Dissertations / Theses on the topic 'Space perception Study and teaching (Secondary)'
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Brown, Martha. "Relation of visuospatial and analytical skills and span of short-term memory to academic achievement in high school geometry." Thesis, Virginia Tech, 1991. http://hdl.handle.net/10919/44533.
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The purpose of this research was to investigate hypothesized relations of visuospatial and logical reasoning skills, and span of short-term memory to achievement in geometry. In addition, major subfactors of visuospatial ability (visualization, speeded rotations, spatial orientation, and disembedding) were assessed to determine which were significant predictors of geometry achievement.
Vernon's (1965) model of intelligence and Baddeley's model of working memory provided the theoretical framework for these hypotheses.
Subjects (N = 110) were students in seven sophomore level geometry classes in two schools in southwest Virginia. Cognitive measures of speeded rotations, visualization, spatial orientation, disembedding, Gestalt closure, logical reasoning, and short-term memory span were administered.
Two measures of geometry achievement were used: The standardized New York Regents Geometry Exam, and z-transformations of the classroom final grade.
A model of geometry achievement is proposed and major predictions of the model were supported. within this sample, regression analysis showed the measures of visualization, logical reasoning, and short-term memory predicted achievement on the New York Regents Geometry Exam.
Separate regression analyses for each gender revealed visualization predicted geometry achievement for the girls, while logical reasoning and short-term memory span predicted geometry achievement for the boys. Gender differences favoring boys were found on measures of speeded rotations, spatial orientation, and Gestalt closure. Girls had significantly higher scores on the measure of short-term
memory span and the classroom measure of geometry achievement.Master of Science
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Lee, Man-sang Arthur, and 李文生. "Developing a dynamic geometry task platform for accessing students' perceptions of geometric properties through analysis of example spaces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/208580.
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Geometry learning at the junior secondary level should focus on the connection between students’ intuitive, spatial thinking and formal, deductive reasoning. It is crucial for students at this stage to develop abstract concepts based on knowledge of and reasoning with geometric properties. Dynamic geometry tools are promising resources in classroom teaching for enriching students’ experience in geometry.
Studies about students’ learning with dynamic geometry tools usually focus on the long-term development of tool use in the contexts of problem solving and explorations. Data are mostly obtained from interviews and observations with students working in small groups or individually.
This study begins with an original approach. It aims at understanding students’ perceptions of geometric properties in simple dynamic figures without assuming any prior experience of students with dynamic geometry tools. A special web-based platform was developed to capture students’ results of dragging in dynamic figures. Quantitative and qualitative data were obtained for analysis from this platform and task-based interviews respectively.
In a set of 8 tasks designed in this study, students were asked to drag free points in pre-constructed figures to create examples of geometric configurations with parallel lines. Results of the tasks were collected through the web-based platform from 1,589 secondary 1 to 4 Hong Kong students in 11 schools of different backgrounds. In the next stage, 24 secondary 2 students from another 6 schools took part in task-based interviews, enabling detailed observations and analysis of their reasoning.
The basic assumption of this design is that students working on the tasks will generate examples of geometric figures that reflect their understanding of relevant geometric properties. Their results could then be analyzed in the form of collective and personal example spaces with critical dimensions of variation to be identified (Watson & Mason, 2005).
The findings of the study indicate how participating students vary in their ways of discerning critical geometric properties in dynamic figures. In particular, the results reflect students’ general limited awareness of basic geometric properties, such as equal opposite sides or angles, while manipulating and interpreting pre-constructed figures. Graphical representations of collective example spaces, developed in this study, provide useful means for revealing dimensions of variation in examples generated. It is hoped that the findings and method of the study can inform classroom teaching with dynamic geometry tools that capitalizes on variation in students’ perceptions.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.
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Xhetani, Elton. "Space and the elaboration of occupational identity : an empirical case study of the UK teaching profession." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/81835/.
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Situated understandings of identity have gained prominence in the organisational studies litera-ture. Through the guiding works of Lefebvre and Ibarra this thesis explores the relationship be-tween organisational space and occupational identity through an empirical study of two schools in the UK. Narratives are collected using visual prompts to examine individuals’ lived experiences in the workplace. My rich data allow me to bring to the fore and unpack how physical changes form and transform occupational sense of self. In particular, my findings indicate that space is involved in the formation of occupational identity in different ways, namely, by giving a sense of continuity to employees, assisting in the development of a sense of belonging and upholding in-group identity, providing employees with a sense of expectations and idealised performances, and sustaining hi-erarchy by establishing a daily routine that excludes and isolates groups of workers. This study makes three main contributions. First, through Lefebvre’s lens, it discusses how identity is mediated through space and discusses the politicisation of space and shows that space can be used to emphasise or interrupt power relations in the workplace. Secondly, through application of Lefebvre’s work this study explains tensions created through spatial change and the implications that these have for the formation of occupational identity. Thirdly, this study takes Lefebvre’s con-cern with tensions one step further by unpacking the complications posed by these for the for-mation, reflection and modification of occupational identity. To make sense of this, Ibarra’s work has been introduced to argue that space is instrumental in reflecting and formulating new, some-times provisional, sometimes conflicting, occupational identities and this leads to ambivalence and ambiguity in the profession. This study highlights the importance of not treating space simply in terms of walls and physical ap-pearance. Space has a special meaning for employees and is a tool that allows them to express their sense of professional self by desiring, imagining and planning a physical space that corre-sponds to their professional role. When space is taken away from professionals, they create their own physical boundaries that send messages to outsiders that they have control of their profes-sion. They do this in order to protect their professional autonomy, feel noticed at the workplace and to imprint parts of their personality according to their professional needs.
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Hui, Siu-king Regina, and 許小琼. "Students' perception on personal and social education implementing in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959428.
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龐永欣 and Wing-yan Pong. "Widening the space of variation: inter-contextual and intra-contextual shifts in pupils' understanding of twoeconomic concepts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31240902.
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Li, On-ki, and 李安琪. "An investigation into Hong Kong junior secondary students' perception on the use of poetry in the English classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176309.
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Leung, Pui-ling. "Achieving quality education : a study of secondary school principals' and teachers' perception and strategies for promoting quality in their schools /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472480.
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葉慧蓮 and Wai-Lin Teresa Yip. "A study of the perception good citizenship among teachers and studentsin Hong Kong schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958369.
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Coker, Dianna Ross. "The role of visual-spatial aptitude in accounting coursework." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170640/.
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Miao, Ching-wang, and 繆正宏. "The perception of F.5 students on the impact of environment protectioneducation in certificate chemistry in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959738.
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Ahmed, Zaiboenisha. "Teachers’ perception of the integration of socio-scientific issues in their science classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1856.
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Thesis submitted in fulfilment of the requirements for the degree
MASTER OF EDUCATION
in the
FACULTY OF EDUCATION AND SOCIAL SCIENCES
at the
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY
2014The purpose for this study was to reveal the perceptions held by science teachers on the integration of socio-scientific issues in their science teaching. Also pertinent to this investigation was an understanding of what these teachers saw as the purpose(s) of such integration, how they purported to carry out the integration in their classroom, and how they perceive the role of social justice in science teaching. The theoretical principles of critical pedagogy underpinned the study and its methodology was guided by a phenomenological approach. The qualitative study was confined to eight schools in the Cape Town Metropole and ten science teachers made up the purposefully selected sample. Grounded theory was used as a method of analysis of the transcripts obtained from the semi-structured interviews conducted with the teachers on the socio-scientific issues depicted by two scenarios. Teachers saw the purposes for SSI integration in terms of its focus on the science curriculum, the everyday relevance of science and the impact of science. In addition they thought SSI integration could be useful to inculcate values, encourage behaviour change, advance both society and self, and develop critical thinking. They cited seven different teaching strategies and practices which they preferred for such integration: enquiry-based tasks; science content-specific activities; science-technology-society-environment (STSE) activities; communication of science information; science oriented projects; literacy programmes and deliberation and decision-making. The teachers thought that they could use the SSI scenarios to address socio-economic issues and issues pertaining to equity, self-determination, equality and civic values. Four general teacher profiles emerged from the research findings. These profiles captured both the commonalities and diversity existing among the participants’ perspectives.
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Mofokeng, Sharlotte Thato. "The perceptions of parents and teachers about the learning and teaching of Setswana as a first language in High Schools." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1250.
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Thesis (MA. (Translation Studies and Linguistics)) --University of Limpopo, 2014This research looks at the perceptions of parents and teachers about the learning and teaching of Setswana. It looks at Setswana not only as a subject but also as a first language that learners speak at home. It is said that learners have a negative attitude about learning their mother tongue, so this study aims at looking whether parents and teachers are indeed aware of this attitude o if there is an attitude at all. It also intend to indicate whether parents and teacher have a way of discouraging these learners about learning their mother tongues. Since English is seen as the most prestigious language parents may feel that their learners have to be competent in English or they will not achieve much or anything. As teachers teach the language that learners do not appreciate, how do they deal with discouraged learners? Most of all it plans to demonstrate and/or advice learners, parents and teachers about the importance of learning mother tongue in school especially now that they are in high school where by they are capable of making decision about what future path do they want to take. The research tools that are used are questionnaires and interviews. There is a selected number of parents and teachers that will participate. The teachers will answer questionnaires while parents will be interviewed. The data will be analyzed textually also with the help of the SPSS software. The data will be analyzed and interpreted as what they mean for the research and how they have helped that study as a whole and also how they can help further studies if there are any. This study aims to reach the department of education so that maybe they can be able to revise the curriculum of Setswana or maybe change the content. Most importantly it intends to show learners that mother tongue is not a dead end as they make it out to be. They may be as successful with language as they can be with other professions.
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Sturge, Sparkes E. Carolyn. "Being and becoming an 'I want to learn person' : participating in an arts-oriented learning environment : perception and context." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85207.
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The push for educational reform in the province of Quebec, Canada has brought to the foreground many ideas about what needs to be done to improve the learning experience of students. While there has been some movement in the primary grade levels, change in the secondary level is still in its infancy. There are some teachers, however, in high schools who have been on the cutting edge of educational reform. The purpose of this study is to look at participation within a secondary classroom where the philosophy of the reform is being acted upon. The study, qualitative in design, is a type of ethnographic investigation of a teacher and students in a Grade VII language arts classroom. The classroom is a part of an exclusive program, namely the Alternative Learning Program, nested in a public high school in the Montreal area.Using various means of data collection such as field notes and interviews, the researcher examines the various dimensions of participation as it unfolds in this particular classroom. The researcher identifies these dimensions as assigned and shared participation. The data suggests that dynamics beyond assigned and shared participation are also evident. The dynamics, identified as participative tone, contribute to student views of the uniqueness of this particular learning environment. To present a trustworthy description of what is observed, however, the investigator shows situations in which participation is not apparent. These situations are identified as participative resistance. The researcher deduces that participation and participative resistance need to be viewed as context-bound and are, in many respects, points on a continuum.
Attempts have been made in the research to allow the study participants to express their views. Through interviews, students share in their own words what participation means to them. Their words add depth to understanding of what student participation is. The study suggests that notions of the child-centered or student-centered classroom, while commendable, are not necessarily an aspiration to strive for.
The study affirms that the teacher plays a key position in the classroom environment. The study begins by showing the various roles that the teacher assumes in her daily practice. Views of the teacher are presented along with perceptions of the students and the researcher to determine the various roles played out in this site. The study concludes that the teacher conducts her practice by exceeding the boundaries of her roles so identified.
The study shows that the classroom does not stand in isolation, but is subject to various influences from the school, as well as the community at large. The researcher identifies these influences as context and conditions using another site as a point of reference. The secondary sight brings clarity to what the researcher observes. The researcher concludes that in addition to communal influences, learning in the primary site takes place under the banner of what is defined as an arts-oriented curriculum. The arts-oriented curriculum contributes to the sense of community in the classroom. But data also suggest that the classroom does not always function as a community. In spite of the teacher's good intentions, tensions sometimes foster a competitive rather than collaborative spirit among the students.
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Leung, Shuk-fong, and 梁淑芳. "A case study of teachers' and students' perception of mixed-code teaching in the F1 English classes of a Hong Kong (CMI) secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262815.
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Leung, Pui-ling, and 梁佩玲. "Achieving quality education: a study of secondary school principals' and teachers' perception and strategiesfor promoting quality in their schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962300.
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Nichols, Annemarie. "Utilizing music to teach basic spatial concepts to preschool children the impact on acquisition /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/380.
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Chan, Wai-yu Ada, and 陳慧茹. "Curriculum continuity in Hong Kong secondary school economics: perception of teachers and students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30234736.
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Wong, Ngai-ying, and 黃毅英. "The relationship between Hong Kong students' perception of their mathematics classroom environment and their approaches to learning: a longitudinal study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31234525.
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Lawrence, Tracy Jean. "Assessing high school students' conceptions of the size, age, and distance of astronomical objects." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2525.
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The purpose of this research study is to identify student conceptions about the size, distance, and age of various objects associated with space science. After reviewing the literature related to this study, there seems to be a need for continued research at the high school level in the field of astronomy conceptualization.
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Rogers, Judith Ann. "Understanding spatial intelligence through problem-solving in art: An analysis of behaviors, processes, and products." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186422.
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Gardner (1985) defines intelligence broadly as the ability to solve problems and create products as well as to find or create new problems. He also suggests that every normal individual has the capacity to develop abilities in seven different areas or types of intelligence. Maker (1992, in press) hypothesizes that gifted individuals competently solve problems of all types, that is, problems ranging from well-defined to ill-defined. In this study of spatial intelligence, the theories of both researchers were tested. The primary purpose of the study was to describe behaviors that could be observed, processes subjects reported using, and characteristics of products subjects created as they solved the series of spatial problems. A secondary purpose of the study was to determine if careful observation of processes subjects employed, combined with the subject's report of processes used and an evaluation of products produced could, indeed, paint a clear picture of the subject's spatial abilities. Six research questions guided the study. The three primary areas of investigation were (a) the similarities and/or differences of behaviors observed, processes reported, and characteristics of products across tasks for individual subjects, (b) the similarities and/or differences of behaviors observed, processes reported, and characteristics of products across subjects for each task, and (c) the similarities and/or differences of behaviors observed, processes reported, and characteristics of products to Gardner's description of spatial intelligence. The researcher delineated eight broad categories of observed behaviors, two broad categories of processes reported, and nine characteristics of finished products. She noted both similarities and differences in behaviors, processes, and products across subjects for tasks and across tasks for subjects. Subjects reported that they used processes similar to those described by Gardner (1985); Gardner does not establish behaviors that can be observed as subjects solve spatial problems, nor does he clearly establish characteristics that might be included in products subjects created. Therefore, the behaviors noted and the characteristics of products created by the subjects in this study allowed the researcher to further define spatial intelligence. (Abstract shortened by UMI.)
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Grima, Francis Gerald. "Assessing the Importance of Self-Concept Intervention Among High School Students As Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279154/.
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Shuk-fong, Leung. "A case study of teachers' and students' perception of mixed-code teaching in the F1 English classes of a Hong Kong (CMI) secondary school." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262815.
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Lee, Wing-ho Rico, and 李永浩. "Classwide peer tutoring: student perception and effectiveness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963420.
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Thibodeau, Melissa Eades. "The Effects of the Advance Organizer on Student Perception of Teacher Communication Competence." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278591/.
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The problem of this study was to determine whether the advance organizer would affect students' perception of instructor communication competence. The study also sought to determine any effect the organizer would have on student achievement.
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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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Walker, Elizabeth Anne. "Foreign language anxiety in Hong Kong secondary schools: its relationship with the age-related factors, schoolform and self-perception." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31236224.
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Leung, Pui-seung, and 梁佩嫦. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960339.
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Al-Hakami, Ibra. "An empirical study of Saudi secondary school students' achievement motivation, attitude toward subjects, perception of classroom environment and teaching aids, in relationships to academic achievement in three school subjects." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:3864.
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Low levels of academic achievement among secondary school students, especially in Islamic Religious Science, Arabic Language and English Language, have become a matter of concern to Saudi society in recent years. Educationalists have, based largely on hearsay or theoretical assumptions, blamed students' low achievement motivation and poor attitudes, and rigid teaching methods.This study investigates the affective responses of Saudi secondary students towards Islamic Religious Science, Arabic Language and English Language; relationships between academic achievement and affective variables; and teachers' perceptions of students' academic achievement and affective responses, and of their own teaching methods and use of teaching aids.The samples were students (n = 1,224) of all third year classes in eight secondary schools in Taif, Saudi Arabia; and their teachers of Islamic Religious Science, Arabic Language and English Language (n = 49, 49 and 39 respectively).Students' achievement motivation, attitude toward subject, and perceptions of the classroom environment and of teaching aids, were measured using a questionnaire designed by the researcher. Data on their academic achievement in Islamic Religious Science, Arabic Language and English Language were obtained from the Ministry of Education. Interviews were conducted with eight teachers of each subject and, based on content analysis of their responses, a multiple-choice questionnaire devised for administration to a further 113 teachers.Students' scores on affective variables were low to moderate. Teaching aids were perceived as little used, and little variety in teaching methods was reported. Academic achievement was not correlated with any other variable. Further investigation suggested that teachers' assessments of student academic achievement are unreliable.The findings of the study have implications for teacher training, objective-setting, curriculum design and student assessment. There is a need for revision of the national curriculum and assessment system, in which the U.K.'s TGAT model may be a useful guide.
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Law, Wai-king, and 羅慧瓊. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English: a casestudy in a band 5 school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945089.
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Sandström, Daniel. "So, what you’re saying is …? : A study of year 9 students’ attitudes towards and perceived knowledge of communicative competence." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43183.
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Swedes’ proficiency in English is often high up in the world rankings among the countries in which English is an L2[1]. Learners of English are routinely tested in the Swedish school system, using standardized national tests to measure how well students are doing nationwide, whilst also providing teachers with sometimes essential assistance in grading students’ language skills. At the end of year 9, students should have developed “all-round communicative skills”. But how do we determine what having “all-round communicative skills” constitutes? What are learners’ attitudes towards and perception of what they learn, how they learn it and their own present ability? What are some areas in which they believe they can improve the most, and is there a preferred way to learn a specific skill? Is communicative competence even focused on in the classroom, and if it is – how and how often? The purpose of this study is threefold: to identify how communicatively competent students in year 9 consider themselves in comparison to their peers; how much they believe that they work with communicative competence in school; and what they perceive to be their weakness and area of communicative competence that could be improved most. Secondarily, are there any differences in what is believed to be focused on in class between students and teachers? To answer these questions, an overview of the aspects that together constitutes being communicatively competent based on relevant previous research will be provided. The aims of English as a school subject in Swedish schools are studied in order to see what the goals are, according to the curriculum. After collecting data using interviews and a questionnaire, results indicate that students are not always aware of when and how classroom activities are designed to improve communicative competence. Students in general also seemingly have a varying opinion on what areas they have the most potential for improvement in. There is thus a disparity between learners’ expectations and perception of their own needs, and teachers’ opinions of what requires improvement and how learning of communicative skills is best done. [1] In the writing process, a decision was made to call English an L2 and not a FL throughout the study, since they are still trying to learn another language than their L1 in either case (Yule, 2014, p. 187).
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Ng, Ina, and 伍靜雅. "An exploration of the perception of secondary four students and teachers of the school based-assessment (SBA) in an English-mediumsecondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38748356.
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黎靜儀 and Ching-yee Evita Lai. "An exploration into the factors affecting Hong Kong F.4 students'self-perception of their English language ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B42576258.
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DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.
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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.
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Newton, Michael John. "GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policy." University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0126.
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The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.
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Harrigan, Mary Elizabeth. "The art of self-discovery: Integrative opportunities for alternative settings." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2682.
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This study examines the literature on identifying alternative methods of coming to a deeper understanding of one's physical, mental, and spiritual self. It provides information on one particular alternative program, and presents lesson ideas and options that demonstrate how an art-based emphasis in elective coursework can allow for the next step in each student's journey of personal growth and development.
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Paris, Lisa F. "The graduate-mentor project in visual arts education: Mentoring within the Western Australian curriculum framework: A study of the impact of mentoring on beginning-teachers' perception of their success in visual literacy education during the first year." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/231.
Full textAbstract:
Western Australian tertiary graduates who enter the visual arts education profession are often well acquainted with the theoretical underpinnings of the Western Australian Curriculum Framework. This knowledge base, in combination with their own visual arts training, typically enables them to enter teaching theoretically well equipped to support students in the development of arts ideas and studio works. The important outcome areas of visual arts history and visual arts criticism often present major challenges for graduates. In the absence of significant post-university support and more importantly, within the context of limited preservice training where visual conceptual understandings and studio skills repertoires have priority, many beginning-teachers are often left to their own devices in sourcing visual arts history/criticism content and pedagogy. Uncertainty in either one or both of these key areas of visual literacy education tends to create unsustainable levels of stress for beginning-teachers and often results in attrition.
The Graduate-Mentor Project research examined the experience of 20 beginning-teachers as they moved from the pre-service phase of their career through to the end of the first year post graduation. The findings underscore the value of mentoring during the first year. Mentoring significantly impacted the induction experience of the beginning-teachers and in many instances made it possible for them to survive when they would otherwise have left teaching. The research reinforces the need for new approaches to initial teacher education and the essentialness of first year of teaching induction. In addition, there is a need for a partnership approach involving: universities, professional associations and school-based teachers, in establishing a reciprocal mentoring framework. The most valuable aspect of the research, was the development of an innovative 'reciprocal mentoring' Artist-in-Residence model, which reframed the status of the pre-service teachers from that novice to expert artist. The program answered one of the most troubling questions to emerge from the study, that of how best to ensure ongoing procurement of mentors for new graduates.
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Boyd, Roger F. "Modes of thought in secondary school art." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36645/1/36645_Digitised%20Thesis.pdf.
Full textAbstract:
There is an emphasis in current school education on the teaching of thinking skills, yet there has been little research into the modes of thought that are appropriate for
secondary school Art students. A range of qualitative methods were used in this study of eminent professional artists and secondary school Art students. Interviews and observation were used to examine the ways artists and students think in going about the art process of finding ideas, conceptualising or developing those ideas and resolving those ideas in the production of artworks. Eight modes of thought, each with numerous micro-skills, were derived from the data. The modes of thought proposed are Creative Thinking, Intuitive Thinking, Life Theme, Metaphorising, Visual Thinking,
Conceptualisation, Critical Thinking and Reflective Thinking.
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Owens-Hartman, Amy R. "A Case Study of Technology Choices by High School Students." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1446579631.
Full text
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Bellini, Elizabete Maria. "Proposta de uma sequência didática para o ensino de eletroquímica e a sensibilização ambiental quanto aos impactos do descarte de pilhas e baterias." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3205.
Full textAbstract:
Contém produto: Produto Educacional 1: manual do professor. Produto Educacional 2: manual do aluno.O crescente avanço científico, tecnológico e a ampla acessibilidade à informação atribuem à escola a função de tornar conhecimentos sobre Tecnologia de Informação (TI) significativos a indivíduos inseridos em uma sociedade em constante transformação. Para tanto, a escola precisa de metodologias educacionais que propiciem aos jovens uma maior autonomia para que sejam qualificados a participar de forma ativa na comunidade, promovendo mudanças que produzam progressos para o desenvolvimento da cidadania. Um dos pilares desta construção é o Ensino de Ciências, onde se destacam os saberes referentes à disciplina de Química que são importantes para o desenvolvimento econômico, social e tecnológico da população. Entretanto, o Ensino de Química no espaço escolar está distante da vida prática do adolescente e da sociedade, restringindo-se à memorização de fórmulas, nomenclaturas e teorias. Para esta investigação científica, estabeleceu-se como objetivo analisar se os conhecimentos sobre gerenciamento de resíduos e logística reversa articulados à conteúdos de Eletroquímica, no Ensino de Química, podem sensibilizar alunos do 2º ano do Ensino Médio quanto aos impactos ambientais causados por descarte inadequado de pilhas e baterias, por meio de uma proposta de desenvolvimento e aplicação de uma Sequência Didática (SD). O delineamento metodológico para este estudo envolveu a pesquisa participativa e uma abordagem quanti-qualitativa. A pesquisa foi aplicada no Colégio Estadual Zumbi dos Palmares no município de Colombo, Região Metropolitana de Curitiba, e destinada a quatro turmas de 2º ano do Ensino Médio, totalizando 96 discentes. Os resultados foram obtidos utilizando como instrumento de coleta de dados questionários anterior e posterior à aplicação da Sequência Didática (SD), com perguntas abertas e de múltipla escolha. Foi possível ponderar que os estudantes já tinham um certo conhecimento sobre os impactos ambientais decorrentes do descarte inadequado de pilhas e baterias, sabiam sobre postos de coleta, conseguiram avaliar e declarar que tipo de pilha utilizam em seu cotidiano. Após a aplicação da SD, foi possível evidenciar que houve compreensão quanto ao conteúdo de Eletroquímica, além da sensibilização ambiental dos participantes. Disponibilizou-se o produto educacional com versões para professor e educandos a fim de tornar mais hábil o processo de ensino dos educandos, pretendendo, desta maneira, contribuir com a reflexão e o trabalho dos docentes e discentes no Ensino de Química.
The scientific and technological progress, as well as the wide accessibility to information, all assign to school the function of making knowledge about Information Technology (IT) meaningful to individuals who are inserted in a society which one is in constant transformation. Therefore, the school needs educational methodologies to provide Youth a great autonomy, in order to help them to be better qualified and participate in an actively way in their community promoting importante changes towards progress and development of citizenship. One of the main pillars of this construction is the elementary and middle school Science Education which emphasizes the knowledge related to the discipline of Chemistry so important for the economic, social and technological development of the population. However, the Chemistry for teaching in school environment is far from the real life of the adolescents and society. It remains limited to the memorization skills of formulas, nomenclatures and theories. Thus, the objective of this scientific investigation was to analyze if knowledge about waste management and reverse logistics, articulated to the contents of Eletrochemistry in the Teaching of Chemistry, can sensitize second year-students of High School about the environmental impacts caused by inappropriated disposal of used batteries. In this regard, it was created, developed, and applicated a Didactic Sequence (DS) as a tool to raise students awareness about those environmental impacts. The methodological development for this study was to envolve a participatory research and a quantitative-qualitative approach. The research was applied at the Zumbi dos Palmares State College in the city of Colombo, Metropolitan Region of Curitiba, and was destined to four high school classes, totaling 96 students. The results were obtained by using data collection instrument - the questionnaires – they were used before and after the application of the Didactic Sequence (DS), with open and multiple choice questions. It was possible to consider that the students already had a certain knowledge about the environmental impacts, resulting from the inadequate disposal of batteries. They knew about collection points, they were able to evaluate and declare what type of battery they use in their daily lives. After the application of DS, it was possible to show that there was understanding of the content of Electrochemistry. In addition, there was the environmental sensitization of the participants at the end of this research. The educational product was to provide with teachers and students versions in order to make the teaching and learning process more proficient so that it contributes to the reflection and works for teachers and students in the Teaching of Chemistry.
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Ortega, Regina Cássia de Souza. "Provas sem palavras: uma ponte entre a intuição e a linguagem matemática." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3145.
Full textAbstract:
O presente trabalho tem por objetivo divulgar e explorar as Provas sem Palavras no âmbito do Ensino Fundamental e Médio para, posteriormente, servir de possível material de consulta por parte de professores, na busca de melhores métodos de explicação sobre importantes assuntos desenvolvidos em sala. Dessa forma, imagina-se que a compreensão dos alunos através da visualização fortalecerá de maneira significativa a aquisição do conhecimento. Para tanto, são sugeridos diversos temas onde a visualização é desenvolvida e explicada, seja através de relato, seja através de demonstrações matemáticas.The aim of the present work is to disseminate and explore the Proof Without Words in the scope of elementary and high school to be used later as a possible reference material for teachers in the search for better methods of explanation on important subjects developed in the classroom. In this way, it is imagined that students’ comprehension through visualization will significantly strengthen the acquisition of knowledge. In order to do so, several themes are suggested where the visualization is developed and explained, either through storytelling or through mathematical demonstrations.
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Porter, Keely S. "Finding the Gifted Child's Voice in the Public Elementary School Setting| A Phenomenological Exploration." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557621.
Full textAbstract:
Who are talented and gifted (TAG) students and how do we meet their unique needs in the elementary school setting? The body of literature clearly articulates the unique intellectual, social and emotional needs and characteristics of TAG students. Additionally, the literature supports the implementation of differentiated teaching strategies and affective curriculum to help meet these unique needs. This descriptive phenomenological study allowed gifted children, in fifth grade from a Pacific Northwest suburban elementary school, to share their lived experiences through reflective narratives and art. The data collected generated a central theme of Friends and general themes of Awareness, Feelings, Learning, and TAG Programming. Experiences that included friends were, by far, the most commonly shared; however, the participants also shared stories of wanting to be challenged and how they appreciated teachers who were more creative in curriculum delivery. Delisle (2012), Jessiman (2001) and Bergmark (2008) assert that in order to make progress in school reform and/or improvement we need to listen to our consumers and by consumers they are referring to our students. This study captures the gifted child's experience in elementary school and allows their voice to be heard.
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Li, Chun-yi, and 李俊儀. "A Study on Students’ Perception of Teachers’ Teaching Styles and Teaching Effectiveness in Industrial-related Upper Secondary Schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/59370101616967646843.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所碩士班
91
The purpose of this study was to examine the relationships between teaching styles and teaching effectiveness of industrial-related upper secondary school (USS) teachers in Taiwan. To fulfill the research purpose, this study employed questionnaire survey method. Data were collected from students registered in 15 industrial high schools, through a self-developed questionnaire—Industrial-Related Upper Secondary School Students’ Perception of Teachers’ Teaching Scale. There were 1,800 randomly sampled students from 10 industrial vocational schools and 5 comprehensive high schools with industrial programs in Taichung County, Taichung City, and Nantow County. A total of 1,320 sampled students responded to the survey, yielding an effective return rate of 83.2%. Statistic techniques employed in the study included sample means, standard deviation, t-test, one-way ANOVA and stepwise regression. The findings of the study are as follows: 1. According to the USS students of perception, industrial teachers are more likely to demonstrate the “teacher-centered” style in terms of teaching leadership domain while the “learner-centered” one in the aspect of teaching orientation domain. 2. The result of questionnaire investigation shows that industrial teachers are rated moderately in overall teaching performance. Among the three sub-criteria, USS teachers get top rank in “effective teaching behavior”, followed by “teaching effectiveness” and “teaching satisfaction” orderly. 3. There existed significant differences of USS teachers’ teaching style in terms of school characters, school types, teachers’ gender and teachers’ years of service. 4. There existed significant differences of teachers’ teaching effectiveness in terms of school characters, school types, teachers’ genders, teachers’ years of service and students’ grades. 5. The ones whose teaching style closer to “learner-centered” are likely to have higher level of teaching effectiveness. 6. Comparing teaching leadership with teaching orientation, the latter seems to be a better predictor to explain the variation of the USS teachers’ “effective teaching behavior”, “teaching effectiveness” and “teaching satisfaction”. Based on the finding of the study, some suggestions were provided at the end of the study for the reference of USS teachers, administrators and future researchers.
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"Training the perception and production of English vowels /e/ and /æ/ by Cantonese-speaking secondary school students." 2010. http://library.cuhk.edu.hk/record=b5896662.
Full textAbstract:
Wong, Wing Sze.Thesis (M.Phil.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (leaves 215-241).
Abstracts in English and Chinese; some appendixes include Chinese.
Title Page --- p.i
Acknowledgments --- p.ii
Abstract --- p.iv
Table of Contents --- p.viii
List of Tables --- p.xiii
List of Figures --- p.xvii
Chapter Chapter1 --- Introduction --- p.1
Chapter Chapter2 --- Literature Review --- p.5
Chapter 2.1 --- Phonology in Second Language Acquisition --- p.8
Chapter 2.2 --- Modeling Speech Perception --- p.8
Chapter 2.2.1 --- Speech Learning Model --- p.8
Chapter 2.2.2 --- Perceptual Assimilation Model --- p.11
Chapter 2.2.3 --- Native Language Magnet Model --- p.13
Chapter 2.3 --- Linking Up Speech Perception and Production --- p.16
Chapter 2.3.1 --- The Motor Theory --- p.17
Chapter 2.3.2 --- The Direct Realist Approach to Speech Perception --- p.18
Chapter 2.3.3 --- General Approach to Speech Perception --- p.20
Chapter 2.4 --- Training in the Laboratory --- p.21
Chapter 2.4.1 --- Discrimination vs. Identification Training --- p.22
Chapter 2.4.2 --- High-Variability Phonetic Training (HVPT) --- p.25
Chapter 2.4.3 --- Vowel Training Studies --- p.30
Chapter 2.4.4 --- Perceptual Training on Production --- p.34
Chapter 2.4.5 --- Summary of Previous Research --- p.38
Chapter 2.5 --- Current Research Background --- p.38
Chapter 2.5.1 --- Cantonese Vowel System vs. English Vowel System --- p.39
Chapter 2.5.2 --- Cantonese Learners' Difficulties --- p.42
Chapter 2.5.3 --- The Present Research --- p.44
Chapter 2.6 --- Pilot Study --- p.45
Chapter 2.6.1 --- Purpose --- p.45
Chapter 2.6.2 --- Participants --- p.45
Chapter 2.6.3 --- Procedures --- p.46
Chapter 2.6.4 --- Results --- p.47
Chapter 2.6.4.1 --- Perceptual Performance --- p.47
Chapter 2.6.4.2 --- Production Performance --- p.49
Chapter 2.6.5 --- Discussions & Suggestions --- p.50
Chapter 2.7 --- Research Questions --- p.53
Chapter Chapter3 --- Research Methodology --- p.54
Chapter 3.1 --- Research Subjects --- p.54
Chapter 3.2 --- Research Design and Procedures --- p.57
Chapter 3.2.1 --- The Research Setting --- p.57
Chapter 3.2.2 --- The Design in Details --- p.58
Chapter 3.2.2.1 --- Before the Experiment: Preparation --- p.60
Chapter 3.2.2.2 --- Phase 1: Pretest Phase --- p.61
Chapter 3.2.2.2.1 --- Production Pretest: Word List Reading --- p.61
Chapter 3.2.2.2.2 --- Perception Pretest: Identification test --- p.62
Chapter 3.2.2.3 --- Phase 2: Training Phase --- p.65
Chapter 3.2.2.3.1 --- The HVPT --- p.65
Chapter 3.2.2.3.2 --- The LVPT --- p.67
Chapter 3.2.2.3.3 --- Control --- p.67
Chapter 3.2.2.4 --- Phase 3: Posttest Phase --- p.68
Chapter 3.2.2.4.1 --- Production --- p.68
Chapter 3.2.2.4.1.1 --- Production Post-test: Word List Reading --- p.68
Chapter 3.2.2.4.1.2 --- Test of Contextualization (TC): Passage Reading --- p.68
Chapter 3.2.2.4.2 --- Perception --- p.69
Chapter 3.2.2.4.2.1 --- Perception Posttest: Identification Test --- p.69
Chapter 3.2.2.4.2.1.1 --- Test of Generalization 1 (TG1): Identification Test --- p.69
Chapter 3.2.2.4.2.1.2 --- Test of Generalization 2 (TG2): Identification Test --- p.69
Chapter 3.2.3 --- Materials --- p.70
Chapter 3.2.3.1 --- Stimuli --- p.70
Chapter 3.2.3.2 --- Computer Training Programme --- p.73
Chapter 3.2.3.3 --- Word Lists for Reading --- p.73
Chapter 3.2.3.4 --- Technological Equipment --- p.74
Chapter 3.2.3.5 --- Survey Forms --- p.74
Chapter 3.2.4 --- Data Processing --- p.75
Chapter 3.2.4.1 --- Data Transcription --- p.75
Chapter 3.2.4.1.1 --- Procedures --- p.75
Chapter 3.2.4.1.2 --- Reliability Checking --- p.76
Chapter 3.2.4.1.2.1 --- Aim --- p.76
Chapter 3.2.4.1.2.2 --- Intra-rater Reliability --- p.76
Chapter 3.2.4.1.2.3 --- Inter-rater Reliability --- p.77
Chapter 3.2.4.2 --- Data Scoring --- p.77
Chapter 3.2.5 --- Data Analysis --- p.78
Chapter Chapter4 --- Results --- p.79
Chapter 4.1 --- Introduction --- p.79
Chapter 4.2 --- Perceptual Performance --- p.80
Chapter 4.2.1 --- Overall Performance --- p.80
Chapter 4.2.2 --- Effects of the Training Approaches --- p.82
Chapter 4.2.2.1 --- General Overview --- p.82
Chapter 4.2.2.2 --- Statistical Analysis --- p.84
Chapter 4.2.3 --- Effects of the Proficiency Level and Vowel Difference --- p.87
Chapter 4.2.3.1 --- General Overview --- p.87
Chapter 4.2.3.2 --- Statistical Analysis --- p.88
Chapter 4.2.3.2.1 --- The HVPT Group --- p.88
Chapter 4.2.3.2.2 --- The LVPT Group --- p.92
Chapter 4.2.3.3 --- Summary --- p.94
Chapter 4.2.4 --- Generalizability of the Training --- p.95
Chapter 4.2.4.1 --- Test of Generalization 1 --- p.96
Chapter 4.2.4.2 --- Test of Generalization 2 --- p.98
Chapter 4.2.4.3 --- Summary --- p.100
Chapter 4.2.5 --- Summing up the Results in Perceptual Identification Tests --- p.101
Chapter 4.3 --- Production Performance --- p.102
Chapter 4.3.1 --- Overall Performance --- p.102
Chapter 4.3.2 --- Effects of the Training Approaches --- p.108
Chapter 4.3.2.1 --- General Overview --- p.108
Chapter 4.3.2.2 --- Statistical Analysis --- p.110
Chapter 4.3.3 --- Effects of the Proficiency Level and Vowel Difference --- p.112
Chapter 4.3.3.1 --- General Overview --- p.112
Chapter 4.3.3.2 --- Statistical Analysis --- p.113
Chapter 4.3.3.2.1 --- The HVPT Group..： --- p.113
Chapter 4.3.3.2.2 --- The LVPT Group --- p.115
Chapter 4.3.3.3 --- Summary --- p.119
Chapter 4.3.4 --- Contextualizability of the Training --- p.120
Chapter 4.3.5 --- Follow-up Acoustic Analysis for Production Posttest --- p.123
Chapter 4.3.6 --- Summing up the Results in Production Tests --- p.130
Chapter 4.4 --- Summary of the Chapter --- p.130
Chapter Chapter5 --- Discussions --- p.132
Chapter 5.1 --- Introduction --- p.132
Chapter 5.2 --- Evaluation of the Training Approaches 一 Research Question 1 & 2 --- p.133
Chapter 5.2.1 --- Review of Research Question 1 & 2 --- p.133
Chapter 5.2.2. --- Perceptual Domain --- p.134
Chapter 5.2.2.1 --- General Success of the HVPT and the LVPT Groupsin the Perceptual Learning --- p.135
Chapter 5.2.2.1.1 --- Consistent Use of the Same Task --- p.135
Chapter 5.2.2.1.2 --- Nature of the Training Tasks --- p.136
Chapter 5.2.2.1.3 --- Use of Identification Tasks --- p.136
Chapter 5.2.2.1.4 --- Adoption of Feedback --- p.137
Chapter 5.2.2.2 --- Effectiveness of the HVPT over the LVPT --- p.138
Chapter 5.2.2.2.1 --- Promotion of Selective Attention ´ؤ Supporting an Exemplar-based approach to Speech Perception --- p.139
Chapter 5.2.2.2.2 --- Simulation of Real-life Experience --- p.141
Chapter 5.2.3 --- Production Result --- p.142
Chapter 5.2.3.1 --- The Relationship between Perception and Production --- p.143
Chapter 5.2.3.1.1 --- The Motor Theory --- p.147
Chapter 5.2.3.1.2 --- The Direct Realist Theory --- p.148
Chapter 5.2.3.1.3 --- General Approach to Speech Perception --- p.149
Chapter 5.2.4 --- Summary --- p.149
Chapter 5.3 --- Generalizability of the Training Effects - Research Question 3 --- p.150
Chapter 5.3.1 --- Review of Research Question 3 --- p.150
Chapter 5.3.2. --- Perceptual Result --- p.151
Chapter 5.3.2.1 --- Discussion of the Generalizability of the Training Effects --- p.152
Chapter 5.3.3 --- Production Result --- p.156
Chapter 5.3.3.1 --- Discussion of the results in Test of Contextualization --- p.157
Chapter 5.3.4 --- Summary --- p.159
Chapter 5.4 --- The Effect of Proficiency Groups - Research Question 4 --- p.160
Chapter 5.4.1 --- Review of Research Question 4 --- p.160
Chapter 5.4.2 --- Perceptual Aspect --- p.160
Chapter 5.4.3 --- Production Aspect --- p.161
Chapter 5.4.4 --- Discussion of the Effect of Proficiency Groups --- p.162
Chapter 5.4.4.1 --- Perception and Production as a Process --- p.163
Chapter 5.4.4.2 --- Indistinguishable Proficiency Levels of the Subjects --- p.165
Chapter 5.4.5 --- Summary --- p.166
Chapter 5.5 --- The Effect of Vowels - Research Question 5 --- p.166
Chapter 5.5.1 --- Review of Research Question 5 --- p.166
Chapter 5.5.2 --- Perceptual Aspect --- p.167
Chapter 5.5.2.1 --- Discussion of the Effect of Vowels on Perceptual Learning --- p.168
Chapter 5.5.2.2 --- Speech Learning Model --- p.169
Chapter 5.5.2.3 --- Perceptual Assimilation Model --- p.170
Chapter 5.5.3 --- Production Aspect --- p.172
Chapter 5.5.3.1 --- Discussion of the Effect of Vowel on Production --- p.173
Chapter 5.5.4 --- Summary --- p.175
Chapter 5.6 --- Summary of the Chapter --- p.176
Chapter Chapter6 --- Conclusion --- p.178
Chapter 6.1 --- An Overview of the Current Study --- p.178
Chapter 6.2 --- Contributions of the Current Study --- p.180
Chapter 6.3 --- Limitations of the Current Study --- p.183
Chapter 6.4 --- Future Research Directions and Implications --- p.185
Appendices
Appendix A Consent Form & Survey Form --- p.188
Appendix B Language Background of the Subjects --- p.191
Appendix C Production Word List & Reading Passage --- p.193
Appendix D Perceptual Training Tokens --- p.196
Appendix E Perceptual Performance in all Tests --- p.199
Appendix F Perceptual Performance in the Pretest and the Posttest --- p.201
Appendix G Perceptual Performance in two Tests of Generalization --- p.203
Appendix H Production Performance in all Tests --- p.207
Appendix I Production Performance in the Pretest and the Posttest --- p.209
Appendix J Production Performance in Test of Contextualization --- p.211
Appendix K Perception and Production Performance in contrast --- p.213
References --- p.215
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Rantoba, Johannes L. "Perception of secondary school teachers on the know about business (KAB) program in senior secondary school in Botswana / Johannes L. Rantoba." Thesis, 2011. http://hdl.handle.net/10394/15775.
Full textAbstract:
The purpose of this research is to investigate the perceptions of secondary school teachers on
the Know About Business (KAB) programme in Botswana. They study adopted a survey as its
research design. Data was gathered from one hundred and three Know About Business (KAB)
teachers in selected secondary schools in Botswana. The sampling technique used was simple
random sampling. A questionnaire was used as an instrument to collect data. A computer aided
statistical analysis was used to analyse data. The findings of this study reveal that Know About
Business (KAB) is taught by majority of male teachers who have degrees in education with 5
years experience and they specialize in other subjects that are not related to business. All these
teachers have trained for only two weeks. The time teachers take to teach know About
Business (KAB) is not enough to give them the skills they need. The teaching period allocated to
Know About Business (KAB) is not enough and its policies are not plan1ned.
The programme therefore does benefit the school and other subjects due to its badly planned
policies. The programme ties with other programmes at tertiary level, this should start at
primary school level and should be done only by those who have interest in it. It should be
taught and/or coordinated by those who teach business related subjects and those who
volunteer to teach it should given incentives to motivate them.
It is recommended that the training for teachers should be longer than two weeks and the
teaching time in schools should also be increased to more than two periods a week. Its policies
should be well planned. The subject should be examinable. It shouId be coordinated by the
Business Studies Department in schools and must be infused into other subjects in order to
show students how they can merge their skills.Thesis (MBA) North-West University, Mafikeng Campus, 2011
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Pillay, Krubagaran Subramoney. "Readiness of learners to study space, shape and measurement in mathematical literacy : case studies at two Durban schools." Thesis, 2006. http://hdl.handle.net/10413/1309.
Full textAbstract:
This dissertation reports case studies conducted at two secondary schools in Durban. With the introduction of the Further Education and Training (FET) curriculum in 2006, learners who terminate their study of Mathematics at the end of grade nine will have to study Mathematical Literacy, an applications-based mathematics course. In South Africa the Mathematics results at the grade twelve exit examination are generally poor and learners are known to underachieve in the field of geometry. This study was aimed at determining the readiness of learners in studying geometry under the Learning Outcome, Space, Shape and Measurement in the Mathematical Literacy curriculum. Questionnaires were administered to grade nine learners who had elected not to study, or were excluded from studying, Mathematics from grade ten onwards. Data was sought to determine what factors influence the decision to discontinue mathematics, and to gauge attitudes to the study of mathematics. Learners were given a test to measure geometry skills and knowledge that they ought to have acquired by the end of the senior phase in geometry. Data was also obtained from focus group interviews with both of learners and educators. This study indicates that learners do not continue mathematics because of the difficulties they experience. Furthermore they do not have the requisite skills and knowledge in Space, Shape and Measurement to cope with the Mathematical Literacy curriculum. Nevertheless, the attitudes of learners to the study of this new subject are positive. It is suggested that educators need to conduct baseline assessments to determine learners' abilities so as to plan appropriate revision measures before continuing with the teaching of Mathematical Literacy.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.
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Chizelu, John Mabaya. "Teaching religious education in Zambian multireligious secondary schools." Thesis, 2006. http://hdl.handle.net/10500/2196.
Full textAbstract:
This study focuses on the teaching of RE in Zambian multireligious secondary schools. The problem faced in secondary schools is that currently RE is being taught with a single religious approach by the RE teachers instead of using a multireligious perspective as directed by the Ministry of Education (MoE).
The aim of this study, therefore, was to find out why RE teachers tend to be reluctant to respond to the MoE directive in applying a multireligious approach to the subject. In order to achieve this aim, an empirical investigation was necessary. A quantitative and qualitative survey through self-administered questionnaires and in-depth interviews were undertaken by the 194 teachers teaching RE in selected secondary schools in the Copperbelt Province.
The research reveals that the RE teachers' reluctance to respond to the Ministry's directive is a result of their different perceptions which are mostly influenced by their religious affiliations and the syllabuses they use. For example, the majority of the RE teachers involved in the teaching of RE in secondary schools are Christians, therefore, they are reluctant to teach RE that also includes non-Christian religions because they feel it would compromise their consciences and their own faiths. As a result, they prefer to teach the subject from a Christian standpoint. This approach differs from the MoE directive to teach RE from a multireligious perspective.
In the light of the different perceptions concerning the problem of teaching RE in Zambian multireligious secondary schools, the following recommendations have been made: (i) Since the Zambian secondary schools have become multireligious, RE teaching should take a multireligious perspective if it is to be relevant to the needs of pupils of diverse religious backgrounds; (ii) The current RE syllabuses (2044 and 2046) require a critical evaluation and revision in order to ensure that they adapt to a multireligious tradition.
Finally, the results of this study concludes that the teaching of RE should be firmly placed in an educational context by making no assumptions or preconditions from the personal commitment of RE teachers. The role of RE teachers is that of educators.Educational Studies
D.Ed. (Didactics)
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Maema, Elijah Krone. "Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto." Thesis, 2012. http://hdl.handle.net/10210/6763.
Full textAbstract:
M.Ed.The aim and purpose of the study is to explore the Natural Science (NS) teachers' perceptions of their teaching competence in Senior Phase township schools in Soweto. An in-depth literature review on theoretical perspective in Natural Science teachers' perceptions of their teaching competence in Senior Phase indicated that these partially addressed the key questions of the study, namely: what are the perceptions ofNatural Science teachers' about their teaching competence in Senior Phase township schools? What competences are perceived to enhance and contribute to Natural Science teaching in Senior Phase schools m Soweto? This study identifies a number of motivational competences that have been derived from current theories. The theory developed from the literature on NS teachers' competences review, facilitated the development of an empirical research. Qualitative research was conducted to explore NS teachers' perceptions of their teaching competence in Senior Phase schools in Soweto. This was with a view to facilitating the improvement thereof wherever necessary. Seven NS teachers from three Diepkloof Senior Phase schools were sampled. It also emerged from the findings of the research that there are, teachers who are not qualified to teach NS subject at the Senior Phase level. There also seems to be a lack of competent N.S. teachers in Senior Phase schools in Soweto. The high numbers of learners in NS classes create challenges for NS teachers to provide individual attention to learners. NS laboratories are poorly equipped and that the district officials do not provide sufficient support to NS teachers so that they can be more effective in their teaching. The study gave the researcher the opportunity to explore the teaching competence ofNS teachers in three Senior Phase township schools in Soweto, where the competence gap had already been expressed. There were many challenges identified by the findings. A comprehensive picture of the many inter-dependant aspects affecting the NS teaching competencies was acquired. The research conducted gave the researcher the motivational framework to establish both the current level ofNS teaching competence and the ideal levels of competences to which the three schools and other schools nationwide could aspire.
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Asamani, Gifty Akua Asantewa. "“Science Ain’t the Enemy” – Exploring the Experiences of Black and Brown Girls in a Hip-Hop Based Science Program." Thesis, 2018. https://doi.org/10.7916/D8NK4XF9.
Full textAbstract:
This dissertation is a longitudinal critical ethnographic research study that explores the experiences of four Black and Brown high school girls’ who participated in a hip-hop based science program (Science Genius program). The study employed three distinct yet aligned theoretical frameworks: - sociocultural theory, Pygmalion effect, and Black feminist theory. Given that an ethnographic study looks at the cultural patterns of a group over a period of time, this investigation spanned 2.5 years and involved explorations of the participants’ experiences with science. In addition, there are elements of autoethnography woven throughout the dissertation as my personal experiences as a Black woman in science informs both my research lens and my relationship to the research subjects (Camangian, 2010). By utilizing a qualitative methodological approach, the study gave voice to students who were racially and traditionally marginalized in science education and professions (Ceci & Williams, 2007; Emdin, 2016; Hanson, 2008; Hill, Corbett, & St. Rose, 2010; Mensah, 2012) and provided an opportunity for them to give personal accounts of their experiences in science education. The primary focus of the research involved a critical analysis of the responses of Black and Brown girls to a culturally relevant science curriculum that was based on the foundations of hip-hop pedagogy (Adjapong & Emdin, 2015; Emdin, 2010a, 2010b, 2016; Gay, 2010; Ladson-Billings, 1995). The findings of this study showed how the girls used the hip-hop based science program as a platform to demonstrate girl empowerment against commonplace Black and Brown girl race/gender biases in science, technology, engineering, and mathematics (STEM) education and how they built up their confidence to exhibit their scientific knowledge while defining their scientific identities.
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Rosevear, Jennifer Claire. "Engaging adolescents in high school music." 2008. http://hdl.handle.net/2440/49828.
Full textAbstract:
This investigation aims to explore the attitudes of adolescents towards learning music and to gauge the extent of their involvement in the activities of playing, singing, creating and listening to music. It also seeks to determine the views of adolescents on attributions for success in various activities, including music. Beliefs about selfconcept, or self-identity, and their relationships to academic achievement and musical involvement are explored. The review of literature spans various facets of self-perception, including selfconcept, self-esteem, self-efficacy, self-regulation, and self-concept development, and considers the role of music in self-concept development. The impact of self-perceptions on motivation, which is central to learning, achievement and engagement, is also considered. The basic principles of learning, and their application to learning in music, provide the foundation for specific aspects of music learning, namely, music literacy, learning to play a musical instrument, singing, music technology and informal learning. The relationship between music learning and academic achievement is reviewed. The particular importance of music in adolescence, and adolescent attitudes to school music, provide a backdrop to the analysis of the wide-ranging factors involved in self-concept development, motivation and learning principles, thus leading to an overview of the various approaches which can facilitate the engagement of adolescents in learning in general, and in high school music in particular. A researcher-designed Survey of Musical Experiences and Self-concept was administered to Year 9 and 10 students in three high schools in metropolitan Adelaide, South Australia. Data from the survey, along with academic results, were collected from the 282 participants in the study. The data provide background information about each participant, along with their perceptions about perceived areas of strength and reasons for success in these areas. Information about involvement in musical activities was collated for all students, with approximately half of the students not studying music at school. Measures for self-esteem (Rosenberg, 1965) and perceived competence (Chan, 1993) were included in the survey. Using a mixture of qualitative and quantitative methods, the data were analysed in relation to the extent of involvement in music, attitudes to learning music, students’ attributions for success, and strengths of the relationships between musical involvement, self-concept and academic achievement. Conclusions can be drawn based on the survey data and the literature review, and these emphasise the importance of the social nature of learning and of providing opportunities for creative work in classroom activities. The most outstanding finding to be highlighted from the study was the aspect of enjoyment as a reason for achievement which appears to feature prominently in students’ responses, yet it is less widely recognised in the literature.http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1321529
Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2008