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Ariss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.
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Котун, К. В. "Професійна підготовка майбутніх учителів початкової школи в університетах Фінляндії." Thesis, Видавництво Інституту обдарованої дитини НАПН України, 2015. http://lib.iitta.gov.ua/709875/1/%D0%90%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82%20-%20%D0%BA%D0%BE%D0%BF%D0%B8%D1%8F.pdf.
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Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – Інститут педагогічної освіти і освіти дорослих, Київ, 2015.
У дисертації проаналізовано наукову зарубіжну й вітчизняну літературу з проблем дослідження; здійснено теоретико-методологічний аналіз становлення, розвитку та реформування педагогічної освіти Фінляндії в умовах європейської інтеграції; виявлено характерні особливості сучасного стану фінської системи освіти на міжнародній арені; окреслено загальну характеристику системи освіти Фінляндії. Охарактеризовано систему професійної підготовки майбутніх учителів початкової школи в університетах Фінляндії та викладено особливості професійної підготовки вчителів початкової школи; окрему увагу приділено куррікулуму професійної підготовки майбутніх учителів початкової школи та аналізу педагогічної практики у підготовці майбутнього вчителя початкової школи. Виокремлено прогресивні ідеї фінського досвіду у модернізації професійної підготовки майбутнього вчителя початкової школи в Україні та проаналізовано інноваційні підходи у вивченні фінського досвіду; досліджено подібне і відмінне у професійній підготовці вчителів початкової школи у Фінляндії та Україні; обґрунтовано перспективи використання ідей фінського досвіду у підготовці майбутнього вчителя початкової школи в системі педагогічної освіти України.
Для реалізації можливостей творчого використання прогресивних ідей досвіду фінських науковців у професійній підготовці вчителя початкової школи розроблено методичні рекомендації «Педагогічна освіта Фінляндії у контексті європейського виміру», які можуть використовуватися викладачами і студентами вищих педагогічних навчальних закладів, а також дослідниками проблем порівняльної педагогіки.Dissertation for the degree of Philosophy Doctor (candidate of pedagogical sciences), specialty 13.00.04 – Theory and Methods of Professional Education. – Institute of Pedagogical and Adult Education, Kyiv, 2015. In the thesis analyzes the native and foreign scientific literature of research problem; performed theoretical and methodological analysis of the formation, development and reform of teacher education in Finland in terms of European integration; found characteristics of the current state of the Finnish education system in the international arena; described the education system in Finland. The training system of primary school teachers at the Universities of Finland and describes peculiarities of training primary school teachers; Special attention is paid in curriculum of primary school teachers training and analysis of pedagogical practice in the preparation of future primary school teacher. Author determined progressivism Finnish experience in the modernization of training future teachers of primary school in Ukraine and analyzes innovative approaches in the study of the Finnish experience; investigated similar and different in the training of primary school teachers in Finland and Ukraine; reasonable prospects of ideas Finnish experience in preparing future teachers of primary school teacher education system in Ukraine. Become a school teacher, only through strict selection - with 30% of the best graduate schools in the Faculty of Education selected the best (according to statistics, nearly 12%). Strict state requirements is a guarantee that the quality criteria of teacher education remains high. Class teacher teaches elementary school students for 6 years from 1 to 6 classes. Two cycle teacher training program - Bachelor degree(180 ECTS-credits) and Master degree (120 ECTS-credits). By teaching in schools admitted only students who received master's degree. The main principles of the Finnish system of primary school teachers training we have identified: an individual approach, high education teachers, trust and equality, high mobilization potential of the system of teacher education, autonomy of universities and their scarcity, implementation of the program of internationalization of higher education and educational system without government inspectors creativity and independence of the profession, flexibility, creativity, professionalism, mutual trust in society. Analyzing the Finnish education policy, we concluded that the quality of the education system can not exceed the quality of teachers working in it. We should note openness to international education communities, reliance on students and teachers, individual curriculum, excellent physical infrastructure, practice-oriented and research-based learning, competitive, flexible curriculum, excellent public funding calculated in accordance with a set number of students in class, it allows you to receive relevant competitive salary, plan costs for the organization of educational process and to contribute to its development and to ensure the work. To realize the possibilities of creative use of progressive ideas, experiences Finnish scientists in the training of primary school teachers, author developed methodical recommendations "Teacher Education in Finland in the context of the European dimension" that can be used by teachers and students of higher educational institutions and researchers of Comparative Education problems.
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James, Casie Dawn. "Strategic spelling instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.
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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.
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DeWitt, S. Lloyd Hesse Douglas Dean. "Hypertextualizing composition instruction a research study /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234461.
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Thesis (D.A.)--Illinois State University, 1992.Title from title page screen, viewed January 25, 2006. Dissertation Committee: Douglas D. Hesse (chair), James R. Kalmbach, Janice G. Neuleib, Anne Rosenthal. Includes bibliographical references (leaves 194-202) and abstract. Also available in print.
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Wang, Changhua. "A comparative study of Chinese EFL reading instruction and American ESL reading instruction." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3861.
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Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks.
This study was intended to answer the following questions.
1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States?
2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills?
3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?
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Kwong, Chung-yuk. "A classroom study of collaborative study at the computer." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137424.
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Ersoy, Halil. "Blending Online Instruction With Traditional Instruction In The Programming Language Course: A Case Study." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1063429/index.pdf.
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This study investigated the students&rsquoperceptions about the web-based learning environment in the blended learning environment in terms of web-based instruction, online collaborative learning and the online instructor. The study tried to show the contributions of the web-based instruction in traditional face-to-face instruction. In this case study, Programming Languages II Course (CEIT211), a undergraduate course at Computer Education and Instructional Technology Department (CEIT), at Middle East Technical University, at the 2002-2003 Spring semester, was delivered as blended learning with a new web site. Totally 65 subjects, 2nd year CEIT students, attended the course in the term and participated to the study. The course was delivered via traditional face-to-face instruction and supported with the web site. At the end of the semester, three questionnaires were administrated in order to understand the students&rsquo
perceptions about web-based learning environment in terms of web-based instruction, online collaborative learning and online instructor. The time spent on the web site and the numbers of messages posted to forum were other data sources in this study. The data were statistically analyzed. The quantitative data showed that the students&rsquo
perceptions about web-based instruction and online instructor were positive, but online collaborative learning perceptions are about neutral. Beside the research questions, some design considerations in the blended learning case were presented. The study results may be used in evaluation of the blended learning environment for the instructor and for the department, may show a direction in the future design of the course.
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CARVER, TIMOTHY A. "A STUDY OF ADAPTIVE COMPUTER ASSISTED INSTRUCTION." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006187967.
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Постригач, Н. О. "Розвиток педагогічної освіти в Греції, Італії та Іспанії (кінець ХХ – початок ХХІ століття)." Thesis, Видавець ПП Заколодний М. І, 2021. http://lib.iitta.gov.ua/729061/1/Postryhach_aref.pdf.
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У дисертації «Розвиток педагогічної освіти в Греції, Італії та Іспанії (кінець ХХ – початок ХХІ століття)» науково обґрунтовано тенденції розвитку педагогічної освіти в Греції, Італії та Іспанії й запропоновано науково-методичні рекомендації щодо творчої екстраполяції конструктивних ідей педагогічного досвіду Греції, Італії та Іспанії для модернізації української системи педагогічної освіти. У дисертації здійснено цілісний порівняльно-історичний аналіз розвитку педагогічної освіти в Греції, Італії та Іспанії наприкінці ХХ – початку ХХІ століття на основі інтегративного, компетентнісного, культурологічного, парадигмального, синергетичного, системного, цілісного, порівняльно- історичного загальнонаукових підходів. Прогностичний потенціал здійсненого дисертаційного дослідження полягає в тому, що його практичні результати відкривають перспективи вдосконалення системи педагогічної освіти в Україні в аспекті формування системних знань про педагогічну діяльність, їхньої здатності підвищувати якість педагогічного процесу в школі засобами суб’єкт-суб’єктної педагогічної взаємодії «учитель-учень», гуманізації, демократизації, відкритості школи до оточуючого середовища, забезпечують потенційну можливість організації та реалізації подальшої науково-дослідницької роботи прикладного та фундаментального спрямування щодо обґрунтування концептуальних засад розвитку педагогічної освіти у контексті поглиблення європейських інтеграційних процесівВ диссертации «Развитие педагогического образования в Греции, Италии и Испании (конец ХХ – начало XXI века)» научно обоснованны тенденции развития педагогического образования в Греции, Италии и Испании и предложены научно-методические рекомендации по творческой экстраполяции конструктивных идей педагогического опыта Греции, Италии и Испании для модернизации украинской системы педагогического образования. В диссертации осуществлен целостный сравнительно-исторический анализ развития педагогического образования в Греции, Италии и Испании в конце ХХ – начале XXI века на основе интегративного, компетентностного, культурологического, парадигмального, синергетического, системного, целостного, сравнительно-исторического общенаучных подходов. Прогностический потенциал проведенного исследования заключается в том, что его практические результаты открывают перспективы совершенствования системы педагогического образования в Украине в аспекте формирования системных знаний о педагогической деятельности, их способности повышать качество педагогического процесса в школе средствами субъект-субъектной педагогического взаимодействия «учитель-ученик», гуманизации, демократизации, открытости школы к окружающей среде, обеспечивают потенциальную возможность организации и реализации дальнейшей научно-исследовательской работы прикладного и фундаментального направления по обоснованию концептуальных основ развития педагогического образования в контексте углубления европейских интеграционных процессов
Thesis for obtaining a scientific degree of Doctor of Pedagogical Sciences, speciality 13.00.01 «General Pedagogy and History of Pedagogy». – Khmelnytskyi Humanitarian-Pedagogical Academy Ministry of Education and Science of Ukraine, Khmelnytskyi, 2020. The thesis «Development of Pedagogical Education in Greece, Italy and Spain (Late 20th – Early 21st Centuries)» scientifically substantiates the trends of pedagogical education development in Greece, Italy and Spain; outlines promising directions for the creative usage of constructive ideas from the Southern European experience; offers scientific and methodological recommendations for the creative extrapolation of constructive ideas of the pedagogical experience of Greece, Italy and Spain to modernize the Ukrainian pedagogical education system. The scientific novelty and theoretical significance of the study was that: for the first time in Ukraine, the holistic comparative analysis of teacher education development in Greece, Italy and (late XX – early XXI century) has been carried out, namely, retrospective analysis and periodization of the historical stages of pedagogical education development in Greece, Italy and Spain in the context of European integration processes under the influence of socio-economic factors and legal reforms have done; specific features of the implementation of the competency-based approach to the organization of pedagogical education have been specified; justifiably the possibility of critical reflection and creative usage of the progressive ideas of the Southern European experience; the provisions on the theoretical and methodological foundations of pedagogical education development in Greece, Italy and Spain have been improved; the main provisions of comparative pedagogy; new facts and documents on pedagogical education development in Greece, Italy and Spain, based on Greek, Italian and Spanish educational works, have been introduced into the scientific space, contributing to the formation of the holistic view of the modernization of Ukrainian pedagogical education system in the context of European integration. In view of the above, we have substantiated scientific and methodological recommendations for creative extrapolation of constructive ideas of pedagogical experience of Greece, Italy and Spain for the modernization of pedagogical education in Ukraine: giving priority to the problems of building a modern system of teacher education in the context of the tasks of modernization of schools of the XXI century and the development of the latest international model of teachers; implementation of comparative educational research taking into account the European trends in the development of pedagogical education as an open dynamic system and the policy of formation of the European space; the priority of disseminating the progressive pedagogical experience of Greece, Italy and Spain in the national multicultural society in the context of civil society development; meeting the educational needs of national minorities in the Ukrainian multiethnic society, taking into account the Southern European experience; updating the content of basic pedagogical education of bachelors, as well as content development, forms and methods of pedagogical training of masters as highly qualified specialists, real teachers-europeans; fundamentalization of the content of education by expanding and deepening the interdisciplinary knowledge of pedagogical specialists focused on innovative thinking in solving problem situations of scientific and practical activities, increasing the level of formation of methods of cognitive, professional, communicative and axiological activities. The prognostic potential of the study is determined by the potential organization and implementation on its basis of further research work of applied and fundamental directions regarding the conceptual foundations of pedagogical education development in the context of European integration processes
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Roberson-Weser, Bettyjean. "An exploratory study of multicultural curriculum and instruction." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/2320.
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This study examines whether or not student teachers are prepared to work with students from diverse populations. Teachers' perceptions of culture-related identities and their manifestations in the classroom are relevant to school achievement in students. Teachers understanding of students from various cultural backgrounds can provide a caring an supportive learning environment that will more than likely promote the students cultural identity and encourage high academic performance. However, teachers misunderstandings of and reactions to students' cultural behavior can lead to school and social failure.
A predominantly white college located in Atlanta, Georgia, provided the sample of 35 student teachers. Each participant completed a questionnaire regarding their prior understanding of diverse cultures prior to entering school. The questionnaire also discussed if the schools they are attending includes multicultural instruction and curriculum. The data collected via the questionnaire were analyzed using descriptive, as well as a P-Test. The findings of this study showed that multicultural curriculum and instruction had no effect on teachers' perceptions when working with students form diverse culture backgrounds. Implications for measuring the variables are also discussed.
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Cummings, Brienne M. "Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206195511.
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Owens, Paul School of English UNSW. "Cognitive load theory and music instruction." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/22994.
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Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised of either two or three sources of information (text, auditory musical excerpts, musical notation). Participants were academically able Year 7 students with some previous musical experience. Following instructional interventions, students were tested using auditory and/or written problems; in addition, subjective ratings and efficiency measures were used as indicators of mental load. Together, Experiments 1 and 2 demonstrated the benefits of both dual-modal (dual-modality effect) and physically integrated formats over the same materials presented as adjacent and discrete information sources (split-attention effect), confirming the application of established cognitive load effects within the domain of music. Experiment 3 compared uni-modal formats, consisting of auditory rather than visual materials, with their dual-modal counterparts. Although some evidence for a modality effect was associated with simultaneous presentations, the uni-modal format was clearly superior when the same materials were delivered successively. Experiment 4 compared three cognitively efficient instructional formats in which either two or three information sources were studied. There was evidence that simultaneously processing all three sources overwhelmed working memory, whereas an overlapping design that delayed the introduction of the third source facilitated understanding. Experiments 5 and 6 varied the element interactivity of either two- or three- source formats and demonstrated the negative effects of splitting attention between successively presented instructional materials. Theoretical implications extend cognitive load principles to both the domain of music and across a range of novel instructional formats; future research into auditory only formats and the modality effect is suggested. Recommendations for instructional design highlight the need to facilitate necessary interactions between mutually referring musical elements and to maintain intrinsic cognitive load within working memory capacity.
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Dwyer, Edward J. "Sustained Study Time." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/3743.
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Cumyn, Lucy A. "Pedagogical reflection in statistics instruction." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115594.
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Today, education is arguably one of the most important facets used to prepare and train students for the future. Society expects that students will acquire the requisite knowledge and competence in their respective fields to prepare them to successfully navigate the demands of today's competitive markets. This expectation has consequences on teachers at all levels of education across many domains. Teachers have a significant role: to prepare students for the future. Competent teachers spend a great deal of time reflecting on their own practices and beliefs, reviewing their teaching goals and evaluating if students have met these goals effectively. The process of reflection in teaching is vital in the preparation and training of students.The purpose of this dissertation therefore was to investigate how statistics professors reflect on their practice. The research questions were designed to access what statistics teachers thought about before giving their courses and before giving two of their classes (hypothesis testing, t-tests). Post class evaluation interviews were conducted to determine where professors thought they were effective and whether they considered a need for change based on student understanding. More specifically, the questions asked: 1) What are the main themes in teacher reflection? 2) How is the content of reflection similar or different between statistics teachers? 3) How is the content of teacher reflection defined in statistics?
The design was based on a grounded theory approach whereby data collection consisted solely of interviews conducted throughout the semester: one pre-course interview and two sets of pre-class and post-class interviews. There were 13 participants in total. Participants were either statistics teachers from Quebec Cegeps or university professors. Participants were from the following departments: anthropology, economics, psychology, sociology, education, math, and biology. The analyses dealt with three data sources: pre class reflection, in class reflection, and post class reflection.
Data analysis focused on defining the main themes of teacher reflection that emerged from the data, identifying the content of reflection between and within participants in terms of similarities or differences. The pre course interview revealed five main themes: the course (logistics), the teacher as 'self, teaching approaches (what do they say they do in the classroom?), teaching and learning influences, and evaluation of teaching.
The pre and post class interviews addressed class planning. What did the professors foresee as any issues students might have in understanding hypothesis testing and t-tests? What changes would they make the next time they taught these concepts? Results showed that the focus of professor reflection centered around three main categories: the class, the student, and the teacher. For the main category, class, some professors reviewed lecture notes, added examples that emphasized authentic statistical problems, and others did no preparation. Student related themes addressed issues students had with understanding statistical content, learning associated difficulties, and student affect. The last category, the teacher, looked at self evaluation, their in-class strategies, methods of promoting and gauging student understanding, and decisions made in class and for future classes. Recommendations for future research include examining the role of experience in professor's level of reflection as well as defining the process of decision making and its role in reflection.
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Gonzalez, Anita Cristina. "Challenges in Implementing a Word Study Framework of Spelling Instruction: A Qualitative Multi-Case Study Among First Grade Teachers." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563550835658114.
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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.
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Miller, Susan Frances 1962. "Vocabulary instruction: Teacher perceptions and classroom observations." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291918.
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This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implied by the Instrumental Hypothesis are the most usable; (3) observations of five teachers indicate that observed behaviors, reported practices, and personal reports are inconsistent; and (4) triangulation of the three data sources reveals some consistency and some contradictions. Implications for future research, teacher education and practice are discussed.
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Isaacson, David J. "A suggestopaedia-based method of guitar instruction." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/16849.
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Bibliography: pages 133-138.Sight-reading is generally regarded by guitar teachers as a problem area of instruction. The aim of this thesis is to address the problem through a fourfold approach: 1. defining sight-reading in terms of its historical context ; 2. providing a rationale, and proposing an alternative method, for teaching sight-reading on the guitar based on a language teaching model ; 3. developing the proposed method ; 4. evaluating the proposed method experimentally. Music and language share many common characteristics. It is for this reason that Suggestopaedia, a method validated in language teaching, has been adapted for teaching the guitar with sight-reading skills as the central focus. Suggestopaedia has been chosen because it stimulates the whole personality, and all brain systems, of the learner.
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Tang, Cheuk-ming. "Junior form students' perception towards sex education programmes in a secondary school : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184112.
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Buskist, Connie. "Transcript analysis and teacher study group improving comprehension instruction /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/BUSKIST_CONNIE_7.pdf.
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Cochran, Charlotte E. P. "Faculty Transitions to Online Instruction| A Qualitative Case Study." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714737.
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The introduction of technological tools has created a paradigm shift in the field of education. As such, online learning has become a popular method for students to access educational courses. Due to the increased demand by learners for online classes, administrators at American institutions of higher learning are faced with the challenge of moving faculty members to an online environment. However, transitioning to an online environment requires a role change for faculty members. Specifically faculty members must shift their instructional methods from on-ground lecturer to online mentor, which can be challenging. Indeed many faculty members transition to online instruction without the necessary training, support, or skills needed to be successful. The purpose of this qualitative, multiple case study was to develop a better understanding of how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Participants included nine faculty members, representing different colleges and universities, who teach at post-secondary institutions within the United States. Participants had taught face-to-face classes for one year or more, and had taught at least three classes using an online format. An in-depth, open-ended, semi-structured interview format was used to gather data. The data provided by the participating faculty members were collected, coded using a line-by-line format, and the codes were compared to one another with the goal of finding a pattern. The development of conceptual categories and data analysis continued until saturation was achieved. Based on the data analysis, transforming was the conceptual theme for how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Three transitioning skills were also identified as integral components for faculty members transitioning from face-to-face to online instruction. Future areas of research include: 1) how foreign language instructors develop asynchronous communicative collaborative activities and 2) how administrators could add specific subject area needs into their training programs or workshops.
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Pajak, Dominic. "Specification of microprocessor instruction set architectures : ARM case study." Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422038.
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Chiou, Albert (Albert C. ). "Design study of a novel computer instruction execution unit." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45998.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.Includes bibliographical references (p. 32).
The goal of the "Fresh Breeze Project" is to develop a multi-core chip architecture that supports a better programming model for parallel computing. This architecture combines simultaneous multithreading, a global shared address space, no memory update, and a cycle-free heap to provide a platform for robust, general-purpose, parallel computation. These design choices help simplify classically hard problems such as memory coherency, control flow, and synchronization. An HDL implementation of the core execution unit of a single processing core (many cores are on a single chip) forms the basis of further simulation and synthesis. The design must first be broken down into functional logic blocks and translated into hardware modules. The language Bluespec Verilog allows this description to be constructed in terms of higher-level "guarded atomic actions" triggered by a rule based system.
by Albert Chiou.
M.Eng.
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Echols, Stuart Patton. "Teaching design : a qualitative study of design studio instruction /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12042009-020304/.
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Brewer, Ferhiz. "Case study examinations of independent piano instruction in India /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1999.
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Shiyyab, Muath Mahmoud. "Observational study for mathematics instruction in Jordanian secondary school /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008442.
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Chen, Hsin-Ying. "A classroom quasi-experimental study to explore processing instruction." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/583/.
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Processing Instruction (VanPatten, 1996, 2002a, 2004) contains two types of input activity: Referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain multiple exemplars of the target form but focus learners' attention on the meaning of the sentences in which the form is embedded. To date, these two types of PI activity have been treated as one pedagogical technique, and no study has been empirically conducted to investigate the instructional impact of them individually. Furthermore, whether or not PI activities can promote learners’ implicit knowledge has not been addressed empirically. 120 12-year-old Taiwanese learners of L2 English were quasi-randomly assigned to four groups: Referential + Affective, Referential-only group, Affective-only and a Control. Pre, post and delayed post tests were administered to assess learning of the English 'ed' verb inflection. The measures included three tests aiming to elicit implicit knowledge: A timed grammaticality judgment test, an oral picture narration, and a short structured conversation. Following these tests, a self-report technique was employed to check whether or not learners drew on explicit knowledge. A gap-fill test without a time constraint and a written vocabulary test were also included to examine instructional impact. Findings suggest that referential activities are responsible for the learning gains observed and that the gains are held for up to six weeks after completion of the intervention. However, the issues regarding the role of affective activities in vocabulary learning and PI’s impact on implicit knowledge need further study. An implication of this study is that the claims of previous PI studies regarding the causative factors for its effectiveness require more refined exposition.
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Garcia, Eileen. "Supplemental instruction, study habits, and the community college student." FIU Digital Commons, 2006. https://digitalcommons.fiu.edu/etd/3871.
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The purpose of this study was to demonstrate if the academic assistance program Supplemental Instruction (SI) facilitates the acquisition of effective study behaviors through strategies that transcend simple double-exposure to the course material. Its advocates claim it increases academic achievement using learner-centered knowledge and acquisition of effective study behaviors. SI sessions are specifically related to particular courses that students are taking. Sessions are facilitated by the SI leader who has taken the subject matter course in the past. Students review the content of the previous subject matter class using collaborative learning strategies coordinated by a SI leader. In addition, the SI leader models appropriate study behaviors in his or her interactions with the students.
An instructor at a large Florida community college who taught five classes of an Anatomy & Physiology I course (traditionally supported by SI) was identified. Two of the classes were randomly selected to participate in SI activities, and two classes were random chosen to participate in alternate, computer-based activities that dealt with the course content, but did not include work in developing students' study behaviors. These treatments were carried out over the course of an entire semester. Participation was mandatory.
Data were collected on two variables. Academic achievement in anatomy and physiology content was measured both pre- and post-treatment using an instructor developed examination. Student study behaviors were measured using pre- and post-treatment administration of the Study Behavior Inventory, a valid and reliable instrument that provides scores on three categories of study behaviors: (a) Academic self-efficacy, (b) Preparation for routine academic tasks, and (c) Preparation for long range academic tasks. Measures obtained at the end of the semester of treatment revealed no significant differences between the SI and alternative treatment groups in post-treatment achievement test score and the post-treatment scores on the three study behaviors categories when adjusted for pre-treatment scores.
These results suggest that the development of appropriate study behaviors requires more time than SI, as it is now implemented, can provide. In addition, results indicate that improved academic achievement may be attained through any number of means that include repeated exposure to course material.
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Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.
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McIntyre, Mary Ann Jackson. "A Study To Examine The Effectiveness of Computer-Assisted Instruction On Mathematics Achievement When Compared To Traditional Instruction." NSUWorks, 1994. http://nsuworks.nova.edu/gscis_etd/718.
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This study examined student performances, in a comparison between computer-assisted instruction and traditional instruction to determine if there were significantly higher achievement scores by microcomputer users. The purpose was to identify a teaching strategy that would accelerate attainment of mathematics skills needed for the multiplication of whole numbers. Secondary analyses were conducted via post hoc testing to assess interactions within and/or between the treatment and control groups on age, gender and ethnicity. The population for this study was taken from a small, inner-city elementary school with a population of 485 students. The ethnic makeup of the school was White, Non-Hispanic; 23.8% Black, Non-Hispanic; 2.0% Asian/Pacific Islander; and 10.6% Hispanic. Forty percent (40%) of the student population represented the lower level of the economic scale.
The study involved two (2) groups of fourth graders and two (2) groups of fifth graders. Each group consisted of thirty students. At each grade level, the control groups learned basic mathematics skills using pencil and paper while students in the treatment groups learned basic mathematics skills using computer-assisted instruction. All students participating in the study were administered a pre and posttest from tests in the currently used mathematics textbook. Student scores, age, gender, and ethnicity were analyzed using an Analysis of Variance (ANOVA). An Analysis of Covariance (ANCOVA) was conducted on pretest results showing significant differences between variables. The analyses was performed using SPSS, Statistical Package for the Social Sciences. Recommendations in this study included: (1) follow-up studies conducted to determine the effect of computer assisted instruction on retention of basic mathematics skills, (2) changes in the existing mathematics curriculum for use of computers in the classroom on a daily basis, and (3) further studies to determine the effectiveness of computer-assisted instruction in other areas of the curriculum.
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Craig, Patricia E. G. "A Study of the Effects of Writing Instruction Versus Writing and Reading Instruction on 10th Grade English Students." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1659.
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The effects of writing instruction as opposed to writing and reading instruction were studied on 10th grade English students’ reading comprehension and writing. Two groups (classes) completed pretests and pre-sample writing. Then, both groups were given writing instruction while only one group was given related reading skills instruction. Finally, both groups completed posttests and post-sample writings.
An analysis of covariance of the pre-and posttest data was done. It revealed no significant difference between the two groups related to reading comprehension. However, a significant difference existed between the two groups related to language expression (editing skills or writing sub-skills). The group who received writing and reading instruction experienced a decline in scores. Also, the Wilcoxon signed-rank matched-pairs test indicated that both groups’ writing increased significantly.
Two conclusions were reached from this study. The first conclusion related to classroom instruction. Writing instruction improves student writing. Further, direct reading skills instruction should be included only to meet a specific class need (since writing sub-skills may suffer). Therefore, integration of writing and reading instruction should be determined by class need. Second, more empirical research related to the effectiveness of the integration of writing and reading instruction is needed.
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JIAN, KAI-YI, and 簡愷邑. "The Study of the Effectiveness of Table - Game integration into Probability Instruction of 10th Grades in Taitung City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/42797558272384494649.
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碩士國立高雄師範大學
數學系
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This study refers to the study of the use of table games into the teaching method, to explore the high school 10th grade students in the learning probability unit learning attitude, teaching effectiveness changes, and analysis of students for the table games into the teaching of learning. Researchers based on my own Teaching experience, taking the teaching objectives of the next semester of first grade of the high school as the core, looking for proper table games, and integrating the table games into the course teaching to explore the changes in the learning attitude and the achievements of the learning achievement. To understand the student's learning situation by mathematical learning attitude scale of the pre-test and post-test scores, the students experience feedback content, and finally analyze the student's achievements before and after the test to explore the effectiveness of table-schooling into teaching. The study objects are students of in National Taitung senior high school, total of 61 students. According to this study, researcher can observe the changes in mathematical attitudes and achievements of students, and summed up the factors, as a high school teacher to teach mathematics reference. The conclusions of this study are summarized below: 1. Students have a high degree of willingness to learn about math table games, and each student is very instructive. 2. Students learn about the mathematical concept of learning from the passive acceptance of knowledge, into the initiative to develop solutions to seek answers. 3. Students are well adapted to the curriculum of the table game course, and the students can adapt and even look forward to the next course. 4. Students from the do not care about their own learning status and assessment results, into learning progress is full of confidence and joy. 5. Students in the course need to use knowledge of the combination and probability which learned in high school mathematics, and actual application to the game strategy. 6. Teachers get feedback from the students into the course, helping to develop more types of pedagogy and curriculum. 7. Different levels of students showed difference of learning effectiveness after the Table - schooling, some slightly progress, and some are significantly backward. The results show when the teacher designs the table-schooling course, students in the course content, class attitude and learning will have improved significantly, and in terms of learning outcomes, there are progress or regressions. Therefore, we can see that, in addition to students of this teaching model of high spirits, teachers also find a way to teach, for curriculum development and classroom relations, both sides have great progress.
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Hsieh, Yu-Shan, and 謝雨珊. "A study on Indian National Musical Instruments: Tabla As An example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/c65k77.
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Денисенко, С. М. "Психолого-педагогічні засади проектування мультимедійного контенту електронних освітніх ресурсів для вищого навчального закладу." Thesis, 2013. http://lib.iitta.gov.ua/9217/1/%D0%B0ref_%D0%94%D0%B5%D0%BD%D0%B8%D1%81%D0%B5%D0%BD%D0%BA%D0%BE.pdf.
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Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.10 – інформаційно-комунікаційні технології в освіті. – Інститут інформаційних технологій та засобів навчання НАПН України. – Київ, 2013. У дисертації досліджується проблема проектування мультимедійного контенту електронних освітніх ресурсів у сучасній освітній практиці. Уточнено поняття «мультимедійний контент ЕОР», «проектування мультимедійного контенту ЕОР», «мультимедійний педагогічний дизайн»; обґрунтовано психологічні та педагогічні засади проектування мультимедійного контенту ЕОР; описано модель проектування мультимедійного контенту ЕОР з урахуванням психолого-педагогічних засад; уточнено критерії оцінювання інтерфейсу ЕОР; розроблено рекомендації щодо проектування мультимедійного контенту ЕОР з урахуванням психолого-педагогічних засад для викладачів ВНЗDissertation for Candidate of Pedagogical Sciences Degree awarding on the speciality 13.00.10 – information and communication technologies in education. – Institute of Information Technologies and Learning Tools of NAPS of Ukraine. – Kyiv, 2013. The problem of projecting of multimedia content of electronic educational resources in a modern educational practice is examined in dissertation. The concepts “multimedia content”, “projecting of multimedia content of electronic educational resources”, “multimedia pedagogical design” are specified; psychological and pedagogical bases of projecting of multimedia content of electronic educational resources are substantiated; model of projecting of multimedia content of electronic educational resources with considering of psychological and pedagogical conditions is described; criteria of assessment of interface concept of electronic educational resources are obtained; recommendations of projecting of multimedia content of electronic educational resources with considering of psychological and pedagogical conditions for higher educational establishment lecturers are devised
Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.10 – информационно-коммуникационные технологии в образовании. – Институт информационных технологий и средств обучения НАПН Украины. – Киев, 2013. В диссертации исследуется проблема проектирования мультимедийного контента электронных образовательных ресурсов в современной образовательной практике. Одним из основных путей модернизации и реформирования образования в соответствии с растущими требованиями глобального общества является внедрение в учебный процесс информационно-коммуникационных, в частности мультимедийных, технологий, создание на их основе информационно-учебной среды, наполненной качественными электронными образовательными ресурсами (ЭОР). Эффективность применения ЭОР в учебном процессе во многом определяется спецификой представления учебного материала средствами мультимедиа на экране, а проектирование мультимедийного контента является одним из основных этапов создания ЭОР. Определены и теоретически обоснованы психолого-педагогические основы проектирования мультимедийного контента электронных образовательных ресурсов для ВУЗов, выражающиеся в психологических принципах (соответствия проектирования мультимедийного контента психологическим закономерностям усвоения учебного материала учащимися; обоснованного сочетания мультимедийных данных при представлении учебного материала на экране; обеспечение педагогического взаимодействия между субъектами обучения с использованием ИКТ) и педагогических принципах (соответствия целям обучения, соответствия содержанию обучения, мотивирования, эмоциональности, активизации учебной деятельности, интерактивности, адаптивности, эстетичности). Разработана модель проектирования мультимедийного контента электронных образовательных ресурсов для ВУЗов с учетом психолого-педагогических принципов на основе педагогического дизайна, основными компонентами которой являются: анализ, формирование требований, планирование, разработка, применение, оценивание
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Глазунова, О. Г. "Теоретико-методичні засади проектування та застосування системи електронного навчання майбутніх фахівців з інформаційних технологій в університетах аграрного профілю." Thesis, 2015. http://lib.iitta.gov.ua/9212/1/aref_%D0%93%D0%BB%D0%B0%D0%B7%D1%83%D0%BD%D0%BE%D0%B2%D0%B0%20%D0%9E.%D0%93.pdf.
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У дисертації обґрунтовано теоретико-методичні засади проектування та застосування системи електронного навчання майбутніх фахівців з інформаційних технологій в університетах аграрного профілю. Обґрунтовано вимоги щодо забезпечення якості підготовки майбутніх ІТ-фахівців для забезпечення потреб аграрної галузі економіки в умовах глобалізації та євроінтеграції. Побудовано онтологію електронного навчання. Визначено суть, функції та елементи системи електронного навчання. Розроблено модель системи електронного навчання майбутніх фахівців з інформаційних технологій в університетах аграрного профілю та визначено фактори її ефективності. Побудовано факторно-критеріальну модель ефективності системи електронного навчання. Розроблено теоретичні та методичні засади проектування системи електронного навчання для надання якісних навчальних послуг та сервісів у електронній формі. Спроектовано хмаро-орієнтоване електронне освітнє середовище, інформаційне забезпечення системи на основі застосування нових підходів до подання навчальних ресурсів у електронному навчальному курсі на основі домінуючого навчального стилю студентів. Спроектовано процедури управління електронним освітнім середовищем за вимогами стандарту ISO 9001. Розроблено методичні засади застосування системи електронного навчання майбутніх фахівців з інформаційних технологій в університетах аграрного профілю та методику підготовки учасників навчального процесу до її використанняIn the dissertation theoretical and methodological bases for the design and application of an electronic education system for future IT specialists in an agrarian university are substantiated. Requirements for the quality of training future IT specialists to meet the needs of the agricultural sector of the economy in the context of globalization and European integration are defined. An ontology of e-learning is constructed. The concept, functions and elements of e-learning system are formulated. The model of a system of e-learning while training future IT specialists in an agrarian university is created and factors of its effectiveness are offered. A factorial and criteria qualimetry of efficiency of e-learning system is made. Theoretical and methodological bases for the design of e-learning system are developed to ensure electronic educational services of high quality. A cloud-oriented e-learning environment and information equipment for its system are designed based on the use of new approaches in presenting training resources in e-learning courses using students’ dominant learning style. Procedures for managing an electronic educational environment due to the requirements of standard ISO 9001 are designed. Methodological principles for the applying while teaching future IT specialists in agricultural universities as well as the approach of academic training its participants
В диссертации обоснованы теоретико-методические основы проектирования и применения системы электронного обучения будущих специалистов по информационным технологиям в университетах аграрного профиля. Обоснованы требования к качеству подготовки будущих ИТ-специалистов для обеспечения потребностей аграрной отрасли экономики в условиях глобализации и евроинтеграции. Построена онтология электронного обучения, в которой выделены такие классы объектов и связи между ними: концепции, методологические подходы, принципы, педагогические теории, поколения, информационные технологии, методы, средства, виды обучения, образовательные технологии, виртуальные среды обучения и стандарты. Определены суть, функции и элементы системы электронного обучения, как совокупности взаимосвязанных и взаимозависимых компонентов, составляющих основу информационной системы: электронных ресурсов учебного назначения; процессов и функций, обеспечивающих создание электронных учебных ресурсов и организацию учебного процесса; программных и технических средств, которые обеспечивают эти процессы, а также помогают студентам ИТ-специальностей выполнять лабораторные и проектные работы; процедуры управления процессами и пользователями системы, и имеет целью предоставление качественных образовательных услуг. Обоснована дефиниция понятия «академическое облако университета». Разработана модель системы электронного обучения будущих специалистов по информационным технологиям в университетах аграрного профиля
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Грищенко, С. М. "Геоінформаційні технології як засіб формування екологічної компетентності майбутніх інженерів гірничого профілю." Thesis, 2015. http://lib.iitta.gov.ua/9213/1/aref_%D0%93%D1%80%D0%B8%D1%89%D0%B5%D0%BD%D0%BA%D0%BE%20%D0%A1.%D0%9C.pdf.
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Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.10 – інформаційно-комунікаційні технології в освіті. – Інститут інформаційних технологій і засобів навчання НАПН України. Дисертаційна робота присвячена проблемі використання геоінформаційних технологій як засобу формування екологічної компетентності майбутніх інженерів гірничого профілю. У роботі визначено структуру, зміст, рівні, критерії та показники сформованості екологічної компетентності майбутніх інженерів гірничого профілю; теоретично обґрунтовано та розроблено модель використання геоінформаційних технологій як засобу формування екологічної компетентності майбутніх інженерів гірничого профілю; розроблено методику використання геоінформаційних технологій, спрямовану на формування екологічної компетентності майбутніх інженерів гірничого профілю; експериментально перевірено ефективність розробленої методики у процесі навчання студентів гірничих спеціальностейThesis for the degree of candidate of pedagogical science, specialty 13.00.10 – Information and Communication Technologies in Education. – Institute of Information Technologies and Learning Tools of the NAPS of Ukraine. The thesis is devoted to the problem of geoinformation technology usage in ecological competence formation of the Mining Engineers students. In this thesis the structure, content, levels, criteria and indicators of ecological competence formation of the future Mining Engineers are developed; the model of usage geoinformation technologies as a tool of the Mining Engineers students environmental competence formation was theoretically grounded and developed; the geoinformation technologies usage technique, which led to the ecological competence formation of the future Mining Engineers was developed; the effectiveness of the developed technique at teaching students of mining specialties was experimentally proved
Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.10 – информационно-коммуникационные технологии в образовании. – Институт информационных технологий и средств обучения НАПН Украины. Диссертационная работа посвящена проблеме использования геоинформационных технологий для формирования экологической компетентности будущих инженеров горного профиля. Экологическая компетентность будущего инженера горного профиля – личностное образование, характеризующееся приобретенными в процессе профессиональной подготовки профессионально ориентированными экологическими знаниями (когнитивный критерий), усвоенными способами обеспечения экологически безопасных горных работ (праксеологический критерий) в интересах устойчивого развития (аксиологический критерий) и сформированными качествами социально ответственного экологического поведения (социально-поведенческий критерий) и состоящее из следующих компонентов: 1) понимание и восприятие этических норм поведения в отношении других людей и в отношении природы (принципы биоэтики); 2) экологическая грамотность; 3) владение базовыми сведениями по экологии, необходимыми для использования в профессиональной деятельности; 4) способность использовать научные законы и методы при оценке состояния окружающей среды, участвовать в экологических работах, осуществлять экологический анализ мероприятий в области деятельности, разрабатывать планы мероприятий по снижению техногенной нагрузки производства на окружающую среду; 5) способность к обеспечению экологически сбалансированной деятельности, владение методами рационального и комплексного освоения георесурсного потенциала недр. Формирование последних двух компонентов требует комплексного использования средств геоинформационных технологий для анализа, обработки и моделирования различных пространственно-временных характеристик воздействия горного производства на окружающую среду
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Кислова, М. А. "Розвиток мобільного навчального середовища з вищої математики у підготовці інженерів-електромеханіків." Thesis, 2015. http://lib.iitta.gov.ua/9214/1/aref_%D0%9A%D0%B8%D1%81%D0%BB%D0%BE%D0%B2%D0%B0%20%D0%9C.%D0%90.pdf.
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Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.10 – інформаційно-комунікаційні технології в освіті. – Інститут інформаційних технологій та засобів навчання НАПН України. У роботі досліджено проблему розвитку та використання мобільного навчального середовища з вищої математики у підготовці інженерів-електромеханіків. Проведено комплексний аналіз підготовки бакалаврів електромеханіки у ВНЗ та зроблено висновок про те, що підвищення якості математичної підготовки бакалаврів електромеханіки забезпечується професійною спрямованістю навчання та використанням сучасних засобів ІКТ. Проведено аналіз сучасних засобів ІКТ, що використовуються в навчанні вищої математики бакалаврів електромеханіки. Уточнено поняття мобільного навчального середовища та розвитку мобільного навчального середовища з вищої математики. Удосконалено структуру мобільного навчального середовища з вищої математики та визначено напрями його розвитку. За допомогою сервісу Google Apps Education Edition сформовано мобільне навчальне середовище з вищої математики та розроблено методику його використання у підготовці інженерів-електромеханіків. Розроблено методичні рекомендації для викладачів щодо створення та використання мобільного навчального середовища з вищої математики та методичні вказівки для студентів з використання мобільного навчального середовища з вищої математикиThesis for Candidate of Pedagogical Sciences Degree awarding on the speciality 13.00.10 – information and communication technologies in education. – Institute of Information Technologies and Learning Tools of NAPS of Ukraine. In this thesis, the problem of creating and developing a mobile learning environment in higher mathematics in the training of Electromechanics Engineers is analyzed. A complex research of conversion bachelors in electrical mechanics in Ukrainian universities is made, and it is concluded that improving the quality of mathematical training of bachelors in electrical mechanics is achieved by professional orientation of learning and usage of modern ICT tools. The analysis of modern ICT tools used in learning higher mathematics bachelors in electromechanics is made. The concept of mobile learning environment is clarified. The model of the mobile learning environment in higher mathematics and the ways of its development are made. A mobile learning environment in higher mathematics based on Google Apps Education Edition and methodic of its usage in training Electromechanics Engineers are created. Methodical recommendations in organization of the educational process with the usage of mobile learning environment in higher mathematics for teachers and students are made
Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.10 – информационно-коммуникационные технологии в образовании. – Институт информационных технологий и средств обучения НАПН Украины. В работе исследуется проблема развития и использования мобильной учебной среды по высшей математике в подготовке инженеров-электромехаников. Проведенный анализ дал возможность уточнить базовые понятия исследования: 1) мобильная учебная среда – это учебная среда, использование которой направлено на удовлетворение учебных потребностей субъектов обучения в любое время и в любом месте; 2) развитие мобильной учебной среды по высшей математике – прогрессивное, необратимое и закономерное изменение составляющих этой среды (содержания обучения высшей математики и средств поддержки учебной деятельности), направленное на учет особенностей развития сферы будущей профессиональной деятельности студентов. Под методикой использования мобильного учебной среды по высшей математике в подготовке инженеров-электромехаников будем понимать нормативную модель процесса использования среды, развитие которой направлено на удовлетворение учебных потребностей мобильных субъектов обучения на основе комплексного применения мобильных средств ИКТ обучения. Структурно методика использования мобильной учебной среды по высшей математике состоит из трех компонентов: целевого, содержательно-технологического и результатного. Формирование мобильной учебной среды по высшей математике осуществлялось с помощью Google Apps Education Edition, в котором можнао реализовать все выделенные направления использования ИКТ в обучении высшей математике: подача учебных ведомостей, выполнение вычислений и визуализации математических зависимостей, формирование умений и навыков проведения учебных математических исследований, автоматизация контроля и оценивание учебных достижений студентов по высшей математике, поддержка учебной деятельности студентов, организация самостоятельной работы студентов
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Anku, William Oscar. "Procedures in African drumming a study of Akan/Ewe traditions and African drumming in Pittsburg /." 1988. http://catalog.hathitrust.org/api/volumes/oclc/20444879.html.
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Lin, Cheng-Miao, and 林鉦淼. "A Study on Computer Assisted Instruction." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/05156753729436835872.
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碩士大同大學
機械工程研究所
91
A Study on Computer Assisted Instruction for Friction Analysis ABSTRACT The friction is divided three parts to discuss in this research that are dry friction, effort-saving machines and dynamics friction. The electron book provides point to read and according to the theory of C.A.I. that program can have various methods of the learning and different learning feedback. The managerial function of the web teaching plus the instant renewal and discussions can enhance traditional C.A.I.. The teaching program includes electron book, C.A.I. and network. 1. Electron Book (1) Teaching material: The points are sorted to be electronics file to provide the students to read. (2) Memorandum: The user records the learning process in memorandum, it is saved by texts in Hard Disk. User also can use it by VB for reviewing or updating. 2. C.A.I. According to vertical thinking to write solving steps and according to lateral thinking to display the solving methods and points to provide students understand. The contents of C.A.I. can be divided (1) Theory chapter; (2) Teaching chapter; (3) Test chapter; (4) Imitation chapter. According to time effect there is enough time letting learners make to practice repeatedly so that they can understand and master teaching material. 3. Network To get the basic contents and questions practice to the network to be the web teaching. The managerial function can manage the people who want enter or out the website conveniently and provide teacher to test and homework for students. Students can discuss and learn each other in the discussion if they cannot get the answers they can discuss to the teacher directly by electron mailbox. This study has integrative research to help the students has whole idea to the friction, and to enhance network to strengthen traditional C.A.I.. It must be helpful for teacher to teach and students to learn, to advance to a higher school and to get a job.
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Cook, Jeremy Wayne. "Integrated thematic instruction a case study /." 2004. http://digital.library.okstate.edu/etd/umi-okstate-1147.pdf.
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Hung-Jen, Li, and 李宏仁. "Social Studies Instruction in An Elementary School:A Case Study of Digital Archive Instruction." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/60973885075514673354.
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碩士國立臺北教育大學
社會科教育學系碩士班
95
This study is intended to investigate the impacts of Digital Archive Instruction on elementary students in the following three areas: (a) the impact on their attitudes toward Social Studies both before and after they receive this kind of instruction in the Social Studies Domain? , (b) the impact on students’ performance in Social Studies Domain after the application of the instruction , and (c) the impact of this kind of instruction on students’ critical thinking skills after the application of the instruction. The major findings are as follows: 1.Digital Archive Instruction in the Social Studies Domain improved the students’ learning attitudes. 2.The students’ performances in Social Studies did not differ in spite of different types of instruction. 3.Digital Archive Instruction seemed to be more affective than traditional teaching, in terms of students’ critical, systematic and analytic thinking skills and their introspection. However, there is no significant difference in their performance in intellectual inquisitiveness. 4.Different genders and teaching methodologies did not show significant difference in the students’ performances on critical, systematic and analytic thinking skills, openness and empathy, intellectual inquisitiveness, and holistic thinking and introspection. 5.Students’ proficiency and different teaching methodologies significantly co-related; it indicated that Digital Archive Instruction worked better than traditional instructional methods in improving students’ proficiency, their critical, systematic, analytic, and holistic thinking skills and their introspection. Regarding the students’ test performance in their openness and empathy, and intellectual inquisitiveness, this study did not show any significant difference between the two types of instruction.
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Sugiharto, Hendry Tanoko, and 吳端興. "Effect of Motor Imagery and Explicit and Implicit Instructions on Table Tennis Learning: A Study of Visual Pattern, Electromyography and Upper Limb Kinematics." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/fb2rf4.
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碩士國立臺灣科技大學
醫學工程研究所
104
Successful scoring in table tennis return service relies on the visual patterns, upper-limb’s muscles activity, and inter-joint coordination of the players during the oncoming ball. The target in which a gaze is stares at, the activity of related muscles, and the coordination between upper-limb’s joint may come from the learning method. To explore the relationship between those three issues, I designed a series of table tennis learning. Preceding and following up by 2 tests, which are machine test without demand of decision-making using electromyography (EMG) and motion capture system (only for elite players) as evaluation instruments and coach test with demand of decision-making using eye-tracker as evaluation instruments. A total of 40 novices was then randomly assigned into four learning groups, including the group which received explicit instruction with motor imagery (MI) (EIMI group, n=10, mean age 21±3 years), explicit instruction without MI (EI group, n=10, mean age 21±3 years), implicit instruction with MI (IIMI group, n=10, mean age 21±3 years), and implicit instruction without MI (II group, n=10, mean age 21±3 years). Nine elite table tennis players were followed the tests only. My results showed that novice participants who increased the score of succeed return have been trained by motor imagery-learning and explicit instruction. Findings from this research on participants’ training type effect shed light on the future of table tennis motor-learning method.
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"Students' assessments of instruction: A validity study." WESTERN CAROLINA UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=1462244.
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Liu, Yichen, and 劉亦峻. "Study on Instruction Reuse in RISC Architecture." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/18040065311862631235.
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碩士大同工學院
資訊工程研究所
87
Trace is a dynamic instruction sequence. Trace cache captures dynamic instruction sequences that are built up as program executes. If a predicted dynamic sequence exists in the trace cache, it can be fed directly to the execution engine. The length of a trace is limited in two ways - by number of instructions "n" and by number of blocks "m". The block breaks off by branch instruction. In trace cache, every cache line contains additional state information to identify the trace. A trace hit requires comparing the trace-id with fetching address and branch prediction result. On a trace cache hit, an entire trace of instructions is fed into the instruction latch, bypassing the instruction cache. If a trace that is nonexistent in trace cache, the execution engine fetches a block of instructions (terminated by branch instruction) from instruction cache. The basic blocks are latched in instruction latch and line-fill buffer; the magic logic serves to merge each incoming block of instructions with preceding instructions in the line-fill buffer. Filling is complete when either "n" instructions have been traced or "m" branches have been detected in the trace. At this point the contents of the line fill buffer are written into the trace cache. The additional state information per trace is generated during the line-fill process. In this thesis, we will implement trace cache with verilog HDL and simulate it in behavior level. Final, we will combine the trace cache with upgrade data speculative technology that we purpose to support highly parallel execution engines. The mixed instruction and data reuse mechanism will overcome both instruction-flow and data-flow limitations whichever becomes performance bottleneck in current micro-processors. Thus, the aggressive reuse mechanism will be an important component of future microprocessors and improve performance monumentally.
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shu-ru, Tsai, and 蔡淑如. "A Study on Herbart’s Theory of Instruction." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/26093722397756232538.
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碩士國立臺東大學
教育研究所
92
Johann Friedrich Herbart (1776-1841) was a German philosopher of education in the 19th century. He was not only the father of education, but also his educational theory had a far-reaching effect on further studies and educational development. The purpose of study is to explore Herbart’s theory of instruction and present his educational impression in order to propose some reflections on current education thought. The method of study is adopted the historical research and documentary analysis in order to analyze and interpret Herbart’s writings and other literatures, such as General Pedagogy, Outlines of educational doctrine and The National Herbart Society Yearbooks. There are five chapters of this study as follow: 1.Explain the motivation and purpose of study, the framework and the restrictions. 2.Analyze Herbart’s context of instructional thinking in order to present his background and his educational teaching system deeply affected by Johann Herinrich Pestalozzi. 3.Explore Herbart’s essential opinion of instructional theory in order to indicate his the doctrine of purpose and interest. 4.Explore Herbart’s content of instructional theory in order to his opinion on instructional content and method and present the thinking of Herbartianism on the basis of Herbart’s theory of instruction. Finally, propose some reflections on current education thought according to Herbart’s theory of instruction.
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周宏智. "A study of superscalar instruction scheduling problem." Thesis, 1992. http://ndltd.ncl.edu.tw/handle/63290165955431895164.
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Tsui, Ko-Hsin, and 崔可欣. "The Study of Piano Practicing Instruction Strategies." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/83135333927655595726.
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碩士國立臺南大學
音樂學系音樂科教學碩士班
105
The topics of how piano students become independent performer through goal setting, self-monitoring and self-regulated learning have been widely discussed and researched in the piano teaching field. In this study, two elementary students (one junior and one senior) were selected as subjects. Two phases of schedule were arranged, a first 14-weeks lessoning followed by a second 15-week. Research data were collected by sound recordings, videos tapes, interviews, discussions and teaching logs from the lessons and students’ practicing at home. After the two phases of piano teaching and learning, the effectiveness of students’ learning was examined along with the instructor’s reflective thinking and adaption of teaching practicing strategies. The result suggests that in the application of piano practicing through the sound recordings, video tapes and students’ practice record evaluation forms, it could effectively assist the students’ growth of music ability and also piano performance skill. Four main gain were found: listening ability, error recognizing ability, self-evaluating ability and observation of body expressions. It is recommended that piano teachers can use the strength of aural and video recording to make piano learning more efficient, and teach relating practicing strategies and design documented form for student’s practice after the class. It is also recommended for future studies may be focused on researches in instruction of piano practicing strategies for different age groups, and conduct quantitative analysis to the piano learners in order to facilitate the piano teaching.
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CHAN-AN, LIN, and 林展安. "Study On Memory Allocation Using Instruction Address." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/zh73kq.
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Chung, Ya-Shu, and 張雅舒. "A Study of biform with Traditional Instruction and Web-based Instruction---On fourth grade mathematics." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/25905766856350775532.
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Chen, Chi-Chang, and 陳志昌. "A study of Learning Effects of Different Instruction Methods: A Comparison between Online Instruction and Traditional Instruction Assisted with Online Learning System." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/00071691671073946981.
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碩士國立中山大學
傳播管理研究所
90
The objective of this study is to investigate the effects of the online instruction versus the effects of traditional face-to-face instruction assisted with online learning system. Specifically, the learning process is investigated. The observation groups of this study are two class students. One class is online class and the other class studies in a traditional class assisted with online learning system. The variables of personalities are also taken into discussion to explore whether the personalities of learners moderate the learning process and the learning effects. Moreover, whether the learning processes between two different instruction methods affect learning effects are explored. Based on the data analysis, the findings of this study are summarized as follows: 1. The learning achievements of online instruction learners are significantly better than those of learners who studied in a traditional class assisted with online learning system. However, the differences of learning satisfactions from learns are not significant. 2. Learners in the online instruction post more articles than those who study in traditional instruction assisted with online learning system. But the other subjects in the learning process between the two instruction methods don’t have significant differences. 3. Gender and the cognitive style separately affect the average numbers of post words and ineffective learning characteristics. 4. The learning process affects significantly the achievements of learners in both instruction methods, but the learning process doesn’t always affect the learning satisfactions of learners.