Dissertations / Theses on the topic 'University teaching'
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Coleman, James Alexander. "University language learning and teaching." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343378.
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Coloma, Manrique Carmen Rosa. "New challenges for university teaching." En Blanco y Negro, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117006.
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The article points how the knowledge society provides an opportunity to review the orientation and strategy of teaching methods in academia. It puts forward that "it is not only a matter of being leaders in the generation of new knowledge, scientific and technological production, transference of knowledge and innovation", but also that we need university to be the "critical consciousness of society, a hub for reflection, analysis and prospective about the evolution of society itself". Thus, it meditates on the goal of university and argues that it must focus its ability to transform the learning process on developing competences in students, not specifically for the labor market, but rather to achieve the students' full development as well as peace, social well-being and prevent inequity.El presente artículo, en el contexto de la sociedad del conocimiento, señala la oportunidad de revisar la orientación y estrategia de enseñanza en el ámbito universitario. Se afirma que “no solo se trata de ser líderes en la generación de conocimiento o producción de científica y tecnológica, la transferencia del conocimiento y la innovación”, sino que además se requiere que la universidad debe ser “conciencia crítica de la sociedad, centro de reflexión, análisis y prospectiva sobre la evolución de la propia sociedad”. En tal sentido se hace una reflexión sobre la finalidad de la universidad, que debe centrar su función transformadora de aprendizaje para desarrollar en los estudiantes competencias, no tanto para el mercado laboral sino para lograr su desarrollo pleno, la paz, el bienestar social y evitar desigualdades.
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Koch, Meg. "University supervisors and culturally responsive teaching." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.
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Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The purpose of this study was to understand how White supervisors talk about race and culture in the classroom, and in regard to their role of preparing pre-service teachers. Because supervisors’ work is grounded in student teachers’ classrooms, they are uniquely positioned to respond to specific incidents in the student teacher’s experience and thereby have a primary role in shaping teachers’ instructional practices.
This dissertation research examined 12 White university supervisors. Prior to this study, supervisors participated in professional development offered by the college aimed at raising awareness of culturally responsive teaching. The professional development was part of Griffin, Watson, and Liggett’s (2014) initial study, and offered opportunities for supervisors to discuss topics of race, culture, ethnicity, class, and gender, and to engage in reading Gay’s (2010) text: Culturally Responsive Teaching: Theory, Research, and Practice. Griffin et al. collected data, including a pre- and post-survey, a November interview, and artifacts from the professional development. Their study established the starting point for this research.
All 12 supervisors were interviewed following participation in the professional development. Findings indicated supervisors defined and described culturally responsive teaching by relying on elements congruent with the literature. Even when supervisors used language similar to Gay (2010), they held misconceptions and formed incomplete definitions about culturally responsive teaching. Other findings indicated supervisors lacked a clear vision in their role in supporting culturally responsive teaching. Lastly, supervisors used hegemonic understandings when talking about race and culture. The results of this study suggest supervisors need more opportunities to talk about race and culture, and their role in preparing culturally responsive teachers.
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Viirman, Olov. "The function concept and university mathematics teaching." Doctoral thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31205.
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This thesis concerns the teaching of mathematics at university level, with a particular focus on the teaching of the function concept. The main aim of the thesis is describing and analysing the teaching practices of university mathematics teachers regarding the function concept, and how this concept is constituted through these practices. To this end, video recordings of lectures by seven mathematics teachers at three Swedish universities were analysed using a discursive perspective, Sfard’s commognitive framework. The observed teaching was traditional in form, with teachers using “chalk talk” – simultaneously talking and writing on the board. The results show that the teaching practices of the teachers belong to two distinct but intertwined discourses – a mathematical discourse, and a discourse of mathematics teaching. Classifications of important aspects of these discourses are presented, and it is found that the teachers’ discursive practices, while sharing overall form, still display considerable differences. Other results include an analysis of the levels of objectification displayed by the teachers in their discursive constitution of the function concept. The study contributes to a small but growing body of empirical research on university mathematics teaching practice.
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Moreno, María Teresa, and Gonzalo Cobo. "Competency-based curriculum management and university teaching." En Blanco y Negro, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117302.
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Competency-based approaches are expanding ever more broadly in the academic world. The present article briefly describes the history and evolution of such approaches, and theorizes on how they are currently being regarded at our university. Finally, it presents the main consequences of a competency-based approach to curricula in university teaching.En el mundo universitario se extienden cada vez con mayor amplitud los enfoques curriculares por competencias. El presente texto describe brevemente la evolución histórica de estos enfoques. Asimismo, se formulan algunas ideas acerca de cómo se está comprendiendo en la PUCP el enfoque curricular por competencias. Finalmente, se presentan las principales implicancias de un enfoque por competencias para la docencia universitaria.
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Hum, Gregory. "Determining University Professors' Practical Teaching Knowledge Constructs in Exemplary Incidents of Teaching." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95603.
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This study delineates practical knowledge bases that university professors draw upon during exemplary Critical Incidents of teaching. One hundred and eight full-time, tenure track, university professors from departments of Biology, Chemistry, Economics, Engineering, English, History, Math, and Philosophy across the G-13 universities participated. Professors rated Likert scale items with reference to an exemplary incident of teaching they described. Theorized factor constructs, and items, were developed based upon a conceptual framework from a previous study. An exploratory factor analysis and oblique rotation yielded 5 factors/knowledge constructs: Pedagogical Knowledge,Delivery and Management, Content Knowledge, Monitoring and Reflection, and, Knowledge of Students. These factors closely matched 5 of 6 of the theorized factors, and showed strong correspondence with existing literature on teaching knowledge. These factors, along with their inter-correlations form an empirical and objective model of practical university teaching knowledge, demonstrating that exemplary university teaching is informed by a network of inter-related knowledge bases.Cette étude trace les connaissances que les professeurs universitaires utilisent au cours d'Incidents Critiques exemplaire d'enseignement. Cent huit professeurs du G-13 ont participé. Les professeurs ont évalué, en utilisant l'échelle de Likert, un exemple d'incident d'enseignement qu'ils ont décrit. Des items et des facteurs de constructions théorisés ont été développés sur la base d'un cadre conceptuel d'une étude précédente. Une analyse factorielle exploratoire ainsi qu'une rotation oblique ont rapporté 5 facteurs/connaissances de constructions: la connaissance pédagogique, la livraison et gestion, la connaissance du contenu, la surveillance et réf1exion ainsi que la connaissance des étudiants. Ces facteurs étaient fortement liés à 5 des 6 facteurs théorisés, et ont démontré une forte correspondance avec la littérature. Ces facteurs, ainsi que leurs intercorrélations, forment un modèle empirique et objectif de la connaissance d'enseignement universitaire pratique, ce qui démontre qu'un réseau de connaissance inter-reliées est à à la base de l'enseignement universitaire exemplaire .
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Dallas, Bryan. "ATTITUDES OF TEACHING FACULTY TOWARD INCLUSIVE TEACHING STRATEGIES AT A MIDWESTERN UNIVERSITY." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/456.
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This study measured postsecondary faculty attitudes toward academic accommodations and an inclusive teaching method called Universal Design for Instruction (UDI). The purpose of the study was to help determine a readiness for change among faculty with regard to implementing UDI principles, compare differences between faculty groups, as well as add to the postsecondary UDI research agenda. UDI requires faculty instructional design and has the potential to reduce the need for individualized academic accommodations and increase the retention and graduation rates of students with disabilities. The study included an online survey e-mailed to 1,621 faculty at Southern Illinois University Carbondale (SIUC). Independent variables included: amount of teaching experience, teaching status (i.e., full-time, part-time), academic discipline, and amount of prior disability-related training. Results showed significant differences among faculty based upon amount of teaching experience, prior disability-related training, and academic discipline. Generally, faculty with more teaching experience and prior disability-related training had more favorable attitudes toward accommodations and UDI concepts. Faculty in the colleges of Applied Sciences and Arts (ASA), Education, and Mass Communication and Media Arts had more favorable attitudes toward multiple means of presentation than the colleges of Science and Liberal Arts. Faculty in the college of Education had more favorable attitudes toward providing accommodations than the college of ASA. The study effectively started a dialogue with SIUC faculty on their willingness to use UDI principles. Overall, faculty reported mostly positive attitudes toward UDI concepts and traditional academic accommodations. Results could be utilized when proceeding with targeted training for faculty on UDI in postsecondary settings.
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Polydorou, Nikoletta. "Exploring approaches to teaching music history at university." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/exploring-approaches-to-teaching-music-history-at-university(0a7d95fa-5623-421d-a890-b2fd16bce397).html.
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Music history is a core requirement for most undergraduate music degrees. The purpose of this study is to investigate the status of music history teaching in music degrees in Higher Education (HE) in four different countries (Cyprus, the Czech Republic, Greece and England). It also aims to evaluate a new music history teaching model that was developed for a university in Cyprus. The new model consists of approaches focused on a student-centred learning method that introduces the use of primary sources and cooperative learning. Three studies were conducted: a qualitative study (Study 1), a mixed methods study (Study 2) and a qualitative evaluation study (Study 3). In Study 1, music history teachers (N=6) were recruited from universities in Cyprus. Study 1 employed Interpretative Phenomenological Analysis (IPA) using the data from semi-structured interviews. In Study 2, music history teachers (N=11) were recruited from the Czech Republic, Greece and England to participate in a qualitative study, and their thinking was compared to a further sample of undergraduate music students (N=86) who were recruited from the Czech Republic, Greece and England. Study 3 designed and tested an intervention in Cyprus evaluating a new approach to teaching music history. The study was evaluated through a pre-test and a post-test questionnaire. Engeström’s culturalhistorical activity theory was used to analyse the findings of all three studies. Results revealed that the most frequent teaching approaches used in music history courses are lectures, the use of audio and audiovisual materials and discussion. While teachers from the Czech Republic, Greece and Cyprus use a teacher-centred learning approach, most teachers from England apply student-centred learning approaches to music history courses. Students from the participating countries generally perceive music history as having relatively little value and they are not satisfied with the existing teaching approaches. A number of them further question traditional approaches to teaching music history. Upon completion of the qualitative evaluation study in Cyprus, students gained a more positive opinion of music history and approved of the new teaching approaches that were used.
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Gilliland, Charles Jordan 1979. "The paperless classroom : tablet PCs in university teaching." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28411.
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Thesis (M. Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.Includes bibliographical references (p. 302-307).
by Charles Jordan Gilliland.
M.Eng.and S.B.
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Sander, Paul. "Understanding the learner for more effective university teaching." Thesis, Cardiff Metropolitan University, 2004. http://hdl.handle.net/10369/6355.
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Understanding the learner for more effective university Teaching. To teach students efficiently and effectively, it is helpful to understand their conceptions of teaching and learning. Given the higher proportion of school leavers entering Higher Education and greater undergraduate diversity, this is more imperative. With the greater likelihood of large class sizes, more formalised means of understanding students must be sought. Whilst using small group work as part of undergraduate teaching can help, some explicit attempts to collect profile information on students can help teachers offer better learning experiences. Student Expectation Research: The research programme started with a piece of action research (Stevenson, Sander and Naylor, 1996; Stevenson and Sander, 1998) with distance learning students, by collecting their expectations through both a telephone survey and a postal questionnaire. Action Research has very limited generalisability, but the principle of surveying students' expectations was promising and extended. The USET survey (Sander et al, 2000) found mismatches between the teaching that students hoped for and expected. Expectations do not have to be met, although there may be some merit in doing so (Stevenson, Sander and Naylor, 1997). Expectations may also be managed (Hill, 1995). One finding from the USET study was that different groups of students had different reasons for disliking student presentations, perhaps due to different levels of academic confidence. Students' reasons for disliking presentations were pursued through re-analysis of the USET qualitative data (Stevenson and Sand er, 2002, Sander and Stevenson, 2002). However, that students dislike presentations is worrying given their effectiveness (Sander, Sanders and Stevenson, 2OO2). Academic Confidence Research: To explore the possibility of a link between academic confidence and reasons for not liking student presentations, the Academic Confidence Scale was developed and validated (Sander and Sanders, 2003). ln addition to finding the hypothesised group differences in confidence, a startling drop in academic confidence during the first year was detected.
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Ткаленко, А. М. "Teaching ESP for designers in non-linguistic university." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18227.
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Юрченко, Світлана Олександрівна. "Continuity of language teaching: from school to university." Thesis, Київ 2018, 2018. http://er.nau.edu.ua/handle/NAU/33076.
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Hohenbrink, JoAnn. "The influence of collaboratively teaching : university and school /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841975356523.
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Vaca-Cárdenas, Mónica Elva. "Experiences and pedagogy: A qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38233.
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Doctor of PhilosophyCurriculum and Instruction Programs
F. Todd Goodson
This qualitative case study examined how successful professors who were awarded the Coffman Chair for University Distinguished Teaching Scholars at Kansas State University describe their teaching experiences, philosophies, and best practices in undergraduate teaching and learning. Educators today is concerned about what are the best practices to educate new generation students to survive in a rapidly changing world. Additionally, because most research focus on best practices on the implementation or evaluation of a specific methodology, method, or strategy in one particular course or program, this research addressed the need to investigate the teaching experiences, philosophies, and best practices of outstanding award winner professors in different areas to understand the challenges they face and the ways they handle undergraduate teaching and learning. This qualitative case study was informed by Critical Theory as the theoretical framework, grounded in Constructivism, because critical theory cares about social justice while abandoning obsolete, elitist and antidemocratic features of traditional concepts of education. Eight distinguished teaching scholars, who belong to Psychological Sciences, School of Integrated Studies, Political Sciences, Horticulture and Natural Resources, Modern Languages, English, Physics, and Anthropology and Social Work Departments voluntarily participated in this study. Multiple methods were used to collect data including demographic questionnaires, semi-structured interviews (time line elicitation interviews, formal interviews, and photo elicitation interview), analysis of documents, and journaling. Seven themes emerged from my findings. The first theme identified the influential people and struggles encountered by professors when they were students. The second identified events that led professors in choosing their major, why they became teachers, and their teaching strengths and passions. The third identified the challenges they face when teaching undergraduate students and mentoring support received as professors. The forth identified how participants described themselves as successful professors and the way they organize and balance their academic and personal life. The fifth identified specific educational theories the professors apply in their teaching, the insights of their teaching philosophies, and their thoughts about the importance of education. The sixth identified the way professors decide the curriculum to teach and the way they evaluate their students. Finally, the seventh theme identified the significant work they did as recipients of the Coffman Chair for University Distinguished Teaching Scholar, and their teaching best practices. Recommendations for practice and future research were also addressed. Thus, this study contributes to the understanding of teaching experiences, philosophies, and best practices of successful professors in undergraduate teaching and learning, based on evidence which is the personal experiences of the participants for the benefit of every person involved in education
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Ransom, Whitney. "The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2327.pdf.
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Leonard, Dana. "Teaching specifications using an interactive reasoning assistant." Connect to this title online, 2009.
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Payne, Alan Robert. "An intertextual approach for teaching literature /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850458331&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279561194&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2008.Typescript. Vita. "May 2008." Major professor: Benjamin F. Fisher Includes bibliographical references (leaves 166-170). Also available online via ProQuest to authorized users.
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Farmer, Vickie L. "Effective teaching practices in the linguistically diverse university classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7894.
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Brigden, Susan Rae. "Student ratings of teaching effectiveness in university personnel decisions." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28152.
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Student ratings of teaching effectiveness are often considered by university personnel decision-makers when a candidate's teaching effectiveness is being evaluated. In turn, teaching effectiveness is often one of several factors considered by these decision-makers when evaluating overall faculty performance for the purpose of making personnel decisions with respect to reappointment, promotion, and tenure. Although student ratings has proven to be a popular field of research, a review of the literature indicated that little empirical research has been conducted into student ratings and their place in university personnel decisions. The purpose of the study was to explore the role of student ratings in university personnel decisions.
Two versions of a questionnaire were developed and distributed to 135 members of the Faculty of Education at the University of British Columbia. One version was sent to 76 Faculty members classified, Decision-makers/Administrators (DMAs); a second version was sent to 59 other Faculty members classified as Instructors. Forty-seven DMAs and 52 Instructors responded for an overall response rate of 73%.
The results indicate that research is of primary importance in a candidate's overall performance evaluation and that the relative importance of classroom teaching in overall performance evaluation appears to depend upon the type of appointment a candidate is being considered for. For appointments with tenure, the importance of classroom teaching appears to decrease as the rank of the appointment increases. The most important source of information considered in teaching effectiveness evaluation appears to be formal peer reviews, followed by student ratings and, then, the opinions of outside experts; the relative importance of each of these information sources does not appear to vary according to the type of appointment a candidate is being considered for.
Limitations of the study are discussed and questions designed to guide future research are presented.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Jiao, Xiaomin. "Influences on teaching: Perceptions and experiences of university teachers." AUT University, 2010. http://hdl.handle.net/10292/939.
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This study attempts to deal with the complexity of academic life and what influences teachers and teaching in university. The case for the research rests on the premise that the complexities of the nature of influences and how they are perceived, experienced and responded to were underestimated and under-represented in the majority of previous studies in this area. The primary goal of this research is to offer a more holistic understanding of the phenomena by investigating perceptions, experiences and responses of a sample of 22 university teachers in New Zealand in relation to influences on their teaching thoughts and practices. The inquiry began with the researcher’s reflection on his personal experiences of teaching and learning in higher education, including key influences on his thoughts about teaching and teaching practices. This prompted an interrogation of the literature, which revealed that while a range of influences had been identified in relation to university teaching at macro, meso, micro and personal levels, there were limitations in findings concerning teachers’ inner experience of and response to these influences, which provided a sound rationale for the conduct of this study. The researcher remained open to various theoretical positions as evident in literature. The study design presents a raison d’être for a phased theoretical assumption to an alternative perspective of understanding and theorising the phenomena. Two different theoretical lenses are adopted. Firstly, epistemological constructivism and theoretical interpretivism are advanced as a suitable philosophical framework for the prosecution of the study that offers a methodological rationale for a qualitative investigation; grounded theory and a case study approach are applied in interpretative analysis. Second, ontological realism and epistemological relativism are imported in gaining insights from the perspectives of personal and social identities, human agency and structure as embedded in the data. The data gathering involved semi-structured interview, stimulated recall, and document analysis. Some data were collected from the participants’ publications, conference presentations, and masters or doctoral theses. The data highlight a complex array of influences perceived and experienced by teachers in relation to their teaching ideas and practices. It identifies the significance of personal life experiences, both historical and ongoing, that influence teachers. It also reveals the range of contextual or structural influences that interact with these personal influences to affect teachers’ thoughts about education, conceptions of teaching, and approaches to teaching and classroom practice. For each participant, these influential factors obviously play out in both complex and idiosyncratic ways with one another to exercise various degrees of influence on teaching thoughts and action at different points in teachers’ lives. Data demonstrate the significance of teachers’ perceptions of personal agency and structural power as an important mediator of their internal conversations about influences and their actual responses to them. Although the focus of the study concerned the various sources of influences on individual teachers at different levels, how they interacted with each other and how teachers inwardly experienced and made responses, what emerged has wider implications for teaching and learning in higher education, teacher development initiatives, academic leaders and managers and for other university teachers. The study provides a more holistic way of looking at influences on university teaching and opens up new research possibilities. The inclusion perspective of social critical theory is seen as a potent means to add fresh insights into the dialectical nature of teachers’ agential power and contextual influences, echoing an emerging trend in the research on influence in higher education.
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Higgins, Kristen P. "The Prevalence of Voice Disorders in University Teaching Faculty." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/HigginsKP2006.pdf.
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Argyroulis, Vassilis. "Teaching English via corpus concordancing in a Greek university." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43254/.
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This thesis focuses on teaching English via corpus concordancing in a Greek university and is motivated by a need to find an improved approach to teaching and learning English for Specific/Academic Purposes so that university students improve their English language skills and motivation. I assemble a corpus of thirty million words containing texts from the domains of Special Education, General Academic, and General English. I compare and contrast a corpus teaching method (CTM) to a traditional teaching method (TTM) in terms of student performance in linguistic tasks and student motivation. I particularly explore (1) the extent to which CTM is more effective than TTM with regard to student performance as measured by the overall percentage of correct responses in student performance tasks, (2) the extent to which the effectiveness of CTM with regard to student performance on performance tasks is moderated by the ability level of the student (beginner, intermediate, advanced), (3) the extent to which the effect of method on student performance is mediated by student motivation after controlling for student level, and (4) what it is that motivates university students in Greece when involved in corpus concordancing compared and contrasted with existing traditional practice in learning English. Apart from performance measurement by percentage in four linguistic tasks assigned to students in the quantitative portion of this thesis, further data collection procedures to estimate motivation were item analyses of two motivational questionnaires, one about the contrast between CTM and TTM and one about the corpus concordancing software used in this study. The qualitative portion employs the use of an open-ended survey with five questions about CTM and TTM and a corpus style analysis of the survey. The objective of the qualitative part is to determine to what extent student motivation informs students’ preferred teaching style when asked to compare CTM and TTM, and to identify motivational and demotivational factors when using the one learning method or the other. The quantitative and qualitative findings are triangulated in order to validate interpretations. Key points of convergence between the quantitative and qualitative results are identified, which allowed a description of key student benefits and difficulties when CTM is used. An analysis of benefits and difficulties constituted the basis for the development of a suggested teaching unit to be utilized by teachers of English at university level. I demonstrate that CTM is more effective than TTM in the student performance tasks and that CTM is effective across all student ability levels with the advanced students performing better than the intermediate and beginner students. I also demonstrate that the sample of students was more motivated to learn English via CTM than via TTM and that student general motivation is a mediator in terms of the relationship between the teaching method and student performance. Finally, I demonstrate important features that motivate or demotivate students when following CTM or TTM. Based on the overall findings, I recommend a CTM exemplary teaching unit to be used by teachers who teach English at tertiary level. This thesis also offers useful guidance and practice to teachers of English and students on how to make use of a corpus concordancing software program to fulfil their teaching and learning purposes, respectively.
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González, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/6401.
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This research is about university teachers’ experiences of teaching in blended learning environments. In recent years, this type of environments has become increasingly common. Universities have realised the value of the incorporation of eLearning, making teaching more professional and offering higher quality learning experiences. At the same time, pressures from students, who use online resources for many of their everyday activities, and employers, who want future professionals to be skilled information technology users, have also promoted the up-take of eLearning. In this context, the present research took a relational approach to investigate what university teachers think eLearning is good for in their teaching, how they approach teaching when eLearning is involved, and how their perception of the teaching situation affects the use of eLearning. Associations between these elements were also explored. The research had a qualitative and a quantitative stage. In the qualitative stage, 18 university teachers, coming from two research-intensive Australian universities were interviewed. This stage focused on conceptions, approaches and perceptions of the teaching situation; both considering teaching in face-to-face settings and using eLearning. In the quantitative stage, 86 university teachers answered a web-based survey. Three questionnaires were used to explore associations between approaches and perceptions: the ‘approaches to teaching’ inventory, the ‘perception of the teaching situation’ questionnaire, and the ‘approaches to teaching using eLearning’ questionnaire. The last one was developed from the results of the qualitative stage of this research. Results showed that conceptions of teaching ranged from being focused on content and information to being focused on learning and the student. Conceptions of teaching using eLearning showed variation from being focused on information to being focused on communication and collaboration. Conceptions of blended teaching were proposed to emerge from associations between conceptions of teaching and conceptions of teaching using eLearning. In relation to approaches, results showed that approaches to teaching ranged from being focused on content and the teacher to being focused on learning and the student. Approaches to teaching using eLearning varied from being focused on transmission of information to being focused on communication and collaboration. As in the case of conceptions, approaches to blended teaching were also claimed to emerge from associations between approaches to teaching and approaches to teaching using eLearning. Regarding elements influencing teaching, seven factors emerged in relation to approaches to teaching using eLearning: ‘control of teaching’, ‘institutional strategy’, ‘technical support’, ‘pedagogical support’, ‘amount of time needed’, ‘teacher’s skills for eLearning’ and ‘students’ ability and willingness to using eLearning’. Factors influencing teachers’ general perception of their teaching situation were ‘control of teaching’, ‘institutional support’ and ‘students’ characteristics’. Associations between conceptions, approaches and perceptions were explored through ‘teaching profiles’ and ‘orchestrations’ Teaching profiles referred to systematic associations between conceptions and approaches to teaching in face-to-face and online teaching. Three blended teaching profiles emerged: ‘systematically information focused’, ‘dissonant’ (with 5 variations) and ‘systematically learning focused’. Blended teaching profiles associated with perceptions of the teaching situation and teachers’ characteristics led to ‘teaching orchestrations’. Three orchestrations emerged: ‘consonant (information focused) and coherent’, ‘dissonant and coherent’ and ‘consonant (learning focused) and coherent’. Results of the quantitative stage tended to support prior qualitative findings, and also identified ‘incoherent’ associations between approaches to teaching and perceptions of the teaching situation, which had not emerged in the qualitative study. Results of this research were claimed to have practical implications in terms of academic development, the management of teaching and eLearning, and the practice of teaching. In relation to academic development, it was proposed that programs focused on expanding university teachers’ awareness about ways of incorporating eLearning into on-campus education rather than only providing ‘technical’ skills are generated. In relation to management of teaching and eLearning, it was proposed that favourable conditions should be set up for the teachers to perceive they are supported for the incorporation of eLearning into their teaching. Finally, in relation to the practice of teaching, it was proposed that teachers incorporate learning tasks aligned with the communication-collaboration focused approaches to teaching using eLearning, such as blended discussions or knowledge building tasks.
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González, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments." University of Sydney, 2009. http://hdl.handle.net/2123/6401.
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Doctor of Philosophy (PhD)This research is about university teachers’ experiences of teaching in blended learning environments. In recent years, this type of environments has become increasingly common. Universities have realised the value of the incorporation of eLearning, making teaching more professional and offering higher quality learning experiences. At the same time, pressures from students, who use online resources for many of their everyday activities, and employers, who want future professionals to be skilled information technology users, have also promoted the up-take of eLearning. In this context, the present research took a relational approach to investigate what university teachers think eLearning is good for in their teaching, how they approach teaching when eLearning is involved, and how their perception of the teaching situation affects the use of eLearning. Associations between these elements were also explored. The research had a qualitative and a quantitative stage. In the qualitative stage, 18 university teachers, coming from two research-intensive Australian universities were interviewed. This stage focused on conceptions, approaches and perceptions of the teaching situation; both considering teaching in face-to-face settings and using eLearning. In the quantitative stage, 86 university teachers answered a web-based survey. Three questionnaires were used to explore associations between approaches and perceptions: the ‘approaches to teaching’ inventory, the ‘perception of the teaching situation’ questionnaire, and the ‘approaches to teaching using eLearning’ questionnaire. The last one was developed from the results of the qualitative stage of this research. Results showed that conceptions of teaching ranged from being focused on content and information to being focused on learning and the student. Conceptions of teaching using eLearning showed variation from being focused on information to being focused on communication and collaboration. Conceptions of blended teaching were proposed to emerge from associations between conceptions of teaching and conceptions of teaching using eLearning. In relation to approaches, results showed that approaches to teaching ranged from being focused on content and the teacher to being focused on learning and the student. Approaches to teaching using eLearning varied from being focused on transmission of information to being focused on communication and collaboration. As in the case of conceptions, approaches to blended teaching were also claimed to emerge from associations between approaches to teaching and approaches to teaching using eLearning. Regarding elements influencing teaching, seven factors emerged in relation to approaches to teaching using eLearning: ‘control of teaching’, ‘institutional strategy’, ‘technical support’, ‘pedagogical support’, ‘amount of time needed’, ‘teacher’s skills for eLearning’ and ‘students’ ability and willingness to using eLearning’. Factors influencing teachers’ general perception of their teaching situation were ‘control of teaching’, ‘institutional support’ and ‘students’ characteristics’. Associations between conceptions, approaches and perceptions were explored through ‘teaching profiles’ and ‘orchestrations’ Teaching profiles referred to systematic associations between conceptions and approaches to teaching in face-to-face and online teaching. Three blended teaching profiles emerged: ‘systematically information focused’, ‘dissonant’ (with 5 variations) and ‘systematically learning focused’. Blended teaching profiles associated with perceptions of the teaching situation and teachers’ characteristics led to ‘teaching orchestrations’. Three orchestrations emerged: ‘consonant (information focused) and coherent’, ‘dissonant and coherent’ and ‘consonant (learning focused) and coherent’. Results of the quantitative stage tended to support prior qualitative findings, and also identified ‘incoherent’ associations between approaches to teaching and perceptions of the teaching situation, which had not emerged in the qualitative study. Results of this research were claimed to have practical implications in terms of academic development, the management of teaching and eLearning, and the practice of teaching. In relation to academic development, it was proposed that programs focused on expanding university teachers’ awareness about ways of incorporating eLearning into on-campus education rather than only providing ‘technical’ skills are generated. In relation to management of teaching and eLearning, it was proposed that favourable conditions should be set up for the teachers to perceive they are supported for the incorporation of eLearning into their teaching. Finally, in relation to the practice of teaching, it was proposed that teachers incorporate learning tasks aligned with the communication-collaboration focused approaches to teaching using eLearning, such as blended discussions or knowledge building tasks.
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Ely, Robert. "Creating a creative university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/621.
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The research focuses on an auto-ethnographic case study of the creation of a new university specialising in creativity in Singapore between 2003 and 2005. The author is the President and CEO of that institution and the Vice Chancellor designate of the University of the Arts Singapore (UARTS@). Through the personal application of knowledge and documentary research, the context for the study is explored, together with the conceptual framework within which it will operate.
Some of the social, economic and political issues are described, as they relate to the Singapore Education System, drawing direct comparison with the two systems from which that system originated: the United Kingdom and to some degree, Australia.
The case study is centred on the evolution of a private institution, but one that is in receipt of public funding, operating directly under the supervision of the Ministry of Education in Singapore. During the period of the study, the institution transits from a polytechnic towards a full university status and the study observes the extent to which the development impacts on the Singapore Higher Education System and how it responds to two major Singapore government objectives:
• The Global Schoolhouse Initiative
• The Creative Industries Development
The case study illustrates a number of specific challenges facing many existing universities as they attempt to reposition themselves in response to mission convergence.
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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
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Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
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Pearce, Jane. "Teacher identity in university classrooms: reflexivity and professional learning." Thesis, Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/251/.
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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based.
Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis.
The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
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Pearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /." Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.
Full textAbstract:
Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based.
Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis.
The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
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Maudlin, Julie Garten. "Teaching bodies curriculum and corporeality /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/julie%5Fg%5Fmaudlin/maudlin%5Fjulie%5Fg%5F200601%5Fedd.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. 141-156)
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Palmer, Adam. "Developing professional HR practice and teaching in the university sector." Thesis, Middlesex University, 2007. http://eprints.mdx.ac.uk/13424/.
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This submission for the award of Doctor of Professional Studies comprises a collection of the candidate's published work and selected strategy papers with an accompanying context statement. The key methodology used for constructing this submission is reflective practice and represents further developments in the writer's thinking through the process of compiling this context statement. The author has been introduced to recent work by Whitehead and Mcniff(2006) that gives him confidence that he can make this claim for a doctoral level award based on his learning journey thus far. In this sense it marks a new beginning in the way in which he will develop his approach to research. Significantly being able to put the "I" into this work, as demonstrated from page 5 onwards, has had a liberating effect on his writing. The publications presented however demonstrate the employment of a range of methodologies including action research, postal surveys with quantitative analysis, qualitative approaches using structured interviews and focus groups. This statement and the accompanying examples of public works is a narrative that traces the career path of a human resource professional, academic and practitioner as he moves from being a practitioner, to being an academic leader and teacher, to being a senior policy maker and then returning to his current role as an academic and teacher. He shares an emerging body of theory supported by a range of selected publications. The central theme of this account is how an HR practitioner tries to live out his values and beliefs as he seeks to influence the practice and development of both his colleagues and students within a rapidly changing world. Some of these changes come from the external environment, for example, the reducing resources threatening the viability of universities coping with large numbers of students. Other changes are within the writer himself as he moves from being an academic to being a policy maker and demonstrates what Mcniff and Whitehead (2006) would term his "living contradictions". The story tells how he has attempted to address this contradiction through maintaining the integrity of his values by working through a range of issues that are the subject of supporting publications: • How to cope with increasing number of students without compromising quality • How can academics best prepare and support students independent study • How to ensure learning resources are allocated in a fair and equitable way • How to support staff and colleagues in encouraging them to disseminate good practice • How to use case studies as a method for both inquiry and development of practice in the context of supporting the human resource function in small business • How to create HR strategy in a collaborative and inclusive way • How to encourage employment diversity in the small business sector • How to develop rewards for teachers that also have benefits for student learning.
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Crone, Eric E. "Teaching with the Internet, the online university as media hype?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62712.pdf.
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McKenzie, Jo A. "Variation and change in university teachers' ways of experiencing teaching /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040726.154757/index.html.
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Lee, Hwee Hoon. "Information and communication technology in teaching : Singapore University teachers' perspectives." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7547.
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The introduction of information and communication technology (ICT) into education has received both positive and negative responses from the stakeholders, namely, the school administrators, faculty and learners, and research into online teaching and learning has also shown both benefits and limitations offered by ICT. Indeed, resistance to ICT use is common among teachers. Studies have found that teacher beliefs about teaching and learning play a big part in teachers’ adoption of ICT use in their teaching. Similarly, contextual factors have been found to affect teachers’ response to ICT use. The objective of this study is to explore the relationship between teachers’ understandings of teaching and learning, their understandings of ICT affordances and their use of ICT in their teaching. The area of teacher beliefs is therefore pertinent to the study. Teacher knowledge and teacher learning are discussed in relation to conceptions of teaching and ICT use. Contextual factors are also examined to complete the investigation. Informants are sampled from among engineering and non-engineering faculty at a university in Singapore. Data are collected through interviews, and lexical choices and metaphors used by informants are examined for meaning. The themes are identified and analysed based on two metaphorical models of teaching, namely, Fox’s (1983) theories of teaching and Kember and Gow’s (1994) orientations to teaching. The findings are then presented and discussed in two parts: firstly, teachers’ understandings regarding teaching and learning and regarding ICT affordances, and their use of ICT in their teaching; and secondly, contextual factors that affect teachers’ decision to use ICT. The findings show, firstly, that face-to-face interaction, thinking and understanding, and the ‘right’ attitude are conceived by the engineering and non-engineering informants as the way that learning takes place. Secondly, the primary theories of teaching espoused by these teachers appear to be transfer and shaping theories. Thirdly, informants perceive ICT as a container, a place and a tool. These conceptions correspond to their teaching theories but only to an extent. Evident from the findings are tensions between beliefs and practice. Linked to informants’ understandings of teaching and learning and of ICT affordances is their perception of their roles and responsibilities when they use ICT in their teaching. Fourthly, informants generally perceive ICT as playing a complementary role in their teaching. They see the teacher and learner action as the two most essential elements for effective teaching and learning. From their emphasis on learner attitude and action, informants seem to value also the constructivist theory of learning. Contextual factors are also considered, as conditions can affect change in practice. These factors are found to include time, institutional support, and teacher and learner attitudes. In the discussion on how contextual variables interact with the pedagogical use of ICT, it is found that informants’ technological pedagogical knowledge needs to be developed and that support at policy level is needed to encourage teachers’ use of ICT. The implications of the findings and the contributions and limitations of the study are discussed in the concluding chapter. Also included in the final chapter are suggestions for future research. It is hoped that this study will help the education community understand teachers’ expectations and the classroom challenges they face as they work with ICT. The study can also help university administrators better meet teachers’ needs with regard to teaching using ICT.
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Dedos, Skarlatos G. "Constructions of teaching in an elite university : A case study." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534381.
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D’Amour, Habagusenga Jean. "Job satisfaction of health professionals in Kigali University Teaching Hospital." Thesis, University of Western Cape, 2012. http://hdl.handle.net/11394/3370.
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Magister Public Health - MPHJob satisfaction is important for the delivery of quality health care and health worker retention. This study aimed to identify the extent of job satisfaction among University Teaching Hospital of Kigali (UTHK) health workers and to describe the variables related to job satisfaction. These included working conditions, remuneration, patient care, development opportunities, supervision, time pressure and staff relations. A cross- sectional survey of UTHK health workers was conducted using a standardized instrument to identify health worker job satisfaction with related key work factors. A self-administered questionnaire was used to collect data from 274 health workers selected using a proportional stratified random sampling method and which included 21 medical doctors, 159 nurses, 19 midwives, 37 paramedic and 37 administrative staff. Respondents provided written consent to participate in the study. Analysis consisted of both descriptive statistics of overall satisfaction and various satisfactionrelated factors. For determining whether there is a significant relationship between job satisfaction and its independent variables, data were categorized and Chi-square or Fisher Exact test performed. Results showed a moderate overall job satisfaction level with 79.1% of respondents rating their satisfaction between 6 and 8 (mean: 6.7) on a scale of 1-10. A majority of respondents (82.6%) reported being dissatisfied with work income and 85.6% believed that their pay was not comparable to the work done. Over four fifths of the respondents (83.3%) reported feeling overwhelmed by responsibilities at work while a big percentage (96.5%) reported their job to be demanding physically, emotionally as well as mentally. However, respondents reported strong satisfaction (between 80% and 95%) with respect to work meaning, professionalization, training and orientation variables. Factors significantly associated with job satisfaction were adequate training to fulfill responsibilities (p value<0.001), feeling unvalued by the hospital (p=0.037) and dissatisfaction with supervisor care for patients and employees (p=0.034). In conclusion, improvement of remuneration, working conditions and hospital management in Kigali University Teaching Hospital would be expected to increase the level of job satisfaction of hospital health workforce.
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Hau, Ho Huu. "A teaching innovation to promote authentic science in a physics teaching laboratory in a Vietnamese university." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24155.pdf.
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Liu, Yi. "BoxScript : a language for teaching component-oriented programming /." Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1276391241&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185305902&clientId=22256.
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Steele, Frances A. "Teaching biotechnology in NSW schools /." View thesis View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030901.124743/index.html.
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Padilla, Anne Hardie. "ESL: Teaching for Communication." TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1804.
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Although the field of English as a Second Language – ESL – is a relatively new field for study, it grows out of a long tradition of teaching foreign or second languages. However, even without formal instruction in a second language, people throughout history have been learning second – and sometimes third and fourth – languages for purposes of trade, business, politics, social acceptance and even survival.
Entering the last quarter of the twentieth century second or foreign language teachers had used three primary methods or approaches in their instruction: the Grammar-Translation method, the Audio-Lingual method, and the Cognitive Code approach. The extent to which any of these methods was successful was determined largely by the individual’s definition of success. In the world of the late 1970’s and the 1980’s, success in foreign or second language teaching has been defined in terms of the students’ ability to speak and understand – to use – the language for purposes of communication or interaction with native speakers of the target language, and to use it appropriately within a given context, at the end of a course of study.
In the last fifteen years many new methods and approaches have been introduced and tried in second language classrooms, methods and approaches for which the goal has been communicative competence. Among them are the Silent Way, Total Physical Response, Counseling Learning, Suggestopedia, the Notional-Functional or Communicative Language Teaching approach, and various approaches or methods which use dramatic techniques. Although there may be considerable differences from one method or approach to another, these communicative approaches do share a common core: they involve the whole person – intellectual, emotional and social; they recognize the importance of minimizing stress within the learning environment; and they emphasize the importance of using the language in order to attain communicative competence in that language.
One of these methods and one approach – Total Physical Response and Communicative Language Teaching – will be looked at in some detail in order to determine the underlying assumptions, particularly regarding learning and language theory; objectives and goals; syllabus; instructional materials; classroom activities; and the learner and teacher roles. Then a text which purports to reflect the method or approach will be briefly examined to determine the extent to which it does, in fact, reflect the method or approach.
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Hawkins, Matthew Lee. "Teaching Geometric Reasoning: Proof by Pictures?" NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-08142007-115743/.
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The purpose of this study was to investigate students? understanding of proof and proof writing using a new three-column method. The new three-column method consists of the traditional ?statements? and ?reasons? columns but also contains a ?picture? column in which students must draw a picture that corresponds to the ?statement.? It is believed that this third column will act as a blue print providing students with a visual representation of how the proof is constructed. By examining this blueprint students will understand which steps are needed to complete the proof as well as the proper order of those steps. Thus, students develop a deeper understanding of the proof writing process. The study was conducted in a suburban school in central North Carolina and involved two standard geometry classes. The study lasted for a week and a half and was instituted during a chapter involving different triangle congruencies (i.e. SAS, SSS, etc). The three-column proof was taught to a 3rd period class containing 31 students. Their test and quiz scores were compared to a 2nd period class containing 23 students. After examining the average quiz and average test scores for the chapter it was shown that the 3rd period class did not out score the 2nd period class. Thus, the use of a three-column picture proof is as effective as the traditional approach. An important question pursuant to this outcome is whether there are other teaching/learning benefits from using picture proofs. For example, interviews with the cooperating teacher indicated that the three-column proof was very helpful for several students and also provided good teacher feedback as to students? understanding of theorems and postulates used in proof writing.
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Jennings, Stephen. "Implementing communicative language teaching : a case study of English language teaching reform in a Japanese science university." Thesis, Open University, 2018. http://oro.open.ac.uk/58102/.
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This thesis considers an example of English language teaching (ELT) reform in the context of internationalisation at Noda campus, Tokyo University of Science, Japan. Research questions not only enquire into institutional policy, but also teacher beliefs, attitudes and perceptions about a greater use of communicative language teaching activities and how these notions play out in examples of teaching practice. I take an interpretive stance to the enquiry and conduct a qualitative case study. As a participant in the research context, I am able to gain insight into the wider social processes of a purposely chosen group of seven Japanese English teachers. I employ Wolcott's (2008) notion of an ethnographic perspective on data gathering with 1) institutional documents regarding ELT reform and other ethnographic material, 2) field notes taken during classroom observations; and, 3) a theme analysis of semi-structured interview transcripts. Findings suggest there has been a move towards 1) the implementation of communicative language teaching activities with a large increase in the number of oral English courses, 2) a more student-centred approach; and, 3) the introduction of oral communication activities on a trial-and-error basis. I contend that findings are relevant to educational theory in illuminating the extent to which perceived negative attitudes towards ELT reform may be mitigated through constructive engagement. Moreover, in terms of educational practice, the study of participants' apparent attitudes and beliefs may be analogous to other groups of teachers engaging with foreign language education reforms. The thesis concludes by recommending future investigation into educational contexts viewed as inter-related systems (Larsen-Freeman and Cameron, 2008). Such future investigations will focus on the constant mutual restructuring of teaching policy, theory and practice (Johnson, 2008). This type of research will provide insight into how educators mediate national and institutional policy initiatives in order that they be suitable for local contexts.
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Bates, Holland V. Lynne. "Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218226885.
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Holland, V. Lynne Bates. "Learning to teach, teaching to learn the lived experience of international teaching assistants at a Midwestern university /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1218226885.
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Stetter, Claudia. "The Western Kentucky University Teaching Gardens: Landscape Design and Establishment Plan." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1054.
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The purpose of this thesis is to design a landscape plan for Teaching Gardens at the Western Kentucky University Agriculture Research and Education Center. The landscape plans were selected based upon the available 5.3 acres surrounding the greenhouse, vineyard, and Exposition Center. Planning included goals and objectives, analysis of the available site, landscape design plans, and connecting the Teaching Gardens to the current curriculum. This thesis also includes related areas to the development of Teaching Gardens such as: summary of courses with related topics to Teaching Gardens, programs that will be used throughout the community, and a listing of current and estimated future costs/expenses plus funding avenues to support this endeavor. The implementation of the Gardens in this thesis has created an area of learning for the Agriculture Department, university, and local community. The Teaching Gardens are an extension of the classroom learning experience, which provide research opportunities, harvest/care information, and promote healthy nutrition. The Teaching Gardens provide a naturally beautiful atmosphere for the enjoyment of students, faculty and staff, and the local community.
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Dewstow, Ross Albert. "Using the Internet to Enhance Teaching at The University of Waikato." The University of Waikato, 2006. http://hdl.handle.net/10289/2241.
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The University of Waikato brought the Internet to New Zealand, was one of the first Universities in New Zealand to graduate students who had completed a bachelor's degree online, and recently won an award for innovative use of video software in an online classroom. The video software was created by a company that had its beginnings within the University. However, the use of the Internet for teaching and learning in the University has reached a plateau in the last few years, as measured by the daily page views of the online platform (Moodie, 2004), the number of courses taught online and staff teaching online remaining fairly constant. This thesis sets out to investigate why the use of online teaching at the University has not increased to a point where a majority of staff are using online teaching to at least supplement their classroom teaching. Previous research into online teaching and learning focused heavily on technology barriers and lack of access to computers and the Internet. It is the position of the researcher that this lack of access is no longer a valid reason for academics not to use online environments for teaching and learning in a tertiary environment. This study hypothesized that enhancing their teaching using online technologies may be related to the culture of different subjects, disciplines and Schools of study. Accordingly three groups of lecturers from different Schools within the University were invited to participate in focus group interviews. Questions asked were related to their approach to teaching in their subject areas, the culture of their Schools and the University, as well as their reflections on teaching online. The study found that there was a strong relationship between the use of online technologies and subject areas as well as the culture that exists within the School of study. The influence of University management on the use of online technologies was also highlighted. But more surprising was the relationship between trained teachers in the University, and their uptake and use of online technologies. To take advantage of the changing student population, with their greater awareness and use of computing and new technologies, the University of Waikato, and indeed many other similar institutions, are now at a technological and educational crossroad. Decisions need to be made by senior management regarding the importance of the Internet and emerging media technologies in shaping the teaching and learning environment of tomorrow's University.
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Dewstow, Ross. "Using the internet to enhance teaching at the University of Waikato /." Click here to download thesis from Australasian Digital Theses Program, 2006. http://adt.waikato.ac.nz/public/adt-uow20060926.111717/index.html.
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Robinson, Catherine Gene. "A Foucauldian perspective on the construction of excellence in university teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244701.
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Bin, Yusof Md Yusnan. "The teaching of Arabic language at the International Islamic University Malaysia :." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434879.
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Thomas, Stephanie. "An activity theory analysis of linear algebra teaching within university mathematics." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/9843.
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The focus of my research was to explore the teaching of linear algebra to a large group of mathematics undergraduates (> 200). With this thesis I present a characterisation of a university mathematics teaching practice in the context of linear algebra. The study took place over a twelve week period, one academic semester, at a UK university with a strong tradition in engineering and design technology. Two researchers working closely with a mathematician, the lecturer of linear algebra, collected data in interviews with the lecturer, and in observations of his lectures (which were audio-recorded). Students' views were sought via two questionnaires and focus group interviews. Data analysis was largely qualitative. Linear algebra is an introductory module in most standard rst year undergraduate degree courses in mathematics. Research shows that students nd the highly conceptual nature of linear algebra very di cult and challenging. The lecturer, a research mathematician, had re-designed the linear algebra module based on his own experience of students' di culties with the topic in the previous year. He followed an inductive approach to teaching instead of a more traditional DTP (de nition-theorem-proof) style. He based his teaching on informal reasoning about examples that were designed to engage students conceptually with the material. Through this research I gained insight into the lecturer's motivation, intentions and strategies in relation to his teaching. In applying an activity theory analysis alongside a traditional grounded theory approach to my research, I conceptualised the lecturer's teaching practice and presented a model of the teaching process. This takes account of the lecturer's didactical thinking in planning and delivering the linear algebra teaching. Findings from the study give insight into the educational practice of a mathematician in his role as a teacher of university mathematics. I present some of the outcomes of the study in terms of mathematics (three linear algebra topics - subspace, linear independence and eigenvectors), in terms of the didactics of mathematics and in terms of the theoretical basis of Mathematics Education as a discipline.
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Thompson, Sydney. "Teaching about Autism Spectrum Disorder (ASD)| University Student's Understanding of ASD." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10789824.
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Limited research exists on what the general population knows about ASD. Previous research that does exist shows that there is variability in what people believe as symptoms, causes, and treatments of ASD. The purpose of this study was to examine the effect that ASD training has on university students’ general knowledge about ASD. One hundred two college-aged students were randomly assigned to one of three conditions: Myths and Facts condition, Myths condition, or Control condition. Pretest and posttest data were collected to examine the likeliness of participants correctly identifying general knowledge of ASD. A mixed-model ANOVA and independent samples t-tests showed that from pretest to posttest, an ASD Myths and Facts Presentation as well as an ASD Myths Presentation significantly increased the likelihood of participants correctly identifying knowledge about ASD. Qualitative data was also examined regarding the percentage of participants answering in agreement to each question from pretest to posttest.