Dissertations / Theses on the topic 'Study and teaching'
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1
Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.
2
Fung, Tak-kit, and 封德傑. "Teaching the -ing forms." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626408.
3
Nash, Joanna MA. "The praxis of teaching drawing /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26697.
Abstract:
This inquiry examines the relationship between studio drawing instruction and art theory, by reviewing practical and theoretical art books, questioning peers, and conducting a focus group encounter. The resulting data, interpreted in light of 25 years of teaching experience, suggests that the chronology of exercises in all the reviewed drawing texts encourages a widespread use of outlining at the expense of a concentration on rendering mass and volume.In response to changing demands on art teachers, the author proposes an outline for an updated studio drawing manual which synthesizes theory and practice by addressing compatible themes, and proposes a chronology of effective exercises which enhance student understanding and capacity to render volume and mass. The author concludes that the field of teaching drawing can be expanded to reflect visual, spiritual and ethical concerns, and that reestablishing the primacy of the visual to the teaching of the visual arts is best achieved in a hospitable setting where the standards and validity of the discipline can be established according to visual criteria, and not remote theory.
4
Kaplan, Richard E. "Teaching adolescents about war." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.
5
Park, Micah William. "Teaching Intonation Patterns through Reading Aloud." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/267.
Abstract:
This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three native speakers who listened to single-sentence recordings [n=868] from questionnaires, exit interviews, and pre- and post-tests) and that they were generally amenable to the teaching technique.
6
Іванова, Тетяна Володимирівна, Татьяна Владимировна Иванова, Tetiana Volodymyrivna Ivanova, and J. Nwosu. "Method of teaching in nigerian universities." Thesis, Sumy State University, 2013. http://essuir.sumdu.edu.ua/handle/123456789/30811.
Abstract:
Contemporary society requires learners to develop abilities and skills besides having a basic knowledge of a discipline. This is because knowledge and technology becomes outdated rapidly and is updated constantly; much of what students will need to know in their future career after graduation has not yet been generated! This knowledge explosion cannot be solved by adding more courses. Therefore, the responsibility of teachers in university or college is not only to teach the students with the particular or professional knowledge of their discipline but also to help them develop successful lifelong learning skills. This has remained the philosophy and guiding principles of teaching in Nigerian Universities. Thus, different teaching methods are employed by university teachers in Nigeria depending on the course content. However, there are generally approved and outstanding modern methods of teaching prevalent in Nigerian universities. It is the aim of this paper to discuss some of these methods.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/30811
7
Waddell, Elizabeth Lynn. "Teaching and learning in the school garden." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2085.
Abstract:
This project was created to encourage educators to establish school site gardens. Gardens provide the opportunity to introduce environmental topics, and can become hands-on learning centers for subjects across the course of study.
8
Cobb, Shelly Kay. "Teaching adolescents about pregnancy, parenting, adoption and abortion." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/871.
9
Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.
Abstract:
The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.
10
Lacey, Jacqueline Marie. "Teaching social skills through environmental education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
Abstract:
This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.
11
Kgwadi, Ntate Daniel. "Inexpensive conceptual experiments/demonstrations for physics teaching." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.
Abstract:
Current research on cognitive learning is applied to the designing of several experiments for use in high school physical science and physics classes. The goal of the project was to use simple inexpensive materials to construct experiments and demonstrations that illustrate physics concepts and can easily be modeled using simple mathematics.Saline solutions are used to show simple examples of refraction and effects of a solution of varying density. The refractive index of two liquids is measured. The continuous refraction of a stratified fluid is demonstrated. Fluid flow is investigated. This leads to a simple experiment that leads to an easy way to measure the acceleration of gravity.The goal was met with several simple experiments using inexpensive materials, modeling techniques, and simple mathematics derivations were designed and tested. Data from the experiments gives results that are very close to the accepted values.Department of Physics and Astronomy
12
Poindexter, Wanda 1946. "Creative imitation: An option for teaching writing." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291444.
Abstract:
Creative Imitation is an alternative strategy to help students improve their expository writing in college composition. It combines writing by imitation with process modeling to increase student fluency with both the products and processes of writing. For centuries, a technique of "imitatio" was used to teach oral and written language traditions. Isocrates, Quintilian, and Cicero shaped the tradition of imitating writing models. Their principles were revived in the 60s by two neo-classical educators, Corbett and D'Angelo. Objections to the principles of imitation to teach writing are analyzed: models intimidate students, imitation focuses on the products instead of the processes of writing, and imitation reduces individual creativity. Some teachers have reported success with student-centered writing-by-imitation exercises in college composition classrooms. They assert that imitation exercises increase student awareness of correct usage, grammar conventions, rhetorical strategies, and paradoxically enable students to develop an "authentic" voice in their own writing.
13
Steele, Frances A., of Western Sydney Nepean University, Faculty of Education, and School of Teaching and Educational Studies. "Teaching biotechnology in NSW schools." THESIS_FE_TES_Steele_F.xml, 1999. http://handle.uws.edu.au:8081/1959.7/671.
Abstract:
Agriculture, industry and medicine are being altered by new biological technologies. Today's students are the citizens who will make decisions about associated ethical issues. They need to have the knowledge that will enable them to make informed choices. Hence biotechnology has an important place in science education. The aims of the research were to: 1/describe the state of biotechnology teaching in NSW; 2/determine whether teachers in NSW do not teach biotechnology because they do not have the necessary knowledge and experience; 3/identify other reasons why NSW teachers choose not to teach biotechnology; 4/describe problems encountered in teaching biotechnology in NSW; 5/suggest ways in which the problems encountered in the teaching of biotechnology can be overcome. Quantitative and qualitative methods were used in a complementary way to investigate these aims. In a sample of teachers surveyed, many reported that they chose not to teach biotechnology because they did not have adequate knowledge and experience. Other obstacles were identified. These were: 1/ the difficulty of the subject matter; 2/ the lack of practical work; 3/ lack of a program for biotechnology in junior science. The results of this trial suggested that a biotechnology unit should be developed in collaboration with the teacher and that time needs to be made available for school based program development.Master of Education (Hons)
14
Christine, Deborah. "The teaching of children's artistic expression." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276714.
Abstract:
The development of Discipline-based Art Education (DBAE) has focused attention on curricular structure, especially as it relates to the concept of students' creative expression. Creative self-expression, the focus of many school art programs, is to encourage students' art production. Discipline-based art education in contrast strives to develop students' artistic expression. Achievement of artistic expression requires conceptually focused instruction of art content from four art disciplines, art history, art criticism, studio production, and aesthetics. A discipline-based lesson can be examined for the way artistic expression is fostered as a part of production. Specific examples drawn from one lesson are used to illustrate that artistic expression can be recognizable, sensitive to instruction, and subject to evaluation.
15
McCormick, Ray William. "Guidebook to teaching the parallel squat." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2598.
Abstract:
The information covered in this project is intended to give the physical educator and coach an easy-to-follow manual with illustrations to guide them through basic instructions on the parallel squat. This project will include biomechanical principles of the squat exercise.
16
Carr, Corine M. "Assessing teaching style preference and factors that influence teaching style preference of registered dietitians." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117123.
Abstract:
Adult patient education is a major responsibility of registered dietitians. It is essential for registered dietitians to be effective adult educators as they teach adults in various employment settings. Review of the literature revealed that one important factor in being an effective adult educator is developing a teaching style which facilitates learning, known as learner-centered teaching style.The purpose of this descriptive study was to identify the teaching style preference and identify factors that have influenced registered dietitians' teaching style preference.The study sample of six hundred registered dietitians residing in the Midwest (Illinois, Indiana, Michigan, Ohio and Wisconsin) were sent two tools to complete, the "Principles of Adult Learning Scale (PALS)". Two hundred and fifty-two respondents completed the questionnaire and PALS, designed by Conti to determine teaching style preference.The overall PALS scores were computer generated. Frequency distributions and populations percentages were calculated for demographic and descriptive data. The mean, median, and standard deviation of PALS scores were calculated. Analysis of various factors and the PALS scores.The findings suggest that registered dietitians' teaching style preference is teacher-centered. The years of employment positively affected teaching style toward learnercentered until the dietitian had been employed more than 16 years, then the years of employment negatively affected teaching style preference. The number of formal educational sessions relating to adult education had the most positive effect on teaching style preference. The number of continuing education session related to adult education proved to be the factor that most affected teaching style preferences.The study has implications for registered dietitians regarding dietetic education and curriculum development, continuing professional education and adult educators utilizing the PALS instrument. Further study is recommended using PALS with only entry-level dietitians and comparing PALS scores with actual classroom teaching behavior.Department of Educational Leadership
17
Johnson, Estrella Maria Salas. "Establishing Foundations for Investigating Inquiry-Oriented Teaching." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1102.
Abstract:
The Teaching Abstract Algebra for Understanding (TAAFU) project was centered on an innovative abstract algebra curriculum and was designed to accomplish three main objectives: to produce a set of multi-media support materials for instructors, to understand the challenges faced by mathematicians as they implemented this curriculum, and to study how this curriculum supports student learning of abstract algebra. Throughout the course of the project I took the lead investigating the teaching and learning in classrooms using the TAAFU curriculum. My dissertation is composed of three components of this research. First, I will report on a study that aimed to describe the experiences of mathematicians implementing the curriculum from their perspective. Second. I will describe a study that explores the mathematical work done by teachers as they respond to the mathematical activity of their students. Finally, I will discuss a theoretical paper in which I synthesize aspects of the instructional theory underlying the TAAFU curriculum in order to develop an analytic framework for analyzing student learning. This dissertation will serve as a foundation for my future research focused on the relationship between teachers' mathematical work and the learning of their students.
18
Basadien, Soraya. "Teaching logarithmic inequalities using omnigraph." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5661_1227103274.
Abstract:
Over the last few years it became clear that the students struggle with the basic concepts of logarithms and inequalities, let alone logarithmic inequalities due to the lack of exposure of these concepts at high school. In order to fully comprehend logarithmic inequalities, a good understanding of the logarithmic graph is important. Thus, the opportunity was seen to change the method of instruction by introducing the graphical method to solve logarithmic inequalities. It was decided to use an mathematical software program, Omnigraph, in this research.
19
Castillo-Pekarcik, Elena. "A study of employee theft in hospitals." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/875.
20
Naimy, Amanda Kaye. "Writer's workshop: Teaching students to own their work." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2978.
21
Tu, Ching-Hsin. "Student teaching overseas: Outcomes and persistence of the student teaching abroad experience." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366368890.
22
Benosa, Kathlyn Garcia. "Increasing comprehension strategies through reciprocal teaching." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.
Abstract:
The purpose of the study was twofold. First, it describes two research-based instructional strategies that have been effective in increasing reading comprehension (reciprocal teaching and using readers' response journals). Second, a quasi-experimental research design was created to determine the educational impact of these two strategies on the reading comprehension levels of elementary-aged English Language Learners (ELLs). The data was collected from a low socioeconomic elementary school, specifically looking at a second grade classroom. The classroom demographic included eighteen students, ten of which were English Language Learners. Both informal and formal assessments were used to determine growth across time. The overall findings gleaned from the formal assessments revealed that the ELLs significantly increased their reading comprehension scores by 12%. Using both strategies has demonstrated not only the increase in reading comprehension with non-English speaking students but also with English-speaking students.
23
Vuso, Virginia Zanyiwe. "Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13204.
Abstract:
Since the inception of the student supernumerary status, both globally and in South Africa, nursing and midwifery educators have been concerned about the clinical competencies of their students. Student clinical competency levels in South Africa are critical to midwifery practice, especially as most litigation against the Department of Health in South Africa concerns negligence in midwifery practice. In addition, the litigations mostly involve newly qualified midwives, thus suggesting a link with practice competency levels. Several challenges exist in the academic and practice environments regarding student learning, practice and clinical preparedness. Lack of support during clinical placement and a lack of facilities for use during clinical practice modules are among these challenges. Some students, due to the challenges they face with clinical learning and practice, fail to meet the practical competencies for examination entry requirements. Consequently, some of these students have to repeat the year or exit the programme. The current study sought to identify how to assist midwifery educators in their activities to prepare students for clinical placement readiness. The first objective of the study was to explore and describe the perceptions of midwifery educators regarding the need for additional measures to enhance the clinical preparedness of basic midwifery students before they are allocated to the clinical areas. The second objective sought to make recommendations that would further assist the midwifery educators to clinically prepare midwifery students before being allocated and placed in different clinical areas. A qualitative, explorative, descriptive and contextual research design was used for the study and the study was conducted at a nursing college in the Eastern Cape Province from August 2014 to January 2016. The research population consisted of midwifery educators at a nursing college and a purposive sampling technique was used guided by set criteria. Data were collected using focus group interviews. Four focus groups were used making a total of 17 participants. The principles applied for data analysis were those of Tesch’s method of data analysis, which were used to develop the themes and sub-themes. An independent coder assisted with the coding of the data for the purposes of trustworthiness. In addition, Lincoln and Guba’s model of trustworthiness consisting of the criteria of credibility, transferability, dependability and conformability was used to confirm the validity of the study while the ethical principles adopted were informed consent, justice, non-maleficence, privacy and confidentiality. The study found that the participants perceived numerous challenges that hindered the clinical preparedness of their students. These related to increased workload, lack of support from management and a lack of commitment on the part of students towards their studies. The participants also identified inconsistencies in clinical practice between the clinical midwives and the educators, and even among the educators themselves. This lack of consistency in turn causes confusion among the students and thus impacts negatively on their clinical practice preparedness. Based on these findings recommendations for clinical nursing practice, nursing education and research were made.
24
Lloyd, Lorraine Gladys. "The problem-solving strategies of grade two children : subtraction and division." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.
Abstract:
This study was aimed at discovering the differences in how children responded to word problems involving an operation in which they had received formal instruction (subtraction) and word problems involving an operation in which they have not received formal instruction. Nineteen children were individually interviewed and were asked to attempt to solve 6 subtraction and 6 division word problems. Their solution strategies were recorded, and analysed with respect to whether or not they were appropriate, as to whether or not they modeled the structure of the problem, and as to how consistent the strategies were, within problem types.
It was found that children tended to model division problems more often than subtraction problems, and also that the same types of errors were made on problems of both operations. It was also found that children were more likely to keep the strategies for the different interpretations separate for the operation in which they had not been instructed (division) than for the operation in which they had been instructed (subtraction). For division problems, the strategies used to solve one type of problem were seldom, if ever used to solve the other type of problem. For subtraction problems, children had more of a tendency to use the strategies for the various interpretations interchangeably.
In addition, some differences in the way children deal with problems involving the solution of a basic fact, and those involving the subtraction of 2-digit numbers, were found. The 2-digit open addition problems were solved using modeling strategies about half as often as any other problem type. The same types of errors were made for both the basic fact and the 2-digit problems, but there were more counting errors and more inappropriate strategy errors for the 2-digit problems, and more incorrect operations for the basic fact problems.
Finally, some differences were noted in the problem-solving behaviour of children who performed well on the basic fact tests and those who did not. The children in the low group made more counting errors, used more modeling strategies, and used fewer incorrect operations than children in the high group.
These implications for instruction were stated: de-emphasize drill of the basic facts in the primary grades, delay the formal instruction of the operations until children have had a lot of exposure to word problem situations involving these concepts, use the problem situations to introduce the operations instead of the other way around, and leave comparison subtraction word problems until after the children are quite familiar with take away and open addition problems.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
25
Moore, Robin Stanley. "The role of student writing in learning in zoology." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003636.
Abstract:
In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.
26
Homateni, Rauha Kau Ndahalomwenyo. "An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1003713.
Abstract:
This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
27
Van, der Post Leda. "A computing studio method for teaching design thinking." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1128.
Abstract:
Current trends in technology have led to a need for creativity and innovation in the design of contemporary digital products and systems. This has resulted in design thinking and creative design process having a higher profile in digital design practice. In turn, this has impacted computing education, by creating a need for computing students to develop creativity and design thinking skills. Creative design is taught using design studio teaching methods, which require a culture, environment and activities that are different to the teaching methods used in traditional computing education. Some computing academics have implemented courses using aspects of studio teaching methods, but no clear guidelines for a computing academic without creative design experience to fully apply studio teaching methods in courses could be found. The reason for the change in the role of design in the digital domain and how it affected the needs of computing students was investigated and a comparison of typical design studio and computing teaching methods was conducted using a learning systems model adapted for this specific purpose. This led to an identification of areas that required further investigation, or gaps in the knowledge of how to adapt design studio methods for use within a traditional computing education environment. These gaps were used as the basis for identifying a set of research questions for an empirical study. An exploratory case study was conducted at the Nelson Mandela Metropolitan University to answer the research questions. Three computing academics implemented studio teaching methods within three separate modules, following provisional guidelines devised from the preliminary research. Feedback was collected from the lecturers and the students registered for the modules regarding their experiences. It was found that it would be possible for computing academics to implement aspects of a design studio approach within the existing computing environment. An explicit teaching method, termed the computing studio teaching method, was developed from the results of the case study. This teaching method aims to provide computing academics with little or no creative design experience with explicit methods for implementing modified design studio teaching methods in order to promote creativity and design thinking within traditional computing modules. This teaching method will be tested, validated and refined in future research.
28
Sayre, Eleanor C. "Advanced Students' Resource Selection in Nearly-Novel Situations." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/SayreEC2005.pdf.
29
Van, Zyl James. "Curriculum design for ecotourism as part of formal training in tourism." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1886.
Abstract:
Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994The majority of educational establishments in South Africa offering tourism courses concentrate on those subjects that are closely related to the operational side of the industry, for example: Travel Practice and Management, Business Management, Marketing, etc. whilst linle or no applied training for ecotourism is given. On the other hand the impact of tourism on the natural resources of a destination as well as on the host community is steadily increasing, particularly in developing countries. Once this phenomenon is analysed and placed in perspective, structured training and educational activities appear to be one way to ensure that both the conservation and retention of the natural beauty and resources in such destination is addressed. To be effective such educational and training activities should be specific and should take place within the context of ecotourism. The purpose of this study was, in the first place. to define 'ecorourism' and to describe its role within the broader tourism industry. It was further attempted to isolate the characteristics and to draw attention to the sensitive nature of ecosystems. The role of training in the survival of the systems mentioned, that is, the protection and conservation thereof, became patently clear. It further became apparent that the educational needs were not only applicable to the visitor, to the destination, but also to the functionary within the industry. In order to meet the objectives of the tourism trade it will be necessary for prospective employees to acquire the knowledge, skills and attitudes relative to environmental management. In order to contribute to sustainable tourism development future employees of this industry should also be motivated to participate in the management of the environment.
30
Stewart, Mary Louise. "Teaching expository writing a process approach /." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627693.
31
Cheng, Mo Yin Vivian. "Creativity in teaching : conceptualization, assessment and resources." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/342.
32
Bristow, Stephen James. "A case study of reflective teaching." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276372.
33
House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.
34
Lebeta, T. V. "An investigation into pre-service teachers mathematical behaviour in an application and modelling context." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4455_1189159771.
Abstract:
The aim of this study was to investigate the hypothetical view that the use of familiar social institutions in the formulation of mathematical problems by mathematics pre-service teachers will enable them to find solutions to problems by taking meaning, context and realities of a problem into consideration. The approach to investigate this hypothetical view was to describe the mathematical behaviour of pre-service teachers in an application and modelling context. This study, therefore, described the strategies used to arrive at solutions for problems from real life situations that are familiar to the participants.
35
Mak, Yee-chi, and 麥綺慈. "A study on the relationship between teachers' conceptions of teaching and use of information technology in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196252X.
36
Snyder, Brian Lyn. "A study of pedagogical approaches to teaching problem solving." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9880.
37
Yung, Yuk-yu, and 容若愚. "Teaching film as a space of interpretative interaction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B38628557.
38
Pollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.
Abstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
39
Frieslaar, Denise Eleanor. "The development and evaluation of the Objective Structured Dispensing Examination (OSDE) for use in an undergraduate pharmacy training programme." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
40
Hermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.
Abstract:
What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters degree. The six instructors were from five areas of nursing: medical/surgical (beginning and intermediate level), maternity, mental health, community health and management.Each instructor was interviewed three times during the same semester, approximately two weeks apart. Interviews were audio recorded and transcribed. Spradley's (1979) domain and taxonomic analyses were used to analyze the data.Data analysis showed that some strategies were used by all instructors, with adaptations made for the specialty. The strategies used by all instructors were questioning, nursing care plans and clinical conferences. More than one instructor used student journals, teaching projects, research articles, milieu assessments, and case studies/scenarios.This research strongly supported the use of questioning to help the student progress in critical thinking. Contrary to some research, the present research found that questioning by the instructors was not detached but was situated in the client setting which helped the student synthesize facts into a whole. The research identified many questions used by the clinical nurse instructors.Instructors identified their role in assisting students toward critical thinking as helper, facilitator, coach and guide. Instructors also identified the following characteristics as necessary to help students: caring attitude, creativity, perseverance, knowledgeable, listener, encourager and learning attitude. The instructors motivated students as they progressed in critical thinking through verbal and nonverbal rewards. Students gained self-confidence as they experienced success in their journey towards critical thinking. Implications for nursing practice are provided. The importance of this research lies in the rich depth of discovering how these strategies, roles, characteristics, and motivators assist nursing students in developing critical thinking skills in different clinical settings.2Department of Educational Leadership
41
Lockwood, Elise Nicole. "Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/338.
Abstract:
Combinatorics is a growing topic in mathematics with widespread applications in a variety of fields. Because of this, it has become increasingly prominent in both K-12 and undergraduate curricula. There is a clear need in mathematics education for studies that address cognitive and pedagogical issues surrounding combinatorics, particularly related to students' conceptions of combinatorial ideas. In this study, I describe my investigation of students' thinking as it relates to counting problems. I interviewed a number of post-secondary students as they solved a variety of combinatorial tasks, and through the analysis of this data I defined and elaborated a construct that I call set-oriented thinking. I describe and categorize ways in which students used set-oriented thinking in their counting, and I put forth a model for relationships between the formulas/expressions, the counting processes, and the sets of outcomes that are involved in students' counting activity.
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Dolma, Phuntsho. "The relationship between estimation skill and computational ability of students in years 5, 7 and 9 for whole and rational numbers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/742.
Abstract:
This study explored the relationship between estimation skill and computational ability for whole and rational numbers. The methods carried out were both quantitative as well as qualitative and data were collected from three primary schools along with their associated high school in the Perth area. The year levels chosen were 5, 7 and 9. There were two classes from each chosen primary school representing Year 5 and Year 7 and three classes of Year 9 from the high school. The total number of students involved was 91, 77 and 73 from the three respective year levels. Instruments used for collecting data were group-administered tests and interview. Two parallel tests with identical items, where one of the pair was estimation and the other written computation were administered to all the students in the chosen year levels. Interviews were conducted for the group of selected students based on the criteria: slightly above the average and slightly below the average. There were eighteen students with nine in each group. The results of the correlation shows that performance in estimation is positively correlated with written computation in all the year levels. Moreover, the t-test result reveals that there is no significant difference between the two tests expect in Year 7. Hence, the findings indicate that a child who is good in estimation skill can also perform well in written computation. As such, the importance of achieving estimation skill in a child would be very helpful in solving computation problems with understanding. On the other hand, children's performance related to the development of estimation skill and computational ability seems to be in positive direction from Year 5 to Year 7. Whereas the Year 9's performance is lower than Year 7. Among the topics, the children fared better in whole numbers compared to other topics. Performance tends to follow in a descending order from whole number to ratios. The disparities between estimation skill and computational ability are also more towards the difficult topics like division and multiplication of fractions and decimals. At the same time, the feedback from the interviewees tend to show that, the children from slightly above the average are better at choosing their own sensible strategies for solving the problems, whereas the students from slightly below average are more prone to the rote-learned algorithms. Although, male students appeared to perform better than the female students, the differences in performances are not that high. Thus, the result depicts that there are no significant gender issues in the selected year levels and topics. Further research needs to be carried out in order to determine the relationship between estimation skill and computational ability with topics other than whole and rational numbers, especially in measurement topics. Moreover, such studies can be done involving larger samples, and in other countries as well, Doing so can highlight the importance of the integration of estimation skill in teaching and learning mathematics.
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Foulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.
Abstract:
The need to prepare and support clinical teaching faculty is identified as a priority by nurse educators. However, there is no framework for understanding the practice of clinical teaching (Benner, Tanner & Chelsa, 1996; Davis, Dearman, Schwab & Kitchens, 1992; Scanlan, 2001; Siler & Kleiner, 2001; Vollman, 1989). There is little nursing research directed to understanding the practice of clinical teaching. It is widely assumed that nurses who are experts in practice are able to make an easy transition to the role of clinical teacher (Scanlan, 2001; Silar & Kleiner, 2001).The clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another?
Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987).
The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice.
The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.
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Chan, Wai Tsz Ethel. "A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.
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De, Silva Hemani. "ESL teaching in selected Brisbane schools." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36695/1/36695_Digitised%20Thesis.pdf.
Abstract:
This thesis reports the results of a one-year fulltime investigation into the use of communicative teaching methods in ESL classrooms in a selection of schools in Brisbane.
The motivation for this research program comes from the fifteen years of experience of the researcher in ESL teaching in Sri Lanka where, despite well resourced and publicised efforts, the Sri Lankan Ministry of Education has not been successful in implementing communicative teaching methods in Sri Lankan schools.
Traditional methods emphasise matters of form such as grammar and correct usage in quick reading and accurate writing whereas modern communicative methods emphasises speaking, listening and the content of what is to be communicated. Stephen Krashen's Monitor Model provides the theoretical foundation for communicative approaches utilised for data analysis in this study. An extensive list of activities and carrier topics published by a celebrated second language teacher and scholar, Mary Finocchiaro, has been adopted as the practical framework for data analysis.
A Teacher-Student Bond hypothesis has been postulated by the researcher as being potentially useful in improving the effectiveness and efficiency of ESL pedagogy.
ESL lessons are conducted in order to help migrant students from non-English-speaking backgrounds fit into the academic mainstream. As a study with some international significance, this mainstream of the educational system in Queensland has been described from the pre-school level to the tertiary level.
Political factors which influence the allocation of funding and teacher-training in support of ESL teaching have been described in relation to relevant demographic characteristics of Brisbane, which have influenced the sample construction of schools visited by the researcher.
Non-participatory classroom observation has been adopted as the main research method for data collection from a selection of schools in Brisbane, following a study of relevant demographic issues. Interviews with, and handouts prepared by, ESL teachers have also provided supplementary data.
Visits to twenty classrooms in ten schools in Brisbane have provided the data which has been analysed initially using the theoretical framework of Krashen. The data has been extended using the practical framework of Finocchiaro's list of activities and topics.
A student-age or experience-level dependent analysis has been used to unify the theoretical and practical frameworks using all available data.
Data indicates that the Teacher-Student Bonds hypothesis is significant only for students linguistically weaker in English and their more supportive ESL teachers in relatively smaller classes.
Problems of implementing communicative teaching methods by ESL teachers arises from the continued use of non-communicative, traditional, formal methods by even the more eminently qualified and otherwise experienced teachers who may have firmly committed themselves in interviews to the use of communicative teaching methods. Such implementation problems are in fact surmountable with the aid of communicatively experienced teacher-trainers who monitor, identify and discuss with relevant teachers any significant amounts of formal content observed in their lessons.
A minor interesting finding of this investigation indicates that the range of activities and topics available for use in ESL classrooms is much larger than is likely to be used by any one ESL teacher.
A major finding of this investigation is that the level of ESL experience of students should determine the communicative content satisfying Krashen Input requirements early years more and later years less. Krashen's Affective Filter requirements could well be satisfied to advantage at all levels.
A range of topics has been identified for future research:
* in relation to the theoretical framework, problems of:
- determining input content level complexity and improving student receptivity to input
- use of first language links between ESL teachers and their students
* in relation to the practical framework, problems of:
- selecting what in fact are more effective topics and activities
- damage that may result from using communicative methods over too long periods.
Some concluding statements have also been formulated in a way that might influence relevant policy determinations by the Sri Lankan Government and its Ministry of Education as they seek to implement communicative methods of teaching ESL in Sri Lankan schools.
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Crozet, Chantal. "Teaching verbal interaction and culture." Thesis, 1998. http://hdl.handle.net/1885/144954.
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LIN, TSAI CHIA, and 蔡佳霖. "The study of Fairy tale teaching and Affective teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/asefrz.
Abstract:
碩士國立臺東大學
兒童文學研究所
95
Abstract This study aimed to use the fascinating contexts, novel imaginations, diverse themes, and harmonious atmospheres of fairy tales to attract students to read fairy tales and cultivate their interest in reading. Through the design of reading instructions, it was expected that students could experience the truthfulness, goodness, and beauty of fairly tales through reading discussions and further integrate the affective issues in life to cultivate their abilities of understanding, discussing, and solving problems. This study conducted the teaching activity of fairy tale reading on the basis of the concept and spirit of action research. The fifth grade students taught by the researcher were selected as research subjects. Eight fairy tales included in the Fairy Tale Collection published by Youth Cultural, including Hold Hands Blacky, Quest for the Giant of the Heart, The Quarrel over Clothes, Straw man Kaka, The Beautiful Duck, The Little Red, Little Muggins, and The Happy Pig were selected as reading materials. The reading discussion model was adopted. Affective issues were incorporated, and four subjects, including Discover Yourself, Everyone Has His Place, Challenge the Difficult, and To Help is the Best Enjoyment, were designed. According to group discussion, questions, learning, and response of students, as well as the instructor’s observation and reflection, the instructional method was adjusted at all times to derive the most effective instructional and guiding method. In the research process, it was discovered that the rich storyline and vivid descriptions of fairy tales, if proper instructed, can indeed improve children’s interest in reading. Besides, the portrayal of local fairy tales is also close to children’s life experiences, so they are materials suitable for affective education. Based on the problems encountered in the teaching process and the research findings, this study also provided suggestions and references for follow-up educators and researchers, hoping that follow-up educators and researchers could make a more in-depth investigation in issues related to “fairy tale teaching” and “reading and affection”.
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Lee, Yi-Ju, and 李宜儒. "A study of job performance, teaching self-efficacy, teaching enthusiasm and teaching willing." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/80373696449052033589.
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Wissing, Cornelia. "Literature teaching in a multicultural society." Thesis, 2014. http://hdl.handle.net/10210/10018.
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I, CHANG KUANG, and 張廣義. "A study of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/09169346969852965671.
Abstract:
博士國立屏東教育大學
教育行政研究所
94
A study of teaching-relevant capitals , teaching belief、 classroom management strategies and teaching performances. Abstract The main purpose of this study was to analyze the current situations about elementary school teachers’ teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances . In addition , a path correlation model about teaching performances based upon some relevant theories and research findings was constructed in this study . To try to explore the causes of teaching performance was another purpose of this study. The main research method was questionnaire survey , and empirical data was collected by 〝Teaching Performances Scale〞.1390 subjects from four different administrative regions were sampled by two-stage random sampling , and 1173 valid questionnaires were collected. The data obtained in this study were statistically analyzed by item-analysis , factor analysis , reliability analysis , t-test , one-way ANOVA , Pearson product-moment correlation and stepwise multiple-regression. In addition , LISREL8.51 and AMOS 5.0 were used to test the fit of the path correlation model in this study. The analysis of the data revealed the following main findings: (1) The mean of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances was considerably high. (2) The teacher with different background variables have significantly difference in teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances. (3) There are significant correlations between these main variablies. (4) The teaching performances of elementary school teachers can be predicted by the main factors of teaching-relevant capitals , teaching belief、classroom management strategies. (5) The path correlation model about teaching performance was fit . According to the major findings , the main research suggestions as follows: (1) School organization should create a trustworthy campus circumstance and encourage teachers design curriculum based upon teaching needs and learners’ life experiences. (2) Teachers should consider and respect the individual differences between students .In addition , team teaching , positive classroom management strategies and multiple evaluation are efficient strategies for promoting teaching performances. (3) Further research should use Delphi technique to develop questionnaire or try to take outlier study to analyze some characteristic teachers. In addition, further research should consider some important variables such as communicative strategies, adjustment strategies and teaching efficacy. Keyword：Teaching-relevant capitals （social capital, cultural capital and human capital）, Teaching belief , Classroom management strategies, Teaching performances , Structural equation modeling(SEM).