases students reading interests.While reading interests increases, students are willing to have longer reading time, read more, and boost frequency or reading. Last, teachers also enhance their professional skills in process.The interaction between teachers, students and parents is valuable for teachers to improve their teaching skill towards reading education, team teaching. Base on above results, team teaching is appropriate for picture books reading education more profound research can be discovered base on this method. Keywords: team teaching, picture books, reading education, reading interests, reading behavior
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Tigere, Michael Togara. "The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in KwaZulu-Natal." Diss., 2016. http://hdl.handle.net/10500/23344.
Full textAbstract:
The National Senior Certificate Grade 12 results in the Pinetown District between 2010 and 2015 revealed that a number of township and rural schools are struggling to obtain an overall 60% pass rate. But some schools in similar circumstances managed to achieve above this pass percentage. The study sought to enquire about the role of school management teams (SMTs) in managing factors that influenced learner academic performance in Grade 12 examinations
The study was conducted in three purposely selected public schools that each surpassed the 60 percent overall pass in the National Senior Certificate (NSC) examinations in the Pinetown District, KwaZulu-Natal. The study employed a qualitative approach and was located in the interpretive paradigm. Data was collected by means of semi-structured interviews and document analysis. The identities of all respondents were protected. Upon analysis of results, several measures the schools applied emerged. Topics for future research are also suggested.Educational Leadership and Management
M. Ed. (Education Management)
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Wang, Hsiu-Chi, and 王秀琪. "The Study on Effects of Team-Ranking-Tournaments on Tenth Grader Students' Mathematics Achievement and Motivation." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/za8t7j.
Full textAbstract:
碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
106
The aims of this study were to explore the effects of team-ranking-tournament on tenth grader students' mathematics achievement and motivation. Besides, the researcher discussed and recorded the 12 students’ point of view after their participation in the team-ranking-tournament. The study was a quasi-experimental design study and that divided 69 tenth grader students in a all girls’ senior high school in the northern region in Taiwan, into the experimental group and the control group. The didactic instruction with team-ranking-tournament was used in the experimental group, and the didactic instruction with class exams was used in the control group. The quantitative data were collected from the pre-test and post-test of the experimental group in math learning motivation evaluation and the paragraph examination results of the two groups. The quantitative data were analyzed statistically by Paired-sample t-test and Analysis of Covariance (ANCOVA). The results are as following: 1. After the team-ranking-tournament, there was a noticeable increase in the motivations of the experimental group. It was significantly better than the pre-test. 2. No significant differences were found in the examination results between the experimental group and the control group after the team-ranking-tournament. 3. After team-ranking-tournament, the feelings of the students in the experimental group were as follows : (1) The students like team-ranking-tournament. (2) Not enough Math problems were included. (3) There were imbalances in the students’ abilities in each group. (4) The students only had discussions in class, they would not discuss with their group members after class Keywords: Team-ranking-tournament, learning achievement, learning motivation