To see the other types of publications on this topic, follow the link: Learning Circles.
Dissertations / Theses on the topic 'Learning Circles'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Learning Circles.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Lulkin, Elyse R. "Literature circles in the multicultural classroom, who's learning what?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62987.pdf.
Full text
2
Gunness, Cheryl Beth. "Circles of learning : encyclopedias and novels in eighteenth-century Britain /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488204276532364.
Full text
3
Thiessen, Stephen George. "Can learning circles be used as an effective tool to inform the learning organization?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59486.pdf.
Full text
4
Curtin, Jolinda Kae. "Family reading circles (circulos literarios de familia): Supporting literacy development among English learners." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/676.
Full text
5
Faulkner, Val, and N/A. "Adolescent literacies, middle schooling and pedagogic choice: Riverside's response to the challenge." University of Canberra. Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20050411.094459.
Full textAbstract:
This study looks at the ways in which middle schooling initiatives (particularly notions
such as 'authentic pedagogy') are impacting on teachers' pedagogic choices and
practices especially in the area of literacy teaching. There has been no research to
date which explores the linkages between curriculum/school reform such as proposed
in middle schooling initiatives and choices/practices demonstrated by teachers caught
up in this initiative in particular schools. My research attempts to theorise the
connection between crucial features of middle school reform, teacher decisions and
practices in the classroom and their impact on students' own learning/adolescent
literacies. I assume that if the reform is to have continuity and to contribute to higher
levels of adolescent engagement and deep learning, it needs to support and facilitate
certain kinds of decisions and practices in the school and classroom environments.
Where I find evidence of engagement, sustained/substantial conversation across
lessons, within lessons and 'deep learning' in transdisciplinary work by students, then it
is fair to say that middle schooling is working for students and teachers. Where I find
little or no evidence of these things, then it is necessary to apply a critical and
constructive reading of reform initiatives. This critical and constructive reading
attempts to outline the necessary and sufficient conditions which must be in place in
schools if middle schooling is to thrive and to make the difference in young peoples'
school lives it claims to make. My research is a contribution to the sustained and
substantial conversation that is so necessary to middle schooling reform.
Many previous studies surrounding middle schooling have remained at the level of
"description". These commentaries either support or oppose the reform initiative. In
making a commitment to move beyond description, generated by participant
observation and ethnographic conversations, to also involve extensive D/discourse
analysis (Gee, 1999; Bernstein, 1990) of pedagogic practice, this thesis sought to
develop an awareness of the notion of authentic literacy pedagogy through close
analysis of pedagogic choice enacted in three middle school homerooms. A further
significance lies in the perspectives that it offers on adolescent literacies.
The data collected raised questions about the "actual" impact of the middle school
reform initiative at one school, Riverside', how this approach to schooling for young
adolescents impacts on the way that teachers and students construct literacies; and
whether or not these constructions are mindful of the range of those "private" and
"public" literacies found in the multiple life-worlds of adolescents (Phelps, 1998). It
challenges some "myths" about literacy pedagogic transformation linked to middle
schooling, as well as, highlights those factors, both physical and intrinsic, that impact
on reform initiatives and change.
Acknowledgement of the need to engage in a theorisation of adolescent literacies that
moves beyond the current narrow macro-level D/discourse agenda, which focuses on
the "public" school-based literacies, also emerged. This highlights those tensions that
exist between the macro, meso and micro educational environments when considering
what it means to be "literate" for young adolescents.
The study also highlights those disjunctions and tensions found within the progressivist
middle school approach. As a result there are a number of implications that emerge.
These are linked to the preparation of pre-service teachers; a concern for the
physical/material landscape of middle schools; the establishment of Learning Circles as
critical in creating the "ferment of change"; the need to continue theorising the notion -
adolescent literacies; the need to link professional learning for teachers to those
phases of pedagogic change highlighted as part of the reform process; as well as an
acknowledgement of the importance of the need to support the development of more
authentic pedagogies.
6
Hillyard, Susan. "Circles of Support and Accountability (CoSAs) : their use and development for young people with learning disabilities who exhibit sexually harmful behaviour in England." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23518/.
Full textAbstract:
A Circle of Support and Accountability (CoSA) is an offender support model associated with high risk adult sex offenders after release from prison. It works by establishing a supportive social network of community volunteers who assist the ex-offender (core member) with reintegration and his/her ongoing risk responsibilities. This thesis critically explores the application of this model to a small group of young/adolescent men with learning disabilities who were assessed as posing a risk of exhibiting sexually harmful behaviour. Focus groups, interviews and case record data were gathered between January, 2013 and December 2015 to establish four qualitative case studies. Data was explored by considering how the model was adapted for young people with learning disabilities, the tensions between the dual aims of support and accountability and the viability of managing the risk of a group of vulnerable individuals. These questions were examined using theories of offender risk management, restorative justice, rehabilitation, social networks and community treatment programmes. The study explores the experiences of participants of the CoSA. Whilst social support was shown to be a strong and adaptive tool, accountability and risk management proved confusing and confrontational. The CoSAs in this study remained associated with high risk sex offenders and were troubled with problems of labelling and stigma. These findings question whether the existing model can and should be used with such vulnerable individuals. The thesis concludes by arguing that any programme for young people with learning disabilities who exhibit sexually harmful behaviour should be socially driven and welfare orientated and not a managerial, criminal justice solution determined by risk. Keywords: CoSA, Sex Offending, Learning Disability, Young People, Risk Management, Restorative Justice, Rehabilitation, Social Networks, Accountability.
7
O'Brien, Christopher. "INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3339.
Full textAbstract:
For several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning strategies, and content-enhancements (Ehren, Lenz, & Deshler, 2005; King-Sears, 1997). As inclusive placements become an increasingly common standard of practice, particularly for students with learning disabilities, the need to assist general educators in establishing inclusive classrooms becomes a major priority. It is logical then to prioritize the propagation of inclusive practices in general education classrooms--practices that would take into account the natural diversity of student populations likely to be present in American classrooms. Cooperative learning, in the form of Literature Circles, is offered in this study as a highly effective method for laying the groundwork for inclusion. This study, rooted in the theory of anchored instruction, attempted to address the need for incorporating inclusive practices by investigating the potential for students with learning disabilities to implement Literature Circles by viewing video models. This research evaluated the impact of video models on three levels--the extent to which the video models improve the ability for students with learning disabilities to a) learn the foundational information and rationale of a strategy, b) implement the strategy effectively, and c) improve academic outcomes by implementing the strategy. Finally, an attempt was made to further probe student perception of learning a strategy from a video model through focus group interviews. Data was collected using a quasi-experimental design. Forty-nine classrooms were randomly assigned to video-based and traditional treatments. Students attempted to implement Literature Circles in their middle school social studies classes. Following data collection, quantitative statistical analysis was completed using Multivariate Analysis of Variance (MANOVA) to examine group differences in knowledge of the essential elements of the strategy, implementation of the strategy, and content achievement. Qualitative analysis of student focus group responses was completed by scrutinizing transcripts for general themes (Erickson, 1986). This study made a connection between lines of research on video-based anchored instruction for students with learning disabilities and video-anchors in teacher preparation. The full sample of 196 students, including 43 students with learning disabilities, demonstrated significantly more effective implementation of Literature Circles. Students in the video model focus group indicated that they benefited from the explicit, positive peer models demonstrated in the video. The continued proliferation of visual images in the form of video-based models represents a positive step toward increasing available resources to students and teachers and ultimately improving outcomes for students with learning disabilities.Ph.D.
Department of Child, Family and Community Sciences
Education
Education: Ph.D.
8
Paus, Matthias. "A revised theoretical framework for the role of communities of practice in learning and knowledge sharing within a geographically dispersed organization in an emerging economy in Latin America." Thesis, University of Gloucestershire, 2015. http://eprints.glos.ac.uk/2737/.
Full textAbstract:
This thesis is about communities of practice [hereafter: CoPs], learning and knowledge sharing within the geographically dispersed organization Komatsu in Chile, which is an emerging economy in Latin America. Chile is characterised by a unique cultural and macroeconomic context and thus particularly suitable to broaden the scope about CoP theory. The research questions revolve around the forms that CoPs take within this context as-well-as their contribution to learning and knowledge sharing. The literature review sheds light on the aspects of learning, knowledge sharing and CoPs in a comprehensive manner. It suggests that it is unsuitable to think of a single CoP that spans across geographically dispersed organizations, but rather to consider multiple interconnected CoPs. The boundary processes constitute the pivotal aspect in fostering learning and knowledge sharing among them. This exploratory case study about shovel maintenance within Komatsu Chile, conducted within the social constructionism paradigm, provides evidence that CoPs are organised within a hierarchically-structured network. Extending beyond the premise that CoPs are bound together by shared practice (Brown & Duguid, 1991, 2001b), the research puts forward the argument that CoP Glue, (meaning a reified abstraction, known and accepted throughout the network of CoPs) constitutes the mechanism that holds them together. As part of the revised theoretical framework, it is advocated that CoP Alterity, along the dimensions of practice, domain and community (Wenger, 2011), is the aspect according to which CoPs can be differentiated. This revised theory opens up an interesting field of future academic enquiry. From a practitioner perspective the research has generated interesting findings and suggestions, which ought to be considered by those wishing to enhance learning and knowledge sharing within geographically dispersed organizations.
9
Lindholm, Yvonne. "Mötesplats skolutveckling : Om hur samverkan med forskare kan bidra till att utveckla pedagogers kompetens att bedriva utvecklingsarbete." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8145.
Full textAbstract:
The main aim of this thesis is to illuminate how researchers might provide support to the improvement of educators' competence, in a school development context. The thesis also sheds light on conditions and obstacles for such development. The theoretical approach derives inspiration from several lines of thought but above all from action theory and theories on adult learning and development. The approach of the thesis can be characterized as “contextual-constructivist” or “social constructivist”. Four different forms of collaboration between researchers and educators are studied and compared. The methods used were interviews, questionnaires and document study. The similarities between the different types of collaboration are striking. The educators’ competence for action and development seems to have increased in all types of collaboration, for example towards increased communicative and meta-cognitive competence. This, however, cannot be attributed solely to the researchers; rather it seems to be a result of the whole interplay with the environment that was initiated by the collaboration. One group of educators also turned out to act as bridge-builders between the researchers and their own colleagues. Further, the educators have had access to various tangible tools, which have appeared to be useful not only in developmental work but also in the everyday work. Finally, the utility aspect of school research is discussed, as well as the double, sometimes triple, helix of learning and developmental processes that educators may share as a result of the collaboration with researchers.
10
Costa, Fabiola Nogueira. "Estratégias de ensino-aprendizagem de ciências no Ensino Fundamental I para o início da alfabetização e letramento científico e atuação na ZDP." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-06022017-113329/.
Full textAbstract:
A presente pesquisa, de abordagem qualitativa, propôs-se a investigar estratégias voltadas a alunos do Ensino Fundamental I para promover o início da alfabetização e letramento científico, a serem desenvolvidos ao longo da Educação Básica. Para isso, partiu das seguintes questões: Como trabalhar de forma a levar o aluno à aprendizagem de ciências naturais e desenvolvimento de habilidades fundamentais à formação do indivíduo alfabetizado e letrado cientificamente, como previsto nos Parâmetros Curriculares Nacionais (PCN)? Que tipo de texto seria mais interessante para a prática pedagógica com vistas a essa aprendizagem? Trabalhando com alunos do 3º ano do Ensino Fundamental, ciclo I, de uma escola pública da Rede Municipal de Ensino de Guaratinguetá-SP, a pesquisa utilizou rodas de leitura como metodologia de ensino-aprendizagem de conteúdos de Ciências Naturais. Elegendo como suporte os textos de divulgação científica da revista Ciência Hoje das Crianças - CHC, a pesquisa desenvolveu as etapas de aplicação das atividades das rodas de leitura, avaliadas através da observação e análise das interações verbais e atividades complementares de representação verbal, icônica e cênica do conhecimento, além de sessão de jogos. Os resultados revelam o papel central do parceiro mais capaz atuando na ZDP durante as interações, contribuindo favoravelmente para a introdução do aluno no universo da ciência como um saber escolar, iniciando o seu processo de alfabetização e letramento científico e desenvolvendo melhor compreensão e interesse pelos conteúdos das Ciências Naturais. Diante disso, abriram-se perspectivas para a elaboração de uma heurística que o professor poderá levar em consideração se tiver como objetivo uma atuação eficiente na ZDP e a iniciação do aluno nos processos de alfabetização e letramento científico.The present research, with qualitative approach, aimed to examine strategies focused on Elementary School students to promote the beginning of early and scientific literacies, both to be developed along Basic Education. To that end, it was based on the following questions: How to work in a way that takes the student to the learning of natural sciences and the development of abilities that are fundamental to the formation of the early and scientific literate individual, as fixed by the National Curriculum Parameters (NCP)? What kind of text would be more interesting to the pedagogical practice with focus on that learning? Working with students from the 3rd grade of the Elementary School, cycle I, of a public school of the Municipal Education System of Guaratinguetá-SP, the research used literature circles as a methodology for teaching and learning Natural Sciences contents. Electing scientific divulgation texts of the magazine Ciência Hoje das Crianças - CHC as support, the research developed the stages of application of the literature circles activities, evaluated through the observation and analysis of the oral interactions and complementary activities of oral, iconic and scenic representation of the knowledge, besides game sessions. The results reveal the main role of the more capable partner acting in the ZPD during the interactions, contributing favorably to the introduction of the student into the universe of science as a school knowledge, initiating his early and scientific literacies process and developing better comprehension and interest in the Natural Science contents. As a result, many perspectives were open up to the elaboration of a heuristic that the teacher will be able to take into account if he has an effective operation in the ZPD and the student initiation in the early and scientific literacies processes as goals.
11
Aman, Amira. "Mentoring : professional learning in a quality learning circle." Thesis, University of Canterbury. Education, 2014. http://hdl.handle.net/10092/9743.
Full textAbstract:
There is a wealth of literature on the induction and support of provisionally registered teachers (Boreen, 2009; Bubb, 2007; Cameron, Lovett, & Garvey Berger, 2007) and the key skills of mentoring (Achinstein & Athanases, 2006; Glickman, 2002). However literature on how to meet the professional learning needs of curriculum leaders developing their mentoring skill set has largely been ignored in leadership literature. This study, informed by MacBeath and Dempster’s (2009)concept of ‘leadership for learning’, upholds the need for leadership work to focus on the improvement of student outcomes (Barber & Fullan, 2005) rather than traditional approaches to education which focussed on making resources available to students. In an outcomes-focussed model of education, the needs of the students are at the forefront of all learning. By focussing on teachers’ professional learning through mentoring and the use of a teacher inquiry model, the students’ learning needs are prioritised.
The focus for my study is the skillset of curriculum leaders for their work with teachers within their learning areas. The participants for this study were five curriculum leaders, all from the same secondary school. This intervention study investigated the factors which contributed to the professional learning of the mentors, their views of their leadership role and the kinds of learning about mentoring which were beneficial to understandings about mentoring. By focussing on key adult learning principles, structures that support learning, and attention to a mentoring skill set, the participants were supported to develop their mentoring skills. The mentors participated in a professional learning experience, referred to as a Quality Learning Circle (QLC), over one and a half school terms, to co-construct their understanding of mentoring practice. In a QLC the focus is on the learners seeking and making changes to their practice in a collaborative, supportive environment (Lovett & Verstappen, 2003).
The mentors collaboratively developed new understandings through deliberate talk in the QLC about their shared interest in mentoring. They also had opportunities for immediate and practical application of their new knowledge. While they participated in the QLC they co-currently developed their mentoring skills by working with a mentee who taught in the same subject area as themselves.
This study features a qualitative methodology with an interpretive case study of experienced curriculum leaders. Data collection tools included a gap analysis survey which explored their understandings of their school’s current professional learning opportunities. A second data source was a career questionnaire which explored their teaching history and experiences of professional learning. This was followed by initial interviews which focussed on how they interpreted their role of a curriculum leader and the extent they could connect leadership with students’ learning. I also analysed transcripts of QLC meetings, and the teachers’ reflective journals. Four of the mentors worked with a provisionally registered teacher (PRT), while one mentor chose to work with a more experienced colleague.
This study offered a new type of collegial interaction for the teachers. The mentors chose their own goals, a mentee to work alongside and the direction of their learning about mentoring. The QLC met five times during the study and the mentors and participant researcher (PR) also kept a reflective journal. In between the QLC sessions the mentors met with their mentees to practise their mentoring skills, such as questioning skills, and the use of observational tools for classroom observations. A typical QLC session focussed on each of the mentors talking about the mentoring practice they had undertaken. The group provided support and guidance on possible next steps of practice. Readings and practical resources were also discussed and there was an expectation that the mentors would practice an aspect of mentoring and report back to the group at the next meeting. At the close of the study the mentors were re-interviewed to compare their views of their leadership role and learning from their initial interviews. An iterative process was used so that emerging understandings of the data could arise. The data is presented according to the three broad themes of ‘effective professional learning’, ‘leadership role’ and ‘professional learning about mentoring’.
The findings of this study highlight the importance of collaborative learning opportunities for teachers where they can state and resolve practical issues in a supportive group (Cochran-Smith, Feiman-Nemser, McIntyre, & Association of Teacher Educators., 2008). Among all of the findings there were four major findings about the development of curriculum leaders’ mentoring skills: the value of opportunities for deliberate talk, the importance of teacher agency, the need for specific tools in developing mentoring practice, and the necessity of understanding the curriculum leaders’ leadership role.
My detailed account of the experiences of the five curriculum leaders offers a practical example of what the development of curriculum leaders’ understandings of mentoring might look like. This study serves to highlight the challenges for schools to provide support for teachers wanting to take responsibility for their own professional learning. In the absence of any formalised leadership professional learning about mentoring for curriculum leaders, this study proved to be a useful study to demonstrate the potential of the QLC approach to support curriculum leaders in their understandings and practice of mentoring. The key findings of this study validate the need for further research on what is needed for effective mentoring to be an integral part of every school.
12
Jacobik, Fabiana Andréa Dias. "Rodas de leitura na escola: construindo leitores críticos." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20012012-090402/.
Full textAbstract:
Esta pesquisa tem o objetivo de investigar o percurso de construção de competências relativas à leitura de um grupo de estudantes de primeiro ano do ensino fundamental, em uma escola pública do município de São Paulo. O conceito em que se baseia não considera a leitura como uma aprendizagem linear, que vai da decodificação da escrita (estabelecimento da relação letra-som) para a compreensão, mas sugere que as duas aprendizagens ocorrem simultaneamente, a depender das experiências de leitura de cada sujeito, mediadas pela ação de leitores mais experientes. A compreensão leitora, num contexto que considera a linguagem como um processo de interação entre sujeitos, é entendida como o diálogo estabelecido pelo leitor, em diferentes níveis e dimensões, refletindo acerca do texto e de suas relações com outros textos e com suas experiências. Desta forma, a leitura é instrumento de formação num sentido amplo, não apenas nas capacidades de decodificação de palavras ou frases, e nem de aquisição de conhecimentos escolares. A leitura crítica implica num diálogo que busca atingir o discurso que se veicula pelo texto. Para tanto, estabeleceu-se como metodologia a pesquisa-ação, na qual foram realizadas Rodas de leitura buscando proporcionar às crianças momentos de efetivo ler, em que acompanharam a leitura da professora pesquisadora, sendo solicitadas a refletir e discutir sobre os textos. Para a construção de uma visão mais ampla sobre o percurso de leitura das crianças, foram feitas entrevistas com os pais e com a professora, e recolhidos os portfólios de avaliação da educação infantil. Autores como Bakhtin, Jouve, Martins, Kleiman, Freire, Vygotsky, Smith, Coelho, Kato, Jorge, entre outros, constituem as referências desta pesquisa. A análise dos dados aponta para a possibilidade de que a leitura em grupo possa ser considerada uma leitura crítica, ao se apropriar de diferentes saberes e trajetórias de leitura. Considera ainda a importância do estabelecimento de uma rotina de leituras mediadas pelo professor para o sucesso das crianças no amadurecimento de características que diferenciam o leitor crítico dos demais.This research aims to investigate the path of building skills related to reading in a group of students from the first years of elementary school in a public school in São Paulo. The concept in which it is based on does not consider reading as a linear learning, coming from the decoding the writing (establishment of the letter-sound) to the understanding, but it suggests that the \"two learning process\" occur simultaneously, depending on the reading experiences of each subject, mediated by the action of more experienced readers. The reading comprehension, in a context that considers language as a process of interaction between subjects, is understood as the dialogue established by the reader, at different levels and dimensions, reflecting on the text and its relations with other texts and experiences. Thus, reading is an instrument of formation in a broad sense, not only in decoding capabilities of words or phrases, nor the acquisition of school knowledge. Critical reading involves a dialogue that aims the speech that conveys the text. To this end, the action-research was established as the methodology, in which \"Reading Circles\" were performed seeking to provide children with effective moments of reading, which were guided by the readings of the researcher-teacher. The children were asked to reflect and discuss the texts. For the construction of a broader vision of the path of reading children\'s interviews were conducted with parents and the teacher, and portfolios of assessment of early childhood education were collected. Authors such as Bakhtin, Jouve, Martins, Kleiman, Freire, Vygotsky, Smith, Coelho, Kato, Jorge, among others, are the references of this research. The analysis of the data points to the possibility that the reading in group can be considered a critical reading, when it appropriates itself the different knowledge and trajectories of reading. It also considers the importance of establishing a routine of reading mediated by the teacher for children\'s success in the maturation of features that differs the critical reader froms the others.
13
Duncan, Joyce, and Teresa Brooks Taylor. "Coming Full Circle: A Guide to Service-Learning." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/1609271637.
Full textAbstract:
While other texts focus on theory, Coming Full Circle emphasizes the how-to of the discipline, providing students with a clear roadmap for involvement in service fields. Written in a student-friendly, accessible style, the book combines academic instruction with participation through service. It encourages students to reflect on their service experiences, and to grow as responsive citizens. More than a textbook, Coming Full Circle is also an effective aid to self-awareness and personal development.https://dc.etsu.edu/etsu_books/1038/thumbnail.jpg
14
Vreeland, Mary Colleen. "Transitions: Starting the Second, Full Circle." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/930.
Full textAbstract:
This thesis will focus on the transitional influences that have led me to start the second circle of my professional life. It is an open and honest exploration of the back-story of my life and the academic and professional influences that led me to seek a Master of Fine Arts Degree at Virginia Commonwealth University. With no parallels and therefore no excuses insinuated, I will be open and dissect more of myself as the whole focus of the thesis in hopes of offering clarity to myself and other mature and disabled students seeking to become a better teacher and artist.
15
Watters, Bernard J. W. "Change, closing the circle to a collaborative learning community : leading, loving, learning : an elementary classroom approach to learning assistance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ41840.pdf.
Full text
16
Shonihwa, William. "The impact of using technology through cooperative learning on learners’ performance on grade 11 circle geometry." University of the Western Cape, 2019. http://hdl.handle.net/11394/8302.
Full textAbstract:
Doctor EducationisEuclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath. This research was grounded on the cognitive level framework that is used by the Department of Basic Education (DBE) in the setting of National Senior examination mathematics papers, as well as the set of social constructivist views of mathematics teaching and learning. In the case of the latter, both social constructivism and cognitive constructivism views were considered and applied for the purposes of this study. Using a positivist paradigm, this convergent parallel mixed methods study employed a quasi-empirical design, where the control group consisted of a group 26 grade 11 learners who were comparable to the group of 27 grade learners that made up the experimental group.
17
Dunne, Anthony John. "Organizational learning in a food industry value chain." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00003206/.
Full textAbstract:
[Abstract]: This dissertation documents and evaluates the transformational change process undertaken by a major Australian food manufacturer, Golden Circle Limited. The study focuses on evaluating what impact the change process had on the organization’s capacity to learn and its ability to apply such learning to improve its competitive performance. The primary data used in this evaluation were generated by three sets of semi-structured interviews conducted with respondents drawn from different levels of management within Golden Circle and its key value chain partners over a two year period. From January 2004 to December 2005, the company reported a cost reduction of 21% within the Supply Chain and Operations Area, which had been the focus of the transformational change process. This improvement in performance was based on three success factors: the presence of an effective change champion, the formation of cross-functional project teams that were empowered, responsible and accountable, and the presence of a structured process designed to develop a culture of continuous improvement. Improved relationships with the organization’s supply chain partners directly contributed to the improved operational performance through higher quality inputs, better operational alignment and reduced inventory holdings.The study identified that there were three key factors that were essential for the development of an organizational climate that nurtured learning: leadership that was inclusive, supportive and proactive; a culture of individual responsibility and team accountability; and an organizational structure that promoted open communication and collaboration. Further, this study identified four factors that enabled new knowledge to be applied: the presence of a shared vision, adequate resources (both financial and personnel), a willingness to participate, and the capabilities to participate.A significant component of this research was the construction, testing and refinement of a model of organizational learning in the context of a value chain that would be of value to future research and managerial practice in the area of organizational adaptation.
18
Nabigon, Herbert, Rebecca Hagey, Schuyler Webster, and Robert MacKay. ""The learning circle as a research method: The trickster and windigo in research"." School of Native Human Services, 1999. http://142.51.24.159/dspace/handle/10219/461.
Full textAbstract:
This study reports on how funded research - carried out by a recognized elder in selected communities on Manitoulin Island - affects the community experiences and perceptions of the emotional issues surrounding diabetes. In his research, this elder was able to assert and Aboriginal approach of achieving human subjects' review approval.
19
Elliott-Hart, Tirrell M. "Educating for Discipleship in Consumer Culture: Promising Practices Rooted in the Pastoral Circle." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1942.
Full textAbstract:
Thesis advisor: Jane ReganAmerican society has been labeled a consumer culture. Consumer culture is not another term for materialism or a framework to explain one's relationship to money; it is an evolving ethos shaping our vision of ourselves, of our neighbor and the common good. The breadth and depth of commodification in the contemporary West informs the collective imagination in unprecedented ways. This dissertation brings together social science critique, educational tools and theological resources to create models for effective adult disciple building that are adequate for addressing challenges of a dominant culture's ideology and practices. Christian formation practices should heighten the Christian community's awareness of its role in dominant culture, both as inheritors of culture and as agents. This awareness requires transformation in many dimensions of one's being: a holistic discipleship. Jesus reminded his followers, "Where your treasure is there your heart will be also." One of the driving questions of this dissertation is: how can the Christian community wrestle ultimate concerns back from the consumer culture to the heart of God for the world? To address that question the discourse of the dissertation is interdisciplinary while maintaining an ultimate vision for an approach to educating for mature Christian discipleship. The dissertation is structured to include social analysis, a vision of alternatives to the dominant lifestyle promulgated by the consumer culture, and effective pathways toward achieving that vision. The first half of the dissertation analyzes the relationship of contemporary consumer culture and Christian experience. The sociological and historical descriptions of this phenomenon lead toward the question, what are the implications for religious identity and meaning-making in light of the consumerist context? Theological resources include the gospel of Luke, Dietrich Bonhoeffer and Gustavo Gutierrez for highlighting key dimensions of culturally responsive discipleship. There are also two brief cases presented of organizations who are attempting to live out promising approaches to Christian community in light of consumer culture patterns.The second half explores theories that can serve as a framework for Christian education practices. Transformative learning theory is introduced as a resource for cultivating awareness of underlying assumptions shaped by culture that are operative in adult decision making and worldview. Henriot and Holland's pastoral circle is described as a transformative learning tool. The dissertation moves toward a model of adapting the pastoral circle for educating congregations to think theologically about culture for the sake of personal transformation and social action
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
20
Wollin, Daniel. "Circus and Clowns: Creative approach for emotional and mental well-being : Learning from Clowns without Boarders and Circus Cirkör." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68112.
Full textAbstract:
The number of displaced people around the world today is unprecedented in world history, with a third of those displaced below the age of 18. These children often undergo traumatic experiences which can cause serious mental health issues before and during their flight as well as afterwards when resettling in a new country. In Sweden, they are offered psychological aid in order to better deal with these issues and hence recover. However, due to the cultural stigma attached to mental health problems, psychosocial aid is often ruled out by the child themselves. In addition, up to 30% of these unaccompanied children have been reported to suffer from PTSD, where merely speaking about one's issue can trigger a relapse of the trauma. There is therefore a shortage of pragmatic approaches to help tackle the challenges that these children faces. The aim of this thesis is to investigate how creative programs such as the organisation Clowns without Borders works with unaccompanied refugees and how their methods affect the wellbeing of these children. This thesis explores the effects that laughter and playing has on a child’s well-being using a qualitative field research approach. The research is a contribution to the field of development since it offers new grounds on how to work towards increasing the living standards of resettled displaced persons.
21
Manuelito-Kerkvliet, Cassandra. "Widening the circle : mentoring and the learning process for American Indian women in tribal college administration /." view abstract or download file of text, 2005. http://www.lib.umi.com/cr/uoregon/fullcit?p3181109.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 96-104). Also available for download via the World Wide Web; free to University of Oregon users.
22
Shonhiwa, William. "The impact of using technology through cooperative learning on learners’ performance on grade 11 circle geometry." University of the Western Cape, 2020. http://hdl.handle.net/11394/7254.
Full textAbstract:
Magister Educationis - MEdEuclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath.
23
Shonhiwa, William. "The impact of using technology through cooperative learning on learners’ performance on grade 11 circle geometry." University of the Western Cape, 2019. http://hdl.handle.net/11394/7511.
Full textAbstract:
Magister Educationis - MEdEuclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of learners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry
24
Lemoine, Gerald James. "Closing the leadership circle: Building and testing a contingent theory of servant leadership." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53862.
Full textAbstract:
Servant leadership focuses on stakeholder concern and follower development and empowerment. It has begun to emerge as a useful perspective of leadership within academic research, but theoretical development remains limited, and some of its key propositions have not been tested. In this dissertation I build and test a theory of how servant leadership works, why it works, and when it works. Drawing on the extant servant leadership literature, a social learning perspective, and research on gender roles and schemas, I propose a conceptual definition and theory of how servant leadership impacts two characteristics of followers (prosocial motivation and psychological capital) to affect distal outcomes including voice and performance. I also test servant leadership's impact on the spread of servant leadership behaviors to followers, a key proposition of servant leadership for nearly fifty years which has never been empirically tested. Further, I propose gender and gender schemas as potential moderators of servant leadership, arguing that the more communal emphasis of this approach may interact with sex role factors to impact its effectiveness, such that females may actually have an advantage in using servant leadership, as opposed to the implicit masculine advantage in other leadership behaviors.
To answer these research questions, I conducted a temporally lagged multi-organizational study testing the mediators, moderators, and outcomes of servant leadership. Using a variance decomposition approach to clustered and cross-level interactions in an HLM framework, I find substantial support for my theoretical predictions. Results support the idea that exposure to servant leadership behaviors is associated with all three performance outcomes, including an employee's own enactment of servant leadership, both directly and through the mediating effects of positive psychological capital. These effects were contingent as hypothesized, such that servant leadership was more powerful when used by a female manager, and when experienced by individuals with high female gender schemas. Theoretical and practical implications of these conclusions, as well as future research suggested by these results, are discussed.
25
Shields, Tracy, and Medhat H. Rahim. "Teaching Derivations of Area and Measurement Concepts of the Circle: A Conceptual-Based Learning Approach through Dissection Motion Operations." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83083.
Full text
26
Anton, Rana. "Den pedagogiska samlingen i förskolan : En kvalitativ studie om förskollärarnas tankar kring samling." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14731.
Full textAbstract:
The purpose of this work is to explore and illuminate the circle times function and importance of preschool by the pedagogue perspective and the circle time design in relation to children's age group composition. The study questions are: What is the purpose of circle time in preschool educational activities according to the teacher and how does the teacher look at his own role? How do the teachers plan, design and perform the circle time of small children and big children's section? What similarities and differences exist? This is a qualitative study based on interviews with four preschool teachers and observations of their circle times. Research and theories showed that the circle time is a social training, provide a sense of community and is a ritual that gives a good daily rhythm. The results of the study demonstrate that the circle time is an important routine that occurs for a short time daily in early childhood education. The circle time organizes and structures the day for both children and staff group. The circle time strengthens community, creates a group sense and also involves social skills training as well as language training. Teachers felt that the circle time is always a learning situation where the children always learn something. The circle time was planned and designed, based on the children's interests and needs. It was adapted to children of different ages, understanding, ability and level of development. The small children-assembly circle times were designed to be short, attractive and started from small children's concrete everyday reality, while circle times of big children could be sophisticated and demanding, with more space for conversation and discussion. Even though teachers have started from a clear child's perspective in the interviews they looked on their part as a leading and demanding, which they believed was caused by large groups of children and staff shortages.
27
Bolland, Craig. "Suicide Girls: Pedagogy and Praxis in the On-Line Writing Workshop." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16133/.
Full textAbstract:
On-line writing workshops provide educational spaces within which aspiring writers can learn their craft. In order to understand the dialogic mechanisms behind that learning, this thesis examines ways in which one workshop, the Internet Writing Workshop (IWW), functions as a Freireian culture circle. The exegesis identifies several key characteristics that defined Paulo Freire's concept of the culture circle. It compares these characteristics with the structure and practice of interaction within the IWW. It unpacks some of Freire's ideas about dialogue as a means of achieving critical consciousness, and compares them to current learning theory and the ways in which dialogue takes place within the IWW community. The exegesis also examines some of the political axioms behind Freire's pedagogy, and examines ways in which the IWW community might be viewed as emancipatory or liberatory. I examine these areas in light of the development of a novel, Suicide Girls. The second draft of this novel was influenced and informed by my participant-observation of the IWW. This working draft of the novel is provided as a process document to demonstrate findings made in the exegesis and is annotated to reflect relevant process and development issues.
28
Zeino, Arwa, and Aiat Tabiei. "The benefits of using world literature for globalizing English in the ESL classroom." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39591.
Full textAbstract:
Although the focus on English as a global language is apparent in the Swedish curriculum today, many educators do not take advantage of world literature and non-native English authors in their ESL classrooms. With the help of empirical research, we investigate the benefits of using such literature for gaining global awareness. Furthermore, we analyze the activities and teaching approaches used in the empirical studies. Through this essay, we summarize the empirical research used for this essay and synthesize the results to find out what implications were found. It shows that using non-native fiction helps students to learn and explore different cultures, which also expands their global view. Apart from this, teaching methods such as discussions, literature circles, presentations, blogging and collaborative learning deepened students' global view and cultural awareness. The teaching methods that were used while working with world literature showed that students were conscious of their own learning and developed this ability by working in a social environment. This paper concludes with describing the limitations of writing the study, and presents a future research project that involves the field of world literature.
29
Geldenhuys, Ilse. "The management of people, processes and places in the virtual workplace." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/25307.
Full textAbstract:
The traditional workplace evolved over time, moving through different waves or phases of change. The phases, although prevalent in different stages in different countries, have been characterised by various technological developments. The virtual workplace evolved as part of the Information Age or Fifth Wave, bringing with it its own unique characteristics and requirements. These unique characteristics, such as the speed at which information is communicated, crossing of time and space boundaries, social networks and requirements, such as sustainable high speed internet connectivity, are evident in the relationship between people, processes and the virtual workplace. This study explored the manner in which virtual workers executed their activities through the use of technology, the type of business processes supporting them and the challenges experienced by them. The proposed framework for the management of people, processes and places in the virtual workplace was subsequently derived. The framework has as aim to represent the relationship between people, processes and places components in the virtual workplace and in doing so providing a management framework supporting the virtual workplace. The people, processes and places components have been incorporated in the management, technology and practice sections of the framework, thereby providing a framework based on the relationship between people, processes and places. This study also developed the Extended Hermeneutic Circle of Learning which was used as guideline for the research conducted as part of this thesis. The deeper understanding created through the use of this research guideline assisted in providing structure to the research, thus enabling the researcher to derive the proposed framework for the management of people, processes and placed in the virtual workplace.Thesis (PhD)--University of Pretoria, 2011.
Informatics
unrestricted
30
Mascarin, Lucimar Aparecida. "A utilização de atividades lúdicas e exploratórias no ensino e aprendizagem de matemática." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55136/tde-06122017-094120/.
Full textAbstract:
A partir de estudos acerca das teorias sócio-histórico-culturais para o ensino e a aprendizagem, e de uma experiência de aplicação das mesmas na Educação Matemática, apresenta-se uma sequência didática envolvendo noções de semelhança de triângulos, trigonometria no triângulo retângulo, comprimento da circunferência e área do círculo, com o uso de atividades lúdicas e exploratórias. A construção dessa sequência se justifica como algo relevante para a sala de aula, porque se percebe que os conteúdos matemáticos apresentados de forma tradicional já não são atrativos para os alunos. Esta dissertação, aproximando-se de uma pesquisa de caráter qualitativo, busca evidenciar o processo de desenvolvimento dessa sequência didática e sua aplicação em uma sala do 9º ano do Ensino Fundamental, em uma escola pública. Como resultados, verificou-se que o uso de atividades lúdicas e exploratórias propiciou um maior envolvimento dos alunos na busca de conhecimentos acerca dos temas tratados (e também da professora-pesquisadora), de maneira a despertar o raciocínio crítico e reflexivo, conduzindo-os a uma aprendizagem mais significativa, além de possibilitar o desenvolvimento pessoal quanto a habilidades e atitudes. Conclui-se que é possível fazer um trabalho diferenciado na condução do aluno ao conhecimento, mesmo em salas de aula onde há pouca motivação original dos estudantes, com persistência e maior dedicação docente, e espera-se que esta dissertação possa contribuir para inspirar as atividades didático-pedagógicas de outros professores de Matemática.Based on studies about socio-historical-cultural theories for teaching and learning, and on an experience of applying them in Mathematics Education, a didactic sequence is presented, involving notions of similarity of triangles, trigonometry in the rectangle triangle, the length of the circumference, and the area of the circle, with the use of playful and exploratory activities. The construction of this sequence is justified as relevant, because it is perceived that the mathematical contents presented in a traditional way are no longer attractive for the students. This dissertation, approaching a qualitative research, seeks to highlight the process of development of this didactic sequence and its application in a room of the 9th grade of Elementary School, in a public institution in Brazil. As results, it was verified that the use of playful and exploratory activities led to a greater involvement of the students in the search of knowledge about the subjects treated (and also of the teacher-researcher), in order to awaken critical and reflexive reasoning, leading them to more meaningful learning, and to enable personal development in skills and attitudes. It was concluded that doing a differentiated work in unmotivated classrooms is something feasible, in order to lead the students towards meaningfull knowledge, and it is hoped that this dissertation can contribute to inspire the didactic-pedagogical activities of other Mathematics teachers.
31
Rosenberg, Dorothy Goldin. "Action for prevention, feminist practices in transformative learning in women's health and the environment, with a focus on breast cancer; A case study of a participatory research circle." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41301.pdf.
Full text
32
Schiff, Heather. "This ain't a circle : the use of drama and movement therapy in providing containment to adolescents with learning difficulties within a group therapeutic intervention : a case study exploration." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7405.
Full textAbstract:
Bibliography: leaves 76-92.This dissertation attempts to illustrate by way of clinical material a method of working therapeutically using drama and movement therapy with a group of adolescents with learning difficulties. The study is located within a theoretical context of an understanding of the emotional aspects of learning While many interventions with learning difficulties stress the cognitive dimension of these problems, this study explores their emotional basis and consequences. Bion's theory of thinking and the Container-Contained model of early object relations is used to formulate the idea that the adolescents participating in the study had not yet internalised an object capable of knowing, making it difficult for them to think about themselves and to express verbally their needs and feelings. An important aspect of the therapeutic function, that of providing a container within which to hold feelings and make thoughts thinkable, is thus explicated. It is further noted that the Way in which adolescents communicate their feelings in therapy is frequently beyond words, and ascertained by way of symbolic expression, non-verbal responses and projective-identification processes. This assumption is actively engaged by establishing drama and movement therapy as the primary therapeutic mode in the work. The potential of the creative arts therapies in assisting these young people in negotiating their difficulties is explored. Through an analysis of case material, the dissertation explores how difficult feelings associated with learning problems can be enacted, named and recovered for reflection and expression Both the notion of the therapist as a container for the adolescents' feelings, as well as the potential usefulness of drama and movement as 'concrete' containers for the exploration of internal and external experience, are examined.
33
Galmén, Anders, Katja Broxvall, and Susanna Oktay. "Att hålla det balanserade styrkortet levande : En fallstudie i Locum." Thesis, Örebro University, Swedish Business School at Örebro University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-4792.
Full textAbstract:
Syftet med studien är att utifrån lärandet och de förändringar som hittills skett i styrkortsarbetet beskriva och analysera hur Locum håller sitt balanserade styrkort levande. Forskare inom styrkortsområdet framhåller att styrkorten kontinuerligt måste
uppdateras för att kunna spegla företagets situation. Lärandet anses vara en förutsättning för förändring, därför inriktas studien på hur förändring och lärande i företaget håller det
balanserade styrkortet levande. I den teoretiska referensramen har en cirkelrutin för förnyelse av det balanserade styrkortet tagits fram utifrån befintlig teori inom området. Den kvalitativa studien omfattar datainsamling i form av interna dokument,
årsredovisningar och fyra semi-strukturerade intervjuer med medarbetare på olika nivåer i Locums organisation. Av studien har framkommit att aktivt involverande av medarbetare på alla nivåer i organisationen utgör grunden för att hålla styrkortet levande genom lärande. Locum har på det viset lyckats med sitt styrkortsarbete. Studien har även visat på att Locums styrkortsarbete är i linje med svensk forskning som pekar på vikten av att involvera medarbetare.
Title: Keeping the balanced scorecard alive: case
study in Locum
Authors: Katja Broxvall, Anders Galmén, Susanna Oktay
Key words: Balanced scorecard, change, renewal, circle routine, organizational learning
Purpose: The purpose of the case study is to find out how the company keeps its balanced scorecard up to date. We do this by studying change and learning occurred so far in Locum in relation to the renewal of the balanced scorecard.
Methodology: We have used a qualitative method based on
semi-structured interviews.
Theoretical perspectives: To understand the background and
prerequisites for renewal we have built up a theoretical framework consisting of theories concerning: Regular routines for maintenance and development of the balanced scorecard,
learning organizations through Senges five disciplines, single- and double loop learning, theory of action and theories on change and resistance to change. These theories have been summarized to a framework for analysis.
Empirical foundations: The study is based on data which we have received through internal documents, annual reports and four interviews with employees of the studied organization. By analyzing this data we have reached a conclusion.
Conclusion: An active involvement of employees throughout
the organization is the foundation for keeping the balanced scorecard alive. Learning is achieved by this involvement.
34
Hall, James M. "A linguistic ethnography of learning to teach English at Japanese junior high schools." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26002.
Full textAbstract:
The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teachers. The purpose of this endeavor was to contribute to the understanding of novice teacher development in an ‘expanding circle’ country. Over the course of the study, I observed the teachers’ classes and interviewed them once or twice a month. Using the coding of interview transcripts and class fieldnotes, I identified Critical Incidents that represented the teachers’ pedagogical puzzles and typical practice, as well as my role as a TOT. Using Cultural Historical Activity Theory(CHAT), I analyzed how elements of the social context brought about the teachers’ pedagogical puzzles and affected their capacity to address them. Coding of the interviews and a microanalysis of the interactions showed my role as a TOT. Overall, the CIs gave an emic portrait of each teacher’s experience and my efforts to support them. The pedagogical puzzles the teachers faced were a result of their personal histories and school conditions. These puzzles did not change, which indicates that teachers will face complex issues that cannot be resolved. Understanding them, however, can promote teacher development. Applying CHAT, I could identify the conditions that helped determine the types of pedagogy in which teachers engaged. I tried to fulfill my role as a TOT by conducting a form of reflective practice (RP). An examination of the RP I conducted with the teachers challenged the notion that it involves the sequential steps of identifying issues, attempting to resolve them, and reflecting on one’s efforts. This dissertation concludes with a discussion about the contributions it has made toward the field of English teacher development: using CHAT to understand the English teaching experiences, the development of an understanding of RP as it can be carried out in the field, an understanding of novice teachers in expanding circle countries, and the value of linguistic ethnography for researching novice teachers.
35
Matossian, Sara, and Cortes Stephanye Pereira. "Pedagogisk samling i förskolan : En kvalitativ studie om förskollärarnas tankar kring samlingens betydelse för barns språkliga och sociala utveckling." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25690.
Full textAbstract:
The purpose of this study is to examine how pre-school teachers think about the importance of circle time in regard to the child's language and social development from a sociocultural perspective. Furthermore the study will include what role the educators’ have during the circle time. To answer our purpose we have chosen the following question: What is the role of the teachers in the circle time? What are the teacher’s thoughts about the circle time’s importance to children's social development? What are the teacher’s thoughts about the circle time’s importance to children's language development? The study is constructed on qualitative methods, where we conducted structured interviews with six preschool teachers and observed their circle time to collect our empirical material. The study is also based on Vygotsky's sociocultural perspective which says that all learning takes place through relations and interaction with other people in the cultural context you are in. The results have shown that pre-school teachers are aware of the circle time’s importance to children’s development, and purposely plan the circle time to give children the opportunity to develop both socially and linguistically skills.
36
Paulo, Gilberto Pereira. "Uma proposta para o ensino e aprendizagem dos conceitos de área de círculo e perímetro de circunferência." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/10916.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:57:16Z (GMT). No. of bitstreams: 1
Gilberto Pereira Paulo.pdf: 2990932 bytes, checksum: c1f553be94071e816872486983b293f3 (MD5)
Previous issue date: 2012-05-31This research had the purpose of studying the teaching and learning processes of concepts of circumference perimeter and circle areas on Junior High School. To develop the investigations, we sought to answer the following question: a didactic sequence with activities enabling the student to compare circumference perimeter and circle areas with perimeter area of other figures would minimize difficulties in the comprehension and differentiation of these two mathematical objects? Researches grounded in the didactic situation theory, in the dialectic of tool-object and semiotic presentation records, as well as principles of didactic Engineering. Target-public of the study is composed by students oh 9th year of Junior High School. Its results indicated an advance in the comprehension of the meaning of area as greatness and differentiation between circumference and circle, as well as between area and perimeter
Esta pesquisa teve como objetivo estudar os processos de ensino e aprendizagem dos conceitos de área de circulo e perímetro de circunferência no Ensino Fundamental II. Para desenvolver a investigação, buscou-se responder à seguinte questão: uma sequência didática, com atividades que permitam ao aluno à comparação de área do círculo e perímetro da circunferência com a área e perímetro de outras figuras, minimizaria as dificuldades na compreensão e diferenciação desses dois objetos matemáticos? O pesquisador apoiou-se na teoria das situações didáticas, na dialética ferramenta-objeto e nos registros de representação semiótica, assim como nos princípios da Engenharia Didática. O público-alvo do estudo compôs-se de alunos de 9º ano do Ensino Fundamental. Seus resultados indicaram um avanço na compreensão do significado de área como grandeza e na diferenciação entre circunferência e círculo, assim como entre área e perímetro
37
Persson, Isabella, and Jennie Stenberg. "Genrepedagogikens användning och effekter : En systematisk litteraturstudie med fokus på årskurserna F-6." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100482.
Full textAbstract:
Syftet med denna systematiska litteraturstudie är att ge en översikt över vad aktuell forskning kommit fram till om undervisning med genrepedagogik i årskurserna F–6. I studien besvaras följande tre frågeställningar: hur arbetar lärare med genrepedagogik, vilka elever undervisas med genrepedagogik och vilka effekter får genrepedagogik i undervisningen? Materialet till studien består av 12 empiriska studier, 4 svenska och 8 internationella. Studierna har analyserats systematiskt med stöd av två analysscheman som ordnat innehållet i forskningen tematiskt som underlag för beskrivning av såväl genomförandet av studierna som uppgifter som är relevanta som svar på denna studies forskningsfrågor. Genomgången av forskningen visar att lärare som arbetar med genrepedagogik tar stöd av den pedagogiska modell för undervisning som benämns cykeln för undervisning och lärande eller cirkelmodellen, vilken är indelad i fyra faser som främjar elevernas kompetens att skriva texter i olika genrer. Genomgången visar även att lärare använder systemisk funktionell grammatik och situationskontexten för att göra eleverna medvetna om språkliga drag som är funktionella i sin kontext. Vidare framkommer att lärarna stöttar sina elever genom att hjälpa dem i det som eleverna inte klarar på egen hand. De effekter av genrepedagogik som forskningen redovisar är genomgående mycket positiva och beskrivs som att eleverna stärks i sitt språk och utvecklar såväl sin skrivförmåga som sina ämneskunskaper. I flertalet publikationer som ingår i studien redovisas forskning om genrepedagogik i klassrum med flerspråkiga elever och i några redovisas forskning om genrepedagogik för elever i svårigheter; det finns således ett fåtal studier om genrepedagogik för elever som inte är flerspråkiga eller i svårigheter.
38
Olsson, Maria. "Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn : En deltagarorienterad studie." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-128408.
Full textAbstract:
The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.
39
Many, Holly Figaro. "L'accompagnement vers la résilience et la place du Moi dans l'éducation des publics à besoins spécifiques : Entre modélisation et pratiques : Une étude de cas au lycée Ettore Bugatti d'Illzach auprès d'élèves en situation de décrochage scolaire." Thesis, Mulhouse, 2019. http://www.theses.fr/2019MULH0452.
Full textAbstract:
Cette thèse s'inscrit dans la poursuite des travaux de recherche du Professeur Loïc Chalmel en histoire des idées pédagogiques sur le « Moi » et le « Moi social », qui sont deux processus idéologiques et éducatifs distincts. À partir des données empiriques collectées dans le cadre d'un programme de recherche sur le décrochage et la persévérance scolaire au lycée Ettore Bugatti d'Illzach entre 2015 et 2018 - que nous avons croisées avec d'autres matériaux émanant de différentes sources - nous sommes parvenus non seulement à une compréhension élargie et approfondie des deux systèmes éducatifs mais également à une connaissance spécifique des enjeux inhérents à l'accompagnement et la résilience des publics à besoins spécifiques dans un contexte de formation et d'apprentissage. Ainsi, nous avons proposé une modélisation de l'accompagnement vers la résilience en tenant compte de trois aspects fondamentaux : l'individu, l'organisation et l'environnement. Ce faisant, nous avons mis en exergue les notions de pédagogie d'individuation et de développement personnel et d'architecture psychopédagogique de formation, d'environnement capacitant, en s'inspirant principalement des théories de Carl Jung, Isabel Briggs Myers et Katherine Cook Briggs, Henry Mintzberg, Boris Cyrulnik, Jean Pierre Pourtois, Huguette Desmet, Pierre Falzon et Jacques Langevin. La présente recherche offre une vision pédagogique différenciée tridimensionnelle du processus de néo-développement d'un individu fracassé à la suite d'un effondrement identitaireThis dissertation is part of the continuing research of Professor Loïc Chalmel in history of pedagogical ideas on the "Self" and the "Social self", which are two distinct ideological and educational processes. Based on empirical data collected as part of a research program on dropout and school dropout at Ettore Bugatti High School in Illzach between 2015 and 2018 - which we crossed with other materials from different sources - we have achieved not only a broad and in-depth understanding of the two educational systems but also a specific knowledge of the issues inherent in the support and resiliency of audiences with specific needs in a context of instructional design. For example, we proposed a modelling of support to resilience considering three fundamental aspects: the individual, the organization and the environment. In so doing, we have highlighted the concepts of pedagogy of individuation and personal development and psychopedagogical architecture of training, and enabling environment, inspired mainly on the theories of Carl Jung, Isabel Briggs Myers and Katherine Cook Briggs, Henry Mintzberg, Boris Cyrulnik, Jean Pierre Pourtois, Huguette Desmet, Pierre Falzon and Jacques Langevin. This research offers a three-dimensional differentiated pedagogical view of the process of neo-development of an individual shattered following an identity collapse
40
institutions, GENOVATE partner. "Developing Learning Circles: ‘Sharing and Learning’ from the GENOVATE Project." 2016. http://hdl.handle.net/10454/13371.
Full textAbstract:
YesResearch institutions, universities and organisations at large have a growing interest for gender equality and diversity to be integrated into all stages of research and innovation including strategic planning, promotion, recruitment, performance reporting and transformation. Creating and finding open spaces where these processes can be approached from different perspectives, in which multiple stakeholders can express and share their interests and experiences, and where critical conversations, discussions and knowledge sharing can take place is fundamental for advancing collaborative projects and actions aimed at profound organisational change. Learning Circles, therefore, are useful resources that facilitate organisational safe spaces where multiple stakeholders from different backgrounds, sectors, disciplines, and nationalities reflect, in a relaxed and collaborative atmosphere, about gender equality and diversity as collective projects; and their impact and relevance for/in research and innovation fields. The advantages of Learning Circles are manifold: they represent intersectional, interdisciplinary and even transnational arenas and opportunities for experience sharing, and knowledge generation/transfer.
FP7
41
Schupack, Sara Lynne. "Circles and Lines: Complexities of Learning in Community." 2013. https://scholarworks.umass.edu/open_access_dissertations/705.
Full textAbstract:
Following is a study that explores learning in community in a fully-integrated, team taught course at a community college in New England. These classes, Learning Communities (LCs) represent rich opportunities for exploring and practicing democratic education. From a theoretical grounding in social learning theories and an exploration into learning and community as active, ongoing phenomena, I present narrative, relational research as enactment. Data from field notes, interviews, focus groups and researcher reflections inform findings and analysis. I represent this as an experience parallel to -- not claiming either to mirror or replace -- the experiences of the other participants. In these findings, I identify a duality of circles and lines, with circles representing open inquiry, community, collaboration, and democratic discourse. Lines represent reification, hierarchical and binary thinking, and the threat of positivism. Long hours, intense interactions, openness to collaboration, flexible pedagogy, and emerging curriculum all make for complicated relationships that allow for questions, confusions and tensions around what it means to know, who gets to decide, and what are the parameters and epistemologies of academic disciplines. I hope, through this text, to report, celebrate, and participate in these conversations.
42
Pitkin, Jaime L. "Circumference and area of circles : direct instruction versus discovery learning /." 2006. http://www.consuls.org/record=b2773691.
Full textAbstract:
Thesis (M.S.) -- Central Connecticut State University, 2006.Thesis advisor: Robin Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 26-28). Also available via the World Wide Web.
43
陳珊玉. "Research of Paper-cut learning Area of Composite Figures with Circles and Trapezoids." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/2wtp47.
Full textAbstract:
碩士國立新竹教育大學
數理教育研究所
102
"Paper-cut instruction " aims to explore whether the experimental instruction is able to enhance the learning of Area of Composite Figures with Circles and Trapezoids or not. This study was based on quasi-experimental research, dividing 80 6th grade kids into two groups-the treatment group and the control group. And the tool is a questionnaire named 〈questionnaire of Area of Composite Figures with Circles and Trapezoids〉which was designed by the researcher. Through studying the influence of “paper-cut instruction”, I hope to provide teachers the reference of mathematics education in the future. By “Test of Homogeneity of Proportions”, I could get the idea of how kids solve the” Area of Composite Figures with Circles and Trapezoids” problems. In order to explore the influence of paper-cut instruction, I separately analyzed the following 5 aspects-「Overall performance」、「Basic concept graphics」、「Fundamental changes to the graphics」、「Non-routine graphics」、「Advanced graphics changes」.Hope to get the idea of the influence on each aspect
44
Chen, Mei-Fang, and 陳玫芳. "A Study of Cooperative Learning on 9th Grade students Geometry ─Arithmetric on Circles." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/90439423849429274400.
Full textAbstract:
碩士國立中興大學
應用數學系所
103
The aim of this study is to observe and analyze the learning effect of the 9th grade students for “Arithmetic on Circles”, and to enhance the learning achievements and attitudes by “ cooperative learning in mathematics. ”More over, by comparing results of the preliminary test and the reformed test, the students were interviewed in order to explore more information about their feeling during “cooperative learning in mathematics.” In this study, both the learning achievements and attitudes of students towards learning in the “Arithmetic on Circle” were analyzed. With additional information obtained from the feedback sheets of students, there are three major findings: First, as for “Arithmetic on Circles”, students in this study were divided into three levels – high-end, middle-end and low-end, according to their preliminary testing result. In the aspect of learning achievements , the instruction had positive effect on high-end students, the effect on middle-end students are double-curve; however, the low-end students showed no significant difference. Second, as for “Arithmetic on Circles”, most of the students hold positive attitudes towards “cooperative learning in mathematics”, especially for those in the middle-end level. This is because students can easily clarify what they misunderstood in concepts and follow the correct mathematical procedure through the peer teaching process.This enhances their interests and achievements in learning mathematics. Cooperative learning can definitely enhance the learning attitudes in mathematics for the middle-end students. Third, as for “Arithmetic on Circles”, the students thought that “cooperative learning in mathematics” is helpful to the learning of the concept of Geometry, and by communication, the peer increase the social interaction during the mathematics learning.
45
Lin, Show-jiuan, and 林秀娟. "THE EFFECTS OF LITERATURE CIRCLES ON EFL LEARNING OF CHILDREN IN A BILINGUAL CLASS." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/59448422703693481286.
Full textAbstract:
碩士國立高雄師範大學
英語學系
94
ABSTRACT The purpose of this study is to investigate the effect of literature circles (LC) on EFL instruction in elementary school. The effects were examined in four aspects. First, the effect of the LC on the students’ reading comprehension was explored. Then the effect of the LC on the student responses to reading children’s literature was investigated. Finally, both of the student responses to the selected reading materials and the LC program were examined. The subjects in this study were 25 fifth-graders of English-Chinese bilingual program in Fu-Dong elementary school in Kaohsiung city. Before the LC, the subjects took the pretest on English reading comprehension test (ERCT) and the pre-study questionnaire on student’s attitudes and strategies of English reading (QSASER). Then the students formed discussion groups of five people and started to read the five selected books which came from their own choices. During the fifteen-week LC program, the subjects made decisions on the reading amount and rotated to play different discussion roles for different meeting. They shared their role sheets and discussed about the book with peers in their own group. When the subjects finished one book, they also made a presentation to showcase the book. After reading the five selected books, all the subjects were required to take the post-test on ERCT and the post-study QSASER. Finally, the subjects answered the questionnaire on student responses to literature circles (QSRLC). The subjects’ scores of the reading comprehension pretest and post-test were compared by a t-test and so were their responses to the pre-study and post-study QSASER. Besides, the subject responses to the five-point scale of QSRLC were analyzed quantitatively by means of descriptive statistics and their responses to the open-ended questions were analyzed qualitatively. Based on the quantitative and qualitative data analyses, the major findings of the study are summarized as follows: 1.The significant difference between the students’ reading comprehension pretest and post-test suggested that the LC program was beneficial for improving the students’ reading comprehension. 2.The study results showed that the LC had a positive effect on the students’ attitudes toward storybooks and reading strategies. 3.The student responses to the selected reading materials indicated that the LC was beneficial for the development of the students’ interests of literary works as well as the creativity for writing and drawing. 4.All of the student responses to the role sheets, the cooperative learning, and the implementation of the LC were positive. It implied that the students highly confirmed the value and function of the LC. Based on the study findings, the researcher proposed some pedagogical implications as follows: 1.Teachers of English can adopt children’s literature as teaching materials in EFL instructions to foster the development of literacy and lifelong readers. 2.Literature circles can be a balanced literacy approach for teachers to improve students’ reading interests and strategies, and to incorporate many different perspectives of learning. 3.Teachers can implement literature circles to elicit higher-order, student-centered and open-ended learning autonomy.
46
Cameron, Laura C. "Circles of learning : creating opportunity to give voice and bear witness to self, others, and nature in environmental education." 2013. http://hdl.handle.net/10170/584.
Full textAbstract:
By asking, “Is Circle (also known as “council”) an effective methodology for
environmental education?”, this thesis explores the significance of creating Circles
of learning as a communication process with implications for environmental
education and personal transformation. From a phenomenological perspective, I
have positioned my research as an autobiographical narrative of what it is to be
both researcher (observer) and research instrument (facilitator & participant) as
well as creating the conditions for a case study of Circle participants. Further, I
held interviews with Circle practitioners and instructors. The premise of Circle is to
create an intentional listening space for each person to have a voice and be
witnessed as they tell their stories. This paper provides some insight here, and
explores how Circle can become an effective means of exploring ecological identity,
self-awareness, relationship-building, a sense of community, emotional connections
to nature and a sense of wonder within the process.
47
Diaz, Lauren Diaz J. "Using Freire’s Culture Circles as a Framework for Professional Learning Communities: an Action Research Study." Thesis, 2020. https://doi.org/10.7916/d8-323f-4b14.
Full textAbstract:
Schools in New Jersey are beginning to transform their middle school music programs from a general music based curriculum to an elective, performance-based curriculum. These changes bring new challenges to music educators as they work to expand their performance-based curriculums to include what was taught in general music. Adding to the work that needs to be done to adapt performance-based classes, teachers are beginning to feel frustrated that their needs and the needs of their students are getting lost with the added addition of assessment guidelines and other administrative requirements,.
The aim of this research project was to work within the framework of Paulo Freire’s Culture circle to support teachers during scheduled Professional Learning Community meetings. Through a series of eight bi-weekly meetings, a group of four music teachers and a dance instructor works to identify generative themes present in their teaching practice. Through problem posing dialogue they worked to understand their generative theme. The teachers in this Professional Learning Community worked together to create and implement individual action plans to address their generative theme. This group of teachers work together in support of each other while they were working within their separate contexts and classrooms.
This collaborative action research study positioned the researcher as a facilitator, one who supported the needs of the group and questioned long standing beliefs that help propel the conversation forward. Teachers reflected that they saw a change in what they believed the purpose of these meetings was. They found in impactful to focus on their teaching practices rather than the more administrative tasks involved in teaching. Teachers also reported that by dialoguing about their teacher and the action plans they were working on, they felt more successful in its implementation. Through their action plans, this group of teachers began to see possibilities to have their students create and work in small groups that was not evident before. While the teachers in this study felt an impact of the culture circle, there is more to learn from this group of teachers, and the possibilities culture circles have to effect positive change in teachers and student learning.
48
Bendu, Charles Gibao. "A Universal Design for Learning (UDL) based Literature Circle (LC) model: effects on higher-order reading comprehension skills and student engagement in diverse sixth-eighth grade classrooms." 2015. http://hdl.handle.net/1993/30358.
Full textAbstract:
Outcomes related to students’ reading comprehension and higher-order critical thinking skills, and
students’ academic and intellectual engagement following the implementation of a Three-Block
Model of UDL-based literature circles pedagogical model were investigated. Fifty-nine (59)
students attending three suburban public middle schools took part in the study. The study adopted
a mixed-design approach to data collection and analysis, with quantitative data collected from all
students, and qualitative data collected from a purposively selected sub-sample of 24 students (12
in each of treatment and control classes). Intervention and control groups were assessed pre and
post for measures of reading comprehension using classroom-based assessments, which were
triangulated by qualitative data from pre and post semi-structured student interviews to explore
students’ academic and intellectual engagement. Quantitative data were analyzed using repeated
measures MANOVA’s to determine treatment effects for both groups while qualitative data were
transcribed and analyzed thematically using a case study approach. Quantitative results showed a
small but significant increase in reading comprehension outcomes for proficient and typical
readers in treatment groups compared to their counterparts in control classes, and showed a
significantly greater increase in reading comprehension outcomes for students in treatment classes
who are culturally and linguistically diverse (CLD) and struggling readers. These findings were
corroborated by the qualitative results, which showed that students’ academic and intellectual
engagement increased in the treatment classes both for proficient readers and struggling readers.
49
WANG, CHEN-WEI, and 王辰瑋. "The Relationships among Team Learning, Training Transfer, Individual Creativity and Participation Motivations: An Empirical Study of Quality Control Circles in Hospitals." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/54r9vt.
Full textAbstract:
碩士弘光科技大學
健康事業管理研究所
106
In order to advance the organizational progress, healthcare organizations improve the quality of medical care through the Quality Control Circle (QCC) operated by team-learning model. These questions occurred while developing this research: Is it possible for the staff to practice what they have learned in QCC? Is it possible to stimulate individual creativity to solve working problems? The motivation of employees to participate in the QCC (intrinsic and extrinsic motivation) may also affect the operation process and results of QCC. Therefore, the purpose of this study is to explore the relationships among member motivation of QCC, team learning, training transfer and individual creativity. In this research, questionnaires are used to study the QCC members of a reigonal hospital in Central Taiwan in 2016. In order to avoid the problem Common Method Variation (CMV), the research variables are divided into 347 copies as Questionnaire A and B, afterwards, the number of successful paired copies is 334. In order to verify the hypothesis, confirmatory factor analysis, reliability analysis, Pearson correlation analysis and hierarchical regression analysis are adopted. The results are as follows: (1) team learning has a positive impact on training transfer; (2) team learning has a positive impact on individual creativity; (3) the participation of employee in QCC will strengthen the positive impact of team learning on training transfer; (4) the intrinsic and extrinsic motivation of employees to participate in QCC will enhance the positive influence of team learning on individual creativity. In addition to enriching the empirical research results of team learning, the results will also help the healthcare institutions or quality management units understand the motivation of employees to participate in QCC, in order to promote the employees to use what they have learned in QCC to solve working problems.
50
Lee, Su-Jung, and 李素蓉. "The Effects of Literature Circles in Cooperative Learning Activities on EFL Oral Communicative Competence among Junior High School Students in Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/6zra8p.
Full textAbstract:
碩士銘傳大學
應用英語學系碩士班
95
ABSTRACT The study aims to examine the effects of literature circles in cooperative learning activities on communicative competence among junior high school students in Taiwan. 70 students of the eighth grade in two English classes participated in the study. The control class was taught using the traditional and teacher-centered approach. The experimental class was taught using literature circles in cooperative learning activities. T-test statistic procedures and EXCEL calculated system were used to analyze (1) whether the experimental class gained higher scores than the control class on oral communicative performance, (2) whether the experimental class presented higher motivation than the control class on oral communication after participating literature circles in cooperative learning activities. In addition, the study also investigates the effects of literature circles on oral communicative performance between high, medium, and low achievers. The results reveal that students in literature circles achieved significantly higher scores on the quizzes and the oral tests than those in the teacher-centered learning environment. It is expected that the study will provide EFL teachers in Taiwan a different approach to teach speaking and consider using the learning environment in literature circles to improve the students’ oral communicative competence.