Dissertations / Theses on the topic 'Teaching methodology and practices'
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Issa, Reem. "ESP and EGP teaching methodology in Syria : Exploring teachers' beliefs and their classroom practices." Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531552.
Full textMichael, Maureen K. "Precarious practices : artists, work and knowing-in-practice." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/21879.
Full textBastos, Heloisa Flora. "Changing teachers' practice : towards a constructivist methodology of physics teaching." Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/919/.
Full textCavedon, Carolina Christmann. "The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2075.
Full textCunningham, Deborah Lynn. "Professional practice and perspectives in the teaching of historical empathy." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:5bf95dbe-0fd9-49c2-9cc2-d2893d13da45.
Full textKloock, Lois Gayle. "Direct teaching methods naturally practiced by effective and less effective teachers." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39749.
Full textEd. D.
JUNQUEIRA, Maria Ang?lica da Silva e. Carvalho. "Atitudes dos estudantes do ensino m?dio dos cursos t?cnicos em Agroecologia e Meio Ambiente do CTUR-UFRRJ em rela??o ? matem?tica e ?s pr?ticas docentes." Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1686.
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The objective of this research was to investigate the attitude of students towards teaching practices in mathematics. Research subjects were 228 students from the Agroecology and Environment technical program of Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. A numerical scale was used to measure the student?s attitude towards mathematics. A survey with open and closed questions was also distributed on different classes, to describe the students and to correlate description variables that could be associated with the students attitudes towards mathematics. Data were submitted to quantitative and qualitative analyses using content analysis module from IBM - SPSS version 20,0 software. A significant correlation was found between gender and attitude towards mathematics: male students seem to have a more positive attitude; students with better general performances also had more positive attitude towards math. Significant correlations between attitude and ?relation with the teacher? and between attitude and teaching methodology were also found. Sutdent age and grade was not correlated ti their attiute towards math. Second year students seemed to have a more positive attiute than the others.
A pesquisa teve como objetivo correlacionar ?s atitudes dos alunos em rela??o ? matem?tica e o papel docente. Os sujeitos da pesquisa foram 228 alunos do Ensino M?dio dos Cursos T?cnicos em Agroecologia e Meio Ambiente, do Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. Foram aplicados: a escala que mede a atitude em rela??o ? matem?tica e um question?rio com perguntas abertas e fechadas nas turmas, para caracterizar os alunos e correlacionar alguns fatores que podem influenciar tais atitudes. Os dados foram submetidos ? an?lise quantitativa e qualitativa, com o recurso da an?lise de conte?do e do programa SPSS, vers?o 20.0 da IBM. Pode-se concluir que: existe uma correla??o significativa das atitudes dos alunos em rela??o ? matem?tica, quanto ao g?nero, sendo que o masculino apresentou atitude mais positiva; alunos com maior desempenho apresentaram atitudes mais positivas; houve uma correla??o significativa entre atitude e sua rela??o com o professor e entre atitude e a metodologia de ensino utilizada em sala. N?o foi registrada correla??o significativa da atitude, em rela??o ? matem?tica, quanto ? s?rie e idade dos alunos. As turmas do segundo ano dos referidos cursos apresentaram atitudes mais positivas em rela??o ? matem?tica.
Abdelaty, Ahmed, and Joseph Shrestha. "Current Practices of Experiential Learning in the United States Construction and Technology Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5470.
Full textSalavati, Sadaf. "Novel Use of Mobile and Ubiquitous Technologies in Everyday Teaching and Learning Practices : A Complex Picture." Licentiate thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-31341.
Full textChitumwa, Chemunondirwa Christopher. "Pre-service teachers’ concerns on teaching practicum: a mixed methods case study from Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14840.
Full textStanford, Myah D. "Transfer of Instructional Practices From Freedom Schools to the Classroom." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849712/.
Full textBjörkegren, Susanne. "Improvisation för klassiska musiker : tabu, onödigt, användbart eller vitalt?" Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1328.
Full textThis work intends to show improvisations presence in classical instrument teaching. Improvisation has not been an obvious part of classical music in the past 150 years. I wanted to find out if teachers with classical instruments use improvisation with their students and if they do, what course of action they use. But also what they think improvisation is to a classical musician. I have interviewed five teachers with different instruments, ages and professional experience. It turned out that all teachers, to some extent, use improvisation with their students and they consider that it is good for classical musicians to be able to improvise. I hope my work will inspire teachers and musicians to let improvisation return to classical music, because I am convinced that it belongs there.
Reynolds, Ruth, and Monika Vinterek. "Globalization and classroom practice: insights on learning about the world in Swedish and Australian schools." University of Newcastle, Australia, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27728.
Full textSimmonds, Shan Robyn. "Primary school learners' understanding of human rights teaching-and-learning in classroom practice / S.R. Simmonds." Thesis, North-West University, 2010. http://hdl.handle.net/10394/6257.
Full textThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
Persson, Elin. "Undervisningspraktikens roll i utvecklingen av matematiskt begåvade elever : En systematisk litteraturstudie inom ämnet matematik." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51570.
Full textThe purpose of the study is through previous research examining how gifted students in mathematics can be supported through the development of teaching. In this research review, the areas of teaching practice design for mathematically gifted students are examined. There is no doubt that gifted students in mathematics need help and support to develop. However, there exist different views of how teaching should be conducted for the benefit of the gifted students. The study's methodology is a literature review, combined with text analysis in which objective values are prioritized. Through a systematic literature review, study results presented two main categories of student development, teaching practice and influencing factors. The research review describes the necessity of the two main categories interacting in teaching of mathematically gifted students. It is found mostly positive results in the development of mathematically gifted students, with a few negative objections, which emphasizes the importance of further research in the area of giftedness and their development. The conclusion is that teaching practice can advantageously be designed with the support of teaching practice and influencing factors.
Belluigi, Dina Zoe. "Excavating the 'critique' : an investigation into disjunctions between the espoused and the practiced within a Fine Art studio practice curriculum." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003413.
Full textAlves, Dulcinéia de Jesus. "ENEM: efeitos nas práticas curriculares de professores de língua portuguesa do ensino médio em Salvador." Faculdade de Educação, 2013. http://repositorio.ufba.br/ri/handle/ri/14575.
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O estudo investigou os efeitos que o Exame Nacional do Ensino Médio - ENEM produz nas práticas pedagógicas e curriculares dos professores de língua portuguesa do ensino médio, em uma escola particular de Salvador. Utilizou-se como contribuição a abordagem do ciclo de políticas formulada por Stephen Ball (2006). Para tanto, entre os cinco diferentes contextos abordados (influência, produção do texto, contexto da prática, resultados/efeitos e estratégia política), reportou-se, especificamente aos da prática e dos resultados/efeitos. Para atingir os objetivos propostos, usou-se o referencial do contexto da prática através da realização de diferentes estratégias de coleta de dados, fontes orais e escritas, análise de documentos, dados estatísticos, entrevistas e observações. O levantamento de dados verificou se havia um diálogo entre a política avaliativa do ENEM e as práticas curriculares dos professores, através das práticas pedagógicas e da metodologia de ensino e de aprendizagem. Inferiu-se com os resultados alcançados que o exame repercute diretamente no trabalho pedagógico dos professores e apontam tendências que se constituem em mudança de concepção, reorganização da dinâmica curricular, alteração dos espaços e tempos da escola gerando uma possível transformação da cultura escolar. Entre os elementos constituintes da prática, os que mais sofreram os efeitos estão o ensino dos conteúdos disciplinares, a forma de ensiná-los e de avaliá-los. Assim o planejamento dos professores da 3ª série do Ensino Médio passou a priorizar os conhecimentos do ENEM.
Abstract The study invest igated the effects that the National High School Exam - ENEM produces in the curricular and pedagogical practices of teachers of Portuguese language of the high school, in a private school of Salvador. It was used as a contribution the policy cycle approach formulated by Stephen Ball (2006).For how among the five different contexts adressed (influence, production of the text, results/effects and political strategy) speci fically those of practice and results/effects were reported. To achieve the proposed objectives, it was used the context of practice through different data collection strategies, oral and written sources, document analysis, statistical data, interviews and observations. The survey data checked to see if there was a dialogue between the evaluation policy of ENEM and curricular practices of teachers, trought educational practices and teaching and learning methodology. Inferred with the results achieved that affects directly in the pedagocial work of teachers. Amogn the constituent elements of practice, the most suffered are the teaching effects of disciplinary content and how to teach them. So the planning of the teachers of the 3 rd grade of high school went on to prioritize the knowledges of ENEM
Аушева, Тетяна Олександрівна. "Реалізація принципу практичної спрямованості в навчанні шкільного курсу «Природничих наук»." Магістерська робота, ЗНУ, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/3436.
Full textUA : Робота викладена на 57 сторінок друкованого тексту, містить 6 таблиць та 5 рисунків. Список літератури включає 52 джерела. Об’єкт дослідження – освітній процес вивчення курсу «Природничі науки» в закладах загальної середньої освіти. Предмет дослідження – методичні засади реалізації принципу практичної спрямованості в процесі навчання курсу «Природничі науки». Мета роботи – науковому обґрунтуванні методичної системи реалізації принципу практичної спрямованості на вча ння та їх впрова дже ння в проце с викладання інтегрованого курсу «Природничі науки». Методи дослідження – теоретичні: теоретичний аналіз і узагальнення наукової літератури з педагогіки, методики навчання, для з’ясування рівня опрацювання проблеми, визначення понятійно-категоріального апарату; емпіричні: педагогічний експеримент, спостереження, тестування, анкетування, статистичні. В результаті експериментальних досліджень було виявлено, що за суб’єктивними (анкетування та діагностика навчальної мотивації) та об’єктивними показниками (успішність учнів з курсу «Природничі науки») розроблена нами методика навчання продемонструвала свою ефективність. Наукова новизна: розроблена методична система реалізації принципу практичної спрямованості в навчанні інтегрованого курсу «Природничі науки, яка визначає дієвість певних засобів реалізації. Практичне значення роботи полягає у тому, що вчителі інтегрованого курсу «Природничі науки» можуть використовувати у практичній діяльності методичну систему.
EN : The work is presented on 57 pages of printed text, contains 6 tables and 5 figures. The bibliography includes 52 sources. The object of research is the educational process of studying the course "Natural Sciences" in general secondary education. The subject of research - methodical bases of realization of the principle of practical orientation in the course of training of a course "Natural sciences". The purpose of the work is to scientifically substantiate the methodical system of realization of the principle of practical orientation on learning and their implementation in the process of teaching the integrated course "Natural Sciences". Research methods - theoretical: theoretical analysis and generalization of scientific literature on pedagogy, teaching methods, to clarify the level of elaboration of the problem, to determine the conceptual and categorical apparatus; empirical: pedagogical experiment, observation, testing, questionnaire, statistical. As a result of experimental research, it was found that the subjective (questionnaire and diagnosis of learning motivation) and objective indicators (student performance in the course "Natural Sciences") developed by us teaching methods have demonstrated their effectiveness. Scientific novelty: a methodical system of implementation of the principle of practical orientation in teaching an integrated course "Natural Sciences", which determines the effectiveness of certain means of implementation. The practical significance of the work is that teachers of the integrated course "Natural Sciences" can use in practice the methodological system.
Watts, Lynelle. "Thinking differently about reflective practice in Australian social work education: A rhapsody." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1758.
Full textJackelman, Susan Iona. "Investigating the dual influences of theory and practice on the design and implementation of a learning programme." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003473.
Full textLima, Leiliane Lopes. "O ensino de quÃmica: a relaÃÃo teoria-prÃtica como estratÃgia pedagÃgica de uma aprendizagem significativa." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7819.
Full textEsta pesquisa analisou o potencial pedagÃgico da relaÃÃo entre a teoria e a prÃtica no ensino da QuÃmica atravÃs de prÃticas laboratoriais no ensino profissional de nÃvel mÃdio. Teve a seguinte questÃo de pesquisa: de que modo o ensino da QuÃmica, aliando teorias e prÃticas laboratoriais, potencializa a melhoria na qualidade da aprendizagem? Este estudo partiu da hipÃtese de que tal associaÃÃo contribui positivamente na melhoria do ensino de QuÃmica, bem como na relativizaÃÃo da assertiva de que a referida disciplina à de difÃcil compreensÃo por parte dos alunos. Esta pesquisa se caracterizou pelo uso dos mÃtodos dedutivo e indutivo, sendo uma pesquisa de campo de cunho bibliogrÃfico e de carÃter descritivo, utilizando-se a tÃcnica de pesquisa atravÃs de questionÃrios. A amostragem teve como base as turmas dos cursos de Enfermagem, InformÃtica e ComÃrcio, do 1 ano do ensino mÃdio da Escola de Ensino Profissional Manoel Mano, localizada no municÃpio de CrateÃs, no SertÃo dos Inhamuns, no Estado do CearÃ. Trata-se de uma amostragem por conveniÃncia. Teve resultado mensurado por critÃrios relativos à melhoria da qualidade da aprendizagem, pautada num rendimento acima da mÃdia, bem como na manutenÃÃo da regularidade dessa qualidade no decorrer do ano letivo.
This research examined the pedagogical potential of the relationship between theory and practice in Chemistry teaching through laboratory practice in professional education of high school level. It had the following research question: in which way the teaching of Chemistry, combining theories and laboratorial practices, enhance the improvement in the quality of learning? This study hypothesized that this association contributes positively to improve the teaching of Chemistry as well as relativizes the assertion that this discipline is difficult to understand by students. This research was characterized by the use of the deductive and inductive methods, being a field research of bibliographical and descriptive aspects, using the survey technique through questionnaires. The sampling was based on some classes of the courses of Nursing, Information Technology and Trade, in the first year of High School in Escola de Ensino Profissional Manoel Mano, in the city of CrateÃs, a small city in SertÃo dos Inhamuns, in CearÃ. It can be defined as a convenience sampling. Its result was measured by criteria related to the improvement in quality of learning, based on above average income, as well as the maintenance of this quality regularity during the school year.
Bailey, J. B. "Law teaching methodology." Thesis, Manchester Metropolitan University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355850.
Full textGuess, David R. "Repetition as teaching methodology." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
Full textCollins-Warfield, Amy E. ""Ubuntu"-- philosophy and practice an examination of Xhosa teachers' psychological sense of community in Langa, South Africa /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1225405676.
Full textGirot, Etienne. "Practical implementation of SCRUM and associated practices." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100123.
Full textGungor, Almer. "Teaching Practices Enhancing Students'." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612581/index.pdf.
Full textaffective characteristics in physics lessons using mixed methodology. Affective characteristics consisted of attitudes and motivation. For this purpose Keller'
s ARCS (attention, relevance, confidence, satisfaction) model was revised by adding Communication category. The Affective Teaching Practices Questionnaire, including these categories, was administered to 1,138 students and 31 physics teachers in Ankara. Moreover, the Affective Characteristics Questionnaire was administered to students to find out the relationship between students'
affective characteristics and their perceptions about the teaching practices used by teachers. Four physics teachers, who were performing teaching practices frequently, were purposefully selected according to results of quantitative phase. In qualitative phase, observations were conducted in these teachers'
classrooms to find out teaching practices used to enhance affective characteristics and their effects. Besides, interviews were conducted to support observations. The quantitative data were analyzed by descriptive statistics, while qualitative data were analyzed by cross case analysis. Results revealed that affective teaching practices are related to students'
affective characteristics. Assisting comprehension and providing role models to students are effective for enhancing affective characteristics. Similarly, providing students concrete materials
arousing their inquiry
organizing what is taught from simple to difficult
attributing success to effort
relating topic to students'
experience
stating clearly what is expected of students
providing feedback
using positive outcomes
giving enough time to students
using clear, understandable, fluent language in lessons
caring about teaching
being self-confident
caring about students
and providing an atmosphere suitable for learning are also effective.
Moreira, Shelly Jeanne. "Student perceptions of good teaching practices." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2552.
Full textBrown, Beth Lynne. "Improving Teaching Practices through Action Research." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26869.
Full textPh. D.
Mandla, Siyabulela. "Second life: a support teaching methodology for entrepreneurship." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019728.
Full textWells, Keith P. "An educational strategy for teaching theological research methodology." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Full textMcMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
Full textLindquist, Christopher R. "Wild Practices: Teaching the Value of Wildness." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4501/.
Full textBELTRAO, ANDRE LUIS FERREIRA. "PEDAGOGICAL STRATEGIES IN TEACHING DESIGN: FOR AN ACTIVE METHODOLOGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30026@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta dissertação tem como objetivo analisar práticas pedagógicas no ensino de Design Gráfico baseadas nas Metodologias Ativas (MA). A pesquisa fez um mapeamento de tais metodologias, que foram originalmente concebidas para aplicação em áreas de conhecimento relacionadas às disciplinas exatas. Partindo da articulação das MA e práticas pedagógicas para o ensino de Design, foram estruturados, propostos e experimentados em sala de aula exercícios e dinâmicas relacionados às metodologia em questão. Realizou-se um estudo de campo de pesquisa-ação em disciplina projetual de Design ao longo de três semestres e, no último semestre, registrou-se o diário de bordo da disciplina, aula a aula, além da realização de entrevistas com professores de Design com o intuito de conhecer suas práticas pedagógicas. Também foram feitas entrevistas com alunos participantes, que foram gravadas e analisadas à luz da taxonomia do aprendizado significativo de Fink (2007). Os resultados foram registrados, classificados e documentados, e criou-se um instrumento de análise das práticas pedagógicas relatadas, cuja interpretação consolidada, no capítulo final, resultou na proposição e reflexão acerca das estratégias pedagógicas que se buscava atingir.
This dissertation aims to analyze pedagogical practices in Graphic Design teaching based on active methodologies. The research mapped out such methodologies, which were originally designed for application in areas of knowledge related to exact subjects. Starting from the articulation of AM and pedagogical practices for the teaching of Design, exercises and dynamics related to the methodologies in question were structured, proposed and experienced in the classroom. An action-study field study was carried out in a projectual Design discipline over three semesters, and in the last semester a class diary was written, besides interviews with Design teachers on purpose to know their pedagogical practices. Student interviews were recorded and analyzed in light of Fink s (2007) taxonomy of significant learning. The results were recorded, classified and documented, and an instrument of analysis of the reported pedagogical practices was created, whose consolidated interpretation, in the final chapter, resulted in the proposals and reflections about the pedagogical strategies that were sought to achieve.
Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.
Full textGorham, Jennifer Jones. "Examining culturally responsive teaching practices in elementary classrooms." Thesis, The University of North Carolina at Chapel Hill, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562901.
Full textThis qualitative study examines the enactment of culturally responsive teaching practices (Gay, 2010) within two African American elementary teachers' classrooms. Teacher interviews, classroom observations, and classroom documents were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally responsive teaching practices. The descriptive case study reveals that both teachers engage culturally responsive teaching in similar ways. However, the difference in school context makes this effort more challenging for one teacher than another. Barriers included institutional requirements, classroom disruptions, student issues, and teacher isolation. Additionally, by implementing a collaborative coaching model as part of the study design, I briefly explored the role a teacher educator might play in supporting practicing teachers' engagement of culturally responsive teaching. Based on the findings, school structures are critiqued and suggestions for developing systems to support the enactment of culturally responsive teaching practices are introduced.
Friedrich-Nel, H. S. "Appraising the quality of teaching and assessment practices." Interim : Interdisciplinary Journal: Vol 9, Issue 1: Central University of Technology Free State Bloemfontein, 2010. http://hdl.handle.net/11462/342.
Full textReflection and reflective practice as a method to inform facilitators' teaching and learning practices has been in use for a long time. It was first introduced by Dewy in 1933. The methodology consisted of a qualitative approach supported by a quantitative analysis and was prompted by a number of questions pertaining to reflective teaching. This article communicates how reflective teaching was embedded in the Radiographic Pathology module for undergraduates in 2007 as well as the outcomes of the process.
Kelly, Christa D. "Teaching practices that affect student attitudes toward writing." < Digital Thesis and Dissertation Collection > Username and password required for access, SU only, 2004. http://www.su.edu/library/digitalthesis/kellychrista.pdf.
Full textBrent, Wayne Barry. "Uses of Technology to Support Reflective Teaching Practices." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195179.
Full textMason, Denise Ryan. "Teaching Abroad and Implementing Culturally Appropriate Instructional Practices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4076.
Full textShuster, David R. "Teaching Hope| The Influence of College Faculty Teaching Practices on Undergraduate Student Success." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936358.
Full textWithin the framework of hope defined by Snyder et al. (1991) as being comprised of agency and pathways thinking in the context of goal achievement, this study investigated the potential of faculty hopeful teaching practices to positively influence college student hope and success. Hope functions in student success frameworks as a factor that contributes to improved academic outcomes including test scores, GPA, persistence, and graduation. It has state and trait-like qualities that may be influenced during a student’s time on campus, particularly through interaction with faculty. Hope has been previously shown to correlate with improved outcomes across multiple life-domains relevant for post-graduation and lifelong success, achievement, and happiness.
Using a quantitative, self-report survey methodology, student perceptions of the frequency of hopeful faculty teaching behaviors were collected from a convenience sample of undergraduate students (N=236) via the Hopeful Teaching Practices Inventory (HTPI), an instrument developed specifically for this study. Factor analysis resulted in the HTPI structure consisting of three distinct scales representing faculty caring, hope, and feedback practices as suggested by Snyder (2005), all with α reliability scores > .84.
The frequency of the teaching practices measured by these scales were moderately correlated to student hope, and significantly related when controlling for background characteristics. The HTPI scale scores, and particularly the scale representing Snyder et al.’s (1991) conceptualization of hope, predicted student success when controlling for background characteristics. Student hope was also found to be a significant predictor of student success, confirming prior research on the positive benefits of hope. Several interactions with student and professor background characteristics were also observed, yielding further insight into how student-faculty interactions based in hopeful teaching may individually influence student hope and success outcomes.
Gilbert, Marion Grantham Youngs Richard Chalmer. "Cognitive development and humor comprehension with implications for teaching methodology." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115223.
Full textTitle from title page screen, viewed November 23, 2005. Dissertation Committee: Richard C. Youngs (chair), Walter D. Pierce, Elmer A. Lemke, Larry D. Kennedy. Includes bibliographical references (leaves 69-76) and abstract. Also available in print.
McLain, Nina E. "Anesthesia Clinical Performance Outcomes: Does Teaching Methodology Make A Difference?" Availabe to VCU users online at:, 2007. http://hdl.handle.net/10156/1778.
Full textKelton, Alan J. "Formation and Composition of Students Groups as a Teaching Methodology." Thesis, New York University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426072.
Full textResearch on the "why" of collaborative learning is fairly extensive for a disciplinary focus that is comparatively young. Research on one critical aspect of collaborative learning, group work, has focused more on group functionality once they are together, as opposed to determining the most pedagogically sound method for forming the groups and determining their composition. The formation and composition of groups in a learning environment presents unique challenges. Structured as a phenomenological study, this study was not designed or intended to produce generalized solutions, it was designed to see what could be learned from the lived experience of seven full-time, tenured or tenure-track faculty teaching an undergraduate class and utilizing group work.
Group work is an established part of the educational experience and considered a critical component of a collaborative learning model (Hoadley, 2010; Slavin & Cooper, 1999; Strijbos & Weinberger, 2010; Webb, 1982; Webb, Troper, & Fall, 1995; Yeh, 2010). Although learning collaboratively promotes "higher achievement than competitive and individualistic learning situations" (Johnson, Johnson, & Stanne, 1986, p. 383), it can also create more problems than its use might solve (Johnson & Johnson, 1999; Linn & Burbules, 1993).
Even though some of the benefits of effective and functional group work have been documented, the formation and composition, and support of student groups, is often wrought with complicated and time-consuming problems. Problems will always vary, but some of the more common examples include: the group member who does not do his/her share (or any) of the work; general resistance by students to working in groups; or pairing group members who do not have appropriate skills or work styles to complete the learning objective.
There are many things to consider when determining if group work is the appropriate pedagogical approach. This research is predicated on the understanding that the instructor has already determined that group work is the best pedagogical approach for the assignment, project, or class in question.
Although there are some fundamental differences between working in groups or teams in-person versus online, the location of the group work was treated as another variable in the decision-making process of the instruction leader. Technology used by the instructor for the group formation and composition process is discussed briefly here, but the focus of this study was not about how instructors implemented their decisions, but why they made those decisions in the first place.
Deshpande, Shweta. "A Study Of Software Engineering Practices for Micro Teams." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299620089.
Full textYan, Hau-sim. "The effects of teacher efficacy on teaching method." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791376.
Full textSalomon, Yves P. "Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?" Thesis, Boston College, 2010. http://hdl.handle.net/2345/3897.
Full textThere is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence of teachers compared to other factors that are known to influence student achievement (Wright, Horn, and Sanders, 1997). They have empirically demonstrated that teacher effects are large and persist for up to four years (Kain, 1998; Mendor, Jordan, Gomez, Anderson, and Bembry, 1998; Rivers, 1999). Multiple variables are known to influence teacher quality, including teacher preparation. This dissertation explored the relationship between the teacher education pathway and teaching effectiveness. Although multiple measures of teacher effectiveness exist, this study focused on reformed instructional practices as its measure of teaching effectiveness. In teaching mathematics, in particular, constructivist-based, inquiry-oriented approaches have been shown to be more effective than traditional methods (Abbott and Fouts, 2003; Klein, Hamilton, McCaffrey, Stecher, Robyn, and Burroughs, 2000). Using two groups of novice teachers (N=22) from two preparation pathways, this observational comparative study also investigated the relationship between school composition and teaching practices. There is a large body of literature showing that urban schools serving high proportions of non-white, poor, and low performing students (Darling-Hammond, 1995; Kain and Singleton, 1996; Presley White, and Gong, 2005) tend to have higher percentages of less qualified teachers compared to their suburban counterparts. In light of this, the current study also explored the relationship between school composition and teachers' use of reformed teaching practices. The findings of this investigation indicate that the instructional practices of teachers working in the urban school district where this study was conducted were generally reformed, and did not vary based on the student demographics of the schools in which they taught. In addition, no statistically significant relationship was found between teaching pathway and teachers' instructional practices. Many similarities were found in the instructional practices of teachers from the two preparation pathways. The similarities in the teachers' instructional practices were attributed to the significant congruence in the teacher preparation programs' curriculum, requirement of clinical experience, selectivity, and the programs' explicit social justice missions
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
Perez, Araos Agustin. "A methodology to support knowledge sharing networks and manufacturing excellence practices in SMEs." Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511244.
Full textStar, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.
Full textTitle from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.
Farmer, Vickie L. "Effective teaching practices in the linguistically diverse university classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7894.
Full textCusano, Janice M. "Music specialists' beliefs and practices in teaching music listening /." Electronic version Electronic version, 2004. http://wwwlib.umi.com/dissertations/fullcit/3209909.
Full textComputer printout. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878. Adviser: Mary Goetze. Includes bibliographical references (leaves 205-223), abstract, and vita.