Dissertations / Theses: 'Teaching'

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Malatér, Luciani Salcedo de Oliveira. "What i am teaching, why i am teaching and also to whom i'm teaching." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101908.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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Neste estudo, estabeleço uma interface entre educação reflexiva de professores (Almarza, 1996; Celani, 2001; Gimenez e Cristovão, 2004; Telles, 2004b), Análise Crítica do Discurso (ACD) (Fairclough, 1989, 1992a, 1992b, 1995a, 2003) e Lingüística Sistêmico Funcional (LSF) (Halliday, 1994, 2004). Com essa perspectiva multi-teórica investigo o uso que duas licenciandas do Curso de Letras Português/Inglês fazem da lexicogramática da Língua Inglesa para construir significado. Meu objetivo é interpretar a construção discursiva que as participantes desta pesquisa produzem sobre o Curso de Licenciatura relacionando-o à sua auto-representação enquanto professoras de língua estrangeira e à sua prática docente. Os significados produzidos por Bizuka e Rulitz - minhas participantes de pesquisa - são explorados através da análise de seus textos. Uma análise da estrutura experiencial de transitividade revelou que, com relação à sua auto-representação, Bizuka é uma professora que ama, preocupa-se com o quê, o porquê e para quem ensinar, e ainda interessa-se em interagir com seus alunos enquanto seres humanos. Já Rulitz é uma professora que odeia, pois relaciona sua prática docente apenas às suas necessidades de sobrevivência, além de demonstrar um descontentamento com o curso de graduação e com alguns de seus professores educadores. O que pude observar, no discurso produzido por Bizuka e Rulitz, é que ambas não consideram o Curso de Licenciatura no qual estudaram como sendo um fórum eficaz para a formação de professores de Língua Inglesa, principalmente pela falta de oportunidades docentes. Como a ACD e a LSF investigam a linguagem em relação ao contexto social e consideram a interconexão entre micro-eventos e estruturas macro-sociais (Halliday, 1978; Fairclough, 1995a), os resultados desta pesquisa qualitativa sugerem que mais práticas colaborativas/reflexivas de ensino deveriam ser oferecidas ao longo do Curso de Letras, e que o discurso de futuros professores pode fornecer rico insumo para o planejamento das práticas pedagógicas de professores educadores.

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Denysenko, V. "Teaching methods for teaching English for specific purposes." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.

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Макаренко, О. Є. "On Differences Between GE Teaching anf ESP Teaching." Thesis, ПолтНТУ, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60162.

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The objective of the paper is to give a brief comment on differences in GE teaching and ESP Teaching speaking about purposes of learning, syllabus design, role of a teacher and responsibilities of a learner.
Тези пропонують короткий огляд різноманітностей у викладанні англійської загального вжитку і англійської для спеціальних цілей стосовно цілей навчання, навчальної програми, ролі вчителя та обов'язків учня.

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Green, Elizabeth Anne. "Learning Before Teaching: Metacognitive Benefits of Teaching Expectancy." Marietta College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1389362993.

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Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.

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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.
The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.

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Merriman, Carolyn S. "Teaching Intensive." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8419.

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Merriman, Carolyn S. "Teaching Intensive." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8431.

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Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, Viktoriia Semenivna Kurochkina, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко, and Oksana Robertivna Hladchenko. "Team teaching." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77015.

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Nowadays, when students have access to any information via the Internet, ‘live’ communication in the classroom, the opportunity to observe the other people’s behavior and emotions, to perform in public are those invaluable resources that attract students with their content and emotional coloring. We have decided to highlight the issue of team teaching as we have our own teaching experience together with the Peace Corps volunteer who came to Sumy State University to work on the project “Teaching English as a Foreign Language”. The experiment lasted for two years. In the course of our collaboration we were able to observe the progress in students’ knowledge, increase in their linguistic competence, motivation and interest. Many students started attending weekly meetings of the English Club in order to improve their spoken English, broaden their worldview through intercultural communication and enrich vocabulary. Now, when after a two-year stay at Foreign Languages Department our volunteer has gone home, we want not to forget the acquired experience, to save and share the achievements obtained over that period of time.

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Marks, Lori J., and D. Montgomery. "C0-Teaching." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3723.

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Crowder, Julie. "Teaching Mourning." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/215.

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Abstract TEACHING MOURNING By Julie Ann Crowder, MAE A thesis submitted in partial fulfillment of the requirements for the degree of Master of Art Education at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Major Director: Sara Wilson McKay, Ph.D. Interim Department Chair and Associate Professor, Art Education As a researcher I sought to understand the following research questions: 1) What were the official policies and protocols that went into effect at William Fox Elementary School after the murder of the Harvey family in January of 2006? 2) What were the experiences of the staff and parents at William Fox Elementary School after the murder of the Harvey family? 3) What critiques and or suggestions do the employees and parents have of the personal or official policies or protocols, which were carried out after the murder of the Harvey family? The purpose of this research was layered. This research was necessary in order to create an accurate picture of the difficult emotional reactions of teachers attempting to teach students how to mourn while mourning themselves. Additionally, this study identified how teachers were able to continue about the business of every day life and education when they were dealing with difficult emotional issues. Participants at William Fox Elementary experienced the tragic death of the Harvey family on New Year’s Day 2006. This research illuminated possible new ways of looking at mourning, the public/media, and ways of handling these difficulties. This research could lead to the creation of new policies or protocols that would better serve the mourning populations in schools, which lose members to violence. The members of this study were William Fox Elementary employees or parents who were on present during and after the Harvey murders. Special attention was given to the IRB process. Seven participants who had a great deal of contact with Stella were selected. The PTA-funded Art Explosions teacher, Stella Harvey’s classroom teacher, the principal, the guidance counselor, a parent, the music teacher, and the librarian were all participants. Significant findings include: the importance of the speed and selection of information given to adults at the time of a tragedy, and the child information networks that form when children are not completely informed. Additionally a variety of information and thoughts are given on the subject of mourning, both public and private. Implemented and suggested healing techniques were investigated. Lastly, several uncomfortable issues that arose, such as race and rage were explored.

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Nase, Holly A. "Balanced teaching the role of caring in effective teaching /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/HNase2007.pdf.

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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.

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O'Prey, Gareth. "Stimulus equivalence and precision teaching : teaching rudimentary language skills." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428629.

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Tikkakoski, S. (Saara). "Communicative language teaching as English pronunciation teaching method:developing exercises." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602031107.

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This thesis pursues to apply communicative language teaching (CLT) into English pronunciation teaching in the context of Finnish school and curriculum for grades 7.-9. CLT is the theoretical basis of this thesis and the research question is: How can CLT be applied to English pronunciation teaching to promote learner autonomy and motivation in order to achieve more effective learning results? This question is answered in the form of communicative pronunciation tasks (CPTs) which aim to realise the principles of the theory of CLT. Research methods used in this thesis are ethnographical observations and experience, and ideation based on the theory of CLT. The analysis resulted in three communicative pronunciation tasks which each include communicative features. However, each of the tasks also face challenges in realising the principles of CLT and are therefore examples on how to begin developing new language tasks, rather than finished model examples of communicative pronunciation tasks. Further research should be conducted in order to prove the functionality of the CPTs presented in this thesis, and to develop them further.

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Cardoso, Francisco. "Optimal teaching experiences : phenomenological route for effective instrumental teaching." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020702/.

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The discussion about effective instrumental teaching in specialist music education started in the 19th century, with the foundation of the modern conservatory, and has become progressively stronger recently. Research on effective teaching has focused mainly on trying to identify effective teaching descriptors (e.g. feedback, teaching pace and intensity, goal setting). Although while describing the effects of each descriptor several intersections with other descriptors have been observed, no research has yet been produced with the goal of trying to identify effective teaching from a perspective that integrates effective teaching descriptors into one single unit of analysis, that integrates into one observable single phenomenon the ability to adopt a range of strategies purposefully, promptly, and efficiently, in response to the needs that arise throughout any instrumental lesson. To start investigating the possibility of phenomenologically observed effective teaching, existing knowledge about positive subjective experiences like Maslow's peak experiences and Csikszentmihalyi's flow experiences was explored. The conditions needed to trigger peak and flow experiences seemed to have much in common with the results obtained in most of research on effective music teaching. The three studies designed for this thesis (1. Interviews, 2. Diaries, and 3. Teachers self-reports and video-recorded lessons) tried, first, to identify the occurrence of peak or flow experiences while teaching and learning a musical instrument. The next goal was to describe such experiences as they occurred while teaching and to determine what might trigger them. The final goal was to understand if the occurrence of such experiences was linked with effective teaching. All participants in the three studies were teachers and students in Portuguese specialist music schools. The three studies undertaken helped identify Optimal Teaching Experiences as the subjective experiences or the phenomenon that holistically described the act of effectively teaching a musical instrument. Additionally, it was possible to identify external manifestations of these experiences and, consequently, of effective instrumental teaching. These findings will support the work of Teacher Educators, and assist in maintaining or raising the quality of instrumental teaching in specialist Music Schools, Conservatoires and Universities.

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Cardoso, Alexandre Miranda. "Mathematics Teaching Assistants' Reflections on Their First Year Teaching." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638.

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Volmer, Abby. "Co-teaching as a Clinical Model of Student Teaching| Perceptions of Preparedness for First Year Teaching." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877174.

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College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.

The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model’s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:

Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model’s ability to prepare student teachers for their first year of teaching?

The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.

The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model’s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.

On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.

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Randall, John H. "Stages of faculty concern about teaching online| Relationships between faculty teaching methods and technology use in teaching." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139810.

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As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online.

The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online.

It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University.

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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Cakmak, Maya. "Guided teaching interactions with robots: embodied queries and teaching heuristics." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44734.

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The vision of personal robot assistants continues to become more realistic with technological advances in robotics. The increase in the capabilities of robots, presents boundless opportunities for them to perform useful tasks for humans. However, it is not feasible for engineers to program robots for all possible uses. Instead, we envision general-purpose robots that can be programmed by their end-users. Learning from Demonstration (LfD), is an approach that allows users to program new capabilities on a robot by demonstrating what is required from the robot. Although LfD has become an established area of Robotics, many challenges remain in making it effective and intuitive for naive users. This thesis contributes to addressing these challenges in several ways. First, the problems that occur in teaching-learning interactions between humans and robots are characterized through human-subject experiments in three different domains. To address these problems, two mechanisms for guiding human teachers in their interactions are developed: embodied queries and teaching heuristics. Embodied queries, inspired from Active Learning queries, are questions asked by the robot so as to steer the teacher towards providing more informative demonstrations. They leverage the robot's embodiment to physically manipulate the environment and to communicate the question. Two technical contributions are made in developing embodied queries. The first is Active Keyframe-based LfD -- a framework for learning human-segmented skills in continuous action spaces and producing four different types of embodied queries to improve learned skills. The second is Intermittently-Active Learning in which a learner makes queries selectively, so as to create balanced interactions with the benefits of fully-active learning. Empirical findings from five experiments with human subjects are presented. These identify interaction-related issues in generating embodied queries, characterize human question asking, and evaluate implementations of Intermittently-Active Learning and Active Keyframe-based LfD on the humanoid robot Simon. The second mechanism, teaching heuristics, is a set of instructions given to human teachers in order to elicit more informative demonstrations from them. Such instructions are devised based on an understanding of what constitutes an optimal teacher for a given learner, with techniques grounded in Algorithmic Teaching. The utility of teaching heuristics is empirically demonstrated through six human-subject experiments, that involve teaching different concepts or tasks to a virtual agent, or teaching skills to Simon. With a diverse set of human subject experiments, this thesis demonstrates the necessity for guiding humans in teaching interactions with robots, and verifies the utility of two proposed mechanisms in improving sample efficiency and final performance, while enhancing the user interaction.

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Wisaijorn, Patareeya, and n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure." University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.

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The main purpose of this study was to examine the effects of strategy training in small group work on the reading comprehension of academic texts in English by Thai English as a Foreign Language (EFL) students. The strategy-training used was the Reciprocal Teaching Procedure (RTF) which focused on the four reading comprehension strategies: predicting, clarifying, questioning and summarizing. The research study was an experimental one using a single group design. The participants were thirty-four first year students enrolled in the English for Academic Purposes (EAP) program at a tertiary institution in the northeastern part of Thailand. Both quantitative and qualitative research methods were used. The pre-, post- and follow-up reading tests were employed for quantitative analysis. The students' performances were analyzed for statistically significant differences immediately at the end of the ten-week training and in the follow-up test eight weeks after the training. Qualitative data were collected from students' pre-, post- and follow-up questionnaires, checklists and journals, teacher's checklists and journal, and independent observer's checklists and field notes.

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Thomas, Sarah. "The influence an overseas teaching experience has on teaching decisions." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12652.

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Thesis (Ed.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the influence an overseas teaching experience has on teaching decisions. Previous research has focused on preservice teachers and student teachers, but none have looked at licensed teachers and how their teaching decisions were different when they returned to teach in their home country. Through a questionnaire, face-to-face interviews, and classroom observations, the study found four areas that are influenced by an overseas teaching experience: global perspective, cultural empathy, culturally relevant pedagogy and curriculum choices, and personal growth. No clear differences among the teachers were found for factors such as gender, race, or experience. Results suggest teachers who have taught overseas may have more cultural empathy for students of other backgrounds and English-language proficiency and a willingness to develop curriculum that encompasses more of a global perspective.

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Partin-Harding, Melissa C. "Innovative Teaching Strategies: Teaching Art Photography In The Digital World." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308282675.

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Mair, Holly Ann. "Teaching for tomorrow." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59458.pdf.

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Barbrook, Lee. "Teaching the conflicts." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1484.

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I read Neal Town Stephenson’s Cryptonomicon and The Baroque Cycle to interrogate what types of links they make to US countercultural writing, postmodern discourse in American culture, and perceived uninterrogated links to the term America itself in images of modern progressive liberalism. Postmodernist readings of literary texts came under increasing public scrutiny in intellectual debates of the 80s and 90s. My analysis is to situate and reconsider these fictions within debates happening in the North American academy at this time and the more recent one concerning the demise of poststructuralism in the humanities. Linking together works of Sean McCann, Michael Szalay, John Guillory and Mark McGurl I locate Cryptonomicon as constitutive of the postwar drift from the modernist aesthetic yet simultaneously developing within Sacvan Bercovitch’s model of dissensus. Through reference to McGurl’s work in particular, my thesis will offer the first sustained critical reading of Cryptonomicon relevant to the University’s new teaching standards of diversity and research excellence. Through Lauren Berlant’s concept of an intimate public I argue The Baroque Cycle develops a richly aesthetic form of criticism that challenges the consensus view of culturally affirming alternatives to American sociopolitical and economic life. In addition, each chapter charts specific aspects of the impact of European critical theories that presided over the marriage of intellectualism and professionalism in the North American academy. More specifically, and throwing particular focus on resistances to theory and canon change, I discuss how the politics of the classroom developed within the literary culture wars brought with it a renewed emphasis on what postwar professors taught in the classroom.

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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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Yerger, Sara. "Pre-Teaching Concerns." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144370.

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This study was done to investigate the types and intensity of teaching concerns preservice teachers have during their coursework and how these are connected to early field experiences (EFE). A survey was conducted comparing preservice teachers in an on-campus versus an on-site course at a local elementary school. Participants (N = 99) were asked about 26 types of concerns and these groups were compared; only one significant difference was found, that the on-campus group had more general teaching concerns than the on-site group. Fuller's (1969; 1974) research on immature versus mature teaching concerns was corroborated by the survey items and factor analyses, although no change over time was found. School-based field experiences were significantly listed by both groups as being the most useful experience in their teacher education; therefore, it is recommended that opportunities be created for preservice teachers to participate in EFEs.

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Buckley, Lydia. "Teaching portfolio: Français." Kansas State University, 2008. http://hdl.handle.net/2097/1016.

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Master of Arts
Department of Modern Languages
Amy L. Hubbell
This portfolio presents demonstrably proven effective guidelines for classroom activities in accordance with the widely accepted, communicative approach to teaching foreign languages. Stemming from the author's own personal experience with eighth-grade French students, these examples are based on the standard principles of Communicative Language Teaching. As graphically and comprehensively illustrated in this portfolio with student-friendly, image- and table-enhanced templates, the author identifies and explains how structured input and output activities might be developed to encompass the four components of teaching a language: namely, listening; reading; writing; and speaking. Beyond the objective of showing the usefulness of this teaching/learning method through examples of structured activities, the author augments the portfolio with valuable associated teacher's materials including a current professional teaching CV, a philosophy of teaching statement, a working syllabus, a classroom management plan, and a rationale for the activities included -- all of which are applicable to typical classroom environment situations. These carefully constructed worksheets and visuals are amply and appropriately interspersed throughout the sectional contents of the portfolio, thereby adding to the understanding of the textual descriptions of recommended teacher and student activities. In this manner, the author has documented a tested and practical set of working materials designed to promote the facility, ease and enthusiasm of learning languages from both the teacher and student points-of-view and needs. The compartmentalized contents of this portfolio, organized into 13 sections as listed in the table of contents, comprise a wide range of actual classroom activities that evolved from the author's daily teaching experiences. The portfolio instructions and examples also incorporate the well-founded and well-known teaching techniques documented in the professional literature as cited throughout the narrative text. For this purpose then, this portfolio delivers a complete and thorough description of possible teacher and student activities in various foreign language classroom scenarios.

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Hawken, Leanne. "Teaching nonsexist language." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2299.

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Studies have shown that people are opposed to writing in nonsexist language and that attempts to teach nonsexist language have been unsuccessful in causing people to change their writing styles. Previous studies focused on how to write in nonsexist language, but did not focus on why using nonsexist language is important. In the present study an attempt was made to change attitudes toward sexist language, as well as to teach how to write in nonsexist language by comparing two methods of teaching nonsexist language. All participants completed an interactive computer program that taught nonsexist language. The experimental group then discussed/role played the importance of writing in nonsexist language whereas the control group discussed/role played ethical issues involved in experimental research. Groups were compared on their attitudes towards sexist language using the Hawken Sexist Language Questionnaire, designed for this study. Groups were also compared on how well they recognized sexist language using the Gender-Specific Language Scale and wrote in nonsexist language when answering six short essay questions. Results showed no difference between the experimental group and the control group on any of the dependent measures post-intervention or during a 3-week follow-up. Implications for future research are discussed.

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Bondarchuk, Julia. "Differentiated teaching English." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15188.

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McGarry, Theresa. "Teaching the Ramayana." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6149.

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This is a Sri-Lankan-oriented guide for college professors in teaching the Indian epic Ramayana, specifically featuring Sita, her poetic and historic connections to Sri Lanka, and teaching the Ramayana with a concentration on feminist/gender topics.

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Blackwelder, Reid B. "Small Group Teaching." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/6969.

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Stefansson, Niklas. "Teaching to communicate." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34848.

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This dissertation explores how oral communication is perceived and used by five teachers at a secondary school in Malmö. Through qualitative interviews with the teachers, this paper aims to find a deeper understanding of their view on teaching. By looking at oral communication theories, sociocultural theories, a theory on discursive space and a recent study regarding English as a subject in Swedish secondary schools, it examines how the interviewees approach teaching. Based on the results, this paper will discuss how the teachers in this study initiate meaningful oral communication and how they view their own role as promoters of an oral communicative and inclusive learning environment.The results show that the teachers’ thoughts concerning oral communication to a large extent seem to agree with the theoretical basis presented in this study. However, the teachers claim to be restricted by external factors. The results show that the teachers in this study find working with oral communication very time consuming. According to them, their lessons are too short and the classes are too big. Therefore they find it difficult to create an ideal learning environment. The teachers try to motivate and encourage their students through creating tasks that are interesting from the students’ point of view. In order to give every student the opportunity to speak, dividing them into groups during speaking activities is preferred. Furthermore, the teachers point out that the students’ personalities also are important factors to take into account, since some students are more reserved then others. Finally, the teachers aim to be supportive during oral activities, although the lack of time seems to be a restraint. They find it hard to manage their big classes and to be supportive to the individual student at the same time.

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Danka, Istvan. "Teaching philosophy online." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713489.

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The present dissertation investigates some possible aims and methods of online philosophy education. It argues that online philosophy education should put a greater emphasis on learning philosophical know-how via collaboration. Online education, contrary to recent criticism, could be done efficiently if it did not intend purely to imitate traditional education but defined its own strategic targets in accordance with some needs which have emerged online. Improving argumentative, systematic and interpretative skills are essential for being a good philosopher as well as a self-reliant online citizen. Preparing students for online practices via teaching them philosophical skills at least partly satisfies some internal purposes of philosophy education as well as some social needs. Learning these skills is irreducible to learning propositional knowledge. Establishing access to (even well-selected) information is insufficient for teaching philosophical skills. One way of teaching these skills is via role-playing philosophical discussions, for which Massively Multiplayer Online Role-Playing Games as a background technology is an effective way.

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Buckley, Lydia. "Teaching portfolio : Français." Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1016.

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Dennee, Julie A. "Teaching disrespectful students." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001denneej.pdf.

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Farjami, Hannah, and Nilbrink Simon Agartz. "Teaching Cloud Deployment." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254573.

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In today’s IT-landscape cloud computing is one of the hottest topics. There are many emerging uses and technologies for the cloud. Deployment of applications is one of the main usages of the cloud today. This has led to companies giving developers more responsibilities with deployment. Therefore, there is a need to update educations in computer science by including cloud deployment. For these reasons, this thesis attempts to give a reasonable proposal for how cloud deployment could be taught in a university course.A literature study was conducted to gather information about topics surrounding cloud deployment. These were topics like cloud computing, service models, building techniques and cloud services. Then a case study was conducted on three different cloud services, OpenShift, Cloud Foundry, and Heroku. This was to learn how to deploy. Lastly, two interviews and a survey were conducted with people that have an insight into the subject and could provide reasonable information.Based on our case study, interviews and survey we concluded a reasonable approach to how deployment with cloud services could be taught. It can be taught with a theoretical and practical part. The theoretical part could be a lecture introducing Heroku and OpenShift, followed by an assignment where students deploy an application to them. The reasons we recommend Heroku and OpenShift is for Heroku’s simple and fast deployment and OpenShift for being more educative.We also realized that cloud deployment would work best as a stand-alone course. Because during the degree project it became clear how broad cloud deployment is.
I dagens IT-miljö är molnet ett av de hetaste ämnena. Det finns många nya användningsområden och teknologier för molnet. Driftsättning av applikationer är ett av de viktigaste användningsområdena av molnet idag. Detta har lett till att företag ger utvecklare mer ansvar vid driftsättning. Därför är det nödvändigt att förändra utbildningar i datorvetenskap genom att inkludera driftsättning i molnmiljö. Av dessa skäl försöker denna avhandling ge ett rimligt förslag på hur driftsättning i molnmiljö kan läras ut på ett universitet.En litteraturstudie genomfördes för att samla information om ämnen som berör driftsättning i molnmiljö. Dessa var ämnen som molnet, servicemodeller, byggtekniker och molntjänster. Sedan genomfördes en fallstudie på tre olika molntjänster, OpenShift, Cloud Foundry och Heroku. Detta var för att lära sig hur man driftsätter. Slutligen genomfördes två intervjuer och en undersökning med personer som har insikt i ämnet och som kan ge rimlig information.Baserat på vår fallstudie, intervjuer och undersökning drog vi en slutsats för ett rimligt tillvägagångssätt för hur driftsättning i molnmiljö kunde läras ut. Det kan undervisas med en teoretisk och praktisk del. Den teoretiska delen kan vara en föreläsning som introducerar Heroku och OpenShift, följt av en uppgift där studenter driftsätter en applikation till dem. Anledningarna till att vi rekommenderar Heroku och OpenShift är för Heroku’s enkla och snabba driftsättning och OpenShift för att den är mycket mer lärorik.Vi insåg också att driftsättning i molnmiljö skulle fungera bäst som en fristående kurs. Eftersom det under examensprojektet blev klart hur brett driftsättning i molnmiljö är.

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Stone, Michael H., and Kimitake Sato. "Teaching Weightlifting Movements." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4541.

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Wang, Weipei. "Teaching English to Young Learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives." The University of Waikato, 2008. http://hdl.handle.net/10289/2547.

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Abstract Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.

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Halberg, David. "Teaching Devices in Education : Focusing on Technical Devices in Spanish Teaching." Thesis, Jönköping University, JIBS, Business Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-6730.

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The aim of the thesis is to investigate how teaching devices, with focus on ICT use are regarded in education. I make comparison with teaching without technical devices, but emphasize the teaching with such devices. I address questions concerning what technical devices are used and in which way these devices may enhance the education process. In addition, in which way the devices influence power and communication.

The methods indicate a deductive-abductive approach, observations, interviews, and questionnaires. The theoretical framework focuses, Linguistics, Pedagogy, cognition, and Informatics. The results-part is built up on two cases – one concerning teaching with technical devices, the other concerning teaching without those devices. The results imply that the schools of Sweden use computers and Internet in a very ‘common’ way. However, there are intentions to use cell phones with software to assist the teaching. By this approach, that would be possible to add an additional time to the lectures since the pupils and teachers can work outside the classroom. One problem with technical devices is named ‘noise’, which are things in between the ‘useful’ (technical) devices and issues around that can decrease the learning process. In addition; if the goal is to have a symmetrical relationship between teacher and pupil, it may be difficult without taking carefully account on the (technical) device in use, and perhaps regard them as cognitive tools. From what I found, the tools are not regarded as cognitive.

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Fowler, Leah Cheryl. "(Re) constituting the teaching self: narrative explorations of difficulty in teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0024/NQ32707.pdf.

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Findlay, Morag Joan. "From teaching physics to teaching children : the role of Craft Pedagogy." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12404.

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Li, Zheng. "Teaching Chinese Traditional music with Generative instruction and Effective music teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34617.

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This text is the carefully adapted transcription of the recording of the presentation of Zheng Li and Huo Gua at the symposium in Leipzig 2014. Prof. Dr. Zheng Li read parts of her presentation in Chinese language alternating with her assistant Huo Gua, who translated into English. Only the English part is printed in this book. The title is given from the editor.

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Kent, Athol Parkes. "Medical education and the importance of teaching medical teachers about teaching." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/27044.

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This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the return to the humanities. Medical schools are being required, through their teaching and learning methodologies, to encourage the qualification of empathetic graduates with generalist (holistic) skills and attitudes to best serve their patients. Educational forces, in particular new curriculum strategies, will need to be explored to assist teachers and students to cope with the demands of communities and individuals for care with expertise. In many First World countries these demands have found expression in moves from Traditional to Innovative curricula. Fundamentally, Traditional schools teach normal Anatomy and Physiology first, then move to the abnormal, before students reach the Clinical Years where these "basic sciences" are applied. Innovative schools, on the other hand, employ Problem-Based Learning with Community-Orientation throughout their curricula, with early patient contact, horizontal and vertical integration of disciplines, group work and community interaction as crucial aspects of their students' learning. Supporters of the Innovative philosophy see as progressive the revising of Flexnerian notions of basic science building blocks, the debalkanising of instruction subject by subject and the motivational impetus achieved when learning takes place in context. Political factors can impinge on staff teaching and student learning by Governmental demands through statutory councils or through the power exerted by the universities. Macro politics dictate financial or other resources that are allocated and may in future directly influence what sort of doctor the various medical schools are expected to graduate. The politics of staffing the teaching institutions, the development of teachers, and the demographics of the student population raise important questions of direction and commitment, and may lead to new realignments. The recognition of the importance of teaching at a professional level is a crucial factor in educating students more appropriately. Teachers versed in the medical pedagogic process will be pivotal in producing a new breed of doctors. This new breed will not be expected to "know everything" but have a core knowledge carefully ascertained by each medical faculty and the ability to find information that is further required. Students will not be expected to acquire all the facts to sustain them through the rest of their professional lives, but to have enquiring minds and the motivation to continue their education, to satisfy their curiosity and provide improved patient care. Their skills in mastery of the behavioural sciences will be more pertinent than ever as preventative medicine becomes as important as curative. They will be expected to formulate ethical attitudes and provide leadership in community and individual dilemmas. These are challenges that will need to be faced critically by our medical teachers who are too often experts in content in ever-narrower sub-specialities. For these challenges to be met, teaching cannot be taken for granted, but must be viewed more seriously by the schools and changes made where appropriate. The University of Cape Town (UCT) has a considerable reputation in the quality of its medical graduates. However, for its medical faculty to remain in the forefront of medical education, it needs to reconsider the knowledge required, the skills and attitudes embodied in its graduates but, as importantly, it must take the lead in undergraduate training. The need for renewing strategies and the action required are the themes of this dissertation.

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Larsson, Daniel. "English teaching outdoors – Student responses and attitudes towards outdoor EFL teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28457.

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The purpose of this degree project is to address upper secondary outdoor language education. It explores upper secondary EFL students’ attitudes and responses towards the teaching of English outdoors. The research has been based on data from qualitative research methods with an action research approach: peer observation, a reflective diary and focus group interviews. Peer observation and the reflective diary was used to recover information on four upper secondary EFL classes’ responses towards being taught outdoors. Focus group interviews were conducted on two groups of students from two of the classes on their attitudes towards being taught in outdoor English. The results from the data gathering are discussed using secondary sources which can be connected to outdoor education, and the research establishes that the students responded negatively to the instructions during the classes, many of them were active while some did not do what they were supposed to, and hardly no English was spoken. Even though mostly negative results were found the interviewees were generally positive to be taught outdoors and enjoyed it more than receiving education indoors, but some of them were aware that they did not learn much English since they hardly used it. This research provides ideas for how the lessons can be improved and acts as inspiration for future outdoor ESL classes.

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Higginbotham, Lee Ann M. "Teaching techniques : suggested techniques in teaching music through performance in choir /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131459702.pdf.

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Johnson, Janice B. "Exploring teaching assistants’ conceptions of teaching." Thesis, 1993. http://hdl.handle.net/2429/1920.

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As academics interested in the improvement of post-secondary teaching, we are challenged to understand andarticulate our differing conceptions of teaching. As a processof personal discovery, this can lead us to make our beliefs andactions more congruent, and thus ultimately to improve ourpractice. As a focus for research, it can provide us with asolid foundation from which to begin to understand and discussthe contrasting and often apparently conflicting beliefs andpractices of others. As a goal for practitioners, meeting thischallenge can suggest improvements to our teaching trainingprograms which will help others to reach that goal. This phenomenographical research, Exploring TeachingAssistants' Conceptions of Teaching, inquired into theconceptions of teaching held by nine teaching assistants, andidentified changes in their conceptions over time. Four qualitatively different conceptions of teaching wereidentified: (1) Communicating Content--Sharing Concepts, (2)Contextualizing Learning--Knowledge in Action, (3) DevelopingScholars--Advancing a Discipline, and (4) Inspiring Learning--Honouring Curiosity. These conceptions were defined as uniqueprofiles of seven constituent dimensions: (1) LearnerDiversity, (2) Learner Autonomy, (3) Orientation of Learning,(4) Expected Outcomes of Learning, (5) Knowledge and Meaning,(6) Teaching-Learning Process, and (7) Focus of Teaching.Changes in the combinations of conceptions of teaching held bythree of the TAs during the research period were identified. iiiNo changes were identified in the combinations of conceptions held by the remaining six TAs. This research showed that numerous similarities existbetween the conceptions held by this group of TAs, and thoseidentified by other researchers working with faculty membersand adult educators. It confirmed that changes do occur in thecombinations of conceptions held. Further, this researchcontributed methodologically to the study of beliefs aboutteaching, by demonstrating the benefits of using profiles ofcommon constituent dimensions to define and compareconceptions. Finally, it identified gaps in our knowledge,suggested improvements to our practice, and highlighted areasworthy of more in-depth investigation which will contributetoward improving teaching in post-secondary education.

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Lee, Yi-Ju, and 李宜儒. "A study of job performance, teaching self-efficacy, teaching enthusiasm and teaching willing." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/80373696449052033589.

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I, CHANG KUANG, and 張廣義. "A study of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/09169346969852965671.

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博士
國立屏東教育大學
教育行政研究所
94
A study of teaching-relevant capitals , teaching belief、 classroom management strategies and teaching performances. Abstract The main purpose of this study was to analyze the current situations about elementary school teachers’ teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances . In addition , a path correlation model about teaching performances based upon some relevant theories and research findings was constructed in this study . To try to explore the causes of teaching performance was another purpose of this study. The main research method was questionnaire survey , and empirical data was collected by 〝Teaching Performances Scale〞.1390 subjects from four different administrative regions were sampled by two-stage random sampling , and 1173 valid questionnaires were collected. The data obtained in this study were statistically analyzed by item-analysis , factor analysis , reliability analysis , t-test , one-way ANOVA , Pearson product-moment correlation and stepwise multiple-regression. In addition , LISREL8.51 and AMOS 5.0 were used to test the fit of the path correlation model in this study. The analysis of the data revealed the following main findings: (1) The mean of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances was considerably high. (2) The teacher with different background variables have significantly difference in teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances. (3) There are significant correlations between these main variablies. (4) The teaching performances of elementary school teachers can be predicted by the main factors of teaching-relevant capitals , teaching belief、classroom management strategies. (5) The path correlation model about teaching performance was fit . According to the major findings , the main research suggestions as follows: (1) School organization should create a trustworthy campus circumstance and encourage teachers design curriculum based upon teaching needs and learners’ life experiences. (2) Teachers should consider and respect the individual differences between students .In addition , team teaching , positive classroom management strategies and multiple evaluation are efficient strategies for promoting teaching performances. (3) Further research should use Delphi technique to develop questionnaire or try to take outlier study to analyze some characteristic teachers. In addition, further research should consider some important variables such as communicative strategies, adjustment strategies and teaching efficacy. Keyword：Teaching-relevant capitals （social capital, cultural capital and human capital）, Teaching belief , Classroom management strategies, Teaching performances , Structural equation modeling(SEM).

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Dissertations / Theses on the topic 'Teaching'

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