Dissertations / Theses: 'Second level education'

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Davey, C. "Gender & subject choice in second level education." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403189.

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Kanakri, Aseel M. Kanakri. "EXAMINING SECOND LANGUAGE INSTRUCTION AT THE HIGHER EDUCATION LEVEL: A MULTICASE STUDY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1510787011311772.

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LeLoup, Jean Willis. "The effect of interest level in selected text topics on second language reading comprehension." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240427519.

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McDonnell, Alice. "Developing the mathematical beliefs of second-level students : an intervention study." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17010.

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This study examined the effects of a learning environment (embodying many of De Corte et al.’s, (2004) CLIA-model components) on secondary students’ mathematical beliefs. Such mathematical beliefs have been of interest to the research community due to their expected impact on students’ willingness to engage in mathematical problem-solving. This research adopted an action research methodology using a quasi-experimental sequential explanatory mixed methods design. Data was collected using the Mathematics Related Beliefs Questionnaire (MRBQ) and a number of focus groups and individual interviews were undertaken. The sample selected (age 13-14) was from a population of convenience. There was one treatment class (N=22) and three control classes (N=45). The classroom intervention was of six months duration and was carried out by the researcher teacher in a secondary community school. Findings revealed no significant positive effects on students’ beliefs from the new learning environment about the teacher’s role in the classroom, their personal competence and the relevance to their lives and mathematics as an inaccessible subject. A more negative outcome for the fourth factor of the MRBQ scale, ‘mathematics as an inaccessible subject’, resulted for all participants (experimental and control combined) with a moderate effect of eta2=0.09. Findings from the qualitative data indicated the experimental participants found mathematics to be a difficult but useful subject. Findings, overall, revealed no significant differences between the experimental and control classes, indicating the new learning environment had not had a positive impact on the beliefs examined. Possible factors identified were the length of the intervention, the ages of participants and the socio-economic status of the majority taking part in this study. Qualitative data also indicated participants in the treatment class had found some of the activities used in the intervention to be interesting and enjoyable. Responses to the use of group work indicated participants were both willing and able to enter into communities of learners. Other results showed that participants with the highest achievement scores appeared to be the most confident learners of mathematics. Participants appeared to accept the need to have patience and perseverance when solving difficult problems but this was not translated into action in the classroom. The importance of understanding mathematics appeared to be accepted by participants. Implications for methodology, research and practice are discussed in light of these findings.

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Tyler, Judith Mary. "Job satisfaction, occupational stress and opportunities for continuing professional education among second level (enrolled) nurses." Thesis, University of Hertfordshire, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259617.

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Young, Ming-Yee Carissa. "Listening comprehension strategies used by university level Chinese students learning English as a second language." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336933.

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Mestre, i. Mestre Eva María. "Error in the learning and teaching of english as a second language at higher education level." Doctoral thesis, Universitat Politècnica de València, 2011. http://hdl.handle.net/10251/11277.

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Linguistic error has proven to be a recurrent area of interest for researchers. There exist several types of approaches to error; some studies have focused on specific errors, such as grammatical errors, others on more general or exogenous issues, such as the perception of error of the group object of study, etc. From the point of view of methodology, some have been dedicated to the definition and description of error, while others have studied the identification of erroneous uses of language. Several proposals for error categorisation have also been propounded. In the case of error production in languages foreign to the speaker, the learning factor must also be included. Some authors have focused on the underlying reasons, questioning if the cause for errors rests upon an inadequate teaching method, or the actual teacher, or even if the cause is intrinsic to any learnt language, as opposed to the Mother Tongue. From the principle that it is possible to improve the language proficiency level of students by looking at the errors produced, this doctoral dissertation studies pragmatic error in the production of written English. In addition, it includes pedagogic perspectives that introduce a Second Language to potential speakers and the European Framework of Reference. The thesis is structured as follows: the first part is dedicated to a theoretical justification of the research, with an introduction to Pragmatics, Error Analysis, Contrastive Analysis, Second Language Acquisition -in particular the Communicative Approach- and the European Framework for Languages. The third chapter is dedicated to the objectives. Chapter 4 explains the methodology used for data processing and analysis. The results are explained in chapter 5 and chapter 6 presents the conclusions derived from these. To begin with, a proposal for error analysis and identification is presented. This takes into account error distribution and classification and language levels proposed in the Common Europea Framework of Reference for Languages as an open tool for the analysis of errors investigated.
Mestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11277
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Mubireek, Sami AL. "Level of Adoption of the Internet by ESL Teachers at The Ohio State University." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392388380.

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Gu, Mingyue. "The discursive construction of English language learners' motivation in China a multi-level perspective /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38895456.

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Janopoulos, Michae. "The role of comprehension in holistic evaluation of second language writing proficiency at the university level /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695621887.

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Gentry, Heather France. "Evaluating The Effectiveness Of The Rise Framework When Implemented With Second Grade Students Reading Below Grade Level: A Program Evaluation." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407569.

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Ensuring that students are reading on grade level by third grade is a critical factor that is correlated with future success both in the classroom and in future career and earnings potential for each child (Annie E. Casey Foundation, 2012 ; Sum et al., 2009). National data focused on the number of students reading below grade level depicts an alarming number of students who are not meeting grade-level benchmarks for reading (National Center for Education Statistics, 2019). When students struggle to meet grade-level expectations in reading through participation in instruction within the regular classroom, a pull-out intervention program is often the solution that school systems employ. This program evaluation investigated the claims of RISE Intervention, an intervention program created by Jan Richardson and Ellen Lewis. Fifteen students were chosen based on data for participation in this program evaluation, and the RISE Intervention was implemented by four instructors over the course of 8 weeks. Quantitative data were collected consisting of pre- and post-assessment data from the Developmental Reading Assessment (DRA), the Informal Decoding Inventory (IDI), the Motivation to Read Profile, the Phonological Awareness Literacy Screening (PALS), as well as from self-rating forms and observation forms. Qualitative data collected consisted of interviews with groups of teachers involved in the implementation of the intervention. The findings from these data supported the claims of the program, namely above average student growth in the area of instructional reading levels and decoding. This program evaluation will also provide recommendations for future implementation in this specific context as well as describe recommendations for future research.

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Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.

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Morrissey, Mairead M. "Development and evaluation of an interactive CD-ROM for the promotion of nutrition education in second level schools." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399061.

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Landon, Laura L. "English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601015.

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This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners’ (ELLs’) English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level decoding, for determining ELLs’ English reading comprehension in the third and fifth grades, using data from a nationally representative dataset, the Early Childhood Longitudinal Survey (ECLS-K). Literature in both first (L1) and second language (L2) reading comprehension development suggest that, in addition to word- and text-level decoding factors, oral language skills (such as listening comprehension) also impact L2 reading comprehension. This study found that while English word-level decoding skills were the strongest predictors of ELLs’ English reading comprehension in third grade, both third and fifth grade English oral language skills were stronger at predicting fifth grade ELLs’ English reading outcomes, thereby confirming the hypotheses grounded in the conceptual frameworks of ELL reading comprehension development (Proctor et al., 2005; Zadeh et al., 2011; Kim, 2015).

These findings suggest that screening fifth grade ELLs using English oral language measures may be more effective at predicting potential difficulty in reading comprehension than traditional fluency measures (such as DIBELS ORF). Moreover, while English word-level decoding factors are stronger predictors for third grade English reading comprehension, these findings indicate that third grade English oral language measures may be better at determining how ELL students will perform in English reading comprehension as they conclude elementary school in fifth grade than traditional fluency and decoding measures. In sum, the results of this study underline the importance of instruction, intervention and assessment in English oral language skills as critical components of literacy programming for elementary ELLs.

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Nadal-Ramos, Vigimaris. "Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.

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This study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K through 12. The study was conducted through a survey and interviews to English professors at the College of General Studies at the University of Puerto Rico in Río Piedras. In order to conduct the research, factors such as academic background, teaching experience, context, age, teaching practices, motivation, and syllabus design were considered.

Data collected showed that planning does take place at the college level, first in the form of a semester-long syllabus and then in daily/weekly lesson plans that include varying degrees of detail. Lesson planning helps improve teacher performance by providing confidence. It improves student learning outcomes by helping them better understand the materials. Both, teachers and students, benefit from the focus and guidance planning provides.

Recommendations include creating teacher training programs in institutions of higher educations to provide the support teachers need to perform at their best and conducting further research in other departments, colleges, or campuses to see how planning takes places outside English courses.

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Bonemery, Anne M. "Influences on the retention of students from the first to the second semester of foreign language study at the community college level." Thesis, American International College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583475.

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Studies on the retention of students from one semester to another semester or one year to another year in foreign language study are scant in higher education. Furthermore, these studies are limited to research at four-year colleges and universities. This mixed methods study of first and second semester foreign language students at three community colleges in New England seeks to discover the factors that influence students to continue or not to continue to a second semester of foreign language study upon completion of the first at the two-year schools. Variables such as student gender, age, and race/ethnicity are explored to determine if they influence student decisions to continue to a second semester of foreign language study. Other variables, including curriculum design, teaching materials, and instructional strategies used in first semester foreign language classes, are investigated to determine if they are factors in student decisions to continue to a second semester of foreign language study at the community college level.

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Hishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.

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This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.

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Kreamalmeyer, Corbin. "A Mixed-Method Study Evaluating English Second Language Student Classroom Placement at the Secondary Level in a Midwest Public School." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13863416.

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English second language (ESL) learners have been present in the United States public schools for decades. While the identification and procedures for entering students into an ESL program have improved throughout the years, there still seems to be a lack of understanding of academic backgrounds and program support for these students with unique educational backgrounds and languages. Instructional techniques for ESL students have varied widely, but there has not been a common consensus on which technique to utilize with secondary ESL students. Placement of ESL students has proved to be a difficult task in districts with limited options and often times the best placement for the ESL student is not an option. This mixed-methods study was designed to evaluate the English Second Language classroom placement at the secondary level in a Midwest public school. The evaluation was done using ACCESS English fluency testing scores and teacher, counselor, and administrator perspectives gathered through interviews, surveys, and a focus group.

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Kraft, Sharmila Sohl. "Second year teachers perceptions of induction program training and support and their level of teacher efficacy when working with diverse students." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2515.

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The purpose of this study was to compare the level of efficacy of second year teachers with respect to their culturally and linguistically diverse students, and between groups of teachers participating in different induction programs. In addition, this study sought to determine if a relationship existed between the teachers' sense of efficacy with their diverse students and the support and training the teachers' received from their respective induction programs. This study was based on quantitative research methods. The data for the study was collected in February 2005, from each second year teacher participant in one of three California Teacher Induction Programs. The instruments used to collect data were the Ohio State Teacher Efficacy Scale (OSTES) and the Sheltered Instruction Observation Protocol (SIOP). A comparative and correlational study was used to investigate the second year teachers' sense of efficacy, and the extent to which they perceived their induction programs to have articulated known effective practices in relation to culturally and linguistically diverse students. The findings of this study indicated that the participating teachers felt less efficacious in instructional strategies and student engagement, and equally efficacious in classroom management as those teachers who served as the sample group for the development of the OSTES. Teachers indicated that they perceived some of the weaker components of the support and training of the induction programs in areas that centered around “language issues” such as: identifying language objectives, differentiating instruction based on language needs, and incorporating appropriate teaching strategies for language needs. This was further substantiated in the intercorrelation between teacher efficacy and the teachers' perception of emphasis of best practices for diverse students by their respective induction program. Specifically, the intercorrelations found correlations between teachers sense of efficacy and their perceptions of the support and training of their induction program in the following areas: differentiated instruction, instructional strategies, grouping strategies, and identifying key content vocabulary. The findings suggest that induction program administrators need to provide novice teachers serving diverse students with opportunities to create and implement lessons with language objectives and provide more training on instructional strategies that support meeting those objectives.

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Lynas, John Robert. "From conception to fruition : a study of the creation of a second level grant maintained integrated school in Northern Ireland." Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273657.

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Elsayed, Ahmed. "The relationship between the level of acculturation in American (English-speaking) culture and language proficiency in Arabic among adolescents." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646963.

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The purpose of this study is to describe the relationship between acculturation and Arabic language skills in Arab American youth in a community center setting. Seventy Arabic speaking students at the age of 13 through 17 in a Midwestern state were selected on a non-random sampling basis to participate in this study. Three main measures were used to collect data: (1) Student Demographic Survey, (2) student acculturation scale and (3) the Victorian Certificate of Education (VCE Exam).

Descriptive analyses were used to summarize, classify and simplify the data collected from the two surveys. Inferential analyses, on the other hand, were used to investigate two research hypotheses of this study. Two statistical tests were used: Pearson product moment correlations were used to determine if the level of acculturation was related to the students' language proficiency in Arabic. A multiple linear regression analysis was used to determine if acculturation could be used to predict Arabic proficiency after controlling for age, gender, years of school in the United States and years of formal education in Arabic. The demographic variables were entered first in the multiple linear regression analysis to remove their effects on Arabic language proficiency. There were non-significant relationships between the variables. Explanations were provided regarding why the research hypotheses were not supported. Potential future research is also examined.

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Sandage, Donna Lou. "Recall of visual and verbal information from authentic video by second, fourth, and sixth semester learners of German at the high school level /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu148784937729641.

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Cheong, Yun-Yee. "Examining second language reading : a critical review of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10062218/.

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This mixed methods study critically reviews how the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination (GCE 1162) examines second language reading. The main research question asks, 'To what degree have the intended measurement objectives of the GCE 1162 reading examination been achieved?' Four sub research questions address issues of specifications and administration, test-taker characteristics, cognitive parameters and contextual parameters. Resources drawn on include Singapore Ministry of Education and Singapore Examinations and Assessment Board documents, specifically, examination information booklets, syllabuses, committee reports and annual reviews. Subject matter experts were appointed to analyse the reading comprehension passages and test items from 22 sets of GCE 1162 reading examination papers from 2006 to 2016. Semi-structured interviews were carried out with 22 stakeholders involved in coordination, test design, item construction, marking and reviewing. The interviewees included members of an elite policy group with privileged access to test specifications and procedures. Further interviews were carried out with secondary school Chinese language teachers and students, whose perspectives are seldom considered in validation processes. Opinions were also sought from experts in the field of Chinese as a second language, reading and assessment. The study begins with an account of the concepts of validity and reading constructs. Chapter 2 discusses the Singapore education and examination system, foregrounding the history of Chinese language education and the bilingual policy introduced in 1966. A methodology chapter follows. Chapters 4 to 8 address separately each of the four sub research questions in which claims, assumptions, supporting evidence and rebuttals are presented. The final chapter, Chapter 9, addresses a posteriori inferences, including scoring, criterion-related components, and washback and impact. A cautious conclusion is drawn, namely that the measurement quality of the GCE 1162 reading examination is at a moderately unsatisfactory level.

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Stefano, Ivan. "Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.

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Gensler, Amanda M. "The Perceptions and Practices of Culturally Responsive Teaching of College Level ESL Instructors." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595924487057522.

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Gu, Mingyue, and 谷明月. "The discursive construction of English language learners' motivation in China: a multi-level perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38895456.

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Blumenthal, Laura F. "Self-Efficacy in Low-Level English Language Learners." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1622.

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Accounting for differences in second language proficiency attainment is an important area of inquiry in the study of Second Language Acquisition (SLA). Accounts of the language acquisition process have generally come from cognitive or psychological perspectives, which view language learning as primarily an internal mental/emotional process, or from sociocultural or critical perspectives that emphasize the influence of the learner's social environment. Research on variability in language learning has also failed to take into account the learning experiences of low-level learners. This study adopted a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning, and applied this perspective to understudied learners. This study interviewed four low- to intermediate-proficiency English language learners (ELLs) from Mexico about their experiences and their self-efficacy beliefs about their ability to use their English. Their accounts of their experiences learning and using English were analyzed qualitatively and four major themes were found: the role of English language interlocutors, the participants' self-assessment of their abilities, structural obstacles to learning, and the participants' experiences of and responses to challenges. The results also explored students' expressions of self-efficacy, and the ways in which their levels of efficacy helped or hindered their ability to successfully engage in interactions with English speakers.

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Benson, Katrina Rosamay. "Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606.

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Larson, Elizabeth Wellman. "An observation and analysis of teacher foreigner talk in an English as a second language classroom at the secondary level : an ethnographic perspective /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250014790.

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Matas, Amanda Keri. "Analyzing Best Practices in the Schooling of Secondary-Level Latino Newcomer Immigrant Youth: A Comparison Study of Two Yearlong Specialized Programs." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/68.

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The purpose of this research study is to compare two yearlong program models designed specifically to educate secondary-level newcomer immigrant youth within one large, urban school district in Southern California. The two divergent secondary-level programs that are compared in this study, a self-contained newcomer program and a beginning level English as a Second Language program (ESL 1/2), are explored to determine which program more successfully prepares secondary-level Latino immigrant youth to gain the language proficiency, academic skills, and academic self-concept necessary to exit after the requisite year. The research for this study is informed by scholarly literature that concerns the education of immigrant youth. The literature review is driven by the following four central concepts: an analysis of significant federal and California state language policy, mitigating factors in the education of immigrant youth, existing specialized program models, and guiding theories in the schooling of linguistically and culturally diverse students. The data for this study was collected utilizing a mixed-methods multiple case study approach. Three classrooms within each of the two programs were observed over a month-long period as simultaneous stakeholder interviews and focus groups were carried out to illuminate emergent themes and tensions. Additionally, both current and former students from the two programs were surveyed to determine their academic, social, and personal self-concept levels. The qualitative and quantitative data gathered through this study was analyzed and triangulated to determine the effectiveness of each program and answer the guiding research questions. The results of this study demonstrated mixed findings between the two programs under study. The students gained greater academic skill levels and a higher academic self-concept level as a result of the more supportive environment offered within the newcomer program, yet the ESL 1/2 students made greater gains linguistically, as was evidenced by higher redesignation rates. In addition, after their second year, the students from the newcomer program reported far lower academic self-concept levels than those who had exited the ESL program. Therefore, due to the mixed results, this study incorporated an action plan to assist districts in creating and implementing effective programs for newcomer youth.

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Bouwer, Anne Margaret. "Visual literacy in adult basic education : a study of ABET learners' visual perception with regard to their general level of English second language learning." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003707.

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Adult learners face many difficulties in their learning programmes, particularly due to the fact that having mastered literacy in their mother tongues, they move on to further educational programmes which are mostly produced in English. In contemporary society, people need to be adept in a number of literacies, termed multiliteracies. Adult learners are rarely taught visual competence as visual images are relegated to illustrations for written texts, and attention is mainly focussed on the all-important written word. Adult basic education learners need to be able to interpret pictures in books, newspapers and magazines, just as much as they need to be able to read and write. It is the premise of this research that visual literacy enhances thinking skills and that adult learners need to be actively taught how to interpret visual images in order to more ably deal with the written word, the more 'important' part of literacy. The goals of this research are to develop understanding of the processes which go into understanding images and text, and to examine how pictures can be used to help adult learners develop proficiency in English. Another goal is to teach learners the basics of visual literacy so as to improve their comprehension of the plethora of images surrounding them. The research findings could help to inform adult educators facing the current crisis in Adult Basic Education and Training in South Africa, focusing on a little-studied aspect of literacy, visual literacy, one of the critical outcomes in the new South African curriculum for Adult Education and one of the multiliteracies required by citizens of today's world.

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Colby, D. Christian. "Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103517.

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The use of assessment to foster learning has become established in classroom settings in recent years, where it has drawn considerable research interest, as learners have come to take more responsibility for their learning. The Language Testing (LT) community has recently called for more research into advances in alternative assessment practices (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner and Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). The present research reports on an exploratory study incorporating treatment and control groups, in which assessment for learning (AFL) principles were applied in two pre-university English for academic purposes (EAP) classes. The study focussed on student learning of a grammatical feature (the use of would and will in contingent use contexts) as a vehicle for investigating AFL. The study has sought to (a) interpret AFL by developing AFL procedures appropriate to a second language (L2) classroom, (b) apply these AFL procedures in an L2 classroom setting, and (c) investigate their effect on learning, and in addition, to investigate for evidence of the assessment bridge (AB), the area of classroom practice linking assessment, teaching, and learning. An AFL methodology for L2 settings was developed for the study in the form of teacher training. The AFL pedagogical materials included computer-assisted language learning (CALL), an online individual, group and teacher-class concept mapping exercises. The data collection instruments included the concept maps produced, classroom observation field notes, transcribed group and class discourse, teacher and student survey questionnaires, and pre- and post-treatment tests to indicate trends. The data were analyzed by mixed methods and the results triangulated. The results found evidence of several instances of the AB and suggest that the application of AFL procedures may have enhanced student learning of the modal usage in question. This study reporting concludes with a call for a research agenda in the LT community for further study of applications of an AFL approach in EAP classroom settings.
Dans les dernières années, le recours à l'évaluation pour favoriser l'apprentissage est devenu une pratique courante dans les salles de classe. Cela a eu pour effet de créer un intérêt grandissant pour la recherche, puisque les apprenants prennent davantage leur apprentissage en main. La communauté des chercheurs en évaluation des langues a récemment demandé que plus de recherches soient faites sur les progrès dans le domaine des pratiques d'évaluation alternatives. (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner et Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). La présente recherche fait état d'une étude exploratoire qui incorpore des groupes expérimentaux et contrôles, dans lesquels les principes de l'évaluation pour l'apprentissage (EPA) ont été appliqués et ce, dans deux cours d'anglais pour des études au niveau préuniversitaire. L'étude s'est appuyée sur l'apprentissage par les étudiants d'un trait grammatical (l'utilisation de would et will dans un contexte hypothétique) comme véhicule pour étudier l'EPA. Cette étude a cherché à (a) interpréter l'EPA en développant des procédures d'EPA appropriées pour une classe de langue seconde, (b) appliquer ces procédures dans une classe de langue seconde, et (c) étudier leur effet sur l'apprentissage, en plus de chercher des cas de pont évaluatif (PE), cette zone de la pratique pédagogique faisant le lien entre l'évaluation, l'enseignement et l'apprentissage. Dans le cadre de cette étude, une méthodologie de l'EPA dans un contexte de langue seconde a été développée sous la forme d'une formation des enseignants et le matériel pédagogique qui a été utilisé, incluait l'enseignement assisté par ordinateur (EAO), ainsi que 3 exercices de schématisation conceptuelle: individuel en-ligne, en petits groupes et en classe avec la participation de l'enseignant. Les instruments de collecte de données incluaient les schémas conceptuels produits, les notes d'observation prises en classe, la transcription des discussions de groupe et de classe, les questionnaires de sondages menés auprès des étudiants et des enseignants, ainsi que les prétests et les post-tests afin de démontrer certaines tendances. Les données ont été analysées utilisant une méthodologie mixte et les résultats triangulés. Ces derniers ont mis en évidence plusieurs occurrences du PE et ont suggéré que l'application des procédures d'EPA aurait aidé les étudiants dans leur apprentissage de cette forme grammaticale. Ce rapport d'étude recommande donc à la communauté des chercheurs en évaluation des langues de mener des recherches plus exhaustives au sujet des applications d'une approche de l'EPA dans le domaine des cours d'anglais.

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Holm, Ingrid. "Level up : Lärares syn på fritidsengelska aktiviteter hos elever i årskurs 4–6." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-75567.

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The aim of this study is to investigate the opinions teachers teaching English in grades 4-6 have on Extramural English in school, the advantages and disadvantages Extramural English brings, and how they teach to support the acquisition of English for students. The study is based on the following questions: Which teaching methods supports students' language acquisition of English according to teachers in grades 4-6? Which connections do teachers see between students' Extramural English and their attitude to, and knowledge of, English? Do teachers let students' Extramural English interests take place in the classroom, and in which ways? Results from interviews with five teachers from four different schools, and questionnaire responses from 122 teachers, has been used to create the basis for the study. Results show that participating teachers find students attitude to English, as a language as well as subject in school, to be mainly positive. From the teacher’s perspective the students positive attitude reflects on student’s production of English. Many of the teachers express that they include elements of Extramural English when they teach. The study may be of interest from a didactic perspective as it provides insight to how teachers view, and use, Extramural English while teaching.
Syftet med den här studien är att undersöka hur lärare som undervisar i engelska i årskurs 4-6 ser på fritidsengelska i skolan, eventuella fördelar och nackdelar som fritidsengelska innebär, men också hur man undervisar för att främja förvärvandet av engelska hos eleverna. Studien utgår från följande frågeställningar: Vilka undervisningsmetoder främjar elevers språkförvärvande av engelska enligt lärare i årskurs 4-6? Vad ser lärare för kopplingar mellan elevers fritidsengelska och deras inställning till, och kunskaper i, engelska? Låter lärare elevernas fritidsengelska ta plats i klassrummet, och i så fall hur? Resultat från intervjuer med fem lärare från fyra grundskolor, samt enkätsvar från 122 lärare, har använts för att skapa underlag till studien. Av resultaten framgår det att medverkande lärare anser att elevers inställning till engelska, både som språk och som skolämne, är huvudsakligen positiv. Ur lärarnas perspektiv reflekteras elevernas positiva inställning i deras produktion av engelska. Majoriteten av lärarna uttrycker även att de inkluderar fritidsengelska element i sin undervisning. Studien kan vara av intresse ur ett didaktiskt perspektiv då den ger en inblick i hur lärare idag ser på, och använder sig av, fritidsengelska i sin undervisning.

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Byrne, Delma V. "The influence of early work experiences undertaken before leaving second level education on the socio-economic outcomes of school leavers in the Republic of Ireland." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/24010.

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Young people increasingly engage in work opportunities while still in second level education, and these ‘early work experiences’ can be acquired through part time job holdings or as school organised work experiences as part of a wider programme of studies. This dissertation examines the characteristics of a representative sample of second level education school leavers who participate (or not) in early work experiences in terms of gender, and an array of socio-economic family and parental background factors as well as a measure of socio-economic disadvantage in the area in which they live. The influence of early work experiences on socio-economic outcomes relating to participation in further/higher education and participation in the labour market are then examined. Two main approaches are considered: human capital and social capital. The first approach emphasises the role of early work experiences as a source of human capital that adds to the productivity of young people and which would be recognised in the labour market. The second approach emphasises the role of factors such as family background, school type attended and regional both in determining participation in and outcomes of early work experiences. Based on this theoretical framework, a number of hypotheses are tested. The dominant statistical methodologies used to analyse the data from the 2003 School Leaver Survey were formations of generalised linear models. The results indicate that both human and social capital approaches are useful for examining the influence of early work experience on later outcomes, but that selection into these types of early work experience have the greatest influence on socio-economic outcomes.

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Griffin, Catherine Rosarii. "The mediation of market-related policies for the provision of public second level education : an international comparative study of selected locations in England, Ireland and the USA." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:36b5b5cc-8e09-4c31-9a54-083e1c824d67.

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This thesis is entitled The Mediation of Market-Related Policies for the Provision of Public Second Level Education: An International Comparative Study of Selected Locations in England, Ireland and the USA. The two key words in this thesis title are 'mediation' and 'comparative'. The focus of this thesis is on the phenomenon of mediation. The market-related policies that are being examined in the light of mediation are choice policies or open enrolment policies for the provision of second level public schooling. However, this is not a thesis about school choice but rather on the factors and stakeholders that affect the mediation of a policy. As the focus is on mediation, and not on policy analysis, this study is therefore, of necessity, a qualitative one. The researcher used semi-structured interviews, combined with documentary evidence, to understand both the contexts and the interactions in which mediation of various kinds takes place. The second notable feature is that this study is a comparative one. The researcher chose three countries where market related policies were being implemented, albeit to different effect. The countries chosen were England, Ireland and the USA (Massachusetts). The comparative dimension enabled the researcher to challenge ethnocentric assumptions about the modus operandi of policy at the grass- roots level. In order to understand the operation of the market, the researcher selected comparable locations in all three countries. As 'markets' are intrinsically local, the researcher examined how policy is mediated at the local level. The three conurbations were selected on the basis of their comparability, none of which are capital cities. Research was conducted in all three locations in three separate phases: pre-pilot to ascertain their suitability; pilot work to prepare the groundwork and then the main study. In all, over sixty interviews were held at local, regional and national levels, although the focus was primarily on the local. Documentary sources were collected simultaneously. The analysis of the data was ongoing during the entire research process and progress was presented at conferences in the host research countries where useful feedback was obtained. The researcher used Bereday's comparative methodology and, by taking a factor approach, insights were gained into the cultures and contexts affecting the mediation of policy. The researcher hopes to add to comparative methodological theory through the use of multiple cross-national studies. The insights gained from the research questions: how, if at all, do the factors and stakeholders identified affect the mediation of policy, confirmed that this was indeed an area worthy of study. The outcomes, displayed in matrices in chapters 8 and 9, show that different combinations of factors affect how policies are mediated by the stakeholders and indirect factors involved in the immediate implementation of open enrolment policy. The cases also yielded idiosyncratic variants based on their particular educational histories and current circumstances. However, similar features were noted in all three countries in relation to enrolment issues. In brief, these were: increased political interaction at the local level; demographic changes on the rolls of high schools; de facto social segregation; differential funding mechanisms relating to enrolment; and different attitudes to public education on the part of interest groups in each location; and the significance of regulated space. This area is ripe for research, and there is a call in the literature for more in-depth analyses on such social interactions at the local level that affect different policy outcomes. It is hoped that this study will contribute to understanding the factors at work, both direct and indirect, which mediate policy in such a way that explain the potentially different outcomes of similar policies.

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Healy, Kathleen Goretti. "A study into the factors that encourage candidates to apply, or discourage them from applying, for Principal positions in Catholic second level schools in the Republic of Ireland and Northern Ireland." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:13972.

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This ex post facto piece of research, conducted in Catholic voluntary secondary schools in the Republic of Ireland, and Catholic grant maintained and voluntary grammar schools in Northern Ireland, is an exploration of contemporary leadership succession challenges. There would seem to be an impending shortage of applicants for school principalship- this research establishes empirical evidence as to the situation in the Irish context, North and South. Research questions include: what personal and work related characteristics of senior teachers predispose them to see certain features of the principalship as attractive or unattractive? What conditions associated with the principalship do senior teachers see as objectionable/attractive, i.e. what are the disincentives/incentives associated with the position? What are the specific career intentions of the respondents with regard to principalship in particular? 326 teacher questionnaires were used for analysis. The self-administered questionnaire consisted of 94 fixed-response items. These are used to identify the perceived disincentives and incentives to applying for principalship. Two open-ended statements invite teachers' personal comments on the factors that would influence their decision to apply or not to apply for school leadership. The qualitative data from these two items was used to nuance the quantitative findings. The fixed response items are preceded by 12 items relating to the personal and work-related characteristics of the respondents, with one item relating to their career aspirations. This study, after providing validation data, provides a necessary overview/profile of the study population. This is prior to the employment of inferential statistical analysis using the logistic regression technique. This method of analysis leads to an exploration of the impact of predictor variables on the outcome variable- career intention, which is dichotomous in nature. Results from the univariate and multivariate logistic regression analysis are presented. The study's research objective is the identification of those common or indeed, divergent factors that impact on senior teachers' decision to apply or not to apply for principalship. Six independent variables remain in the final regression model as having statistical significance in the determination of career intention. These include the age group of the respondents, their highest level of education achieved and the school type in which they work. It also includes their perceived lack of expertise, loss of close relationships and the perceived internal rewards connected with the position. It is concluded that there is association between these variables and career intention which is not accounted for by the covariates.

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Shak, Juliana. "Nudging young ESL writers : engaging linguistic assistance and peer interaction in L2 narrative writing at the upper primary school level in Brunei Darussalam." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:7723ad72-5ccb-4933-b239-a21b33b053aa.

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Motivated primarily by a cognitive approach, with consideration of interactional processes from a sociocultural perspective, the present study examined the use of linguistic assistance and peer interaction to facilitate second language (L2) writing of young ESL learners. A total of 257 Year 5 children (age 10) from twelve intact classes (from six different schools) took part in this eight-week intervention-based study. Using a quasi-experimental design, the classes were randomly assigned to one of three treatment groups or the control group. Pretests, interim tests, immediate posttests and delayed posttests were administered. As the study concerned both the processes and products of L2 development, peer interaction and children's written production were taken as the two primary sources of data for this study. For the written production, four criteria were used to rate learners’ writings: Quality of ideas, Story shape and structure, Vocabulary and spelling and Implicit grammar. Partial correlation was employed to examine if there were any statistical relationships between treatment and learners’ written performance while controlling for prior attainment. Results show that the provision of enhanced and basic linguistic assistance may have a positive influence on only certain aspects of L2 writing, while opportunities for peer interaction does not appear to have an impact on learners’ L2 performance. For peer interaction, a subset of 60 learners were selected from the two treatment groups which received basic and enhanced linguistic assistance, to compare their dialogic performance. Based on quantitative analyses of their recorded interactions, the findings suggest that the provision of varying degrees of linguistic assistance may affect, not the content of peer discussions, but how peer assistance is given during task. The results also show that through the provision of linguistic assistance, peer interaction mediates the participants’ performance on Quality of ideas, Story shape and structure and Implicit grammar in their subsequent individual writing.

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Riley, Alanna. "The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006237.

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This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.

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Pillay, Lionel Franklin. "Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001434.

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Since in our educational system a great deal of learning is supposedly dependant upon a child's ability to read and assimilate information from textbooks, this study investigated what reading skills are required by a second language reader of English to read textbooks with comprehension and understanding in relation to the reading skills of a competent reader and how Ciskeian Standard 6 pupils perform in relation to a Geography text prescribed at that level. A test, designed to measure eight reading comprehension skills, was given to a sample of 250 children from four schools in Zwelitsha, Ciskei, to establish whether the subjects are able to: a) give the literal meaning of words; b) derive the appropriate meaning of an ambiguous word from the context in which it appears; c) find answers to questions by making direct reference to the text; d) identify the major points and details in a text; e) use the information in the text to predict what the writer is going to talk about next; f) find the referent for anaphoric terms; g) use discourse markers to predict information/meaning to come, and see the relationships between what they have just read and what they are about to read; h) activate and use the background knowledge and schemata that they have to understand the text topic.The results of this study indicate that these children are: a) unfamiliar with the structure of expository texts; b) linguistically bound to a text and that they fail to use linguistic and contextual clues even when they are explicit in the text. The study also shows that the ability to make inferences and predictions is determined to a large extent by the prior knowledge and background experience that a pupil brings with him to the text and by his ability to activate that background knowledge. The findings suggest that in the English classroom, in an English as a second language (L2) medium situation, the L2 teacher has a responsibility to prepare the child for the study, which includes reading, writing, listening and speaking, of all subjects across the curriculum through the second language, which is the medium of instruction

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Hadjioannou, Adamantia. "The role of corpus linguistics in a lexical approach to college level English-as-a-foreign-language pedagogy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2791.

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This project offers methods for English-as-a-foreign-language (EFL) undergraduate students to improve their English skills following a lexical approach to language incorporating the methodology of corpus linguistics research.

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Berg, Jonas, and Jerry Olsson. "The Role of Communicative Confidence in the Swedish English Education Are the Learners Ready for the Global Arena?" Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27534.

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In today's globalized society, English is one of the main ways of communication. Therefore, teaching students English in such a way that they not only understand the basics, but are confident enough to communicate with an international population of varied ability and linguistic background becomes a high priority in school. In this study we look at the reported communicative confidence level (CCL) of learners at a Swedish upper secondary school. This quantitative study collected data from questionnaires from upper secondary students in the Swedish school. We found that the participants displayed an above average level of perceived communicative confidence; that a higher academic achievement correlated with a higher CCL; that the expected need, the context, and the interlocutors do not correlate with the CCL; and that a higher degree of formality and unfamiliarity of a communication situation seems to correlate with a lower CCL. To be able to make confident generalisations in the future about CCL, we suggest this study be reproduced on a larger set of data and that actual CCL, as opposed to participant perception of CCL, could be observed.

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Haapala, Brundin Daniel. "Likvärdighet, i vilket syfte för vem och när? : En idéanalys av likvärdigheten i utbildningssystemet från grundskola till gymnasiet utifrån frihetsbegreppet." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44015.

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In which purpose, for who and when does equality get fullfilled in the education system? This studie takes aim on the upper level and second upper level school system to study what the curriculum says on the one hand and what the system brings out on the other. With critical theory as method, with Herbert Tingsten as founder, this studie analyzes the logic of the education system to set out if the pupils choice of education, after the upper level lower secondary school, in second upper level is legit with democratic principles such as freedom (of choice). The theory, used to analyze the individuals progress to be autonomous, uses Adam Swifts definition of freedom as an individual being autonomous. The findings of the study shows that what politicians chases as equality really i´snt equality. What sets out be a guarantee in the upper level lower secondary schools official documents, that every student are concerned by the goals of the school, really don’t apply to all students. Equality is withheld, politicians have put forward, when every student gets at least the grade E. This stands against that the grade E as it is graded by the Swedish school department “Skolverket” and so by the teachers in local schools doesn’t reach to the goals outlined in the official documents. Equality as it is defined in earlier studies is partly confirmed by this study, partly redefined as it shows that equality in the education system don’t seem have anything to do with the opportunities or possibilities of the pupils in the school system.

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Abukhadrah, Qutaiba A. "Arab Male Students’ Preferences for Oral Corrective Feedback: A Case Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330997332.

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Österqvist, Heléne. "Avslutande prov i svenska som andraspråk-eller inte?" Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65245.

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Skolverket konstruerar och ger ut nationella prov för elever som studerar svenska som andraspråk på grundläggande nivå i grundskolan. Däremot finns inga nationella prov för vuxna elever på vuxenutbildningen. Elevernas provresultat kan ge en uppfattning om den tillägnade språkkunskapen i svenska är tillräcklig för att gå vidare till svenska som andraspråk på gymnasienivå. Denna mindre studie behandlar hur några lärare på vuxenutbildningen motiverar huruvida avslutande kursprov behövs eller inte. Hur detta formuleras i läroplanen för vuxenutbildningen och kursplanen för svenska som andraspråk undersöks också. Några språkforskares syn på kunskap, lärande och bedömning utgör den teoretiska utgångspunkten. De resultat studien visar, pekar på att avslutande kursprov efterfrågas av lärarna. Lärarna uppfattar att även elever efterfrågar dessa prov. Detta jämförs med de centrala dokumenten, som stödjer att avslutande prov ska ge lärare stöd i sin bedömning. Några teoretikers syn på kunskap, lärande, prov och bedömning behandlas också för att tydliggöra en motivering av avslutande kursprov.
Skolverket constructs and distributes final examination in Swedish as a second language. These tests are only given to younger students at compulsory level, not to adult students. The students' test results can give an idea of whether the language proficiency in Swedish is sufficient to move to Swedish as a secondary language at upper secondary level. This smaller study treats how teachers in adult education perceive whether or not the final exam test is necessary. How this is formulated in the curriculum for adult education and the syllabus for Swedish as a second language is also examined. Some language researchers' views on knowledge, learning and assessment constitute the theoretical point of origin. The results of the study indicate that the final exam tests are demanded by the teachers. Teachers perceive that even students request these tests. This is compared with the central documents supporting the final exam to provide teachers with support in their assessment. Some theorists' views on knowledge, learning, testing and assessment are also discussed to clarify a motivation for the final exam.

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Steinagel, Lane O. "The Effects of Reading & Reading Strategy Training on Lower Proficiency Level Second Language Learning." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1116.pdf.

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Dunn, Suzanna. "Validating the Vocabulary Levels Test with fourth and fifth graders to identify students at-risk in vocabulary development using a quasiexperimental single group design." Thesis, Argosy University/Seattle, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3577320.

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This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and Diagnostic Evaluation (GRADE), a previously validated vocabulary assessment with fourth and fifth grade students, was used to determine concurrent validity with two VLT subtests, the 2000 level and Academic Word Level. The two VLT subtests and GRADE vocabulary subtests were administered over one academic week near the end of the 2011-2012 school year.

Prior research has identified vocabulary knowledge and development as a key indicator in reading achievement. However, there is currently a lack of assessments able to identify students who are struggling with vocabulary development. The VLT is a well-established and researched vocabulary test which identifies levels of vocabulary knowledge, but it has been used exclusively with English language learners primarily at the university level. The study, therefore, expands on the current research base on the VLT with a new population to determine if the VLT is a valid vocabulary assessment for fourth and fifth grade students.

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Kim, Yoon Jung. "Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469140683.

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Czaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.

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This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003; McGrenere & Ho, 2000); Learning Design (Conole & Dyke, 2004a, 2004b; Laurillard et al. 2000;); Education (Kirschner, 2002; Salomon, 1993; Wijekumar et al., 2006) and Educational Psychology (Greeno, 1994). In order to investigate this subject, the following research questions, rooted in the theoretical foundations of the thesis, were formulated: (1) What are the learners’ attitudes towards the ICT tools used in the project?; (2) What are the affordances offered by ICTs used in a specific French language course at university level from the perspective of the teacher and from the perspective of language learners?; (3) What affordances offered by ICT tools used by the teacher within the specific teaching and learning environment have been taken up by learners?; and (4) What factors influence the uptake by learners of the affordances created by ICT tools used by the teacher within the specific teaching and learning environment? The teaching phase of this project, conducted between 2006 and 2008, used Action Research procedures (Hopkins, 2002; McNiff & Whitehead, 2002; van Lier 1994) as a research framework. The data were collected using the following combination of qualitative and quantitative methods: (1) questionnaires administered to students (Hopkins, 2002; McNiff & Whitehead, 2002) using Likert-scale questions, open questions, yes/no questions; (2) partnership classroom observations of research participants conducted by Research Participant Advocates (Hopkins, 2002; McNiff & Whitehead, 2002); and (3) a focus group with volunteering students who participated in the unit (semi-structured interview) (Hopkins, 2002; McNiff & Whitehead, 2002). The data analysis confirms the importance of a careful examination of the teaching and learning environment and reveals differences in the ways in which the opportunities for an action offered by the ICTs were perceived by teacher and students, which impacted on the uptake of affordances. The author applied the model of affordance, as described by Good (2007), to explain these differences and to investigate their consequences. In conclusion, the teacher-researcher considers that the discrepancies in perceiving the affordances result from the disparities between the frames of reference and the functional contexts of the teacher-researcher and students. Based on the results of the data analysis, a series of recommendations is formulated supporting calls for careful analysis of frames of reference and the functional contexts of all participants in the learning and teaching process. The author also suggests a modified model of affordance, outlining the important characteristics of its constituents.

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Mhlongo, Goodfriday Johannes. "The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo." Thesis, North West University, 2014. http://hdl.handle.net/10394/13174.

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There has been growing concern in the higher education sector in South Africa about the high number of students with low academic literacy (AL) levels who are gaining entry into the sector. This influx necessitated the introduction of academic literacy interventions which are aimed at supporting these students in meeting the academic literacy requirements of university education. As a result, the tertiary sector has seen a growing number of AL interventions, each catering for a different context. However, the available literature reports very little substantial evidence on the impact/effectiveness of such interventions regarding the purpose for which they have been designed. The Vaal Triangle Campus (VTC) of the North-West University has also found that the majority of first year students who register at this Campus in order to attain a tertiary qualification, show inadequate levels of academic literacy in English. However, the academic literacy intervention that is currently used at this campus has never been formally assessed for its effectiveness in improving students’ academic literacy levels. The purpose of the current study was therefore to investigate the impact of the academic literacy intervention on students’ academic literacy levels. This intervention, which consists of two complementary semester modules, is offered over a one-year period to new first year students. As a first step, a comprehensive literature survey was conducted on important changes that took place in the tertiary education sector after 1994. The reason for this enquiry is based on the fact that many of these changes, such as the ‘massification’ of tertiary education, had far-reaching consequences for the tertiary sector in terms of more underprepared students who gained access to university education. Furthermore, available literature on the types of academic literacy interventions in South Africa, as well as specific sources on the reported impact of such interventions, were critiqued. The empirical part of the study made use of both a qualitative and quantitative research paradigm in order to investigate the impact of the AL intervention at the VTC. A highly reliable academic literacy test (the TALL – Test of Academic Literacy Levels) was used to determine whether students showed any significant improvement in their levels of academic literacy as a result of the intervention. This study reports positive findings in this regard. The investigation further gathered opinion-based data through the administration of three questionnaires aimed at determining student and lecturer perceptions of the impact of the intervention. The main findings of the two student questionnaires (one administered for each AL module) show that students generally see the value in attending the academic literacy modules because they feel that they derive benefit from them. The findings of the lecturer survey indicate that although mainstream lecturers are acutely aware of the low academic literacy levels of their students, they do not see the impact of the intervention on improving such levels. They are further not very knowledgeable about what the focus of the intervention entails. The main conclusion of this study is, in brief, that the academic literacy intervention has a definite effect on the improvement of students’ academic literacy levels. However, no conclusive data was found to support the idea that the improvement was due only to the influence of the intervention.
MA (Applied Language Studies), North-West University, Vaal Triangle Campus, 2014

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Silva, Maria João. "Os problemas de adição e subtracção nos manuais do 2º ano de Matemática." Master's thesis, Instituto Superior de Psicologia Aplicada, 2006. http://hdl.handle.net/10400.12/944.

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Dissertação de Mestrado em Psicologia Educacional
O conhecimento que a criança vai adquirindo resulta das suas experiências quotidianas, do conjunto de situações que lhes vai proporcionando esquemas de pensamento acerca do mundo que a rodeia. Perante situações que ela não consegue explicar ou resolver, ela vai colocando hipóteses e explorando diversas formas de resolução. No caso dos conhecimentos matemáticos, esta situação não é diferente. A criança vai construindo teoremas-em-acção de modo a resolver situações problemáticas localizadas, dando início à elaboração de noções matemáticas, como representar, relacionar e operar com quantidades, por exemplo. Com a entrada para a escola, a criança vai sendo confrontada com um saber institucional ''decretado" e transmitido por alguém mais competente. Muitas vezes, acontece, as crianças tentarem adaptar os seus esquemas ao conhecimento transmitido, o que pode originar dificuldades na aprendizagem. É através da confrontação com problemas para os quais não tem uma solução e que não servem as ideias que foi construindo, que a cnança vai alterando as suas concepções e evoluindo para teoremas mais abstractos e adequados. Perante a resolução de diferentes categorias de problemas, nos quais se fazem variar as relações semânticas, a posição da incógnita, a posição da pergunta a investigar, entre outros aspectos, a criança domina diferentes propriedades do mesmo conceito. No caso deste estudo, os conceitos a dominar são o de adição e o de subtracção. É também documentado, por várias investigações acerca das práticas pedagógicas levadas a cabo dentro da sala de aula, que os manuais escolares desempenham um papel fundamental. por vezes orientador, destas práticas e do conhecimento a adquirir pelos alunos. Centrando-se nestas perspectivas, o presente estudo pretendeu analisar os manuais escolares do 2o ano de escolaridade, da disciplina de Matemática, mais utilizados pelas escolas portuguesas, em relação as categorias de problemas aditivos e subtractivos que apresentavam. Estabelecendo-se duas análises distintas: por um lado, comparar os manuais entre si, no que respeita, à proporção de problemas aditivos e subtractivos em relação ao número de exercícios aditivos e subtractivos e às categorias de problemas aditivos e subtractivos que apresentavam (analisados segundo a tipologia de problemas de Vergnaud, 1982); por outro, averiguar se as diferenças entre os manuais se reflectiam em diferenças significativas nos desempenhos das crianças que tinham o ensino da Matemática, baseada naqueles manuais. A amostra do estudo compreendeu um total de 60 crianças, do 2o ano de escolaridade, da região de Lisboa, com uma média de idade de 7 anos e 11 meses, divididas por três grupos, consoante os manuais em análise: Amiguinhos, Fio-de-Prumo e Eu e o Bambi. De modo a homogeneizar os grupos, consideraram-se os resultados das Matrizes Progressivas Coloridas de Raven. A análise feita aos manuais consistiu na contagem do número de exercícios e de problemas aditivos e subtractivos, existentes nos manuais em estudo, e na categorização desses problemas, baseada na tipologia de problemas de Vergnaud (1982). Para alguns dos manuais, foi ainda averiguada a posição da incógnita para todas as categorias de problemas. Os desempenhos dos participantes foram analisados segundo o processo de resolução de quatro categorias diferentes de problemas aditivos e subtractivos, a saber: composição de duas medidas (categoria I), transformação unindo duas medidas (categoria II): relação estática entre duas medidas (categoria III), e composição de duas transformações (categoria IV) (Vergnaud, 1982). A análise estatística efectuada (teste paramétrico t-student) e para um nível de significância de alpha= 0,05, confirmou a existência de diferenças significativas no desempenho dos participantes de cada grupo, na resolução de problemas de duas categoria de problemas {composição entre duas medidas e relação estática entre duas medidas), em função da posição da incógnita. Contudo, a análise estatística efectuada para avaliar os desempenhos dos participantes na resolução de problemas de adição e de subtracção, (teste paramétrico ANOVA, para uma nível de significância de alpha= 0.05). revela que não existem diferenças significativas entre os grupos definidos pelo manual. As grandes ilações retiradas do estudo são as seguintes: a marcada predominância de exercícios de cálculo em detrimento de problemas aditivos e subtractivos; também, a predominância de uma determinada categoria de problemas, nos manuais analisados; e a ausência de diferenças significativas no desempenho dos diferentes grupos nas várias categorias de problemas, mas a presença de diferenças significativas na resolução de problemas de cada categoria, em função da posição da incógnita.

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Dissertations / Theses on the topic 'Second level education'

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