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Dissertations / Theses on the topic 'Teaching methodology'
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Bailey, J. B. "Law teaching methodology." Thesis, Manchester Metropolitan University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355850.
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Guess, David R. "Repetition as teaching methodology." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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Mandla, Siyabulela. "Second life: a support teaching methodology for entrepreneurship." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019728.
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The constant evolution of technology and the prevalent demands of the 21st century continue to put pressure on both the business and education sector. Business is ever looking for competent workers to meet these progressive demands, while the education sector continues to struggle to produce such competent workers to meet the heightened needs of the business sector. Universities and business schools have a greater role and responsibility in ensuring that these competent employees are produced. The use of virtual platforms like Second Life has gained significant popularity in the education sector. Therefore the objective of this study was to explore and examine some of the prevalent benefits associated with using Second life for teaching entrepreneurship. This study was also extended to cover the following areas: The benefits of Second Life for business and education sector; - The benefits of Second Life for teaching and learning environment. The study followed an exploratory research design in an attempt to answer the main research question and the respective sub-questions related to the study. Using a qualitative approach, student’s perceptions, opinions, assumptions, observations and experiences during their interaction with Second Life were identified and reflected in the study. The research discovered that the associated benefits of Second Life were coherent with the reviewed literature findings. The research study concluded that Second Life can be used as a support teaching methodology for entrepreneurship for third year MBA students at NMMU Business School. In addition, the research also highlighted some recommendations regarding the introduction and implementation of Second Life at NMMU Business School and future research opportunities.
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Wells, Keith P. "An educational strategy for teaching theological research methodology." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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BELTRAO, 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.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO 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.
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Yan, 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.
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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.
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Thesis (Ed. D.)--Illinois State University, 1990.Title 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.
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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.
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Bastos, Heloisa Flora. "Changing teachers' practice : towards a constructivist methodology of physics teaching." Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/919/.
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Kelton, Alan J. "Formation and Composition of Students Groups as a Teaching Methodology." Thesis, New York University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426072.
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Research 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.
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Haokip, Haokhongam. "Increasing awareness of Jesus' teaching methodology to enhance teaching by the faculty of Eastern Bible College /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3150438.
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Mario, Paschoal de. "Proposal to a methodology for purchasing at a public teaching institute." Universidade de Taubaté, 2002. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=65.
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Universidade de TaubatéThe materials administration system is a quite important activity for the public administration, since it involves human resources, materials and finances. An efficient planning is essential, mainly with respect to the classification and specification of materials to be purchased. In this work it will be discussed the procedures found in specialized literature and to propose a systematic methodology of purchasing and specifying lasting goods until the permission stage for the bidding. Aiming the specific objective to demonstrate that it is possible to do this activity, by the public school institutions, with guaranteed quality, in obedience to the law. The study will be focused on the school desks or the sets of school desk and chair. The reference is the University of Taubaté (UNITAU) and a comparison between the furniture of UNITAU and the one indicated by the technical standard of ABNT - Associação Brasileira de Normas Técnicas. In this case, with school desks, what happens is the no meeting by the fair amount of the teaching institution (public and private) to what is called ergometric study for the user. As the school desks are done for the students to attend classes in a room, anthropometrical study must be performed since they are the one who is going to use most of the time (at least four classes per day). It is widely known that learning is consequence of combination of didactics and pedagogic which must, among others, distinguish the satisfactory conditions of physical space, aeration, illumination, acoustic and comfortable chair for the student to feel good in the environment and consequently to reach the objective of his stay in the school the learning. The selected case involve research with the students, to wish the acquisition of the chairs with appropriate specification is, when possible in obedience to the technical standard, it certainly will provide required comfort and safety for them to feel pleasure in being in a classroom. For the institution, the certainty of the acquisition of goods of high confidence which fully satisfy the technical necessities.
O Sistema de Administração de Materiais é uma atividade de fundamental importância para a Administração Pública, pois envolve recursos humanos, materiais e financeiros, tornando imprescindível um planejamento eficiente, principalmente no que diz respeito à classificação e especificação dos materiais a serem adquiridos. Serão discutidos, neste trabalho, os procedimentos encontrados na literatura da área, e será proposta uma metodologia sistemática de compras e especificação de bens permanentes até a fase de autorização para o tipo de licitação, com o objetivo específico de demonstrar que é possível a realização dessa atividade, por instituições públicas de ensino, com qualidade assegurada, em obediência ao cumprimento da Lei de Licitações e Contratos Lei n 8666, de 21.06.1993 (atualizada pelas Leis ns 8883 de 08.06.1994, 9032 de 28.04.1995 e 9648 de 27.05.1998). O estudo será focalizado nas carteiras ou conjuntos de mesa e cadeira escolares. O referencial é a Universidade de Taubaté, e será feita uma comparação entre o mobiliário da UNITAU e o indicado por norma técnica da ABNT -Associação Brasileira de Normas Técnicas. No caso em pauta, carteiras escolares, o que se verifica é o não atendimento por boa parte das instituições de ensino (públicas ou particulares), ao que se denomina estudo ergonométrico do usuário. Se as carteiras escolares são feitas para que os alunos assistam às aulas em uma sala, deve-se estudar os dados antropométricos dos estudantes que irão utilizá-las, tendo em vista que eles passarão boa parte de seu tempo (pelo menos quatro horas /aulas), sentados em suas carteiras. É notório que um bom aprendizado decorre de um conjunto de medidas didático-pedagógicas que deve, entre outras, ressaltar as condições satisfatórias de espaço físico, aeração, iluminação, acústica e carteiras confortáveis, para que o aluno possa se sentir bem dentro do ambiente, e, conseqüentemente, atingir o objetivo de sua estada na escola o aprendizado. O caso selecionado envolve pesquisa com os alunos, aos quais a aquisição de carteiras com adequada especificação e, sempre que possível, em obediência às normas técnicas, certamente proporcionará o conforto e a segurança necessários para que eles sintam prazer em estar dentro da sala de aula. Para a instituição, a certeza da aquisição de um bem de alta confiabilidade, que irá satisfazer plenamente suas necessidades técnicas.
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Blumenstock, Richard A. "Participatory methodology for teaching evangelism in a Christian liberal arts college." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Wahlström, Anna. "Teaching Writing in Upper Secondary School." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-692.
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The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing.
My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlier research in order to get a complete background.
The result shows that all four teachers believe that writing is an important part of language learning and they all enjoy teaching it. The main focus is put on the formal aspects of writing, in order to prepare students for the national tests. Only one of the four teachers feel that creative writing is the best way to learn a second language. All teachers go through the formal rules of writing with the entire class before giving them an assignment. The biggest difference between the different teachers is the marking and final grading of the written production, where one teacher does not grade assignments at all and another has developed her own scale.
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Hagos, Tewelde Ghebreyohannes. "Teachers' responses to an innovation in ELT methodology in Eritrea." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324029.
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Cunningham, 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.
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To empathise, in a historical sense, generally means to entertain the perspectives and values of people in the past through consideration of the circumstances they faced. Widely acknowledged as a fundamental part of the historian's craft, empathy has had a more tenuous place in school history due to the conceptual confusion of the term, its association with the promotion of a leftist political agenda, and its difficulty for pupils. Scholarship on empathy has focused upon its philosophical meaning and students' thought processes, but has largely neglected to explore teachers' knowledge and practice about how to cultivate it. Instead, it has tended to offer norms for good practice that take little account of differing contexts or the sometimes competing goals that teachers seek to achieve. It has been guided as well by a particular image of empathy teaching as dedicated exercises, often involving immersion in many historical sources. My study begins to address the lack of attention to teachers' actual ideas and practices for fostering empathy by presenting a case study of four experienced history educators in England. Through extensive analysis of lesson and interview transcripts, I derive a new framework for thinking about empathy teaching that takes into account both the major activities and smallscale discourse strategies - heretofore largely unexamined - that the teachers use to promote understanding. It attends to their ways of conceptualising empathy, their means of establishing the conditions they view as essential, their negotiations of myriad factors helping or hindering their efforts, and their complex deployments of various types of relevant knowledge. The framework shows how, in making decisions about empathy teaching, they consider student factors such as capacities, preconceptions and motivation, structural factors such as time, resources, and examination priorities, and factors concerning their own knowledge, beliefs and state - then utilise a broad and flexible repertoire of strategies to address the shifting variables they encounter. Finally, the study explores curriculum as an interaction between teachers, pupils and educational context, recognising the influence of each on understanding in particular classrooms. Significant divergences between how teachers think and practice and how empathy teaching is discussed in the educational literature emerge for a spectrum of issues. These include how empathy is conceptualised, what sorts of strategies are enacted, who the historical subjects of empathetic efforts are, how students' achievements are assessed, and how empathy-related dilemmas are construed and managed. All of these discrepancies suggest that research stands to benefit by attending more closely to teachers' ideas. For their part, the teachers appear to be oriented toward self-improvement - learning and changing through experience, collegial contact, and focused reflection of the sort prompted by this research. Implications for teachers' professional development and for future research approaches are explored.
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Sellappah, Sue. "Questioning strategies: Their use by clinical teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1095.
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This study examined clinical teachers' use of questioning and the variations in their use of questioning as a teaching strategy. By using questioning and other appropriate teaching strategies, clinical teachers can facilitate the development of critical thinking, decision making, and problem solving in students. Effective use of questioning strategies involves asking low level and high level questions to facilitate recall of classroom knowledge and promote application of the knowledge to solve patient problems in varying clinical situations. Using a comparative descriptive design, this study used a convenience sample of 26 clinical teachers from one University School of Nursing to examine questioning during post-clinical conferences, which were audio taped. Questions asked by the clinical teachers at two post-clinical conference were identified and transcribed by the researcher. Using Craig and Page's (1981) framework, these questions were categorised by the researcher and an independent rater. Inter rater reliability for 850 of the questions asked was established at 85.6%. The remaining 143 questions were categorised following deliberation between the researcher and the independent rater. Data analysis was carried out using non parametric tests, which included Wilcoxon Matched-Pairs Signed ranks test, Mann Whitney U test, Kruskal Wallis test, and Spearman's rho. The findings of the study indicate that, although there was variation in the number of questions asked, this group of clinical teachers asked more low level questions. There was a significant difference in the number of low level questions asked between the two post clinical conferences, but no significant difference in the number of high level questions asked. There was no significant difference between the number of low level and high level questions asked at post-clinical conferences held in three different semesters. There was also no significant relationship between clinical teachers' academic qualifications and the types and levels of questions asked (p> .05). There were variations in the relationship between the professional experience of clinical teachers and the levels of questions asked. Based on the findings of the study, it is recommended that clinical teachers are taught how to ask questions, particularly high level questions.
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Bowen, Robert. "Illuminating primary design and technology : an investigation into planning and teaching methodology." Thesis, Nottingham Trent University, 1999. http://irep.ntu.ac.uk/id/eprint/9551/.
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Ferguson, Ellen. "Is precision teaching a more beneficial learning and teaching methodology if it includes an added metacognitive motivation factor?" Thesis, University of Strathclyde, 2009. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21967.
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Motivation is crucial to all aspects of effective learning and teaching. This is more so with learners who experience difficulties and in particular struggling readers. An important question raised in the motivation research is whether it is the 'will' related to self-concept or the 'skill' related to self-efficacy beliefs that is the most influential dimension in learning motivation. This study examines whether Precision Teaching with an added metacognitive motivation element is a more beneficial learning and teaching methodology in relation to such struggling readers. Critical Realism, a contemporary social scientific methodology that supports all psychologists working with applied research outside the laboratory was used in this study. This approach facilitated the exploration and analysis of the complex processes, both theoretical and conceptual and those linked to values and perceptions involved in learning motivation. The study implemented a mixed methodology design involving 69 primary four stage pupil participants who were identified as struggling readers. The control group received a precision teaching phonics based programme in isolation. The intervention group received the same precision teaching phonics programme with an added metacognitive motivation element. This metacognitive element related to promoting the participants thinking about the learning strategies they were using. The teaching programme was delivered in the class and by the class teacher. The results were mixed. The qualitative analysis of interviews, discussions and questionnaires was mostly positive with some differences related to pupils' use of learning strategies identified. The quantitative analysis involved standardised assessments of reading attainment and reading motivation. The statistical results indicated that there was no significant difference between the groups, thus no intervention effect was found. Interestingly this study highlighted that precision teaching reflects motivation research and when accurately implemented is a motivation teaching approach. Moreover the qualitative results suggested that two contrasting motivation approaches can be successfully combined and operationalised to deliver a practical learning and teaching programme. This study promotes inclusion, facilitating the implementation of motivation based reading remediation programmes within the mainstream class and involving the class teacher.
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Helms, Christopher. "Consensus on a Specialist Clinical Learning and Teaching Framework for Australian Nurse Practitioners." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/076a30ffd066dd97be47f344a5e7e97fccc7dfc2f30d6d180e730e48a5209ea7/81980443/HELMS_2017_THESIS.pdf.
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Background
The Australian nurse practitioner (NP) role is represented by over 1,400 endorsed NPs practising in over 50 different specialty areas. Generic standards have broadly supported the role’s behavioural, professional and expanded practice expectations since 2006, and have been used for the accreditation of NP Masters programmes nationally.
The need for consistent and flexible specialty clinical education for NP students has been described in the Australian literature. The clinical learning and teaching of Australian NP specialty roles has traditionally occurred in the student’s workplace, within a specified area of practice. Jurisdictional differences at state/territory and local levels have influenced how NP students develop and enact their roles once endorsed. Factors such as the student’s clinical supervisor, local legislation and policy, role ambiguity, restrictive local clinical guidelines and protocols influence what NP students learn in their clinical learning environments. These factors contribute to a highly differentiated NP workforce, with differing clinical skills, knowledge and abilities noted within the same specialty area. Similar difficulties have led to the development of broad specialty areas in the United States of America. To better complement the generic learning and teaching students receive through their academic programmes, this research aims to validate a specialist clinical learning and teaching framework for Australian nurse practitioners. This framework will not only enhance consistency in their specialty clinical learning and teaching, but create greater workforce flexibility.
A consensus-based research methodology was needed to validate the specialty clinical learning and teaching framework. Delphi Technique is a consensus-based research methodology commonly employed in nursing research to explore solutions to questions that have unclear or indeterminate answers. It aims to achieve a pre-determined level of consensus on a research question, using content experts through an anonymous and iterative process. Critical to the method’s validity is the participation of a heterogeneous group of experts with advanced knowledge of the content area, and whose feedback to other panelists is controlled to minimise social influence. Individual participant characteristics, such as experience level and confidence in decision-making, and the influence of these upon consensus are poorly described in the Delphi literature. There was little previous empirical research to inform how to best describe heterogeneity of opinion informing the specialty clinical learning and teaching framework using nurse practitioners. Aims - To validate a specialty clinical learning and teaching framework for Australian NP students.
Specific objectives that addressed this aim were: - To validate a previously developed Australian NP metaspecialty taxonomy.
- To validate supporting clinical practice standards used for the metaspecialty taxonomy.
- To contribute knowledge of how consensus is achieved when using Reactive Delphi methodology.
Specific questions that addressed this aim were: - Does Reactive Delphi methodology potentiate the negative influence of the bandwagon effect in Delphi panelists?
- What effect does panelist confidence have on decision-making in Delphi panelists?
- How can experience level be objectively demonstrated in individual Delphi panelists?
- What effect does experience level have on decision-making in Delphi panelists?
- Does confidence relate to opinion change in individual Delphi panelists?
- What effect does panel composition have on consensus outcomes?
- To demonstrate the application of web-based methods in Delphi research.
Specific objectives that addressed this aim were: - Describe the advantages of using a web-based Delphi method.
- Describe the risks of using a web-based Delphi method.
- Describe how panelist feedback was managed during six concurrent Delphi studies.
Methodology and Methods
This mixed-methods research used Delphi Technique to achieve consensus on, and therefore validate, a NP specialty clinical learning and teaching framework. Two sequential 3-round Reactive Delphi surveys were used to achieve the research aims. The first Delphi survey was designed to validate a proposed broad Australian NP specialty taxonomy previously established by the 2014 CLLEVER (CLinical LEarning goVERnance) study. The second Delphi survey was designed to validate clinical practice standards, which would support and provide definition to the specialty taxonomy. Together, the taxonomy and standards informed the proposed specialty clinical learning and teaching framework. Consensus Development Conference methodology was used to refine the proposed specialty clinical learning and teaching framework. Data collected during the conduct of the first Delphi survey achieved the second research aim. The third research aim was achieved by using metadata, paradata and embedded data in an advanced web-based survey design for both Delphi surveys. Purposive sampling and snowballing techniques were used to recruit from an eligible population of NPs, endorsed by the Nursing and Midwifery Board of Australia, with at least 12 months’ post-endorsement experience (N=966). Web-based survey technology was used to collect data. Data were analysed using content analysis, descriptive and inferential statistics. The Content Validity Index and non-parametric testing using McNemar’s Test for Change were used to determine consensus that informed the proposed framework. Results
Approximately 20% of the eligible Australian NP population contributed to both Delphi surveys. Six broad specialty areas, termed metaspecialties, were validated for the proposed specialty taxonomy. A Consensus Development Conference refined the names of two metaspecialties. The metaspecialties served as a foundation for validated clinical practice standards, which provided substance and definition to the final specialty clinical learning and framework. Heterogeneity of expert NP opinion informing the framework was demonstrated using professional activities representative of advanced practice nursing. There was no indication of negative social influence determining the manner by which panelists achieved consensus on the proposed framework. A novel method of using metadata, paradata and embedded data in web-based surveys was applied, which supported high survey response rates and identified non-response bias. A novel application of web-based surveys allowed the researcher to concurrently conduct six Delphi surveys nested within a larger research project. Conclusion
This research demonstrates a rigorous approach in validating a proposed specialty clinical learning and teaching framework for Australian NP students. It contributes new knowledge on the internal and external validity of Reactive Delphi methodology.
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Beck, Ashley. "Catholic social teaching in the contemporary church : towards a radical and prophetic methodology." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685067.
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Kloock, Lois Gayle. "Direct teaching methods naturally practiced by effective and less effective teachers." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39749.
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During the past decade, direct instruction has been cited as one characteristic of effective schools. In response to increased accountability, many school districts and schools have incorporated the methods of direct instruction as a way to improve teaching performance and student achievement.
This study was designed to determine if the teachers who were identified as effective would naturally practice the elements of direct teaching to a greater extent than less effective teachers where neither the effective nor the less effective teachers had been trained in specific models of direct instruction.Ed. D.
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Ceasar, Reginald Raymon. "Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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A key issue for the success of students entering a first year mathematics course at tertiary level is whether or not they have an integrated understanding and view of the mathematical concepts acquired at school. Various integrated applications from first year mathematics suggest that a compartmentalised view of mathematics would be detrimental to any student's chances of passing mathematics at this level. This study tried to assess whether learners do have an integrated understanding of mathematics at grade 12 level.
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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.
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Jordan, S. E. "An impact evaluation of bioscience teaching to post-registration nurses using an educational methodology." Thesis, University of the West of England, Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390188.
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Alshibany, Entessar. "Libyan teachers' beliefs about teaching 'English as a Foreign Language' at preparatory and secondary schools : teaching methodology, curriculum and professional development." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34604/.
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This thesis aims to develop an understanding and explanation about what Libyan teachers think and believe about teaching English. It examines how they regard themselves as English language teachers, addresses their beliefs about classroom practices and the current curriculum, and what might be regarded as professionalism within the Libyan educational context. This interpretive qualitative case study was conducted in the southern part of Libya and involved fifteen teachers of English from seven public schools who were purposively chosen and then observed and interviewed to generate data. Four inspectors and the head of a university English department were also interviewed to elucidate the wider context. This research adopted Ajzen’s (2005) Planned Behaviour Theory (PBT) and Desimone’s (2009) model of professional development as a theoretical base for the study. PBT underpinned an exploration and explanation of teachers’ beliefs, taking into consideration a variety of motivational factors. The way teachers’ intentions acclimatised to certain practices were analysed with regard to the three main determinants of PBT: behavioural, normative and control beliefs. Desimone’s model of professional development then was implemented as a relevant basis to explore the change required with respect to teachers’ current practices and their professional development in an evolving context such as Libya. The findings of this research confirm that Libyan teachers’ pedagogical practices are largely traditional. However, it also demonstrates that this occurs, in some cases, despite initial teacher training, since there were those participants who had had a pre- service background in teaching methodologies but, nevertheless, still adopted a traditional role once in the classroom. Significant factors which influenced this were: firstly, a lack of alignment between the Libyan assessment system and the principles of the English curriculum; secondly, an inconsistency between the official inspection regime and the principles of the current curriculum; thirdly, inadequacy in initial training and in any subsequent continued professional development (CPD). The Libyan inspection regime itself also displayed inconsistencies owing to inspectors’ incongruent views about what constitutes effective teaching in Libyan English language classrooms. Moreover, the research findings regarding teachers’ beliefs, as they emerged from the data and were interpreted under the main aspects of PBT, suggest that the participant teachers hold a range of beliefs which influence their practices. Those beliefs were formed in various ways initially as a result of background factors: their previous preparatory and secondary school experiences as language learners, and then advice from inspectors and other colleagues. However, significantly, the Libyan public examining system encouraged them to teach to the test and define success solely in terms of assessment while defining their concept of professionalism exclusively as years of teaching experience. This thesis reveals then a lack of alignment between the Libyan English curriculum and its assessment. It also indicates that professionalism in Libyan education is conceived as years of experience rather than as pedagogical knowledge and understanding, and that, currently, there are few opportunities either through pre- service training or continued professional development for that to change.
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Abdella, Ali Suleman. "Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97776.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2015.Contains one part in Tigrigna.
ENGLISH ABSTRACT: Against the background of education reforms, this study was conducted to determine what can be learnt from using lesson study as professional development strategy in Eritrea. The core problem discussed in the study is that the instigators of successive education reforms in Eritrea expected teachers to shift their teaching from more teacher focused to student-centred approaches with little or no support provided to them. This implies that teachers in Eritrean need effective and sustainable support systems that enable them to implement the reform initiatives. In this study, the researcher uses lesson study as a strategy that could provide teacher development experiences to teachers in Eritrea that are different from the traditional one-shot varieties such as workshops, short-term orientations and training of trainer programmes which are often normally provided by the official programmes. Lesson study is a well-established classroom-based activity in which teachers systematically examine their teaching by collaboratively planning, teaching, observing, revising and re-teaching lessons. Several successes with lesson study have been reported in research in Japan, where it has been used extensively, as well as elsewhere. However, no study on teacher professional development has been conducted using lesson study as a strategy within the Eritrean context. This study is an interpretive qualitative case study that explores the effects of lesson study on science teachers’ learning and classroom practice in selected middle schools of Eritrea. It involved twenty one participants – fifteen science teachers, three school directors and three pedagogic heads for a duration of one year. Data were generated through questionnaires, semi-structured focus group interviews, observations, documents for generating research lesson events, video-recordings and photographs. The findings show that participation in lesson study cycles that were extended over a period of time was effective in enhancing the learning of teachers and changing the way they teach science in their classrooms resulting in enhanced students confidence, participation and learning. Evidence reported in this study also indicates that lesson study made a contribution to minimising teacher isolation by bringing teachers together to collaborate and share professional ideas and experiences. Moreover, the findings show the existence of a direct relationship between teachers’ interest in teacher development initiatives and the interest that the school leadership shows in such initiatives and in the extent of support they provide to the participating teachers. Though participants reported receiving benefits from lesson study, they were constrained by a lack of time, curriculum overload, large class-size, teachers’ poor living conditions, lack of suitable space, shortage of resources, students’ poor English proficiency, newness of the process and students’ negligence. This study has also contributed to extending the body of knowledge on lesson study. Finally, it is hoped that the findings of this study may be used as a guiding framework for future teacher development initiatives in the education sector or other professional development programmes in Eritrea.
AFRIKAANSE OPSOMMING: Hierdie studie is teen die agtergrond van onderwyshervormings in Eritrea onderneem om te bepaal wat uit die gebruik van lesstudie as strategie vir die professionele ontwikkeling van Eritrese opvoeders geleer kon word. Die kernprobleem van die studie is dat die opeenvolgende onderwyshervormings in Eritrea vereis dat onderwysers hulle onderrigbenadering van opvoedergerigte na meer studentegerigte metodes verander, sonder dat hulle enige noemenswaardige ondersteuning ontvang. Dit impliseer dat daardie onderwysers ’n doeltreffende en volhoubare ondersteuningstelsel nodig het om die hervormingsinisiatiewe in werking te stel. Met die lesstudiestrategie wat in hierdie navorsing gebruik is, is onderwysers in Eritrea blootgestel aan ander ontwikkelingservarings as die tradisionele eenmalige weergawes, wat gewoonlik in die vorm van werksessies, korttermynoriënterings en opleier-opleidingsprogramme plaasvind. Lesstudie is ’n gevestigde klaskamergebaseerde aktiwiteit waarin onderwysers hulle eie onderrig stelselmatig ondersoek deur lesse in samewerking met kollegas te beplan, aan te bied, waar te neem, te hersien en weer aan te bied. Verskeie suksesse met lesstudie is al aangemeld in navorsing in Japan, waar dit op groot skaal gebruik word, sowel as elders. Tog is geen studie oor die professionele ontwikkeling van onderwysers in Eritrese verband al met behulp van lesstudie as ’n strategie uitgevoer nie. Die metodologie vir die navorsing was ’n vertolkende kwalitatiewe gevallestudie wat ondersoek ingestel het na die uitwerking van lesstudie op wetenskaponderwysers se leer- en klaskamerpraktyk in uitgesoekte middelbare skole in Eritrea. Die 21 respondente – 15 wetenskaponderwysers, drie skooldirekteure en drie onderrighoofde – is vir ’n jaar by die studie betrek. Data is deur middel van vraelyste, semigestruktureerde fokusgroeponderhoude, waarnemings, dokumente vir die skep van navorsingslesgebeure, video-opnames en foto’s ingesamel. Die bevindinge toon dat deelname aan lesstudiesiklusse oor ’n langer tydperk onderwysers se leerpraktyk doeltreffend versterk en hulle wetenskaponderrig in die klas verander het. Dit het verhoogde vertroue, deelname en leer onder studente tot gevolg gehad. Bewyse wat in hierdie studie aangemeld is, toon ook dat lesstudie onderwyser-isolasie help beperk het deur onderwysers bymekaar te bring om saam te werk en professionele idees en ervarings uit te ruil. Daarbenewens dui die bevindinge op ’n regstreekse verband tussen onderwysers se belangstelling in inisiatiewe vir hulle eie ontwikkeling en die skoolleiers se klaarblyklike belangstelling in, en ondersteuning vir, onderwysers en hulle professionele ontwikkeling. Hoewel deelnemers by lesstudie baat gevind het, is hulle aan bande gelê deur tydsbeperkinge, ’n oorvol kurrikulum, groot klasse, swak lewensomstandighede, ’n tekort aan geskikte ruimte, te min hulpbronne, swak vaardigheid in Engels onder studente, die nuutheid van die proses en studente se agtelosigheid. Hierdie studie dra by tot die uitbreiding van die beskikbare kennis oor lesstudie. Die bevindinge sal hopelik as ’n raamwerk kan dien om toekomstige inisiatiewe vir opvoederontwikkeling in die onderwyssektor sowel as in ander programme vir professionele ontwikkeling in Eritrea te rig.
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Bergström, Sebastian. "Improvisation i tidig instrumentalundervisning." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1322.
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Uppsatsen handlar om förekomst av improvisation i tidig instrumentalundervisning på kultur- och musikskolor. Jag avsåg undersöka hur instrumentallärare beskriver sin undervisning, i vilken utsträckning de använder improvisation på lektionerna, genom att låta ett urval av lärare svara på frågor i en enkät. En annan del av arbetet bestod av att studera 25 pianoböcker som riktar sig till unga nybörjare. I dessa läromedel letade jag efter hur vanligt förekommande improvisationsmoment var. Det framgår av min enkät att användande av improvisation under lektionen varierar bland respondenterna. I min läromedelstudie visar det sig improvisationsmaterial vara relativt ovanligt och förekommer endast sporadiskt. Jag talar i uppsatsen också om hur improvisation kan integreras i instrumentalundervisningen med syfte att ge eleven rum för kreativitet och personlighet. Jag önskar att mitt arbete kan motivera lärare att låta sina elever improvisera på sina instrument för att öka spelglädjen och nå de positiva effekter improvisation kan ge.This study aims to elucidate the presence of improvisation in early instrumental teaching in culture- and music schools. Two issues will be explored within this context. Firstly I intended to examine how instrumental teachers describe their teaching and the extent to which they use improvisation in class, by inviting a selection of teachers to answer a questionnaire. The second aspect of the work consisted of the study of 25 piano books for young beginners. In these teaching materials the presence and frequency of improvisational moments were examined. The results suggested that the use of improvisation during lessons varies between respondents. Furthermore, the findings from the study of piano books for young beginners demonstrate that improvising material is relatively rare and occurs only sporadically. Suggestions are made for how improvisation can be integrated into instrumental teaching to encourage students to develop creativity and personality in their music. It is hoped that this study can encourage teachers to support their students to improvise on their instruments. This would likely increase students’ creativity and achieve positive effects associated with improvisation.
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Thomas, Christine C. "The effects of learning style and teaching methodology on achievement in an introductory database unit /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013036.
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Hurt, Kara Marie. "Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804886/.
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Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features the perspectives of educators and addresses content knowledge, techniques, activities, and assignments for courses across the curriculum with relatively less emphasis on foundations of teaching. The purpose of this study was to develop greater understanding of counselor educator dispositions, orientations, and behaviors that students perceive as important to their learning. Q methodology was utilized to gather and distill counselor education students’ (N = 48) preferences for characteristics identified via focus groups and a comprehensive literature review. Factor analysis revealed four distinct factors, upon which 45 participants’ sorts loaded and which accounted for 41% of total variance. The findings of this study support the importance of the person of the counselor educator in the teaching and learning process in addition to behavioral characteristics. Moreover, these findings support the use of student learning style assessments and customization of course facilitation to fit students’ unique preferences and values.
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Bertram, Anthony Douglas. "Effective early childhood educators : developing a methodology for improvement." Thesis, Coventry University, 1996. http://curve.coventry.ac.uk/open/items/ae2a0bef-f3bf-1f7e-e50e-35a49ca6bccf/1.
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This research was embedded in the Effective Early Learning (EEL) Project (Pascal et al., 1995), a national evaluatory and development programme looking at the quality of learning experiences for 3 and 4 year olds in the varied range of settings which typify United Kingdom provision. It was, however, a separate and discrete study focused on the effectiveness of the adult, whatever her level of training, as an educator. It was a 'real world', inclusionary, interpretive, research enquiry using qualitative and quantitative paradigms. The purpose of this study was to develop and implement a methodology to assess and improve the quality of educators working in a range of settings. A conceptual framework for assessing quality was developed. Also an observation schedule, 'the Adult Engagement Scale', focusing on three aspects of educative interaction: 'Sensitivity', 'Stimulation' and 'Autonomy' was created. Evidence was gathered using this scale and triangulated with other data, including participant interview, professional biography questionnaire and focused observation. The cohort consisted of 169 practitioners in 115 settings who worked with the researcher to collect the data. The practitioners had varied roles and backgrounds and were trained by the researcher in the methdology. They mainly worked in settings broadly representational of the four most frequent types of UK centre based provision; Reception Classes in Primary Schools, Nursery Schools, Nursery Classes and Pre-school Learning Alliance Playgroups. The data generated by this strategy was analysed to consider the characteristics of an effective early childhood educator. The 'Adult Engagement Scale' was shown to be an effective means of assessment, development and improvement. The data revealed that an adult's ability to be an effective 'engager' was linked to her 'educative disposition', which included her 'professional self image and emotional well being'. The analysis showed that the educative categories of 'Sensitivity', 'Stimulation' and 'Autonomy' were hierarchical and progressively less well addressed. All settings scored relatively highly on Sensitivity. Those settings which were better at Stimulation generally had more qualified staff. Autonomy was least well addressed by all settings, yet appears to be the category most closely linked to adult effectiveness. Most early childhood educaors are emotionally committed to their work yet feel undervalued. Universally practitioners in this study displayed a poor profesisonal self image, and this was clearly linked to their ability to be effective as an 'engaging' educator of young children.
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Chitumwa, 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.
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The purpose of this study was to identify and examine pre-service teachers’ concerns relating to their teaching practicum in Zimbabwe and to suggest strategies that could be used to support them in a digitalised era. This study was necessitated by the desire to understand the concerns that pre-service teachers experience during teaching practicum in a fast changing world and in a depressing, unstable socio-politico-economic environment. The study employed a meta-conceptual approach comprising constructivist and social cognitive epistemology as its theoretical framework. A concurrent mixed methods research design was utilised to address the research questions. Both quantitative and qualitative methods were used to design the study, collect, and analyse data. Thirty participants comprising of 24 pre-service teachers and six college supervisors were purposively selected for the qualitative study from United College of Education in Zimbabwe. Qualitative data was collected by means of interviews and analysed through a thematic analysis. For the quantitative phase, 300 pre-service teachers were chosen through stratified random sampling from the same institution and were asked to complete a questionnaire. One hundred and ninety-three questionnaires were returned and usable, giving a return rate of 64%. Data from the survey were analysed using descriptive and inferential statistics. Findings from the study revealed that pre-service teachers experience diverse concerns during teaching practicum that included classroom management, teacher knowledge, socio-economic factors, workload, interpersonal relationships and assessment anxiety. Findings from the quantitative phase revealed some differences in the levels of concerns among the year groups. A general downward trend in the levels of concerns was detected except for teacher beliefs concerns that remained constant. Findings from the qualitative phase of the study revealed that the concerns that pre-service teachers experienced during teaching practicum had negative impact on their classroom practice. Most of the student teachers had devised some coping strategies to deal with their concerns and they were satisfied with the quality of support from mentors and peers, but not that from their supervisors. In an increasingly globalised world, the researcher felt that teaching practicum related concerns could be minimised by exploiting the benefits of digitalised knowledge and communities of learning.
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Rainford, Chantal. "AN EVALUATION OF TEACHING METHODOLOGIES AT INCREASING DERIVED RELATIONAL RESPONDING IN CHILDREN WITH DISABILITIES." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2428.
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The present study sought to examine the use of two teaching procedures as methods of increasing relational responding in children with developmental disabilities. We compared one procedure that presented test probes for combinatory entailment and transformation of function probes throughout the acquisition of directly trained A-B and B-C relations. In the second procedure test probes were withheld until the learner achieved mastery criteria for the directly trained A-B and B-C relations. Results show that all three participants achieved mastery criterion across both procedures and demonstrated the emergence of mutual entailment, combinatory entailment, and transformation of stimulus function. The presentation of entailed and transformation probes resulted in faster acquisition of directly trained and test relations. An account of current research and implications of these findings is provided.
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Wichall, Nigel C. "A new methodology for planning teaching and learning space within a UK based higher education institution." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/648/.
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The topic for the research is focussed on establishing a new working procedure to help universities improve the way they use and manage space. This research is important to the higher education sector for two reasons. Adopting this new procedure will help space planners achieve improved space efficiency with associated cost savings but more importantly it achieves the efficiencies in ways that complement how staff wish to deliver teaching and how students wish to learn. The current space planning methodology within the sector predicts and controls space use through a spreadsheet based application that calculates demand by multiplying student numbers by a space norm. Specifically the aim of the research is to develop a collaborative space planning methodology that engenders academic commitment to effect space utilisation efficiency. The central research question posed was to understand if such a radically different approach to space planning, that considers the variable concept of the learning interaction, can improve space utilisation. The research to develop the space planning framework is presented in the form of a case study within a university faculty. The ontological and epistemological position reflected by the methodology moves away from positivism’s experimental approach that attempts to prove through a quantitative assessment of space that a faculty has too much or too little space. The research strategy is positioned within a very different participatory paradigm. (Onwuegbuzie, Johnson and Collins, 2009, p.122) The methodology encourages the space planner to reflect on a much wider interpretation of the definition of an effective learning environment. The qualitative data gathered through the case study was developed through action research, specifically co-operative inquiry. The process of engaging the stakeholders is the new learning presented by this research. Overall the department that was the focus of the case study believes the resources provided and planned for in the immediate future will meet the requirements of the proposed curriculum plan. In addition, the net internal area proposed for the department will be significantly lower, 17% less than the base case assessment calculated through the use of traditional space norms. The research suggests that this different methodology can improve space efficiency and contribute to improving the planning procedures within an educational organisation. The findings of the research were subject to validation by space management practitioners within the University of Gloucestershire and external sector experts. Further research is proposed through the Association of University Directors of Estate (AUDE).
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Haji, Awang Che Omar bin. "The methodology of teaching in Islam : with special reference to the traditional educational methods in Malaysia." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/26569.
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This thesis is a study of the traditional Islamic educational institution (ipondok) in Malaysia. The aim of this thesis is to analyse the existing pondok educational system and to suggest changes which need to be introduced in order to make it relevant to the modern needs without thereby compromising the traditional values. The study starts with a brief discussion about the nature of knowledge in Islam. This is followed by a discussion about the origins of the methodology of teaching with an analysis of the terms used in Islamic education, the methodologies of Gabriel and the Prophet. In Chapter Two, discussion pertaining to the theories and practices of the methodology of teaching is presented through examining the various aspects of teaching which could be discerned from the Qur'an and relating them to the practical and customary spheres. Chapter Three presents the influence of traditional Islamic education on the Malays, giving considerable attention to the manners in which the Malays pursued their religious study. Chapter Four attempts to examine the pondok system by studying the daily and educational life of the institution. In Chapter Five a critical analysis of the methodology of the teaching at the pondok is presented along with the recommended changes of which the pondok system as a whole stands in need for its future survival. This is followed by a conclusion, a bibliography and appendices.
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Chianese, Stefania <1992>. "The teaching methodology used in an academic context for L2 adult learners: an Italian case study." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/14515.
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This work is aimed to provide an analysis of the different teaching methodologies adopted in an Italian as a Second Language (L2) curriculum intended for adult learners.
The interest in this subject culminated the moment I decided to attend as an observer some classes of Italian as a second language performed at LinguaIt, a private Italian language school and cultural centre.
The first part of my paper approaches the didactic aspects involved in teaching a second language, as well as the main characteristics of L2 adult learners.
Different teaching methods are examined and compared to the ones employed at Lingua It; particular attention is given to the use of the ludic methodology, considered as one of the school’s key strength.
The second part of my dissertation focuses on the evaluation of a questionnaire submitted to subjects enrolled at Linguait; the analysis of their perceptions will help us determine whether these instructional aids contribute to successful learning. The school located in the heart of Verona welcomes students from all over the globe and, apart from the standard language course, it offers a variety of extracurricular activities tailored to meet and increase pupils’ interest.
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Chan, Siu-kan Felix. "The effects of instructional style on learning motivation and classroom behaviour." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791273.
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Backus, Carolyn S. "Why Johnny Isn't Ready for Kindergarten: A Study of Phonological Awareness Methodology in Pre-Kindergarten Programs in the Mid-Ohio Valley Region of Appalachia." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1111507056.
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Kreider, Valerie A. L. "Counseling Graduate Students’ Preference for Qualities Pertaining to Teaching Effectiveness." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239841620.
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Maiden, William, and n/a. "Primary school teacher perceptions of the present and future teaching culture : applying the Delphi and Nominal group methodologies as an aid for defining primary school teacher work culture in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060829.132637.
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This thesis examines the views of A.C.T. primary school teachers about their work to
build a picture of the culture of primary school teacher work of primary schools in the
Australian Capital Territory. I define teaching culture to mean the behaviour, work
practices, beliefs and possible habits teachers display in their efforts to perform the task
of teaching. This description of teaching is possibly similar to what some authors
describe as the 'sociology' of teaching (e.g. Barton and Walker, 1981). It is also a
reflection of Deal's suggestion that culture describes 'the way things are done around
here1 (Deal, 1985:605). In this case the study builds a picture of primary school teacher
perceptions of the way things are, the culture of primary school teacher work, in the
A.C.T. primary teaching system.
The study has been designed to identify key workplace issues which preoccupy A.C.T.
primary school teachers now and what they perceive to be the significant issues of the
future, that is by the year 2005. The Delphi methodology was chosen to be the means to
gather and refine information and perceptions from teachers its ability to clarify and
refine issues and because the Delphi has amongst its advantages anonymity for
participants and the use of experts in the data gathering.
The study found that a high proportion of teachers feel stressed about attending
meetings, yet wanting at the same time a say in the running of their school. Other
results were that teachers considered they are poorly supported by the wider community
and that a significant reward of the job was the interaction with the children. Teachers
also believe that instructional methods will be radically different by 2005.
The study aims to provide current information about the culture of primary school
teacher work to teachers themselves and to present to interested authorities and
institutions, such as the Department of Education and Training and The University of
Canberra or the Australian Catholic University, recommendations for further research
and practice to assist in policy design regarding the work teachers do.
Some recommendations to the Department of Education and Training include:
· the culture of primary school teacher work should be actively promoted to inform
the community of the complexity of teacher work and to attract quality applicants to
the profession;
· that classroom teachers are resourced, at comparable levels to Public Servants or
Departmental officers, with equipment such as computers and furniture;
· that consideration be given to providing more inservice opportunities for teachers
to pursue during stand-down (school holiday) time.
Recommendations made to teacher-training institutions include:
· regular research and reviews of teacher-training programs, with particular emphasis
placed on beginning teacher needs and competencies and to highlighting areas newly
recruited and experienced teachers consider require more training;
· the design of comprehensive upgrading programs catering for the needs of newly
appointed and experienced teachers.
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Seevers, Gary L. Jr. "Identification of Criteria for Delivery of Theological Education Through Distance Education: An International Delphi Study." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/30707.
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Distance education is one means of delivering theological education which is being used increasingly. This delivery method is particularly helpful to nontraditional students who desire higher education but who cannot leave family and work commitments for residential study. For some in both developing and developed countries, distance education is the only route open to higher theological education. Criteria for assessing effective delivery of distance education have not been established in the literature. The purpose of this study was to identify such criteria.
Data were collected with a three-round Delphi from an international panel of seventy-four members comprised of denominational and non-denominational educational administrators and distance educators, denominational district representatives, accreditation representatives, and adult education representatives. Two pilot studies were conducted to test the questions used for round one. Criteria statements were retained if they were deemed "important" or "very important" by at least 80 percent of the respondents on rounds two and three. The panel's responses were found to be independent of respondent location--national or international--and the category of the respondent's group membership.
The findings of the study led to the identification of a set of thirty-one criteria in eight categories which may be useful for evaluating existing distance education programs or guiding the development of new programs. The eight categories were ethical concerns, commitment, curriculum, evaluation, support, technology, feedback, and faculty. There was a 100 percent consensus in rating these thirty-one criteria as "important" or "very important" by the panel members.Ph. D.
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Fasteen, Jodi I. "An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2314.
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Alternate numeration systems are common in preservice teacher (PST) mathematics curricula, but there is limited research on how to leverage alternate systems to promote the development of mathematical knowledge for teaching. I analyzed the role of alternate numeration systems in three ways. I conducted a thematic analysis of current PST textbooks to consider the role of alternate numeration systems in written curricula. I conducted a teaching experiment to analyze PSTs' mathematical activity as they engaged with a base five task sequence to reinvent an algorithm for multiplication. And I introduced problematizing mathematical contexts as a design heuristic, situating this within the design theory of Realistic Mathematics Education. I found that alternate numeration systems can be leveraged to create opportunities for PSTs to (a) engage in guided reinvention of an algorithm, (b) improve understanding of base ten by comparing it to other numeration systems, and (c) reflect on their learning experience and the learning experiences of children.
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Різниченко, А. В. "Some aspects of teaching listening skills." Thesis, ХНУ ім. В. Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60047.
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The article looks at some aspects of teaching listening skills. It focuses on the principles that apply in teaching listening and on the effective ways for students to develop stronger listening skills.У статті розглядаються деякі аспекти викладання навичок аудіювання. Вона фокусується на принципах, які застосовуються при навчанні аудіюванню, а також на ефективних способах розвитку даних навичок.
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Sade, Sarah. "The impact of collaborative action research as a methodology for building, knowledge for teaching : a case study." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250220.
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Wells, Keith P. "Planning the content and the teaching for an inquiry-based Masters level course in theological research methodology." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Hurley, Robert P. "An instructional design methodology for interactive multimedia courseware in dynamic systems and controls engineering." Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/16065.
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Park, Micah William. "Teaching Intonation Patterns through Reading Aloud." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/267.
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This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three native speakers who listened to single-sentence recordings [n=868] from questionnaires, exit interviews, and pre- and post-tests) and that they were generally amenable to the teaching technique.
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Eseryel, Deniz. "Expert conceptualizations of the domain of instructional design an investigative study on the deep assessment methodology for complex problem-solving outcomes /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Full text
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Villanueva, Mary Grace Flores. "Integrated teaching strategies model for improved scientific literacy in second-language learners." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1107.
Full textAbstract:
The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing need to develop learners’ fundamental sense of scientific literacy (Norris & Phillips, 2003). Expanding learners’ ability to read, write and communicate in science may provide the necessary framework for engaging learners in the critical principles and foundations of the scientific endeavour (Hand, Prain, & Yore, 2001). As such, this study focuses on equipping and training grade six and seven science teachers to develop scientifically literate learners via professional development workshops with a strategy that supports reading, writing, talking and conducting (‘doing’) science through scientific investigations. The typology of triangulation and the mixed method research approach was supported by a fully mixed, concurrent, and equal status design (Leech & Onwuegbuzi, 2007). Quantitative data were collected from the baseline and post-intervention testing of learners’ problem solving skills, as well as their literacy skills in English and isiXhosa. Qualitative measures were generated through classroom observations, teacher interviews and learners’ science notebooks. The study was conducted in two different milieus in the Eastern Cape, South Africa. The first setting, in the rural area of Tyumie Valley near the Hogsback Mountains, was comprised of a sample of grade six and seven (multi-grade classrooms) teachers (n=7) and learners (n=168) from five experimental schools and two comparison schools. The second setting, in the urban townships area east of Port Elizabeth, was comprised of a sample of grade six teachers (n=8) and learners (n=675) from six experimental schools and two comparison schools. Mean differences between the experimental and the comparison groups were computed for the Raven’s Standard Progressive Matrices (RSPM) and the literacy tests, and the data generated were treated with an Analysis of Covariance (ANCOVA). The data suggest that the scientific literacy strategy improved the experimental learners’ problem solving skills. Both experimental groups demonstrated greater gains than that of the comparison schools. However, statistically significant improvements were only detected in Port Elizabeth. Improvements in learners’ literacy skills in isiXhosa and English varied according to each milieu. While the teachers initially identified challenges to learners’ reading and writing abilities, the analysis of learners’ science notebooks suggested that they used writings to support their investigations. Some teachers cited difficulties with certain aspects of the model, such as problems with developing an investigable question and argumentation, yet overall, teachers found the strategy useful for developing learners’ language skills, as well for strengthening their pedagogical practices in science. Teachers’ gradual improvements in the use of the model suggest that they were able to use the scientific literacy strategy to support the cognitive and linguistic development of second-language learners.
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Webster, Dianne Robin. "The impact of take-home family oriented science activities on primary school students' science learning : the SAKs project." Thesis, The University of Sydney, 2008. https://hdl.handle.net/2123/28968.
Full textAbstract:
The development of systematic methods of studying natural phenomena has led to
a body of scientific knowledge that underlies our technological society. As scientific
knowledge expands science literacy for all citizens is becoming increasingly important
both in everyday situations, and to ensure appropriate allocation of resources to scientific
research and development. Like scientists, young children are eager to learn about the
world and readily engage in informal science-related experiences. This study addresses
the value and viability of children and their parents using science activities at home.
A social constructivist orientation underpinned this exploration of how parental
involvement can positively influence children’s science learning in their home
environment. Families of fifty-five Year 1, forty-five Year 3 and thirteen Year 5 primary
school children participated in the Science Activity Kits (SAKS) project. Parents were
asked to help their children complete a total of twenty-six pre-packaged science activities
that were distributed between a series of five kits and sent home from school. Each
activity included a brief explanation of the underlying science. Questionnaires and
written comments from children and parents were used to monitor ways they used the
kits. The youngest children had most assistance from parents and were more likely to
complete all activities. Many of the Year 3 and most Year 5 children worked
independently even when parents were available. When there was little evidence of
parental input, children’s logbook entries were more likely to indicate that the child had
difficulty with instructions or interpreting investigation results. Year 3 boys were less
likely to complete all kits than Year 3 girls and all Year 1 children. Interactions between
children’s approaches to the task, literacy skills, kit contents and the nature of parent
support all appeared to influence kit completion.
Families reported that despite issues with available time they enjoyed the SAKs’
experience and that their children were learning about science. Not only was parents’
participation in science learning highest with the youngest children but also older
children were more likely to lose interest in learning science when there was little
support. Science education is important and parental involvement enhances science
learning of young children. The study demonstrates that science must be included in early
childhood education and that parents should be involved wherever possible.