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Dissertations / Theses on the topic 'Teaching Victoria Case studies'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.

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2

McKnight, Gary Lenox. "Teaching theology through case studies." Portland, Or. : Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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3

Johansson, Sebastian. "Case studies and their impact on teaching." Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32541.

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4

Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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5

Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.

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6

Coyle, Jessi. "Connecting the Dots: Case Studies into the ‘Invisible Presence’ of Aboriginal People Living in Victoria." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/76287.

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Recognising that invasion is a structure not an event (Wolfe, 2006) and that settler colonialism shapes the present in significant ways, this thesis investigates the invisible presence of Aboriginal Victorians through a study of the Victorian gold rush and Australian Rules football. As key markers of Australian national identity, the case studies demonstrate the importance of white belonging to identity construction and argue that Aboriginal Victorians are necessarily invisibly present within the settler colonial present (Veracini, 2015).

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7

Virgona, Crina. "Seeking convergence : workplace identity in the conflicting discourses of the industrial training environment of the 90s : a case study approach." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/7863.

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8

The'berge, Marc W. "Three case studies of management information systems." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA238310.

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Thesis (M.S. in Information Systems)--Naval Postgraduate School, September 1990.
Thesis Advisor(s): Haga, William J. Second Reader: Zviran, Moshe. "September 1990." Description based on title screen as viewed on December 21, 2009. DTIC Identifier(s): Management Information Systems, Naval Operations, Data Bases, Instructional Materials, Decision Aids, Aviation Accidents, Antisubmarine Warfare, Naval Training, Local Area Networks, Theses. Author(s) subject terms: Case Studies, Database Management Systems, Local Area Networks, Decision Support. Includes bibliographical references. Also available in print.

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9

Ravid, Chagit. "Bible studies in a secular school : a case study." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343939.

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This study describesB ible studies in one autonomousju nior high school (pupils aged 13 to 15) through an examination of the teaching/learning process, pupil achievement and the implementation of the Bible curriculum. Though Bible teaching in Israel has been the object of intensive discussion, the influence of teaching methods on pupils' attitudes and achievements has not, to date, been examined. The study reviews the changes in curriculum development in Israel, including the trend to autonomous schools and the way Bible studies have been taught, from before the establishment of the State of Israel and in the first three formative decades of statehood. The evolution of the various curricula are described, and the objectives of Bible teaching as they adapted to a changing student population and the different types of schools are discussed. The research questions which drove this study deal with the environment of Bible instruction, the statuso f instruction, pupils' achievementsin Bible studies and the relations betweent he conditions of instruction, the characteristicso f the teaching process and the learning products. The starting point of the study was the desire for change that stemmed from the unhappiness of pupils, teachers and external bodies (the educational authorities, parents, supervisors) with the level of Bible studies in one school. The study records events which took place when introducing change in modes of Bible instruction in ninth grade classes and teaching some classes frontally, some through CRA (Change, Reinforcement, Advancement) and some through the inquiry mode. The study was conducted using naturalistic research methods (observations and interviews) combined with quantitative instruments (tests and attitude questionnaires) that were statistically analysed. A nation-wide achievement test was given to all twelve classes studied, and the scores of pupils in the inquiry mode were found to be consistently higher than those of pupils in the other modes of instruction. The attitude of CRA pupils was more positive perhaps becausele arning was made easier for them by providing gradedt asks on three levels. In general, pupils expressed'a very negative attitude toward learning skills needed for Bible studies, and they felt that they were more beneficial than enjoyable. The teachers were generally optimistic in their assessment of the benefit of the learning strategies in the pupils' eyes, and in their beliefs on how much pupils enjoyed the strategies. The large gap that was found between pupils' reports and teachers' estimates shows that the teachers do not really know how their pupils feel about Bible studies. The major conclusion of the research is that the three modes of instruction should be combined in Bible teaching, not only for the sake of diversity but also because together they address the full range of skills needed by pupils studying the Bible. No single mode of instruction was shown to be the best. Teachers suggested that some topics are better taught in the inquiry or CRA modes and others are more suited to the frontal mode. It is hoped that the combination of modes will provide diversity for teachers and pupils alike, and make Bible studies more creative and motivating.

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10

Fisher, Rachel. "Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612569.

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Despite recent science education reform documents citing evolution as a core concept to be taught in grades K-12, research shows problems with how it is currently taught. Evolution is often avoided, teachers minimize its importance within biology, infuse misconceptions, and/or interject non-scientific ideologies into lessons. My research focused on how teachers in two geographically and culturally distinct school districts in the southwestern U.S. negotiate dilemmas during an evolution unit. One school district was rural and had a large population of Mormon students, while the other district was urban, with a large majority Mexican/Mexican-American students. Using a case study approach, I observed three biology teachers during their evolution lessons, interviewed them throughout the unit, co-planned lessons with them, and collected artifacts from this unit, including anonymous student work. I also included data from four genetics lessons for each teacher to determine if the issues that arose during the evolution unit were a result of the general practice of the teacher, or if they were unique to evolution. Findings showed teachers' backgrounds and comfort levels with evolution, in addition to their perceptions of community context, affected how they negotiated pedagogical, conceptual, political, and cultural dilemmas. This study's findings will inform in-service teachers' future practice and professional development tools to aid with their teaching-this may include methods to negotiate some of the political (e.g. state standards) or cultural (e.g. religious resistance) issues inherent to teaching evolution.

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11

Derksen, Harold Kenneth. "The role of oral language in the practicum classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27130.pdf.

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12

Yen, Shu-Huei. "Teaching Taiwanese indigenous students case studies of three Han Chinese teachers /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/4113.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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13

Ng, Kar-wai Vivien, and 吳家慧. "Teachers' conceptions of liberal studies teaching in a case study school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/209524.

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This study is a qualitative case study which aims to investigate teachers’ conceptions of Liberal Studies teaching in a case study school after Liberal Studies became compulsory in the Senior Secondary curriculum. A list of aspects of teaching were compiled based on previous research studies and were used to identify teachers’ conceptions. Data were collected from three participating teachers with two research tools, namely, lesson observations and semi-structured interviews. The teachers came from different educational backgrounds but they taught students at the same secondary level. The findings reveal that participating teachers possess multiple conceptions and there are discrepancies between what they think Liberal Studies teaching should be and their real classroom practices. They also do not have complete understanding of what an issue-enquiry approach is. The reasons participating Liberal Studies teachers gave in response to the formation of their conceptions are found to be related to their major subject taught or major subject completed at a degree level. It is also found that when they attended Liberal Studies related training courses, they tended to use their educational background to selectively pick up teaching strategies introduced in the courses.
published_or_final_version
Education
Master
Master of Education

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14

Walton, Roger L. "The teaching and learning of theological reflection : case studies of practice." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/1746/.

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15

Ng, Mei-ha Helen, and 伍美霞. "The reciprocal teaching approach: a case study reflecting on readers' needs in developing reading comprehensionability and insights into teaching methods." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945132.

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16

Maselwa, Matole Reuben. "Promoting learners' conceptual understanding of electrostatics through use of practical activities in conjunction with prior knowledge of lightning : a case study." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003600.

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The research presented in this thesis is situated within an interpretivist paradigm. Within this paradigm, a qualitative case-study research approach was adopted. This seemed most appropriate in my research project since the main focus is on elicitation of prior knowledge and incorporation of such knowledge into 'hands-on' and 'minds-on' practical activities with a view to improving conceptual development. For the purposes of this research project, I designed an interactive teaching and learning unit in electrostatics as an attempt to put into practice a learner-centred approach. This approach, in my view, is in line with the new curriculum in South Africa. The emerging central theme of this thesis is the notion of active participation by learners during teaching and learning. This study was carried out over a period of two years and involved my grade 9 learners, who participated voluntarily. The research process documented in this thesis has been conceptualised into two phases. Phase one was concerned with the elicitation of learners' prior knowledge around lightning. In phase two, learners were engaged in 'hands-on' and 'minds-on' practical activities, and key concepts were identified to ensure conceptual development. The data was collected using a variety of data collection tools, namely: focus group interviews, follow-up whole-class semi-structured interviews, worksheets, videotaped lessons and photographs. The analysis of data revealed that learners come to class with prior knowledge concerning lightning. Within this prior knowledge it was found that there were both ‘scientific’ and ‘non-scientific’ concepts. The identification of key concepts during practical activities was found to be very useful in promoting learning. However, the incorporation of prior knowledge into practical activities posed a challenge and needs further research. iv This research study also highlights some insights into some of the complexities of elicitation and incorporation of learners' prior knowledge, and conceptual development in science classrooms. It also demonstrates the challenges and possibilities during teaching and learning as well as the realities of the demands of the new curriculum and OBE in South Africa, in particular, in historically disadvantaged schools

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17

Ekiz, Durmus. "Exploring primary school teachers' preactive teaching and practical theories of teaching science : multiple case studies from Turkey." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366474.

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18

Sherretz, Christine Edwards. "Mindful teachers case studies of intermediate teachers and their mindful teaching practices /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/christine_e_sherretz/sherretz_christine_e_200608_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 105-113) and appendices.

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19

Maistry, Suriamurthee Moonsamy. "Case studies of economics teaching in secondary schools." Thesis, 1998. http://hdl.handle.net/10413/5915.

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The purpose of this research study was to establish the perceptions of economics teaching of two teachers of economics who were functioning in two contrasting contexts. The intention was to examine their practice and to ascertain the extent to which the relationship between their beliefs and their practice was constrained or facilitated by the context in which they taught. The study made use of interviews and classroom observations to address these issues. The research confirmed that there was a disjunction between the teachers' theories of economics teaching and their actual practice and that their practice was mediated by the context in which they functioned. Both teachers shared very similar epistemologies. They concurred on assessment techniques and teaching methodology in economics. They also agreed that the goal of economics teaching was to engender a love of the subject. However, the vastly different contexts in which they taught spawned unique coping strategies to deal with their peculiar teaching environments. The 'macro' c~nstraints which they faced emanated from external institutions that imposed overt and hidden rules and expectations upon them. Internal constraints were derived from the peculiar context of each school. The study revealed that the teacher operating in the more repressive context displayed a greater degree of dissonance between beliefs and practice as compared to the teacher in the more favourable context. The teacher in the favourable context was better able to implement her beliefs about economics teaching. However, she was faced with new challenges created by the information explosion as a result of the school's access to the Internet. Though the nature of the discipline urges a problem-solving approach to economics teaching and even though both teachers concurred with this view, the constraints of the context were compelling factors that hindered teachers' educational ideals. Of note , was the fact that the more repressive the context, the greater were the constraints facing the teacher, and the more complex were the strategies employed by the teacher in order to cope. The more complex the coping strategy, the greater was the disjunction between teachers' theories about economics teaching and their practice.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.

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20

Lee, Hyunju. "Science teachers teaching socioscientific issues (SSI) : four case studies /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223641.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2517. Adviser: Klaus Witz. Includes bibliographical references (leaves 236-244) Available on microfilm from Pro Quest Information and Learning.

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21

WANG, YING-RU, and 王盈茹. "Case studies of young male teachers in language teaching Strategies." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78487615054397030158.

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碩士
國立中正大學
教育學研究所
104
This study was designed to investigate the southern region a dedicated public kindergartens, a large class teacher how to use the language teaching strategies in the case of the class curriculum, and to analyze the implementation of the language difficulties encountered in the course of teaching strategies and the response of the road. In order to understand a case study - the golden fruit teacher, this study case study of qualitative research to explore, to literature review, formal and informal interviews, records of teaching, child care work and other ways to collect and analyze data. The results of this study are as follows: 1.The fruit of gold to the subject teachers to implement the curriculum of the course of Chinese teaching strategies to the theme of "small eyes big discovery" by the teachers and students together to explore the development of "Looking steam locomotive grandfather," "fun train", "listen! Lord of the locomotive voice "the three main concepts. 2.Gold fruit teacher so that children can learn and improve language proficiency in a meaningful and supportive environment, in addition to the theme of teaching, classroom routine activities use language teaching strategies to strengthen and extend children's language ability. 3.The plight of teachers in the implementation of the golden fruit language teaching strategies in the process of encounter and coping way :(a) young children, parents and colleagues Question: Teacher self-adjusting attitude, good parents and teachers communicate regularly hosts teaching seminars. (b) Course of Chinese Teaching Policy Enforcement Problems encountered: Child ability and interest, change and adjust teaching and activities conducted.

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22

Murray, Andrea. "Non-language outcomes in adult ESL literacy classrooms: an examination of the Certificates of General Education for Adults." 1999. http://repository.unimelb.edu.au/10187/2089.

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This thesis aims to investigate how the Certificate of General Education for Adults (CGEA) caters for non-language outcomes in ESL literacy classrooms. The research focuses specifically on ESL literacy learners with limited or no formal education who are characterised as having literacy needs. Non-language outcomes (NLO) such as improved self-esteem, cultural awareness and the development of learning-to-learn skills are seen by many teachers to be important gains from language and literacy courses. However, since the introduction of competency-based credentials like the CGEA, many practitioners are concerned that these do not acknowledge NLO. Using the theoretical framework of a previous study by Jackson (1994) into NLO categories, this thesis reported on the findings of a qualitative multi-case study of six teachers and their low-level ESL literacy learners. A range of data including teacher interviews, classroom observations and field notes was used to examine the informants’ conceptualisation of both ESL literacy learner characteristics and of NLO. The teachers were also asked to comment on whether NLO were documented in the CGEA. The data revealed that the informants’ characterisation of ESL literacy learners matches current definitions found in the literature. The teachers reported that these learners do make non-language gains, particularly in the affective and learning skills categories. This thesis also identified classroom metalanguage to be an additional NLO for the target learners which was not previously identified by Jackson (1994).

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23

DeMinico, Dana. "Reflection and experience in the first year of teaching three case studies /." Diss., 2000. http://catalog.hathitrust.org/api/volumes/oclc/46781137.html.

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24

Vu, Jo. "Quantitative requirements in undergraduate business courses: the case study of Victoria University of Technology." Thesis, 2004. https://vuir.vu.edu.au/15350/.

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Business educators and employers recognize the importance of quantitative methods to business professionals, and subjects in quantitative methods are among the most frequentiy required in the business undergraduate curriculum. However, both business employers and graduates have expressed some dissatisfaction with business education and comment that school ttaining fails to prepare graduates adequately for the particular needs of business organisations. Because of recent changes in technology in the business environment, business educators need to understand what employers consider important, what quantitative methods are required in industry, and how education in quantitative methods can best be prepared in order to meet the needs of business in the 21st century. This research study attempts to answer these questions by investigating the content of quantitative programs offered at the Victoria University of Technology, the effectiveness of associated teaching methods in undergraduate business comses and the viewpoints of final-year students, graduates, educators and business employers about the courses.

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25

Pape, Dianne Rush. "The caring beliefs of three teacher educators." Thesis, 2004. http://hdl.handle.net/2152/2154.

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