Dissertations / Theses on the topic 'Student teaching Victoria Case studies'
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Derksen, Harold Kenneth. "The role of oral language in the practicum classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27130.pdf.
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Liptak, Kathryn Allen. "Learning to teach-teaching to learn: a case study of a student teacher." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39988.
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There is a great deal of controversy over the role that the student teaching experience plays in the preparation and development of teachers. In order to increase our understanding of the practice of student teaching, case study methodology was utilized in this study to develop a holistic description of the practice of student teaching from the student teacher’s perspective. The study identified and described the internal and external factors which influence the practice of student teaching for a student teacher learning to teach. This study facilitates our understanding of the practice of student teaching and the complex interactions that occur among the individuals involved (e.g., the student teacher, the cooperating teacher, the university supervisor, etc.); the settings (e.g., the public school, the public school classroom, the university classroom, etc.); and the formal university program. The findings from this study suggest that autonomy, reflection, and formal university coursework are key components of learning to teach.
Further research which examines specific teacher education programs and specific components of those programs, in relation to the student teaching experience is necessary if we are to continue to increase our understanding of the practice of student teaching and improve teacher education.Ed. D.
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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404530/.
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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.
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Au, Kit-oi Eliza, and 區潔愛. "A study on student teachers' conceptions of teaching: analysis based on metaphors and reflection." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956257.
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Chan, Yuk-fai Ronald, and 陳玉輝. "Building a collaborative culture in teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960698.
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Rauschenbach, James Walter. "Case studies of effective physical education specialists : relationships among curricular values, teaching strategies, and student involvement /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120908921.
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Darling, Susan L. "Six case studies : a comparative and contextual study of student writers and a writing program." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1355251.
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This study examines the writing progress of six students over a period of five years and the effectiveness of the writing program each student experienced. Writing samples, standardized test scores, writing prompts, student surveys, and interviews with students and teachers combine to illuminate the strengths and weaknesses in the writing program.Quantitative data is derived from student surveys which illuminate the frequency student instruction in the best practices in writing instruction, in addition to the data collected from student standardized test scores. Qualitative data is disaggregated from student writing samples, writing prompts, and interviews, which demonstrate student knowledge of writing processes, and clarifies student experiences in writing instruction.The combination and examination of this data provides a clear picture of the students' five-year writing programs. In depth analysis this data illuminate strengths and weaknesses in the writing program experienced by the students. This paper also provides suggestions for improving writing instruction utilizing the best practices in writing instruction.Department of English
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Milton, Josephine. "'Speak in English!' : the language use of student teachers teaching English in Maltese primary schools : case studies." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/14576/.
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The National Minimum Curriculum recommends that English lessons should be taught in English, with some code-switching if necessary for the pupils to understand. Maltese and English are the official languages of Malta and both are used in primary education. The aim of this study was to explore the actual use of Maltese and English by student teachers during English lessons. This was done through the use of case studies of three participants: Anne, Suzanne and Lisa. I was interested in how the student teachers used English and why and when they drew on Maltese during their lessons. Through the process of data collection, coding and analysis I became more aware of the possible pedagogic use of Maltese that was involved in the teaching and learning process. I came to the conclusion that both languages were being used to mediate learning and to negotiate meaning and understanding in Maltese primary school classrooms. I also realised that the choice of using Maltese or English in the classroom depended on the identity of the user, as constructed through lived experiences, knowledge about language, and beliefs about language use and teaching as well as the social, cultural, educational and linguistic context. In the classrooms I observed, Maltese was drawn on frequently to ensure understanding and learning, for procedural issues, to address classroom management issues and at times to establish a friendly atmosphere during English lessons. Thus, I came to question the 'English-only' immersion policy in view of the use of Maltese as an additional pedagogical resource in the classroom.
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Tang, Choi-ping, and 鄧彩萍. "Family factors affecting immigrant student language achievement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960418.
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Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
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Chui, Hing-wa, and 崔慶華. "Fostering conceptual understanding in ecology through student-generated questions and explanations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959337.
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Kwo, Ora, and 過偉瑜. "A study of the instructional behaviour and information processing of student teachers during the interactive phase of teaching: a thesis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234203.
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Yu, Lai-wah, and 余麗華. "A study of strategies adopted by student-teachers of the Hong Kong Institute of Education in classroom during their teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958394.
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Schlichte, Jacqueline M. Perrine. "The effect of a relationship-driven teaching style on the academic performance of at-risk ninth graders in the English content area classroom : a case study." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312663.
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The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as primary instrument); 2) Reading, Writing, and Non-Verbal Behaviors as recorded on field notes by the participant-observer. (Inquiries were informal in nature, except for simplistic reading questionnaires); and 3) The Corporation made available archival records inclusive of a. NWEA (Northwest Evaluation Test Scores); and b. Corporation Pilot Study data from a reading study conducted the previous year. Students were observed a minimum of two times per week during the time-span allowed for this exploration.Use of the Constant/Comparative Method (Merriam, 1998; Yin, 2002) yielded the following thematic areas: 1) Self- efficacy; 2) Perceptions toward others and self; 3) Internal changes, such as attitudinal metamorphosis toward education; 4) Importance of family approval, 5) Personal responsibility and "trying;" 6) Mutual Respect; 7) Non-verbal and verbal communication; 8) Physical or emotional reactions; 9) Teacher Characteristics; and 10) Academic achievement (as connected to all other categories).Data were interpreted to discover impact of Relationship-driven Teaching on said students and effectiveness in light of instruments as well as lived experience in the home. It was found that three, of four participants, significantly enhanced achievement and personal affective responses to Relationship-driven Teaching Style. Small gains were made by the fourth student, attributed to lived experience. Relationship-driven Teaching Style was thought to be effective.Department of Elementary Education
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Cannon, Rodney M. "Music student teaching in Texas a Delphi study of issues in the new millennium /." Thesis, connect to online resource, 2002. http://www.library.unt.edu/theses/open/20023/cannon%5Frodney/index.htm.
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Lai, Ling-yan Edith, and 賴靈恩. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627292.
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Major, Thenjiwe E. "Perceptions of preservice primary student teachers of their preparatory program the case of Botswana /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/762.
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Lin, Xiaochun, and 林晓纯. "Perceptions of master of education students on evaluation of teaching : a study of the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209652.
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The student evaluation of teaching is a crucial method to evaluate the teaching effectiveness and widely used in most universities and colleges all over the world. There are large literatures related to the student evaluation of teaching. However, less research focused on the students and even the taught postgraduate students’ perceptions. As such, the purpose of the current study was to explore and understand the Master of Education students’ perceptions on the teaching evaluation. Specifically, this study set out to identify their expectations and motivations on the teaching evaluation.
In total, 15 MEd students at the University of Hong Kong participated in individual interviews in an effort to identify their own opinions on the teaching evaluation including willingness, expectation and motivations, as well as the items of evaluation form. In doing so, the study revealed that most students were willing to do the evaluation, but they couldn’t get any follow up actions next. The motivations for them to rate teaching is that they believed the evaluations were meaningful and as a chance for them to express their personal ideas. Furthermore, the findings demonstrated that students’ evaluations were related to their expectation and personal feelings on the course and teachers.published_or_final_version
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Master of Education
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Paxton, Moragh Isobel Jane. "Case studies of tutors' responses to student writing and the way in which students interpret these." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003311.
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This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.
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Brown, Dwight G. "Human genetic concept attainment in secondary biology students through the use of specifically constructed bioethical case studies and a student decision-making model." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117112.
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The purpose of this study was to determine if the use of specifically constructed case studies and a student Decision-Making Model facilitated learning genetic concepts of high school biology students. The study also sought to determine if there were a relationship between: (a) teachers' knowledge of genetics (b) student attitude towards the use of the case studies and student Decision-Making Model and student genetic concept attainment.The population of this study consisted of 54 high school biology teachers and 2,330 high school biology students. The teachers selected for this study attended one of eight Project "Genethics" workshops conducted in the summer of 1993, and funded by either the National Science Foundation, Greenwall Foundation, or Chicago Public Schools. These two week workshops were conducted by mentor teachers trained by the staff of Human Genetics and Bioethics Educational Laboratory (HGABEL).The data gathered through HGABEL's (a) teacher post-test, (b) student pre/post-tests, and researcher designed teacher portfolios (including a student survey) were analyzed using Pearson productmoment correlation coefficient (r and an analysis of covariance (ANCOVA) with an a = .05. There was found no significant difference between the control group (those classrooms who did not use the case studies and student Decision-Making Model) and the experimental group (those classrooms who did use the case studies and student Decision-Making) on the genetic concept attainment as measured by the HGABEL student post-test.The use of case studies and the student Decision-Making Model allowed students who used them to perform essentially the same on the student post-test as the those students who did not use them even though both groups spent identical instructional time teaching genetics (control 1,568.5 minutes, experimental 1578.5 minutes). The students in the experimental group were also given the benefit of practicing and possibly gaining skills in bioethical decision-making without the loss of concept learning..Department of Biology
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James, Carolyn McCaffrey. "Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2955.
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Justification and argumentation have been identified as important mathematical practices; however, little work has been done to understand the knowledge and pedagogy teachers need to support students in these ambitious practices. Data for this research was drawn from the Justification and Argumentation: Growing Understanding in Algebraic Reasoning (JAGUAR) project. JAGUAR was a multi-year research and professional development project in which 12 middle school math teachers and a group of researchers explored the knowledge and pedagogy needed to support student justifications. This dissertation consists of three case study analyses. The first paper describes the development of teacher conceptions of justification, including their proficiency with justification and purpose of justification in the middle school classroom. The second paper examines the relationship between teacher understanding of empirical reasoning and their use of examples in their classrooms. The final paper describes the relationship between task scaffolding and student forms of reasoning in the context of a justification task. Collectively, this body of work identifies important relationships between teacher knowledge, practice, and student justification activity.
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Vatilifa, Ndamononghenda. "An investigation into understanding the experiences of the level 5-7 student teachers when teaching fractions in primary schools in Namibia: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001792.
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The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
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Yang, Chi-cheung Ruby, and 楊紫嬙. "Second language classroom interaction patterns: an investigation of three case studies of pre-serviceteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41290896.
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Lau, William, and 劉威倫. "Task motivation and student motivation in an English for occupational purposes course at the tertiary level in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055255.
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Tobler, Kalin. "Keeley Probes as a Tool for Uncovering Student Ideas: How Do Teachers Use Formative Assessment Probes to Plan and Adapt Instruction?" PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2650.
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Formative assessment probes, known as Keeley probes, are one tool teachers use to reveal students' scientific misconceptions, so that they can move them closer to conceptual understanding. The purpose of this research was to document how four elementary school teachers used formative assessment probes to plan and adapt instruction to improve student learning. Specifically: How did teachers choose appropriate probes? What learning goals did teachers hope to address by using the probe?? What instructional sequences did teachers envision when planning to use a probe? What did teachers notice when analyzing student data from a probe? How did teachers use the information to modify their instructional practice?
This exploratory study addresses key issues by exploring through qualitative methods how four elementary teachers used Keeley formative assessment probes in the classroom through a series of individual and group interviews. The results, reported as case studies and themes, indicate that Keeley probes may be used to help teachers strengthen their pedagogical content knowledge and as an anchor for classroom discussions. Teachers reported that students were highly engaged when considering Keeley probing questions. Teachers in this study had questions about how to analyze data collected through formative assessment, and what instructional steps they needed to take to address misconceptions.
The central finding of the study is that a teacher's subject-area knowledge as well as the ability to identify students' misconceptions and make instructional decisions based on those ideas, both elements of pedagogical content knowledge, play a key role in how effectively teachers use Keeley formative assessment probes towards improving learning.
Ultimately, this study showed that while the use of Keeley probes did improve opportunities for students to deepen scientific understanding, a gap still exists between the potential of formative assessment and the practical work of integrating ongoing formative assessment to improve teaching and learning.
This exploratory study underlines the need for a new approach in professional development for elementary science teachers, and sheds light on what happens when teachers try Keeley probes, a promising formative assessment tool and strategy, in the real world of the classroom.
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Zygmunt-Fillwalk, Eva M. "Potential for change : the effects of curricular intervention on preservice education students' attitudes toward multicultural teaching and learning." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263889.
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The primary purpose of this study was to examine the extent to which preservice elementary education students participating in Ball State University's Urban Education Semester would evidence a change in attitudes toward multicultural teaching and learning based on their experiences in the program. A treatment group of 22 Urban Semester participants was compared to a control group of 21 preservice teachers engaged in coursework and field experience in a traditional, on-campus setting. Employing a case study approach, both quantitative and qualitative methods were used to explore the phenomenon under investigation.The qualitative aspect of the study examined treatment and control group pretest and posttest scores on the Teacher Multicultural Attitude Survey (TMAS) (Ponterotto, Baluch, Grieg, & Rivera, 1998), to ascertain the extent to which attitudes would change as a result of curricular and experiential treatments. A follow-up administration of the TMAS occurred approximately six weeks following the intervention to determine the extent to which attitude change in the treatment group was either lasting or transitory in nature. The treatment group evidenced a highly significant difference in pretest / posttest scores on the TMAS (p = 0.002**), and the change was retained in follow-up measures.Qualitative methodology included analysis of student journals, content of two focus groups conducted throughout the semester, student discussion observed in Ball State courses, and personal interviews conducted at the end of the Urban experience. Analysis revealed common themes including the importance of direct experience with diversity, personal reflection, professional mentoring and teaching opportunities for student multicultural growth. Additionally, the experience served to dispel myths and stereotypes regarding urban teaching and encouraged movement from a color denial perspective to an appreciation for and respect of cultural differences.The present study illustrates the potential of curricular intervention to alter student attitudes toward multicultural teaching and learning. Implications for the development of initiatives geared toward this end include the importance of cultural immersion, opportunities for personal reflection, infusion of multicultural content across curricular areas, and carefully planned student / mentor teacher pairings in order to affect such change.Department of Elementary Education
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Ye, Yue. "A qualitative study of knowledge base construction in pre-service teacher education : the case of two English student teachers in Macao." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2551204.
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Chan, Kam-man, and 陳錦文. "A study of the quality of classroom management strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3195604X.
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Mbango, Karolina Naango. "Investigating the role of portfolios in developing reflective practice : a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003477.
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The purpose of this study was to investigate the purpose and role portfolios are playing in developing reflective practice in student teachers and to assess the degree to which this role is being achieved in practice. This study was a interpretive small scale case study. The target groups were 3 student teachers in their final year of study, 3 teacher educators and the vice-rector of the college. Data were obtained through interviews and document analysis. The findings indicated that the students had no meaningful orientation to both the role of portfolio development and reflective skills. The sources of this were the lack of common understanding among teacher educators, lack of support for both teacher educators and student teachers and lack of time, lack of guidelines for construction and clear assessment rubric. The results of this study indicated that the teacher educators were in need of vigorous professional development and considerable implementation strategies are needed to develop the desired reflective skills.
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Peterson, Dana L. "Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PetersonDL2009.pdf.
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Leung, Man-man Teresa, and 梁文敏{272b21}. "English in the Hong Kong classroom: a study of student participation in language lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574845.
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Currie, Cailin Tricia. "Reciprocal Effects of Student Engagement and Disaffection on Changes in Teacher Support Over the School Year." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1646.
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Building upon previous research on the importance of students' motivation for their learning and academic success, this study sought to examine how students' motivation in the classroom may impact the way their teachers' treat them. Specifically, data from 423 middle school students and their 21 teachers were used to examine the extent to which student engagement and disaffection (individually and in combination) in the fall predicted changes in teachers' provision of motivational support from fall to spring of the same school year. The study also examined whether these relationships might differ by student grade or gender, and whether the effects of each component of motivation can be buffered or boosted by the level of the other component.
Overall, results provided partial support for study hypotheses. As expected, engagement and disaffection (as reported both by students and by teachers) individually predicted changes in teacher motivational support over the school year, such that engaged students were more likely to gain teacher support across the school year whereas disaffected students were more likely to lose teacher support. Assessing the unique effects of engagement and disaffection suggested partial support for their combined predictive utility, although less support was found for teacher-reports than student-reports. Across time, student-reported disaffection demonstrated unique effects on changes in teacher support but student-reported engagement did not. For teacher-reports of engagement and disaffection, neither component of motivation predicted changes in teacher support above and beyond the other component.
Across reporters, mean-level gender differences in the constructs of interest were consistent with expectations based on previous research suggesting that girls tend to be more motivated than boys in school; however, despite these significant differences in mean-levels, there were few gender differences in the strength of the reciprocal effects of student motivation on teacher support. Of the 12 tests for gender differences in the links between student motivation and teacher support, only two were found, and both cases demonstrated significant gender effects of the same form, such that engagement and disaffection demonstrated significant reciprocal effects for both genders; however, the effects were significantly stronger for boys. As expected, examination of mean-level differences in engagement and disaffection as a function of grade suggested that student motivation and teacher support decline as students progress through middle school. In general, significant reciprocal effects of student motivation on teacher support across time were found for students of all grades for both student- and teacher reports; however there were some grade-level differences in the strength of those associations. Results indicated that engagement and disaffection were more important predictors of changes in teacher support over the school year for older students (8th graders) than for younger students (6th or 7th graders).
Finally, the expected interaction between engagement and disaffection was only partially supported and only for teacher-reports. Specifically, as predicted, the relationship between teacher-reported engagement and teacher support was stronger for students who were low in disaffection, suggesting low disaffection boosted the positive effects of engagement. At the same time, and contrary to expectations, instead of the relationship between disaffection and teacher support being weaker for students perceived as highly engaged, these relations were actually stronger such that disaffection was a stronger predictor of losses in teacher support for highly engaged students than for their equally disaffected but less engaged peers. Implications for educational interventions and daily classroom practices are discussed. This study, by utilizing a two time-point design, a diverse at-risk student population, and measures from both student and teacher perspectives, attempted to make a contribution to the sparse but potentially important research literature on how student's motivation can shape their experiences with teachers in the classroom.
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Tsui, Chung-kwan Paul, and 徐仲坤. "An evaluation of classroom management through expert-novicecomparison: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958813.
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Levingston, Earl Ray. "The Double Down: The Autoethnography of Navigating as Black American Male Instructing Preservice Teachers Methods of Teaching Social Studies." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404520/.
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This inquiry is an autoethnography of my experiences as a Black American male serving as a methods of social studies instructor to preservice teachers. Although some may deem this study as subjective, I have embraced that designation to provide insider information to others that face intersectionality and to inform institutional practices in teacher education programs.
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Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.
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The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
36
Yang, She-king Sheila, and 楊舒琼. "A study of the effects of different courses on student teachers' attitude and classroom behaviour during their teaching practice inlocal secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956245.
Full text
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Man, Ka-on, and 文家安. "A study of the effects of two types of groups on student-teachers' approaches to studying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627309.
Full text
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Anderson, Jennifer Anne. "Understanding Male Nursing Student Perceptions of the Influence of Gender| A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636207.
Full textAbstract:
In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts.
The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment.
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Ojo, Gbemisola Motunrayo. "Reflective-reciprocal teaching strategy on student teachers' academic achievement and attitude." Diss., 2015. http://hdl.handle.net/10500/20135.
Full textAbstract:
Economics as a subject is one of the sciences that is required for any nation's development, but its teaching and learning has not being easy, which has resulted in poor student achievement. In search of solutions, this study has considered the reflective-reciprocal teaching technique and investigates its effectiveness on student teachers' academic achievement and attitude in the subject. Four Null hypotheses were formulated to guide this study. The study adopted the quantitative method of inquiry, using specifically a pre-test, post-test quasi-experimental design. Three Colleges of Education out of 22 federal Colleges of Education in Nigeria were purposively selected based on certain criteria to be the sites for the study. The sample for the study consisted of 178 second year Economics student teachers; the participants were randomly assigned to an experimental group or a control group. The pre-test scores of the participants was obtained using achievement test, numerical ability test questionnaire. Participants in the experimental group were exposed to six weeks of teaching using the reflective-reciprocal teaching strategy while participants in the control group were exposed to the traditional method of teaching. The quantitative data collected was analyzed using descriptive statistics in the form of proportions, frequencies, means and standard deviations, independent t- tests and paired t-tests to compare differences between two groups, Analysis of Covariance (ANCOVA) and ANOVA for repeated measures. The Multiple Classification Analysis (MCA) aspect of ANCOVA was used to determine the magnitude of the performance of the groups. The findings of the study show that there exists a significant difference in the achievement of student-teachers in Economics when taught using reflective-reciprocal teaching strategies compared to the conventional method. Based on the findings of this study, it is recommended that Economics student teachers should make effective use of reflective-reciprocal teaching strategies in the classroom in order to further enhance the achievement of their students in the subject. In addition, the Federal and States Ministries of Education should encourage the use of the reflective-reciprocal teaching strategies by organizing workshops for educational trainers and teachers to better equip them in the use of the reflective-reciprocal teaching strategy. The use of reflective-reciprocal teaching strategies should be encouraged in other teaching subjects as well.Curriculum and Instructional Studies
M. Ed. (Didactics)
40
Tan, Swee-Lin. "The implementation of multicultural education during the student teaching experience four case studies /." 1993. http://catalog.hathitrust.org/api/volumes/oclc/30130598.html.
Full text
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Krezel, Joanna. "Towards understanding effects of social influence on student choice of university: case study of Victoria University." Thesis, 2020. https://vuir.vu.edu.au/42292/.
Full textAbstract:
Increased competition among education providers has made the process of student choice regarding higher education institutions (institutions) more complicated for potential students. At the same time, institutions are striving to attract new students through new and innovative ways. This research contributes to an increased understanding of the social influence factors that impact on student choice processes and explores their effect on the selection of institutions.
This study predominantly focused on factors influencing the final choice of institutions. However, in order to consider a broader range of social pressures on student choice, the study also examined the stages of development of a predisposition to engage in post-secondary education and the information search.
This study adopted a qualitative methodology and employed the phenomenological perspective as a theoretical basis to investigate students’ choice processes. A series of research questions guided the in- depth face to face interviews, conducted with 13 first-year undergraduate students, which had the main objective of interpreting and exploring the participants’ lived experiences contributing to their choice of institution.
The findings of the study highlight the importance of perceived elements of sincerity and credibility during prospective student encounters with influencing agents. These crucial elements affecting student choices provide further insight in identifying the prerequisite conditions for these perceptions to form. The research makes contributions to the broader body of knowledge concerned with student choice through the adoption of a phenomenological perspective and a strong focus on the role of social influence in this context. The research offers practical implications for higher education marketers as it informs the development of more targeted marketing communication and recruitment campaigns through increased knowledge of the student choice processes and the social influence determinants that underpin these processes.
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"中國大陸學生教師實習期間教師知識發展的個案研究." Thesis, 2006. http://library.cuhk.edu.hk/record=b6074312.
Full textAbstract:
林一鋼.論文(哲學博士)--香港中文大學, 2006.
參考文獻(p. 227-242).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006.
Can kao wen xian (p. 227-242).
Lin Yigang.
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Klausewitz, S. Kay. "How prior life experiences influence teaching: Multiple case studies of mature -age elementary student teachers." 2005. https://scholarworks.umass.edu/dissertations/AAI3179892.
Full textAbstract:
Researchers say that what really differentiates mature age students is not age as much as it is life experiences. How and in what ways does that influence the preparation of pre-service teachers? What happens in the classroom is more related to the teacher than any other variable. All, and especially older student teachers, bring rich experiences and images into the classroom that affect their attitudes, approach, and decision-making. The overall purpose of this research was to learn how life experiences of mature age student teachers influence their learning to teach children in an elementary classroom. Participants are five students between the ages of 38 and 45, who did their student teaching practicum within a traditional teacher preparation program. Data was gathered from three in-depth interviews, three classroom observations with field notes and video tapes, and from selected documents. The Rainbow of Life Roles (Super, 1980) was used to supplement interviews about the life experiences of each participant. Stimulated Recall (Bloom, 1953 and others) was used to discover what past experiences influenced decision making and problem solving. Interview questions focused on participants' interpretation of their life experiences, their perspectives of themselves as learners, workers, and parents, and their ideas about teaching. Based on the data, the following conclusions were reached. (1) Life experiences, from activities such as other jobs, parenting, travel, reading, coaching, and community work were embedded in the perspectives of the emerging teacher serving as a lens or filter through which decisions were made in the classroom. (2) Life experiences provided connections to build upon or barriers to be reconstructed. Examination of prior experiences and beliefs will help to reconstruct these experiences into meaningful ideas about teaching that will be more than an overlay experience that may be washed out in the early rigors of learning to teach. Implications for teacher education include the need for promotion of the examination of prior life experiences to integrate self-knowledge with theory and practice and to remove possible barriers to the development of solid teaching practices.
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Degago, Adinew Tadesse. "Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities." Thesis, 2015. http://hdl.handle.net/10500/18580.
Full textAbstract:
The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strategy. Based on this strategy, data were obtained first qualitatively from 20 instructors through interviews and classroom observations and then quantitatively from 160 instructors and 170 students through questionnaires. The data from the interviews and the classroom observations were analysed qualitatively using a phenomenographic approach and content analysis respectively whereas the data from the questionnaires were analysed statistically using SPSS. From this, frequencies, mean scores and percentages were computed in order to summarise and interpret responses. In addition, independent samples test and one-way ANOVA were applied to examine the differences in conceptions of and approaches to teaching among instructors. Furthermore, Pearson correlation coefficient was applied to examine the relationship between instructors‟ conceptions of teaching and their teaching practices. From the results, it was found that instructors‟ conceptions of teaching in the four universities incline towards the student-centred conception of teaching though there were also instructors whose conceptions of teaching were the traditional teacher-centred. Regarding teaching practices, although the instructors claimed that their teaching practices were student-centred, the results of the study appear to suggest that meaningful instructional practices were still under the influence of the traditional conception of teaching. In addition, numerous factors were found to be impeding the proper implementation of student-centred instruction including the background of the students, the instructors‟ obsession with lecturing and lack of enabling environment. Based on the findings, teaching improvement programs that develop instructors‟ conceptions of teaching were suggested. Furthermore, a supportive environment that enables instructors to translate their changed conceptions of teaching into their teaching practices was recommended. Finally, recommendations for further studies were provided.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
45
Muongmee, Suchinda. "Investigating student teaching supervision: a case study at Faculty of Education, Burapha University." Thesis, 2014. https://vuir.vu.edu.au/25636/.
Full textAbstract:
This case study action research investigated student teaching supervision at
Burapha University’s Faculty of Education. It had three phases. In Phase I, the
researcher used quantitative methodology - surveys – to reach 155 student
teachers (ST), 147 school (SCHS) and 56 university (BUUS) supervisors to
gauge perceptions of issues in student teaching supervision during the
university’s teaching practice program between November 2003 and February
2004. The overall response rate was 61.17 percent. Survey data were reported as
descriptive case studies for each population separately and for respondents as a
whole. In Phase II, a small group of volunteer SCHS and BUUS, who were
majors in English deliberated on these data in workshops and drafted a
supervision guideline to address issues. The researcher facilitated this
development, documenting it as a case study of ‘participative action research
(PAR)’. Facilitation continued in Phase III with the researcher arranging to trial
the guideline at three separate school sites between November 2004 and
February 2005. Supervisors from school and university (N=6) who had
contributed to its development were paired to supervise three final year ST, also
majors in English who were enrolled in the project subsequent to giving their
informed consent. Each functioning group of supervisors and ST at each site
constituted a ‘triad’. The researcher evaluated the trial, observing ST classroom
teaching and post-lesson discussions with supervisors. She also conducted
individual focused interviews with the triad to elicit their perceptions of the
impact of the guideline on quality of supervision. Reports for each site were
compiled; since the trial ‘replicated’ the same process at three separate sites a
cumulative report of the experience was provided. Findings from this
‘formative’ evaluation were that supervisors had implemented some guideline
recommendations with fidelity and in full, including creating an atmosphere of
‘amicable’ supervision, other recommendations to some extent and a few not at
ii
all, in part because of logistical problems that prevented some university
supervisors in particular from participating in recommended activities. Analysis
showed that the guideline was perceived to be ‘useful’ for improving some
aspects of the quality of supervision. However, it did not address all issues of
concern and was hampered by the Faculty’s lack of an articulated model of
teaching practice. Limitations include the single university program studied, that
only English majors were involved in designing the guideline and that
developers were also those who trialed it. Recommendations for improving
teaching practice and further research are made to appropriate agencies.
46
Pape, Dianne Rush. "The caring beliefs of three teacher educators." Thesis, 2004. http://hdl.handle.net/2152/2154.
Full text
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Motha, Kholofelo Charlotte. "Exploring peer review in a process approach to student academic writing." Diss., 1999. http://hdl.handle.net/10500/17518.
Full textAbstract:
This research explores peer review in the academic writing of ESL university students.
It investigates the problem from both qualitative and quantitative perspectives. Overall
findings showed no significant differences between the holistic coherence ratings
given to the original and final drafts of the group of students exposed to a process
approach to writing with peer review. Similarly, there were no significant differences
between the holistic coherence ratings of this experimental group and control group
on their final drafts. However, the findings of finer-grained comparative analyses of
each experimental group student's original and final drafts revealed both positive and
negative results with respect to changes made. The study also explores the changes
in terms of the peer review process, so attempting to analyse in more qualitative
detail how coherence is constituted in student academic writing.Linguistics and Modern Languages
M.A. (Linguistics)
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"中学职前教师的专业身份建构: 实习教师的专业学习历程的个案研究." 2012. http://library.cuhk.edu.hk/record=b5549340.
Full textAbstract:
身份转变是成为教师的一个重要部分，不少研究者因此强调教师教育在职前教师专业身份形成中的作用，亦有研究者发现实习是职前教师身份转变的关键阶段。然而到底职前教师是如何通过专业学习来建构和发展期专业身份的，却一直缺乏相关实证研究。有鉴于此，本研究尝试从职前教师专业学习历程中去理解专业身份的建构和发展，从职前教师的视角去考察当前教育实习为他们提供了怎样的身份建构情境。研究以情境视角下的学习观和身份建构观为理论背景(Lave&Wenger,1991; Wenger,1998)，采个案研究方法，通过深度访谈和田野观察来跟踪两所实习学校内的四名高中实习教师的专业学习历程，以理解实习教师的身份建构和改变的过程，并以此为线索梳理了实习情境中影响其身份建构的主要因素及其互动关系。
研究发现，实践参与式的学习确实改变着实习教师的专业身份。四个个案实习教师的专业身份经过实习后都在不同方面不同程度地发生了改变。驱使这种改变的最为核心的力量是他们在实习前业已形成的职业承诺和教师角色认知。而它们也是实习教师在实践场域中定位自我的最为关键的两个身份定位点。职业承诺决定了职前教师参与实践和建构身份的意愿。根据自己的学生身份所形成的教师角色认知则是实习教师识读实习情境扮演角色的主要根据。既有的角色认知与实习场域中的角色脚本的冲突则是启动身份重构的关键。
另一方面，实习学校的实践文化、实习指导教师所构成的实习情境共同框定了实习教师的实践参与的方式和内容。而实习教师总是基于自己原有的职业承诺和角色认知投入实习情境，与角色对手展开互动。身份的协商正是在这种互动的参与中展开。传记性因素、情境性因素和经历性因素在这个过程中以不同方式影响着身份的协商和建构，而它们三者之间的互动最后形塑了职前教师在整个实习期间的参与轨迹，导向了不同的专业身份。
基于此，研究尝试为学界理解职前教师如何通过专业学习以建构其专业身份提供概念框架和实践启示，并提议建立专业身份建构型的教师学习观。
As the identity transformation is essential for becoming a teacher, researchers have emphasized the role that the teacher education play in the shaping and forming of pre-service teachers’ professional identities, with teaching practice as the critical stage in transforming the identities of pre-service teachers. However, few empirical studies have been conducted to investigate how the pre-service teachers construct and develop their professional identities through professional learning. To this end, this research explores the professional learning trajectories of pre-service teachers to understand the construction and development of their professional identities. Furthermore, this study looks into the teaching practice from the angle of pre-service teachers in order to depict a picture of the context for the professional identity construction.
Using the framework of learning concept and identity construction (see Lave & Wenger, 1991; Wenger, 1998), the research employed the case study method, carrying out both in-depth interviews and field observations to gather qualitative data. Four student teachers from two placement schools participated in the research as four cases. The four teachers’ learning experiences as well as their identity construction and change were investigated to explore factors constructing and changing the professional identities of the four student teachers.
The research, on the one hand, has confirmed the importance of learning as participation in changing the student teachers’ professional identities. In the four cases, the professional identities of the student teachers were all found to be changed after the teaching practice in different ways and at different levels. The major motivation for the change was attributed to the professional commitment and the concept of teacher role, which had been formed prior to the teaching practice of the four student teachers. Moreover, the professional commitment and the concept of teacher role were the two anchoring points of student teachers to locate themselves in the field of teaching practice. Regarding the two anchoring points, the professional commitment determined the willing of student teachers to participate in the teaching practice and construct their professional identities; the concept of teacher role, taking shape out of their self-as-student, was the frame of reference for the four student teachers’ understanding of the teaching practice context as well as the role playing. The clash between the four student teachers’ concept of teacher role and the role script embedded in the culture of the two schools was the trigger of the four student teachers’ identities reconstruction.
The research, on the other hand, has indicated that, the four student teachers participated in the teaching practice and interacted with the role partners according to their own original professional commitment and concept of teacher role, although the teaching practice context, comprising the placement school culture and the mentors, shaped the way and the content of the four student teachers’ participation. Therefore, the negotiation of identity took place between the four student teachers and the teaching practice context, which was influenced in different ways by the three factors, namely, the biography, the context and the experience. The interaction among the three factors subsequently built up the participation trajectories of the four student teachers through the whole teaching practice, guiding the four student teachers to achieve different professional identities.
On the whole, the research has contributed to conceptual understanding as well as practical implications in the construction of pre-service teachers’ professional identities through professional learning. In future research and practice, it is proposed that learning to teach be explored from the perspective of professional identity construction.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
张倩.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 304-315).
Abstracts in Chinese and English.
Zhang Qian.
中文摘要 --- p.I
英文摘要 --- p.II
致谢 --- p.IV
目录 --- p.V
图表目录 --- p.VII
导言 --- p.VIII
Chapter 第一章 --- 问题陈述 --- p.1
Chapter 第一节 --- 研究的缘起--寻惑与解惑的起点 --- p.1
Chapter 第二节 --- 研究的背景 --- p.3
Chapter 一、 --- 教师身份的提出 --- p.3
Chapter 二、 --- “学教的再概念化 --- p.4
Chapter 三、 --- 情境学习的视角 --- p.5
Chapter 四、 --- 教育实习的样貌 --- p.6
Chapter 第三节 --- 研究的目的与问题 --- p.8
Chapter 第四节 --- 研究的意义 --- p.9
本章小结 --- p.12
Chapter 第二章 --- 文献述评 --- p.13
Chapter 第一节 --- 西方研究中的“学教 --- p.13
Chapter 一、 --- “学教研究的脉络梳理 --- p.14
Chapter 二、 --- 再概念化的“学教 --- p.17
Chapter 三、 --- 本研究的“学教概念框架 --- p.22
Chapter 四、 --- 小结 --- p.32
Chapter 第二节 --- 教师专业身份的研究脉络 --- p.34
Chapter 一、 --- 教师专业身份的意涵 --- p.35
Chapter 二、 --- 教师专业身份研究的主要理论脉络 --- p.41
Chapter 三、 --- 实习教师专业身份研究的现状 --- p.46
本章小结 --- p.58
Chapter 第三章 --- 研究的设计与方法 --- p.59
Chapter 第一节 --- 研究框架与研究问题 --- p.59
Chapter 一、 --- 研究的概念框架 --- p.59
Chapter 二、 --- 相关概念的操作性定义 --- p.61
Chapter 三、 --- 研究问题的阐述 --- p.63
Chapter 第二节 --- 研究的设计与方法 --- p.64
Chapter 一、 --- 质化研究取向 --- p.64
Chapter 二、 --- 个案研究的策略 --- p.64
Chapter 三、 --- 研究的整体设计 --- p.65
Chapter 第三节 --- 研究的效度与伦理 --- p.75
Chapter 一、 --- 研究的效度 --- p.75
Chapter 二、 --- 研究伦理 --- p.76
Chapter 第四节 --- 研究局限 --- p.78
本章小结 --- p.79
Chapter 第四章 --- 实习教师的专业身份发展 --- p.80
Chapter 第一节 --- 个案实习教师的专业身份发展 --- p.80
Chapter 一、 --- 薇的专业身份发展 --- p.81
Chapter 二、 --- 凯的专业身份发展 --- p.96
Chapter 三、 --- 玲的专业身份发展 --- p.108
Chapter 四、 --- 慧的专业身份发展 --- p.122
Chapter 第二节 --- 实习教师专业身份发展的特点 --- p.139
Chapter 一、 --- 实习前职前教师的专业身份特点 --- p.139
Chapter 二、 --- 实习前职前教师专业身份的主要区别 --- p.145
Chapter 三、 --- 实习后职前教师的专业身份特点 --- p.147
Chapter 第三节 --- 小结 --- p.152
Chapter 第五章 --- 实习情境中的学教与身份发展 --- p.156
Chapter 第一节 --- 个案实习教师的实习故事 --- p.156
Chapter 一、 --- 薇的实习故事 --- p.157
Chapter 二、 --- 凯的实习故事 --- p.176
Chapter 三、 --- 玲的实习故事 --- p.191
Chapter 四、 --- 慧的实习故事 --- p.209
Chapter 小结 --- p.227
Chapter 第二节 --- 专业身份的形塑--实习情境的识读与应对 --- p.228
Chapter 第三节 --- 专业身份的建构--情感体验与自我反思 --- p.236
Chapter 第四节 --- 小结 --- p.240
Chapter 第六章 --- 实习教师身份发展的主要影响因素 --- p.243
Chapter 第一节 --- 传记性因素 --- p.243
Chapter 第二节 --- 情境性因素 --- p.247
Chapter 第三节 --- 经历性因素 --- p.263
Chapter 第四节 --- 小结 --- p.275
Chapter 第七章 --- 结论 --- p.277
Chapter 第一节 --- 研究的结论 --- p.277
Chapter 第二节 --- 研究意义 --- p.285
Chapter 第三节 --- 研究反思与建议 --- p.292
Chapter 附录一 --- 第一次访谈提纲 --- p.296
Chapter 附录二 --- 第二次访谈提纲 --- p.298
Chapter 附录三 --- 第三次访谈提纲 --- p.300
Chapter 附录四 --- 文献综述中的“学教 --- p.300
参考文献 --- p.304
49
Hedge, Stephanie Lorie. "Investigating student identity practices across material spaces and social software : from the classroom to digital environments." 2013. http://liblink.bsu.edu/uhtbin/catkey/1709335.
Full textAbstract:
This study is based on a semester-long qualitative study that investigates student
perceptions of and interactions with social software and mobile technologies, particularly as they move between digital and physical spaces. As digital technologies become more ubiquitous, both within the classroom and without, it becomes increasingly important to investigate the ways these technologies are influencing lived writing practices, particularly if instructors are incorporating these technologies into their teaching. In particular, this dissertation investigates constructions of student identities in technology-rich environments, and the ways that digital, mobile, social, and spatial factors both afford and constrain student identities.
This dissertation focuses on movement—of students and information—between
academic and non-academic spaces. The research focuses on the lived practices of students as they use mobile technologies and social software as a part of their writing practices and habitus, and this study explores in depth both their physical contexts and their habits and attitudes
towards the ways the digital meets the physical. This study is based on 10 semester-long qualitative case studies which followed students as they engaged in writing activities, both within class and without. The findings from this study point to the ways that contemporary students are rapidly embracing an existence which incorporates machines into their self constructions: their identities and their physical bodies.
These students have adapted their writing styles to incorporate multiple kinds of physical technologies, and almost all interactions in their social sphere are mediated through social software and digital technology. This dissertation presents the findings from this study, arguing for
a conceptualization of student as cyborg.Methods and methodologies -- Findings : cyborg bodies -- Findings : cyborg identities.
Department of English
50
Sitsebe, Vusi Friday. "Student discourse in a natural science classroom : a case study of high school teaching in Swaziland." Diss., 2012. http://hdl.handle.net/10500/8546.
Full textAbstract:
The aim of the study was to investigate classroom discourse among high school natural science students in Swaziland.
The research problem was:
Can student interactions tell us something about the negotiation of understanding during natural science teaching?
A qualitative approach was used, specifically, the observational case study style. The population comprised three Form 4 students and their natural science teacher, purposely selected. Data was collected using the non-participant observation and the standardised open-ended interview methods.
The collected data was analysed using the discourse analysis approach. The analysed data indicated that prevailing discourse patterns were teacher and student talk, as well as written work.
A conclusion was that student classroom discourse in the natural sciences should be encouraged among all students for improved understanding and meaning making.Science and Technology Education
M. Ed. (Natural Science Education)