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Odryna, Andrii. "Programming languages a successful software developer should learn". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13107.
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Hanna, Atheer H. "Students' Preferences for Mobile Technology to Learn Foreign Languages". Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707358/.
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The current study was conducted with foreign language students enrolled in the summer course at Middlebury Institute of International Studies (MIIS), an intense foreign language program. The study measured and analyzed students' preferences toward mobile applications for learning a foreign language. Survey questionnaires were used to collect data on students' preferences of mobile delivery modes for learning a foreign language. The research design deployed was single-case design at two points-in-time, called repeated measures design in the t-test statistics, where effects-over-time of treatment (i.e., using a technological device) were tracked. The effects-over-time of using a mobile device for learning foreign language skills were significant and the magnitude of differences in students' attitudes between Weeks 2 and 8 was also significant. Students must have felt that their performance had changed at Week 8 and that using a smartphone could have been the difference. The structure and the research methodology of having null hypotheses that are tested statistically are both clear enough to provide a template for a replication of the study with a different sample. The statistical tests used by this study can be replicated with different research problems or a different audience.
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Chuk, Yim-ping Joanne. "Learning to teach, teaching to learn a longitudinal study of student teachers' autonomous development /". Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4401417X.
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Pulfer, Charles E. "A comparison of the ability of novices and experienced third generation language programmers to learn fourth generation languages". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26111.
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This thesis describes research which was carried out to determine whether novices could program in fourth generation languages as well as experienced third generation programmers.
It was thought that experience with a third generation language could be transferred to a fourth generation environment. This hypothesis was tested using a completely randomized block design lab experiment consisting of two factors and a block. The two factors were experience with third generation languages, and complexity of the task. The block was the educational institution where the lab sessions were conducted. Each of the factors and the block had two levels. The specific hypotheses tested were:
1. Experienced third generation language programmers will record higher mean scores on both simple and complex tests of fourth generation languages.
2. The difference in test scores, between simple and complex fourth generation language tasks, will be greater for novices than for experienced third generation language programmers.
3. Experience with other software tools, especially report writers, query languages, and other fourth generation languages will affect the subjects' performance on the fourth generation language tests.
Using FOCUS as the fourth generation language, lab sessions were run for fifty-seven subjects. The results indicate that experience with third generation languages affects a subject's performance on simple tests of fourth generation languages. The results also indicate that the experience has no effect on complex tests of fourth generation languages. Because of a lack of data, no meaningful conclusions could be reached for hypothesis number three.
We feel experienced third generation language programmers scored higher than novices on simple 4GL reporting tests because experienced 3GL programmers had skills which were very similar to the skills needed in a simple 4GL reporting application.
There are several possible ways of explaining why experienced programmers could do no better than novices on complex 4GL reporting tests. One possible explanation follows; because complex 4GL reporting commands are so different from third generation language commands, third generation language programmers had no advantage over novices. A second explanation might be that the complex test was too difficult, or too long. As a result of this difficulty, no one was able to perform very well.
We conclude that experienced programmers should be preferred over novices when applications involve simple 4GL commands. More research is necessary to determine if in fact novices can perform as well as experienced third generation language programmers on complex 4GL tasks.Business, Sauder School of
Graduate
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Chuk, Yim-ping Joanne y 祝艷萍. "Learning to teach, teaching to learn: a longitudinal study of student teachers' autonomous development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4401417X.
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Velykozhon, V. A. "Learn languages in the fastest, easiest and most fun way: by listening to podcasts". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12975.
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Pickett, Martin Douglas. "In a situation where enormous numbers learn English for international communication, what are the motivations for English mother-tongue speakers to learn other languages?" Thesis, University of Portsmouth, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523585.
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In the UK foreign language learning at school and university is in decline. There is general agreement that there exists a widespread perception that foreign languages are neither useful nor profitable for English mother-tongue speakers. However, the European Union and the UK Government promote the idea of multilingualism and linguistic diversity in an attempt to maintain the capacity in the population. Nevertheless, one has to be motivated to expend effort for an outcome which generally is poorly rewarded. It is interesting, therefore, to know why certain adults learn or improve their competence in a foreign language when Europeans are increasingly learning English as a lingua franca. What is the motivation of such learners? The research investigates the motivation of 1,000 English mother-tongue speakers who are enthusiastic learners of various European languages. The study seeks to discriminate between the micro-level (i.e. individual learning), meso-level (i.e., educational infrastructure) and the macro-level (i.e., the influence of Europe and globalisation). The data acquired reveals the very complex reasons for this learning. Drawing from previous studies of motivation in industry, educational research and other psychological investigations, the inquiry takes a fresh look at diverse variables suggesting that certain factors and trends are evident which will be of use to language policy makers in the European Union, Canada and the United States as they attempt to maintain diversity within the foreign language curriculum. What are the reasons for language learning and are there certain profiles of language learners?.
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Kohler, D. Brian. "Learning to Learn: the Training of Missionaries in Language Learning Strategies at the Missionary Training Center". Diss., CLICK HERE for online access, 1998. http://patriot.lib.byu.edu/u?/MTGM,19192.
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Maby, Mark. "How non-native speakers learn polysemous words : a study of the equivalence of prototypicality across languages". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83122.
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This study investigated whether English second language learners learn the senses of polysemous vocabulary items in an order from a core sense to more extended senses. Polysemous words have one form but many interrelated meanings. It was hypothesised that such an order could be explained by way of the theory of prototypicality.48 ESL learners from three language groups, French, Japanese and Chinese, took part in the study. The participants translated into their first language 29 English sentences using different senses of the word over. Translations were coded for correct translations of the sense of over and for variation in the correct translations. A MANOVA analysis showed that core senses were translated significantly more correctly than extended senses. A negative correlation was shown between variation in translation and correctness of translation. Following Krzeszowski, T. (1990), the study confirms that the theory of prototypicality offers an effective way of explaining language transfer.
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Lundström, Anna. "Processbarhet i ett läromedel : Why don’t learners learn what teachers teach?" Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34410.
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Den här studien undersöker processbarhetsprogressionen i ett läromedel i svenska för nybörjare. Analysen tar sin utgångspunkt i den processbarhetshierarki som utarbetats av Pienemann & Håkansson (1999:404). Studien belyser i vilken utsträckning läromedlet följer processbarhetsprogression, hur stort utrymme de fem PT-nivåerna får i läromedlet och hur dessa nivåer tränas i läromedlets övningsuppgifter. Undersökningen visar att grammatiska strukturer från de flesta PT-nivåerna förekommer redan i läromedlets tidigaste texter. Boken följer processbarhetsprogression på en morfologisk nivå, men inte på en syntaktisk. De lägsta nivåerna (1 och 2) är de vanligaste nivåerna och den högsta nivån (5) är den minst förekommande. De grammatiska strukturerna tränas genom både styrda och fria övningar där förutsättningar finns för ett inflöde strax över inlärarens nivå (Krashen, 1981:126-127). Läromedlet innehåller också rikliga tillfällen till automatisering av de grammatiska strukturerna.
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Hawkes, Rachel. "Learning to talk and talking to learn : how spontaneous teacher-learner interaction in the secondary foreign languages classroom provides greater opportunities for L2 learning". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610676.
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Reinholdsson, Tommy. "Learning non-Swedish speech sounds : A study of Swedish students’ pronunciation and ability to learn English phonemes". Thesis, Karlstads universitet, Centrum för språk- och litteraturdidaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31658.
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Previous research has shown that L2 students have difficulties producing and even recognising sounds that do not exist in their mother tongue. It has also been concluded that accented speech not only compromises intelligibility but also makes the listener negatively biased towards the speaker. The present study explores how proficient Swedish students are in producing the speech sounds /dʒ/, /j/, /v/, /w/, /ʃ/and /tʃ/, of which /dʒ/, /w/ and /tʃ/do not exist in Swedish. In addition, it explores whether their pronunciation of these sounds improves after a brief pronunciation lesson, if this improvement is lasting and whether they tend to learn the pronunciation of words as separate units or are able to generalise the rules of pronunciation and appropriately apply them. It also investigates whether a difference in the structure of the pronunciation lesson affects the students’ results. The study revealed that the students do have difficulties with correctly producing in particular /tʃ/, /dʒ/ and /j/. More specifically, they tended to confuse /dʒ/ and /j/ whereas many students appeared to have been unaware that /tʃ/ exists and used the /ʃ/-sound instead, which exists in Swedish. After the pronunciation lesson, however, the students significantly improved their pronunciation. This improvement was shown to be lasting and the students were generalising rules rather than learning words as separate units. What the study failed to show was a significant difference in results caused by a difference in the structure of the pronunciation lesson.
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Stajic, Sandra. "Motivational orientations among Swedish Year-9 learners of English : A quantitative study on what motivates students to learn English in school". Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152732.
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Li, Yao. "Time Changes Ideology Changes : Differences in What Children Can Learn From Little Women and Harry Potter and the Philosopher's Stone". Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-970.
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Pethman, Estliden Karin. "” Why is it important to learn English?” : A study of attitudes and motivation towards English and English language learning in Swedish upper secondary school". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23699.
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The study of motivation in language learning and language teaching has a long history. The present study investigates what attitudes students in upper secondary school have towards the English language and what motivates them to learn it. The study is based on a questionnaire regarding motivation and sixty students have participated. The study shows that the students have acknowledged the status of the English language in the world and its function as an international language as well as its function as a tool for communicative purposes. A conclusion is that they have positive attitudes in general towards the English language as well as learning English.
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Steyn, Anna. "Where do Swedish Senior High School students learn most of the English that they know? : Swedish Senior High School students’ beliefs about learning English outside the classroom versus inside the classroom". Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30560.
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The aim of this study is to investigate Swedish senior high school students’ Extramural English (EE) activities and their beliefs about learning English inside and outside of the classroom. EE is defined as English language activities that learners are engaged in outside the classroom, and includes activities such as listening to music, reading, writing, speaking, surfing the Internet, playing computer games, watching TV, YouTube and movies (Sundqvist, 2009, p. 1). The study also investigated possible gender differences related to students’ reported EE activities, and their reported attitudes about English. This study is based on questionnaire data. Twenty students participated in this study. 9 of 10 participants indicated that they believed that they are learning most of the English they know outside of school by daily contact with popular EE activities such as listening to music, followed by surfing the Internet, reading, watching YouTube, watching TV, playing computer games, writing, speaking and lastly watching movies. Boys reported a greater exposure to EE overall compared to the girls, more specifically, in their contact with music, computer games and writing and speaking in an EE context. Most of the students reported positive attitudes to English both inside and outside the classroom, but overall students reported more positive attitudes to the English that they use in their free time. The study has found no strong gender differences concerning students’ attitudes to learning English.
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Hansson, Josefine y Rebecca Lind. "”De får helt andra kunskaper när man djuplodar såhär” : En kvalitativ studie om hur lågstadielärare tillämpar metodiken Reading to Learns strategier i undervisningen". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29810.
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Detta är en kvalitativ studie som undersöker den genrebaserade metodiken Reading to Learn. I studien undersöker vi vilka av metodikens strategier lågstadielärare använder samt hur strategierna tillämpas i undervisningen. Vi har även undersökt vilka möjligheter och begränsningar det finns med metodiken. Underlaget för studiens empiriska material är lärarintervjuer och klassrumsobservationer där Reading to Learn har tillämpats i undervisningen. Intervjuerna och observationerna har bearbetats genom tematisk analys. Fortsättningsvis framgår det genom resultatet att lärarnas val av strategier beror på elevernas förutsättningar och behov. I studien framkom det även att tillämpningen av Reading to Learn sker på olika sätt i lärarnas klassrum. Enligt vår studie är möjligheterna med metodiken att alla elevgrupper kan delta i en helklassundervisning. Dessutom kan eleverna tillägna sig svårare texter eftersom Reading to Learn sker i ett socialt samspel. Andra möjligheter är att Reading to Learn är ett ämnesövergripande arbetssätt och kan kopplas samman med den svenska läroplanen, Lgr11. Begränsningarna som framkom i vår studie var att förberedelserna inför arbetet med metodiken är tidskrävande. En annan begränsning är att elevernas skrivande hämmas eftersom elevernas kreativitet inte får tillräckligt med utrymme när de utgår från strukturen i en modelltext. Utifrån studiens resultat är vår slutsats att alla elevgrupper kan vara delaktiga i undervisningen eftersom strategierna kan anpassas efter elevernas förutsättningar och behov. Sammanfattningsvis är Reading to Learn inget färdigt recept och det innebär att metodiken är ett verktyg för att vägleda läraren och eleverna i undervisningen.
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Gottarp, Rickard. "What Can We Learn from Contemporary Research into Dyslexia? : A Didactic Study of Recommendations and Successful Ways to Work With Textbook Material in Teaching English to Second Language Learners With Reading and Writing Disorders in Grade 4-6". Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37332.
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Bjelke, Johan. "Video games in English class : What are some Swedish students’ and teachers’ attitudes toward using video games as a means to teach and learn L2 English". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49045.
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The aim of this degree project was to find out what students currently enrolled at upper-secondary school programs think of video games as an educational tool, and whether they believed it would be a good idea to use video games in English language classrooms. This was done by collecting data through the use of an online questionnaire, where students enrolled at an upper-secondary school in central Sweden answered questions on the subject video game habits, previous experience playing video games in class, attitudes toward video games in general and as educational tools in teaching English in particular. A secondary objective for this study was to compare what the students think of video games as an educational tool with previous research and what two active teachers have to say about the subject. To achieve this, two teacher interviews were conducted and analyzed through comparing the answers with the student questionnaire and previous research, by others, on the subject of attitudes toward video games and education. These teachers were also asked to present possible challenges for integrating video games in English class. The result was that the students had, by and large, a positive attitude towards video games being used in English class and a substantial amount of them acknowledged that they had acquired English skills through playing video games in the past. The teachers presented a number of practical challenges for using video games in class – including current curriculums, teacher readiness, technology available at school and a perceived lack of science behind video games as educational tools. Despite this, both teachers were willing to use video games in English class if they get the right incentive and tools to do so.
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Delaney, Jo-Ann. "Learning to do, doing to learn : an exploration of teacher knowledge and learning through the narratives of trainees on a CELTA (Cambridge English Certificate in Teaching English to Speakers of Other Languages) course". Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/15043/.
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It is a widely held view that theory and practice are the two core elements of a teacher’s knowledge. What is less defined is how the two interact during the process by which teachers learn to be teachers and whether a case should be made for one being more important than the other. Academics have sometimes queried the notion of practice being a part of knowledge because of the difficulty of quantifying it in a tangible manner. Instead knowledge constructs that are theory based are preferred. The practice of asking participants on a teacher education course to reflect critically on their classroom actions is often used to generate theoretical knowledge from the practical. In my research I examine the nature of teacher knowledge from the perspective of participants on a teacher education course using interviews and email correspondence over the duration of the course and up to one year afterwards. I also explore the views of the researcher as teacher educator through a research artefact or scrapbook. From the data collected it seems that teachers undergo a continuous process of theory making from their practical experience and value this self-generated “practice theory” as the most important constituent of teacher knowledge. Their declarative knowledge is a way of acting in the classroom, but it goes beyond simple replication of actions they observe or are instructed to perform. A “practice theory” is constructed from moments of practice which are congruent with pre-formed views of teaching from their experience as learners and is validated by their personal constructs of success, including the response of their own learners. In looking at how teachers gain this knowledge, this thesis questions the paradigm of co-operative social learning which is often assumed to exist on teacher education programmes. Data suggests that course participants act as individuals seeking to survive a difficult process and exhibit a loyalty to their peers which renders the learning relationship with tutors less benign than is often assumed. This in turn calls into question the acceptance of critical reflection as a key part of teacher learning. The thesis also examines processes which are common to teacher education programmes such as observation and structured practice, and proposes that learning teachers’ experience sometimes contradicts what is often assumed to be good practice. The thesis highlights some considerations for teacher educators. It proposes an increased valuing of the practical and the existence of a practice theory, one that can provide knowledge constructs for teachers. In addition, it suggests a refocus for some activities on teacher education courses to make them more congruent with the real experiences of trainees.
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Marques, Rute Isabel Nunes. "Relatório correspondente à unidade curricular prática de ensino supervisionada: ensino do português no 3º ciclo do ensino básico e ensino secundário do português e de espanhol nos ensinos básico e secundário". Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/12052.
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Atualmente, o espaço escolar e as salas de aula encerram uma multiplicidade de contextos, o conhecimento transformou-se, multiplicando-se em numerosas cadeias e o fazer docente terá de acompanhar essas transformações. Exige-se ao professor o saber manejar e otimizar uma diversidade considerável de aspetos, entre eles, os conteúdos a ensinar e a gestão da sala de aula, incluindo neste último ponto, o envolvimento dos alunos, o ir ao encontro dos seus interesses e necessidades e o tempo disponível. Tais pressupostos reclamam uma postura de investigação / reflexão acerca da circunstância pessoal / profissional e conduzem a um conhecimento essencialmente prático.
No caso particular do ensino de uma LE, importa envolver o aluno; desenvolver a sua competência comunicativa, cumprindo tarefas; promover o trabalho cooperativo e ensinar a aprender, de modo, a mostrar ao aluno que a aprendizagem de LE pode ser uma experiência enriquecedora, possibilitando o seu crescimento pessoal e social; ### ABSTRACT:
Nowadays, schools and especially classrooms contain a variety of contexts; knowledge has changed, being multiplied in a great number of different connections and make teachers will have to monitor these changes. It requires the teacher the know-how to manage and optimize a considerable diversity of aspects, among them, to teach the content and management of the classroom, including this last point, the involvement of students, to meet their needs, interests and time available. These assumptions imply an attitude that involves research / reflection on the personal / professional circumstances and lead to an essentially practical knowledge.
In the particular case of teaching a foreign language, it involves the student, developing their communicative competence, completing tasks, promoting cooperative work, learning and teaching in order to show the student that learning languages can be an enriching experience enabling his personal and social growth.
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Ahlkvist, Fanny. "Traditionellt eller digitalt? : En kvalitativ studie om för- och nackdelar med traditionell skrivinlärning och ASL". Thesis, Högskolan i Jönköping, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44748.
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Syftet med studien är att undersöka hur lärare beskriver möjligheter och hinder med traditionell skrivinlärning respektive digital skrivinlärning genom metoden ASL. Målet är att bidra med kunskap om hur metoderna kan användas i undervisningen. Fyra forskningsfrågor ställdes utifrån syftet: Hur beskriver lärare att de arbetar med traditionell skrivinlärning? Hur beskriver lärare att de arbetar med ASL? Vilka fördelar finns det med metoderna anser lärare? Vilka nackdelar finns det med metoderna anser lärare? Studien har sin utgångspunkt i det sociokulturella perspektivet. En kvalitativ metod har använts för att genom semistrukturerade intervjuer samla in data. Respondetnerna bestod av fem lärare, yrkesverksamma i grundskolans lägre åldrar. Studiens empiri analyserades genom en tematisk analysmetod där materialet färgkodades med utgångspunkt i hur studiens forskningsfrågor besvarades. Resultatet visar hur fem lärare undervisar traditionell skrivinlärning och digital skrivinlärning samt vad det finns för möjligheter och hinder med de båda metoderna.The purpose of the study is to investigate how teachers describe opportunities and barriers with traditional writing acquisition through WTR. The goal is to provide knowledge about how the methods can be used in teaching. Four research questions were asked based on the aim: How do teachers describe that they work with traditional writing acquisition? How do teachers describe that they work with WTR? What are the advantages of the methodes according to teachers? What are the disadvantages of the methodes according to teachers? The study is based on the socio-cultural perspective. A qualitative method has been used to collect data through semi-structured interviews. The respondents were of five teachers who work in primary schools. The collected material was analyzed with the help of a thematic analysis method in which the collected material was color-coded according to how it respondse to the questions of the study. The findings shows how teachers work with traditional writing and digital writing in school, as well as what there are for opportunities and barriers there are in connection with the two methodes.
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Мурдза, Анна Павлівна y І. Я. Бурлака. "Listening as a way to learn a language". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18284.
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Yao, Michelle. "How English speakers learn Chinese characters". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31601790.
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Johansson, Christina. "Learning to Learn : Multiple intelligences in the language classroom". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32042.
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Fifty-two students in year nine and three teachers in rural Sweden have taken part in an investigation on learning preferences in general and listening in particular. The starting-point for the study is Gardner’s multiple intelligences and the purpose is to investigate how well students know their own learning abilities or strategies and how that knowledge corresponds with work at school. The result shows that students are aware of their preferred strategy but many of them need to work with developing additional abilities in order to improve their English. There is also an apparent difference between students’ relation to listening and teachers’ approach to the same though some of the difference is due to the lack of possibilities in the conventional classroom. This small and limited study briefly discusses the possible implications for teaching and learning in the diversified classroom.
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Bazalgette, Cary. "Some secret language : how toddlers learn to understand movies". Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041767/.
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The starting-point of this thesis is the hypothesis that, from at least 22 months old, children who watch movies (i.e. any moving-image media) may be learning how to make sense of them. Rather than looking for evidence of precursors to further learning (such as language, literacy or technological skills) or for the risks or benefits that movie-watching may entail, the thesis argues that viewing behaviour provides enough evidence about the practices and processes through which children of this age learn how understand movies, to indicate that this is a significant achievement, and has implications for later development. Data were gathered during an ethnographic study of two of my grandchildren (dizygotic girl and boy twins), covering a 20-month period (from ages 22 to 42 months) but focusing particularly on their third year of life. Analysis of the resulting 12.7 hours of video, together with observational field notes and parental interviews, draws on a combination of sociocultural and embodied cognition approaches in addressing the challenges of interpreting two-year-olds’ movie-viewing behaviour. Following the literature review in Chapter 1 and a description of the research design and method in Chapter 2, Chapter 3 provides a chronological account of three sequences of viewing events. The themes that emerged from the analysis of these sequences are discussed in Chapter 4, on emotion, and Chapter 5, on social and cultural learning. The thesis recognizes the role of movie-watching in human ontogeny, arguing that it is driven by emotions, and enabled by embodied simulations, and that the early learning enabled by children’s intensive – and often self-directed – viewing and re-viewing of movies is complementary to all their other cultural and social learning.
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Yao, Michelle y 姚君霓. "How English speakers learn Chinese characters". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31601790.
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Pasovic, Petrovic Ema. "Games in the Language Classroom-To Play is to Learn". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32839.
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This thesis investigated why games are a helpful tool in the teaching classroom and what methods could be used when teaching with the help of games. The research method was a small-scale research synthesis where former studies were summarized and compared. In addition to this, interviews (with two teachers who had focused on developing their teaching with the help of games) were conducted in order for the research to become as sufficient as possible. An overview of the ways in which games could be beneficial in the classroom has been provided and also the reasons to why they should be used.The results indicated that games should be used in a more conscious way and that learners can benefit from learning with the help of games.
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Watkins, Megan. "Discipline and learn : theorising the pedagogic body /". View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031001.154138/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2003."A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 314-323.
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Barbir, Monica. "The way we learn". Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEE019.
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Apprendre, c’est extraire et condenser de l’information pertinente à partir d’un certain nombre d’indices concordants. Pourtant, les indices auxquels un apprenant a, ou pourrait avoir, accès, peuvent sembler insuffisants pour ce à quoi il veut parvenir. Le caractère partiel ou insuffisant des indices disponibles est souvent évoqué dans le contexte de l’acquisition du langage : le sens des mots et la grammaire que les individus maîtrisent semblent nécessiter davantage d’information que celle présente dans leur environnement. Si une grande partie de la recherche se focalise sur l’identification de sources d’information négligées ou sous-estimées jusqu’alors, ici nous déplaçons le point de vue pour explorer plutôt les connaissances que ces sources d’information doivent permettre de construire. Nous proposons dans ce travail que les informations disponibles restent souvent insuffisantes pour atteindre le niveau de connaissance qu'un locuteur compétent pense avoir; toutefois, la même information peut être suffisante pour qu’un apprenant extraie l’information nécessaire au traitement cognitif du langage. Plus généralement, il pourrait y avoir un décalage entre ce que l’on pense apprendre et ce que l’on apprend véritablement. Dans l’introduction de ce travail, nous commençons par une présentation des études qui suggèrent l’existence d’un décalage entre notre intuition de ce qu’est le sens des mots, et la manière dont le sens des mots est effectivement traité par le cerveau. Nous explorons ce décalage dans le contexte plus général de la manière dont les individus, qui ne disposent que d’informations limitées, tentent de comprendre le monde. Ensuite, dans le premier chapitre, nous examinons comment une faible quantité d’information peut malgré tout favoriser l’acquisition de la grammaire, en utilisant un paradigme écologique. Nos résultats démontrent que la connaissance d’une petite poignée de mots peut générer un cercle vertueux dans l’acquisition de la grammaire et du vocabulaire chez le bébé. Puis, dans le deuxième chapitre, nous tâchons de découvrir si cet ensemble réduit d’informations peut suffire à amorcer l’acquisition d’un savoir productif qui permettra ensuite de généraliser cette connaissance à des situations nouvelles, à travers les âges : du bébé à l’adulte en passant par l’enfant d'âge scolaire. Nos données suggèrent que les bébés et les adultes généralisent les caractéristiques d’un nouvel élément grammatical afin de comprendre de nouveaux mots, mais que les enfants d’âge scolaire ne généralisent pas. Nous expliquons nos résultats dans le contexte de la recherche existante sur la généralisation, en soulignant la possibilité que ce qui est considéré comme savoir est peut-être défini par rapport à un seuil, plutôt que par rapport à une définition idéale objective. Finalement, dans le troisième chapitre, nous étudions si l’information qui donne l’impression de refléter directement l’état des connaissances de quelqu’un d’autre (i.e., entendre une traduction directe : ‘Bamoule’, ça veut dire ‘chat’) est véritablement plus utile, ou seulement plus attractive. Nos résultats suggèrent que ce type d’information ‘clé-en-main’ augmente systématiquement la confiance de l’apprenant, mais a des effets variables sur la performance objective. A travers trois chapitres et dix expériences, nous proposons une série de principes qui définissent la connaissance : (1) une petite quantité d’information peut mener loin, (2) combien d’information suffit semble dépendre d'un seuil adaptable, et (3) le cerveau paraît être avide de certitude. Nous suggérerons que l’ensemble des informations à la disposition d’un individu peut être suffisant pour générer des connaissances, mais pas forcément le type de connaissances que l’on a l’intuition d’avoir. Ainsi, pour mieux comprendre comment on apprend, nous devons étudier ce que signifie vraiment ‘savoir’ pour l'apprenantTo learn is to extract and distill pertinent information from a set of evidence. Yet, the evidence a learner has, or could have, at hand may seem insufficient for what she is aiming to acquire. The insufficiency of the evidence is often evoked in respect to language acquisition: the word meanings and grammar that individuals know appear to require more evidence than that to which they have access in their environments. While the brunt of research has focused on identifying overlooked sources of evidence and widening the evidence set, here we switch gears and probe what exactly it is that the evidence set needs to support. We propose that the evidence a learner has may be insufficient to provide her with the knowledge competent language users think they have; however, the very same evidence may be sufficient to provide a learner with the information needed for cognitive processing of language. Very broadly, there may be a gap between what we think we acquire and what we really acquire. In the introductory section of this dissertation, we begin by presenting evidence of a gap between what we feel words mean and how meanings are processed in the mind. We frame this gap in the broader context of how minds, with finite access to evidence, make sense the external world. Then, in the first chapter, we investigate how comparably little evidence can fuel acquisition of grammar in an ecologically valid setting. Our results reveal that just a handful of words can spur a virtuous cycle of grammar and vocabulary acquisition in infants. Next, in the second chapter, we examine whether the same set of evidence gives rise to productive knowledge or generalization (i.e., the capacity to use prior knowledge to interpret novel situations) across development, from infancy into childhood and through to adulthood. Our data show that infants and adults generalize a novel grammatical context to new words, but pre-school children do not. We interpret our results within the extant literature, pointing to the live possibility that what counts as knowledge may depend on where an individual places her ‘knowledge threshold’ rather than an immutable ideal. Finally, in the third chapter, we probe whether evidence that reflects a knowledge state (e.g., explicitly hearing a direct translation: ‘Bamoule’ means ‘cat’) is inherently more informative, or merely more appealing, for a learner. Our results demonstrate that pre-packaged knowledge-state evidence boosts confidence, but has variable effects on performance. Across three chapters and ten experiments, we build up a set of fundamental features about what it is ‘to know’: (1) a little evidence can go a long way, (2) how much evidence is considered to be enough may depend on a modifiable threshold, and (3) the mind may crave certainty. We advance the conclusion that the set of evidence available to an individual can be sufficient to foster knowledge. It may just not be sufficient to foster the kind of knowledge we think we have. Therefore, to better understand the way we learn, we need to investigate what is ‘to know’ from the point of view of the learner
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Watkins, Megan. "Discipline and learn : theorising the pedagogic body". Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/23481.
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This thesis, grounded in an empirically-based study of pedagogic practice in primary school classrooms, examines the corporeality of learning and its role in the process of learning how to write. The central concern in the formation of scholarly habits in the primary years and the degree to which the embodiment of specific dispositions is fundamental in students acquiring the ability and desire to write. This thesis explores the enabling dimensions of embodiment and how these can be generated through the pedagogic practices of schooling. The body is not simply perceived as being shaped by the external, nor capacitated by its ability to retain affects, but rather as mindful, where these affects form the basis of consciousness with embodied understanding being integral to how we learn. This thesis asserts the inseparability of body and mind. Different conceptualisations of the body are examined, and assessed in terms of their usefulness in understanding the role of the body in learning and the need within education to posit an ontology that embraces both the body and the mind. A genealogy of the educative body is provided through an analysis of English syllabus documents within the New South Wales education system. An empirically-based study is conducted examining the pedagogies employed by six teachers and the ways in which disciplinary techniques they employ can contribute to their students’ acquisition of a scholarly habitus and their ability and desire to write.
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Li, Chung-keung Alain y 李仲強. "Motivating students to learn English through language arts activities: an exploratory study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27051274.
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Lin, Xiao. "Leveraging Multimodal Perspectives to Learn Common Sense for Vision and Language Tasks". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/79521.
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Learning and reasoning with common sense is a challenging problem in Artificial Intelligence (AI). Humans have the remarkable ability to interpret images and text from different perspectives in multiple modalities, and to use large amounts of commonsense knowledge while performing visual or textual tasks. Inspired by that ability, we approach commonsense learning as leveraging perspectives from multiple modalities for images and text in the context of vision and language tasks.
Given a target task (e.g., textual reasoning, matching images with captions), our system first represents input images and text in multiple modalities (e.g., vision, text, abstract scenes and facts). Those modalities provide different perspectives to interpret the input images and text. And then based on those perspectives, the system performs reasoning to make a joint prediction for the target task. Surprisingly, we show that interpreting textual assertions and scene descriptions in the modality of abstract scenes improves performance on various textual reasoning tasks, and interpreting images in the modality of Visual Question Answering improves performance on caption retrieval, which is a visual reasoning task. With grounding, imagination and question-answering approaches to interpret images and text in different modalities, we show that learning commonsense knowledge from multiple modalities effectively improves the performance of downstream vision and language tasks, improves interpretability of the model and is able to make more efficient use of training data.
Complementary to the model aspect, we also study the data aspect of commonsense learning in vision and language. We study active learning for Visual Question Answering (VQA) where a model iteratively grows its knowledge through querying informative questions about images for answers. Drawing analogies from human learning, we explore cramming (entropy), curiosity-driven (expected model change), and goal-driven (expected error reduction) active learning approaches, and propose a new goal-driven scoring function for deep VQA models under the Bayesian Neural Network framework. Once trained with a large initial training set, a deep VQA model is able to efficiently query informative question-image pairs for answers to improve itself through active learning, saving human effort on commonsense annotations.Ph. D.
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Nebohina, O. D. "Learn tense forms with schemes-sticks". Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/45088.
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According to our mind schemes-sticks can help English learners make easier to receive and systematize information, but also reproduce and use it practically, while speaking, when necessary. Schemes-sticks give an opportunity to examine a tense form as a whole, which consists of several interrelated parts.
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Sowers, Sarah Jane. "A theoretically-based curriculum incorporating reading to learn and writing to learn in sixth-grade social studies". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49900.
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The purpose of this study was to develop a theoretically-based social studies curriculum that incorporated research related to schema theory, reading to learn theory, and writing to learn theory. Learning principles and instructional principles were derived from each theory to serve as guidelines for selecting instructional strategies from the research to be included in the curriculum.
The content of the Heath Social Studies text (1985) and the instructional strategies together constitute the curriculum for this study. A preparation phase, a guidance phase, and an independence phase was developed for each chapter of the curriculum based on Herber's (1978) instructional framework.Ed. D.
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Boggs, Teresa. "Teaching Me the Bible: Helping All Children Learn". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1525.
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Mataka, Tawanda Wallace. "Language and literacy development for a Grade 10 English first additional language classroom: a reading to learn case study". Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/249.
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The problem of poor reading skills is a serious one in South Africa, with negative implications for learners’ educational achievement. The failure of learners to read at age- and grade-appropriate levels presents a major challenge to the teaching of reading in South African schools. It is against this background that this study aimed at ascertaining the positive impact of the Reading to Learn methodology in improving the literacy levels of learners in a Grade 10 English First Additional Language classroom in a township school. Reading ability levels were established via a passage extracted from a Grade Platinum English First Additional Learner’s book. Pronunciation and word recognition formed the basis of the reading assessment. Reading translates into writing, so the learners were also assessed in comprehension and creative writing. The results indicated that the learners’ reading abilities were weak, the methodology used to teach reading led to research findings that caused the study to yield findings that suggest that RtL may be the solution to reading problems in the classroom. In addition the study revealed that the ability to read corresponds with cognitive development. The study therefore calls for the adoption of RtL to assist in alleviating reading problems in the classroom.
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Kanero, Junko Kanero. "Where Linguistics Meets Psychology: Can Talmy's Categories of Motion Events Explain How Children Learn Verbs?" Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/398534.
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PsychologyPh.D.
This dissertation uses Talmy’s linguistic analysis to evaluate the Typological Prevalence Hypothesis – the idea that concepts that are consistently lexicalized across languages are easier to learn than less-consistently-lexicalized concepts, especially for young language learners (Gentner & Bowerman, 2009). We predicted that, for 2-year-olds, who have just begun verb acquisition, mapping a novel verb onto its referent should be easiest for categories that are consistently represented in the world’s verb systems (PATH of motion), followed by less consistently-represented concepts (MANNER of motion), and then concepts that are never represented (COLOR of an actor) (Research Question 1). We also evaluated whether this mapping pattern was predicted by age (Research Question 2) or individual differences in vocabulary levels (Research Question 3). Largely confirming our prediction, 2-year-olds were better at mapping verbs for PATH and MANNER than COLOR. Thus, at the early stage of verb acquisition, children are already equipped with basic knowledge of what verbs should encode. Later into development, 4-year-olds showed the language-specific verb-to-MANNER bias. Further, adults were most likely to associate a novel verb with MANNER, followed by PATH, and then COLOR, exactly mirroring the way the English verb system encodes motion events. Individual differences in language skills predicted the verb learning patterns in adults but not in children. Taken together, this dissertation provides an important step towards understanding how the semantic organization of language may relate to the process of verb acquisition.
Temple University--Theses
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Gere, Anna Ruggles, Anna V. Knutson, Naitnaphit Limlamai, Ryan McCarty y Emily Wilson. "A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3669.
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Yang, Juan. "Teacher and pupil beliefs about beginning to learn Chinese language in English secondary schools". Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77662/.
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This study investigated the beliefs of beginner learners of Chinese as a foreign language (CFL) and also their teachers‘ beliefs, about the difficulties presented by Chinese learning and teaching, and how learners overcame the difficulties they encountered. The study compared beliefs of teachers and pupils who had different levels of experience in the context of English secondary schools. The relationship between beliefs and an individual‘s background and experience was also explored. The study was situated in a pragmatic paradigm, using a mixed method, including both quantitative and qualitative methods of data collection. 443 pupils and 42 teachers in over a dozen schools responded to a Likert-scale questionnaire. 68 pupils (34 individuals and 13 groups) and 13 teachers in seven schools shared their views in interviews. Many interesting findings were revealed in this study. Surprisingly, pupils thought tones and characters were ―tricky‖ to learn, but not impossible, whereas teachers thought pupils did not pay attention to tones and underestimated the difficulty of learning characters. Teachers tended to support communicative language teaching (CLT) orientations but showed somewhat inconsistent patterns between their beliefs about CLT and their teaching approaches. The learning of writing rules were concerns of teachers and pupils, indicating they believed there was some value in non-communicative learning orientation. Pupils also showed their enthusiasm for learning character, and overwhelmingly believed that, in order to make good progress in Chinese learning, they should put effort into learning characters. Some of these findings relate to particular aspects of Chinese learning such as tones and characters. However, other findings are unrelated to the language demands of Chinese and suggest that the practices of learning Chinese have a particular impact on the views of learners about who can learn Chinese and what it takes to be successful. In addition, with regard to language teaching, first language (L1) and second language (L2) Chinese teachers pointed out that the issue of students behaviour is a universal phenomenon regardless of culture or country. These findings challenge the stereotypical expectations of L1 Chinese teachers and pupils‘ performance in English schools. I suggest that these beliefs may be empowering for language learners in an English context.
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Lewis, Kelley, Kelly King, Melanie O'Brien, Kerry Proctor-Williams y Danielle Py. "An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development". Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1856.
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Speech-language pathologists are challenged with providing children with treatment that results in the greatest amount of improvement in the least amount of time. To aid in this challenge, we examined how quickly and efficaciously seven children with a specific language impairment (SLI) learned verbs compared to seven children with typical language (TL) development. Each child was taught the meaning and use of six nonsense verbs. Nonsense verbs were used to ensure that the target verbs had never been heard by any of the participants before the experiment and allowed us to control verb exposure. Each participant received up to four training sessions of 30-minutes each. During these sessions, the examiner utilized naturalistic conversational techniques and play activities with carefully selected sets of toys that corresponded to the meaning of the target words. The training sessions were ended when children demonstrated 100% accuracy in their understanding of the verbs and 50% accuracy in their production during a probe task. All sessions were audio-recorded and the experimenters and childs utterances were reliably coded. Analysis revealed that the two groups received the same input from the experimenter in terms of the number and type of exposures to the verbs. We examined the childrens nonsense verb productions for their rate and quality. Rate of verb acquisition was measured by counting: 1) the number of sessions required before the criteria for learning was met; 2) the number of exposures before childs first spontaneous production of each target verb; and 3) the number of exposures before childs first elicited production of each target verb. Quality of verb acquisition was measured by counting: 1) the number of alternative real verbs substituted for a nonsense verb and 2) the accuracy of transitive target verb usage. Although the results were not statistically significant for any of the measures tested, there was a trend for children with SLI to learn the target nonsense verbs more slowly but just as
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Jelena, Stanković. "Model upravljanja procesima brendiranja primenom lean koncepta". Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2018. https://www.cris.uns.ac.rs/record.jsf?recordId=107698&source=NDLTD&language=en.
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Opšti cilj istraživanja u ovoj doktorskoj disertaciji jeste razvoj pragmatičnog modela koji će omogućiti efikasnije upravljanje procesima brendiranja primenom lean koncepta u marketingu. Predmet istraživanja predstavljaju stavovi i zadovoljstvo korisnika o atributima proizvoda/usluga koji su ujedno rezultat primene lean-a i osnov za izgradnju brendova, sa posebnim akcentom na lojalnost korisnika datom proizvodu/usluzi tj. brendu. U disertaciji se istražuju pretpostavljene uzročno-posledične veze između primene lean principa u poslovanju i upravljanja procesima brendiranja, kao i intenzitet te (ko)relacije. Pregled vladajućih stavova u relevantnoj literaturi odnosi se na oblasti marketinga, upravljanja procesima brendiranja,primene lean koncepta, dimenzija kvaliteta, koncepta zadovoljstva i lojalnosti korisnika.The general aim of the research in this PhD thesis is the development of a pragmatic model that will enable more efficient management of branding processes by applying lean concept in marketing. The research subject are attitudes and customer satisfaction about the attributes of products/services which are both the result of implementing lean and basis for building brands, with special emphasis on customer loyalty to the given product/service ie. brand. The dissertation examines the assumed cause-and-effect relations between the application of lean principles in business operations and the management of branding processes, as well as the intensity of this (co)relations. An overview of the governing attitudes in relevant literature relates to areas of marketing, management of branding processes, application of lean concept, quality dimension, customer satisfaction and customer loyalty concept.
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Mawela, Rethabile Rejoice. "Using reading to learn pedagogy to enhance the English first additional language teachers’ classroom practice". Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63415.
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Drawing from the Hallidayan, Bernsteinian and Vygotskyan theories of Systemic Functional Linguistics, Pedagogic Discourse and Social Learning, this study examined the role that Rose's (2005) Reading to Learn (RtL) pedagogy could play in the development of teachers’ pedagogic practices in the teaching of English First Additional Language. The study participants teach English First Additional Language in Black, materially and economically disadvantaged rural primary schools in Kuruman, the Northern Cape Province, South Africa. As study participants, 4 intermediate phase and 4 senior phase teachers of English First Additional Language were purposively selected from 6 rural schools. Located within the Critical Paradigm, Subjective Epistemology and Mixed-Method approach, the study used documentary evidence, semi- structured interviews and RtL pedagogy as research instruments. Research findings reveal that RtL enriched and advanced teachers’ pedagogic practice in the teaching of reading and writing. As a consequence, teachers’ classroom practice of the 8 study participants improved as evidenced as their content knowledge expanded, the quality of teaching developed and their perceptions of themselves as professionals was transformed. An accompanying finding is that teachers acquired the tools to teach reading and the reading and writing proficiencies of learners in their classrooms improved.
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Donzelli, Giovanna. "Young learners and foreign language learning : the words they hear and the words they learn". Thesis, Swansea University, 2009. https://cronfa.swan.ac.uk/Record/cronfa42634.
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This dissertation describes and analyzes the learning environment of the low-level EFL classroom, in the Italian primary sector, mainly focusing on the lexical exposure available to learners from course books and teacher speech, as well as on the relationship between what children hear in class and what they actually learn. It is axiomatic that language learners will rely on language input in order to provide the material for learning but a recurrent methodological weakness of previous studies of classrooms as lexical environments is the polarized types of investigations they have produced - they have either taken into account the spoken input produced by the teacher, in class, or they have focused on the vocabulary available to learners from course books. In truth we have rather more information about the vocabulary of textbooks and very little knowledge about the language of the teacher and what this brings to the learning process. The data reported in this thesis allow for a comprehensive picture of the total vocabulary exposure, of the low-level class, to be drawn. This dissertation offers an insight into the interaction between written and spoken input. It suggests that teaching materials seem to comprise less than 50% of the total lexical exposure available to learners in the low-level class. On the other hand, they also seem to work as important guidelines for teacher speech - which appears to strictly meet the requirements of the primary syllabus. The data seem to suggest that the words that are more salient in the thematic contents of course books are likely to be better acquired by learners of different proficiency levels. Similarly, young learners seem to favour the acquisition of more imageable words to lexical items which do not allow for a mental image to be easily aroused. Variations in learning strategies, adopted by children of different proficiency levels, have been identified. Pupils with no previous exposure to the language seemed to rely more heavily on teacher speech while more advanced graders appeared to distinguish between parts of speech, with nouns being easier to learn than verbs. Finally, frequency of occurrence in the classroom micro-environment is likely to have an impact on learnability of vocabulary; nevertheless, this does not seem to apply equally to learners of all levels of proficiency. In consideration of the lexical gap that seems to exist between the input available from course books and the language produced by the teacher, in class, implications for teaching have been evaluated - with particular reference to the degree of lexical autonomy and general linguistic skills expected from teachers, in the light of the current regulations for recruitment of language teaching staff in primary education, in Italy.
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Succar, Christiana C. "A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7960.
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Literacy coaching is not new to education. Since the 2001 shift in the United States (U.S.) educational policy towards high-quality teacher training, accountability, and student achievement, literacy or reading coach positions have been a core part of the educational institution (U. S. Department of Education, 2003). However, with undefined coaching roles and inadequate coach training early in the initiative, minimal impact on effective teacher development and instructional shifts towards closing the achievement gap occurred (Dole, 2003; International Reading Association, 2004).
In the past ten years, more understanding of literacy coaches’ roles and responsibilities has occurred with the publication of numerous manuals focused on coaching as well as education for coaches. For example, Toll (2014) defines literacy coaches as “partners with teachers for job-embedded professional learning that enhances teachers’ reflection on students, the curriculum and pedagogy…” (p. 10). Literacy coaches recognize an essential role of coaching is collaboration and partnerships with teachers. For these relationships to happen, coaches must build connections with teachers. Thus, coaches must know adult learning theory and have strong interpersonal skills (Toll, 2014). However, scant empirical evidence is available regarding how coaches must build collaborative relationships as well as navigate other professional identities (Rainville & Jones, 2008) and responsive/directive distinctions between administration, teachers, and district initiatives (Ippolito, 2010).
This study adds to the extant literature using a narrative inquiry approach. I share a personal narrative of my lived experience as a new literacy coach along with two early-career English language arts (ELA) teachers as together; we navigated through their and my teacher practices of planning, teaching, collaboration, and building a professional learning community. As suggested by Clandinin (2013) regarding narrative inquiry, I did not devise A Priori questions to guide my study. Instead, following Clandinin’s idea about Wonderments, I sought to find answers guided by the following Wonderments:
• In what ways do I, as a literacy coach, navigate my roles and responsibilities to build partnerships with two ELA teachers?
• In what ways do I, as a literacy coach, establish collaboration among these two teachers to build a professional learning community?
• In what ways do these two teachers’ beliefs influence my coaching, modeling, and relationship building?
I grounded this narrative inquiry in the tenets of social constructivism (Ben & Kosnik, 2006), sociocultural theory (Bruner 1990; Vygotsky, 1978), constructivism (Dewey, 1916, 1933; Piaget, 1954; Vygotsky, 1978), and change theory (Fullan, 2001, 2006).
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Dragan, Dragičević. "Metoda za projektovanje i optimizaciju sistema za montažu zasnovanih na lean konceptu". Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2018. https://www.cris.uns.ac.rs/record.jsf?recordId=106907&source=NDLTD&language=en.
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Istraživanja u okviru doktorske disertacije usmerena su ka razvojumetode za projektovanje i optimizaciju sistema za montažu zasnovanihna lean konceptu. Analizirani su postojeći instrumenti lean-a i posebnoje istražen njihov uticaj na razvoj sistema za montažu i analizuključnih parametara sistema. Na osnovu prethodnog istraživanja,izvršena je selekcija instrumenata lean koncepta koji suimplementirani u metodu za projektovanje i optimizaciju sistema zamontažu. Verifikacija predložene metode realizovana je na studijislučaja optimizacije postojećeg sistema za montažu cirkulacionihpumpi. Osim navedenog, izvršeno je i projektovanje potpuno novogsistema za montažu cirkulacionih pumpi.Research in this PhD thesis is focused on development of method foroptimization and design of assembly systems based on lean concept. Existinginstruments of lean are analysed especially their impact on development ofassembly system and key parameters analysis. Based on previous research aselection of lean instruments was made and they were implemented in methodfor optimization and design of assembly sustems. Verification of proposedmethod was realized on case study where existing assembly system wasoptimized. In adition to the above completely new assembly system wasdesigned using proposed method.
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So, Sufumi. "Writing to make meaning or to learn the language?, a descriptive study of multi-ethnic adults learning Japanese as a foreign language". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27729.pdf.
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Adams, Betony. "Rhyming youth with death : what we might learn from HIV/AIDS fiction in South Africa". Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12631.
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Includes bibliographical references.That the interpretation of disease, its fictionalisation, might prompt negative responses is an issue that has been addressed by various people. Of which one of the better known examples is Susan Sontag's Illness as Metaphor & Aids and its Metaphors. In South Africa the negative effects of reading HIV/AIDS as metaphoric are borne out by the shame and stigma which make acknowledging and treating the disease difficult. While recognising the relevance of being against the interpretation of disease this thesis is an attempt to argue for what we can learn from considering the metaphors that constitute what might be called the official fiction, that is, literary fiction, about HIV/AIDS in South Africa. I will focus generally on how metaphor might offer a singular way of communicating the experience of the diseased body in the context of the abstracting expertise of modem medicine. And I will also examine two instances in which metaphor and fiction might give specific insight into the experience of HIV/AIDS in South Africa.
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Mežek, Špela. "Advanced Second-Language Reading and Vocabulary Learning in the Parallel-Language University". Doctoral thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94766.
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Due to the internationalisation of higher education, the use of English at higher education institutions has become widespread. Today an increasing number of students participate in courses with the local language as medium of instruction but with textbooks in English. These have been called parallel-language courses, because they are expected to facilitate learning disciplinary discourse in two languages: the local language and English. This thesis reports an exploration of Swedish students' reading and learning from English textbooks in parallel-language courses. The overarching aim was to investigate the relationship between the students' Swedish and English reading habits and reading proficiency, their academic biliteracy, and incidental learning of subject-specific terminology in English from reading. The study also set out to identify pedagogical solutions to facilitate students' reading and learning from reading in English. The investigation comprised four studies which utilised a variety of methods and approaches, both qualitative and quantitative. Participants were Swedish and British students of biology and Swedish students of English. The results show that many Swedish students are capable of reading and learning from texts in Swedish and English without experiencing serious difficulties, although additional support is required for the learning of English terminology. The findings also indicate that some students' difficulty when reading in English is not due to poor English language proficiency, but rather a range of other factors such as weak general literacy skills, low motivation, low subject and vocabulary knowledge, note-taking strategies, slow reading speed, and time. For some students, learning is also rendered difficult by their self-perceptions and beliefs about reading and learning. Based on my findings, I propose a range of practices for EAP and subject teachers to adopt in order to improve reading and learning in parallel-language courses.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Submitted.
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Jovan, Mandić. "Razvoj modela za unapređenje proizvodnog procesa i smanjenje uticaja gubitaka neuravnoteženosti i preopterećenja - Lean 3M". Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2019. https://www.cris.uns.ac.rs/record.jsf?recordId=110883&source=NDLTD&language=en.
Texto completoResumen
Istraživanje u doktorskoj disertaciji obuhvata kreiranje modela za unapređenje proizvodnih procesa i smanjenje uticaja pojva koje se javljaju u sistemima, a to su pre svega pojave gubitaka, neuravnotežeonsti i preopterećenja. Na osnovu pregleda literature, uočeni su nedostaci postojećih modela i kreiran je novi model koji je primenjen u realnom okruženju, a potom su prikazani rezultati njegove implementacije. Takođe ukazano je na postojanje međusobno uzročno-posledičnih veza između pojava i određen je stepen njihovih uticaja. Rezultati primene ovakvog modela doprinose smanjenju pojava 3M koji se javljaju u proizvodnim procesima i kreiraju osnovu za dalji kontinualan razvoj i unapređenje proizvodnih procesa i sistema u celini.Doctoral dissertation research involves the develepment of a model for improving production processes and reducing the impact of waste unevenness and overburden losses that occurs in a system. Based on the literature review, the shortcomings of the existing models were identified and a new model was created. It has been applied in the real company environment and the results of its implementation are shown. It is also pointed to the existence of caus-related relationships between muda mura and muri, showing the impact of their influences. Results contributes to the reduction of 3M losses and will create the basis for further continuous development and improvement of the production processes and the system as a whole.