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1

Signell, Andreas. "An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subject". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22388.

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This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.

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2

Boada-Montagut, Irene. "'Women write black' : a comparative study of contemporary Irish and Catalan short stories". Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263244.

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3

Odenmo, Emma. "Empowerment of the Oppressed in Margaret Atwood’s Surfacing and Louise Erdrich’s Tracks : A Comparative Study of Feminism and Postcolonialism". Thesis, Mid Sweden University, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11221.

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A comparative essay to show links between empowerment in feminism and postcolonialism by comparing the development of the protagonist in Margaret Atwood's Surfacing to the development of Pauline in Louise Erdrich's Tracks.

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4

Alrawashdeh, Abeer Aser. "A comparative study of selected Arab and South Asian colonial and postcolonial literature". Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678267.

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5

NÓBREGA, Mônica Leite da. "Literatura em sala de aula: sequência didática para o 9º ano com o gênero romance". Universidade Federal de Campina Grande, 2018. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1520.

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São inúmeras, no contexto educacional, as publicações que versam sobre o ensino de literatura nas escolas. Trata-se de um número que reflete um desafio e, portanto, uma preocupação de boa parte dos educadores: a formação do leitor literário crítico. Estaríamos nós, educadores, realizando eficiente mediação para formação de alunos leitores de literatura? Como podemos agir, em sala de aula, para promover o letramento literário? Com base nessas inquietações, procuraremos, à luz de teóricos diversos, buscar alternativas metodológicas para guiar o nosso trabalho em sala de aula, visando (re)significar o contexto da ação docente, com vista a formação leitora do aluno. Dessa forma, esta dissertação busca analisar as teorias que circulam sobre o ensino de literatura, mais especificamente sobre a leitura literária na escola; reconhecer, à luz da Linguística Aplicada e dos pressupostos da crítica pós-colonialista, a importância da obra trabalhada para a promoção do letramento em sala de aula e apresentar, de acordo com os postulados de Cosson (2014), uma sequência básica para turmas de 9º ano do ensino fundamental, a partir de uma adaptação do romance Jane Eyre (1847), da escritora inglesa Charlotte Brontë. Para tanto, o aporte teórico conta com os postulados de Cosson (2014), Colomer (2007), Zilberman (2012) e Terra (2014), principalmente. No tocante à Linguística Aplicada e ao pós-colonialismo, nos fundamentamos em Moita-Lopes (2006), Dias (2011), Bonnici (2000 e 2005), Said (1994 e 2003), Kanavillil Rajagopalan (2013) e Hall (1996). Acredita-se que a proposta de intervenção aqui apresentada possa contribuir para o trabalho com textos literários. Pretende-se, acima de tudo, desconstruir alguns (pré)conceitos ainda arraigados no discurso de muitos professores, uma vez que a proposta prevê o descortinamento de questões coloniais e pós-coloniais que o texto-base da sequência didática enseja.
There are many publications in the educational context that deal with the teaching of literature. They show a challenge and, therefore, a concern of many teachers: the formation of literary readers. In this perspective, a professional of this área could ask himself/herself: would us teachers be efficient mediators in this process of forming critical readers of literature? How could we act in classes to promote literary literacy? Based on these questions and in many scholars, this research aims at finding methodological alternatives to guide teachers work as an attempt to give new meanings to the context of teachers practices, in order to help the development of students’ reading skills. Thus, this dissertation analyzes theories about teaching literature, especially about literary reading in the school context; to recognize, according to Applied Linguistics views and Postcolonialist theories, the novel that will guide our proposal of developing of literary literacy in school, according to Cosson (2014), which is a basic didatic sequence for students of the Brazilian 9th grade school year, having as the main text, the novel Jane Eyre (1847), by the English writer Charlotte Brontë. For such an enterprise, the theoreticall support will come from Cosson (2014), Colomer (2007), Zilberman (2012) and Terra (2014), among others. In relation to Applied Linguistics and Postcolonialim, Moita-Lopes (2006), Dias (2011), Bonnici (2000 e 2005), Said (1994 e 2003), Kanavillil Rajagopalan (2013) and Hall (1996). We believe that the intervention proposal here presented will be a decisive tool for the work with literary texts that can help readers (teachers and students) deconstruct some preconcepts and prejudices still present in their discourses, since we will unveil colonial and postcolonial issues that the main text bring into light.

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6

Kennedy, Lisa. "“Find your favourite Frida!” -A sociological study of the commodified faces of Frida Kahlo". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92487.

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Frida Kahlo has become increasingly popular as a commodity to signify female empowerment or an exotic femininity, and her face has inspired numerous images by modern day artists and graphic designers. The market for posters and decorative objects which use new portraits of Kahlo is booming and often target young women as consumers.This study critically explores the ethnical, cultural and gender constructions of Frida Kahlo as a symbolic as well as literal feminist poster girl on the western market. Furthermore, it examines how these constructions function as postcolonial discursive practices. The study finds that as Kahlo is accepted as a western symbol, her embodied ethnicity and cultural belonging are erased and replaced by easily identified symbols of “strategic essentialism”, such as accessories and Mexican plants. The sexuality, frailty, and disabilities of her body are erased, and her features are westernised to make her more feminine and acceptable as a commodity. This in combination with reoccurring passivity mean that empowerment is portrayed as an act of being rather than doing and that the femininity is played up as an aspect of female empowerment.

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7

Munkler, Anna. "Seeking their place in the sun : A case study on the self-perception of German tourists in postcolonial Namibia". Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42810.

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Tourism has various effects on society. Not only economic but also immaterial effects on destinations as well as on tourists themselves. Especially regarding tourism between the Global North and South, it is arguable if tourism is a social force influencing societies in a positive way or if it rather reinforces stereotypes and colonial structures. Postcolonial approaches help to narrow down this topic and to complement classical tourism studies. This paper focuses on the situation of German tourists in a former German colony: Namibia. It examines how the tourists perceive themselves within the system of tourism in a postcolonial context, how they perceive the Other and colonial heritage during their trips. Interviews were conducted with eight German tourists who had travelled to Namibia during the last years on their experiences and thoughts to complement existing studies and broaden the picture. The interviews show that stereotypes and notions of white superiority still exist within tourism whilst the sensitivity for history, colonial times and postcolonial structures is rather weak amongst German tourists. At the same time, the tourists wish for more equality and encounters at eye level. It is reinforced that tourism scholarship as well as the tourism industry itself should have postcolonial issues in mind, as well as the non-economic effects of tourism which are in dire need to be considered stronger. The tourists showed that they are ready for a closer engagement with history if colonial heritage is presented and interpreted more intensively. If this interpretation is elaborated in communicative processes respecting all stakeholders, especially the local populations, tourism can not only impact economic development, it can also be a strong social force which ultimately would create a better understanding and experience for both stakeholders, the tourists, and locals respectively.

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8

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

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9

Huovinen, Nina. "Can Postcolonialism and Neoliberalism Reveal All? : Understanding Celebrity Humanitarianism through a Case Study on Rihanna and Fenty Beauty". Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41092.

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Celebrity humanitarianism has become a notable field of research within Communication for Development. Largely built around case studies of individual celebrities engaging in the development and humanitarian fields, mostly postcolonial and neoliberal critique has been put forth regarding the effects of such engagements. These critiques at times go to the extent of suggesting that celebrity humanitarians might be doing more harm than good by for example shifting the focus away from underlying structures. As the field of study often provides more critique than constructive suggestions, this study is built as a deductive case study aiming to test the extent to which current prominent theoretical frameworks are able to understand celebrity humanitarianism when a celebrity humanitarian is studied as a more comprehensive construct. The focus of the case study is the Barbadian singer Rihanna and her cosmetics brand Fenty Beauty. The dominant theories are challenged with including a business aspect of the celebrity’s ‘ecosystem’ and by examining such aspect through a Corporate Social Responsibility lens.

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10

Gjörloff, Per M. y Robert Gustafsson. "The Hidden Game : A comparative study on rugby and soccer in modern South African society". Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29236.

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The popular discourse has it that sports take a big part in the everyday life of South Africa. Given its segregated past, we ask the question on how the media discourse were on race, politics and gender during the formative period of circa 1990-1995. Utilizing discourse analysis on newspaper clippings from 1990 to 1995 and 2004 and interviews with players, coaches, administrators and sports activists, we have found that there was indeed a specific white discourse that subjugated the black perspective into the subaltern and formed partnership with the hegemonic traditions of the white apartheid regime.

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11

Philippou, Eleni. "Speaking politically, not politics : an Adornian study of 'apolitical' twentieth-century fiction". Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:fdebd470-81a8-4c1c-9ff5-e211e4bafe03.

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My thesis is concerned with Theodor Adorno (1903-1969), the Frankfurt School theorist, and the implications of his philosophy for literary studies. I show that Adorno's thought may offer a valid contribution to the analysis of literary texts, even texts with which he is not historically associated. More specifically, I link Adorno with texts that emerge out of situations of political extremity but are not necessarily understood as "political" protest literature. Drawing on a variety of Adorno's texts, I assert that key concepts within Adorno's thought - truth content, immanence, the non-identical - allow us a way of understanding literary texts that appear apolitical, but in fact are speaking to the social and material relations of their specific (political) context. Adorno's exposition on the interface between the artwork and history usefully engages authors that problematise or dismantle our traditional conception of what constitutes the "political" - overt manifest content that aligns itself with a particular ideological position. I have chosen three twentieth-century authors (J.M. Coetzee; Margarita Karapanou; Michael Ondaatje) whose literature bear the burden of political extremity (respectively, South African apartheid, the 1970s Greek military junta, and the Sri Lankan civil war), and is at loggerheads with the literature of political commitment emerging from each of those situations. Each of these authors asserts his or her aesthetic autonomy over prescriptive understandings of literature as a vehicle actively espousing a particular nationalist, political, ideological or even aesthetically formalist position. The work of these authors, I argue, embodies an alternative Adornian version of engaged literature. In short, my thesis operates as a two way conversation asking: "What can Adorno's concepts give to certain literary texts?", and reciprocally, "What can those texts give to our traditional understanding of Adorno and his applicability?" This thesis is an act of rethinking the literary in Adornian terms, and rethinking Adorno through the literary.

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12

Bristow, Stephen James. "A case study of reflective teaching". Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276372.

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13

House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.

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14

Sixtensson, Johanna y Carolina Hamma. ""They say: divided we fall, united we stand" - A Study on National Identity and Nation-building in Postcolonial Namibia". Thesis, Malmö högskola, Institutionen för globala politiska studier (GPS), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22445.

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In most nationstates the construction and making of a national identity is a historic phenomenon as the process started hundreds of years ago. In Namibia however, the construction of a nation and a national identity has just been instigated. Namibia, as one of the last colonies in Africa, did not gain independence until 1990. For a long time, Namibia was subjected to German as well as South African colonial and apartheid rule. Our aim with this essay was to examine the Namibian construction of a national identity, with reference to Namibia's historical postcolonial and postapartheid background. The focus is on how people from two ethnic backgrounds, the Owambo and the San, experience their situation as Namibians in one of the youngest countries in Africa. Hence, we have made 22 interviews in northern Namibia during the fall of 2004. The purpose with this essay has been to comprehend and present a process of nation-building and national identity in the making. We have found that 'ethnicity' still is an important mean of identification in Namibia. Moreover, the fact that Namibia is a postcolonial and postapartheid state, strongly affects the Namibian nation-building and the construction of a Namibian identity. Ethnic categories are still ingrained in people; the distinctions signify difference, and are used as means of identification. Alhough simultaneously, the segregation forced by the colonisers has now made ethnic categories less distinct since such divisions relate to apartheid and repression. The Owambo group tend to be more aware of their position as Namibians in the Namibian nation than the San groups, and their culture is to a large extent 'dominant' and influences the nation-building. The Owambos identify themselves as Namibians. The San groups on the other hand, identify themselves with their ethnic or tribal group. They are also in an inferior minority position, which they are highly aware of.

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15

Eriksson, Helena. "Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies". Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.

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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.

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16

Du, Plessis Sophia W. F. "Institutions and institutional change as explanation for differences in economic development – a study of the first three decades of the postcolonial experience of Zambia and Botswana". Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1387.

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Thesis (PhD (Economics))--University of Stellenbosch, 2005.
Numerous theories have been constructed to provide reasons for economic growth differences between countries. As data became more readily available, cross-country empirical studies identified a set of variables that contributed to economic growth, including variables such as the investment in human and physical capital.

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17

Jiang, Jing. "Racialization in the United States: A Case Study of Chinese Students' Experiences in a Summer Work Travel Program". Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429314429.

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18

au, jane syd@bigpond net y Susan Jane Maw. "Teaching Hatha Yoga: An Auto-Ethnographic Study". Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.

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19

Howard, Karen L. "The teaching vice-principal, a qualitative study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60229.pdf.

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20

Maw, Susan Jane. "Teaching Hatha yoga: an auto-ethnographic study". Thesis, Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.

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21

Maw, Susan Jane. "Teaching Hatha yoga : an auto-ethnographic study /". Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.

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22

Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers". Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.

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23

Fung, Tak-kit y 封德傑. "Teaching the -ing forms". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626408.

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24

Robinson, Kirk S. "How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.

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25

Whitman, Gretchen M. "Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541598295330033.

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26

Robinson, David Wayne. "Lift ev'ry voice & sing for an Afrocentric pedagogy of music teaching and learning". Thesis, 2020. https://doi.org/10.7916/d8-k1wr-q169.

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Currently, Eurocentric theories and practices of urban teachers and students are often studied under a White gaze of expected deficits. Much of this research is quantitative (e.g., documenting the number of teachers of color); the qualitative research that documents the experiences of people of color usually lacks the personal lived experiences of racial marginalization that only one who has endured them can tell. Addressing this research problem, in this dissertation, I share findings generated from a 9-month autoethnographic study of my experiences in light of the blockade of anti-Black epistemologies and ontologies in (music) teacher education. Framed by Critical Race Theory, Critical Pedagogy, and Postcolonial Theory, the aim of this study is to examine the lived experiences and narratives of a Black-queer doctoral student and teacher educator—in dialogue with majority Black and Latinx preservice early childhood and elementary students in his music teacher education course—considering how Eurocentric frameworks position teachers and students. Inquiries into how curricular stories are constructed as mirrors and windows (Bishop, 1990) are woven to reveal the ways in which dominant theories and ideologies affect the discourses and identities of soon-to-be teachers and point toward the need for students and educators of color to be taught to analyze and name injustices documented within life histories, all the while transforming oppressive encounters to affirm individual and collective humanity. While the focus of this self-study and autoethnography is the researcher, this ethnographic composition of teaching and teacher education is informed by the researcher’s teacher education practices, experiences, and learnings in the context of an early childhood and elementary teacher education course for non-music majors at a primarily-Hispanic serving urban institution of higher education. It examines classroom discursive interactions and archival data (e.g. journal reflections, course assignments) using ethnographic research methods and critical narrative analysis (Souto-Manning, 2014) to make sense of data. In doing so, it co-constructs a polyphonic space for multiple perspectives to stand in counterpoint (conflict), reimagining and reclaiming the discourses that purport to hold knowledge about peoples of color lived experiences. Findings are rendered by engagement with a range of Afrocentric visual and multimodal data.

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27

Comber, Abigail E. "Cultural construction of monsters : The prioress's tale and Song of Roland in analysis and instruction". 2012. http://liblink.bsu.edu/uhtbin/catkey/1697788.

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This project begins by examining current trends in the study of medieval literature, particularly in the area of medieval literature dealing with religious conflict. Literary review demonstrates that since the late 20th century, critical examination of medieval literature has been dominated by postcolonial analyses. A dedication to postcolonial analyses, in effect, has stagnated the field of medieval literary analysis, particularly in regard to those texts representing religious differences. By focusing examination on two seminal medieval texts, "The Prioress's Tale" from Geoffrey Chaucer's The Canterbury Tales and the anonymous Song of Roland, this dissertation argues that traditional, postcolonially-inspired analyses are ineffective and inconsequential for modern, post-9/11 audiences, particularly high school students. More substantial and authentic readings are revealed through an application of Jeffrey Jerome Cohen's monster theory, a hypothesis articulated in his essay "Monster Culture (Seven Theses)" (1996) which, when coupled with conventionally psychoanalytic concepts of psychical reality and jouissance, reveals that the cultural creation of monsters is unchanging across time and culture. By illustrating this phenomenon through the Christian creation of Jewish and Muslim monsters, through literary examinations of "The Prioress's Tale" and Song of Roland respectively, this project hints that the same cultural forces feeding monster creation in the Middle Ages are alive in our modern age in the creation of terrorist monsters. The project culminates by arguing that the most effective way to teach literature of the Middle Ages to post-9/11 students is to focus on literature ripe with religious conflict in order to tap into affective connections to be found between modern students and the people of the Middle Ages. This is a bond best forged through a discussion-driven approach to literary instruction.
A future for medieval studies -- Monster Jews in the creation of the Christian psychical reality -- The necessity of Saracen monsters in the formation of the Christian self -- The future of medieval studies : teaching The prioress's tale and Song of Roland in contemporary high school classrooms.
Department of English

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28

Ferguson, Matthew Robert. "Becoming ajarn: A narrative inquiry into stories of teaching and living abroad". Thesis, 2008. http://hdl.handle.net/1828/891.

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This M.A. thesis is a narrative inquiry into a westerner’s personal stories of teaching and living in Thailand. It narrates the experiences of becoming an ajarn (a teacher), but moreover an ajarn farang (a white teacher) in a Thai university. As International Education programs are largely supplemented with western-developed curricula and teachers, what are the implications for a western teacher when material and pedagogy fails in a new cultural situation? How can a teacher reconcile feelings of power (as a perceived education authority) and powerlessness (as a cultural foreigner)? This narrative inquiry explores the role of story to make meaning out of otherwise uncertain situations. The stories are about experiences deemed emblematic of tensions and ideas employed by multiculturalism, postcolonialism, phenomenology, and transformative education. These discussions aim to expose and exploit borders of experience that exist for reasons of culture, colonialism, location, and race. The transformative exercise of exploring spaces between borders recognizes that people are characters inside one another’s stories, which thereby expands boundaries of identity to anticipate and embrace moments of uncertainty that can inspire innovative pedagogy because of cultural difference, and not in spite of it.

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29

LIN, TSAI CHIA y 蔡佳霖. "The study of Fairy tale teaching and Affective teaching". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/asefrz.

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碩士
國立臺東大學
兒童文學研究所
95
Abstract This study aimed to use the fascinating contexts, novel imaginations, diverse themes, and harmonious atmospheres of fairy tales to attract students to read fairy tales and cultivate their interest in reading. Through the design of reading instructions, it was expected that students could experience the truthfulness, goodness, and beauty of fairly tales through reading discussions and further integrate the affective issues in life to cultivate their abilities of understanding, discussing, and solving problems. This study conducted the teaching activity of fairy tale reading on the basis of the concept and spirit of action research. The fifth grade students taught by the researcher were selected as research subjects. Eight fairy tales included in the Fairy Tale Collection published by Youth Cultural, including Hold Hands Blacky, Quest for the Giant of the Heart, The Quarrel over Clothes, Straw man Kaka, The Beautiful Duck, The Little Red, Little Muggins, and The Happy Pig were selected as reading materials. The reading discussion model was adopted. Affective issues were incorporated, and four subjects, including Discover Yourself, Everyone Has His Place, Challenge the Difficult, and To Help is the Best Enjoyment, were designed. According to group discussion, questions, learning, and response of students, as well as the instructor’s observation and reflection, the instructional method was adjusted at all times to derive the most effective instructional and guiding method. In the research process, it was discovered that the rich storyline and vivid descriptions of fairy tales, if proper instructed, can indeed improve children’s interest in reading. Besides, the portrayal of local fairy tales is also close to children’s life experiences, so they are materials suitable for affective education. Based on the problems encountered in the teaching process and the research findings, this study also provided suggestions and references for follow-up educators and researchers, hoping that follow-up educators and researchers could make a more in-depth investigation in issues related to “fairy tale teaching” and “reading and affection”.

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30

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

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31

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

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

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32

林伯杰. "A study of augmented reality on language teaching – A case study of elementary English teaching". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84688056232480556651.

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碩士
國立彰化師範大學
數位內容科技與管理研究所
97
As English becoming a global language, English learning is becoming more and more important to people. The reform of Nine-Year Curriculum recommends that third-grade instruction design should include English learning. The ministry of education also suggests integrating IT (Information Technology) into instruction to provide students with various and effective learning approaches. This study attempts to examine the effect of English learning progress of young English learners by using the CAI (Computer Assisted Instruction) system. This study investigates the feasibility of AR CAI system on English vocabulary learning by developing an AR system and designing an English course for the system. The subjects were composed of 85 third grade students from an elementary school in central Taiwan. The subjects were divided into AR supported instruction, traditional instruction and control group. The instruction lasted for three weeks. The English test results of the students using AR CAI system were significantly better than those using traditional English teaching method. Also, students of highest and lowest English proficiency group showed significant progress in test results. Furthermore, the learning effectiveness of children using AR showed no gender difference. Based on the results, constructive suggestions were proposed for schools, teachers and future researchers.

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33

wen, Feng Hsiu y 馮雯. "The Study of Elementary School Teachers''''Teaching Beliefs and Teaching Efficiencyes". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/25867401804766784604.

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碩士
國立屏東師範學院
國民教育研究所
90
The Study of Elementary School Teachers''Teaching Beliefs and Teaching Efficiencyes Abstract The purpose of this study is fivefold: to have a better understanding of the teaching beliefs and efficiency of the teachers in Kaohsiung’s elementary schools; to explore what teachers’ backgrounds will pull out from their teaching beliefs; to study how teaching belief and teaching efficiency are related; and to see if teaching belief could predict efficiency. 630 Kaohsiung city teachers were surveyed by answering a questionnaire edited and given by the author, in which a profile of the relationship between belief and efficiency could be determined as the average and standard deviation have been counted. The data of the relationship are collected using t-test, one-way variance analysis, followed by Scheff’s multiple comparison if the test result reaches a high level, and then Person’s product-moment correlation method is applied to see whether belief and efficiency are apparently related to each other, the last step is to use Stepwise multi-regression analysis method to parse whether teaching belief of all kinds can foresee integrated as well as stratum-based teaching efficiency. Conclusion 1. Though the teachers’ teaching beliefs are improving steadily, their willingness and beliefs towards community participation needs improvement. 2. Their teaching efficiency is half way from perfect. The study also shows that there is still room for improvement in the following two areas: teacher’s “ self-efficiency” and “adjustment to environment.” 3. Teaching years, additional jobs other than teaching, and school size are influential in their teaching beliefs. Senior teachers, school deans, and middle-size school teachers are among those with the most progress-inclined teaching beliefs. 4. Teaching years, additional jobs other than teaching , and school size are influential factors to teaching efficiency. Senior teachers, middle-size school teachers teach most effectively than others who are not senior and in the middle-size school. 5. The teacher whose teaching belief is prone to progress teaches more efficiently than the one whose teaching belief is conventional. 6. There is an apparent elationship between teaching bewief and teaching efficiency; the former affects the latter. 7. Teaching belief can interpret and predict teaching efficiency. Implications and Suggestions 1.The administration of education should: （1） elaborate on letting teachers form common sense on educational reforms and adjust their beliefs that we are going to have a better education coming up. （2） control school size, because a middle-size school helps its teachers participate in community activities. 2.The institute which offers educational programs to would-be teachers should: （1） have a strong a grip on the content of educational reforms, and materialize would-be teachers’ training programs. （2） engaging both teaching and internship,enforting the progression-inclined beliefs to upgrade efficiency. 3.The school administration should: （1） offer up-to-date information of education, and integrally plan and offer teachers teaching resources. （2） change teachers’ intellectual models, and build up learning-style institutes and teaching teams. （3） have a sound administrative operation, assist teachings, and remove factors that deter them from teaching more effectively. （4） reshape teachers’ new images, hold seminars and encourages them to go advanced studies. 4.The teacher should: （1） understand his or her hidden teaching beliefs through the feedbacks from the students’ parents. （2） frequently reflect him- or herself, and then correct the beliefs through the reflections. （3） walk out of the myth of the classroom kingdom, reinforce the cooperative connection with parents, and interact with the community. （4） fulfill progress-inclined beliefs, and strengthen professional knowledge and skills, so as to increase teaching efficiency. （5） encourage colleagues learn from one another, so that senior teachers could pass on their experiences.

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34

PENG, WAN-TING y 彭琬婷. "Action Study of Mandarin Remedial Teaching by The Reciprocal Teaching Method". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/12731010976821569641.

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碩士
中華大學
科技管理學系
104
The purpose of this study is to investigate the Mandarin remedial teaching by using reciprocal teaching method against 5th grade students to see if it could help low-achieving students on Mandarin improve their reading ability and also have better performance on other subjects. In this study, six students who need remedial teaching were selected as study subjects. The study lasted fifteen weeks, two lessons after school on every Thursday, totally thirty lessons. The researcher used Qualitative Research Method to analyze teaching journal, observations, student interview, and teaching reflection in order to investigate the performance of Mandarin remedial teaching using reciprocal teaching method against 5th grade students. The main results were summarized as follows： 1.Low-achieving students on Mandarin had significant improvement after reciprocal teaching. 2.Reciprocal teaching can improve the reading ability of low-achieving students on Mandarin. 3. Reciprocal teaching can also help them have better performance on other subjects. 4.Low-achieving students started to like reading after their reading ability were improved. 5.In the four strategies of reading: “Predicting” “Questioning” “Clarifying Doubt” and “ Summary”, most of the students think “Predicting” and “Questioning” are easier to be applied in reading while “Summary” is more difficult. “Clarifying Doubt” is applied most often.

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35

Wu, Syuan-Yi y 吳軒億. "A Study of the University Teaching Excellence Program and Teaching Quality". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/65028954480675732108.

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碩士
國立臺灣師範大學
教育政策與行政研究所
98
The purposes of this study were to explore the relationship and current situation between the university teaching excellence program and teaching quality, and to analyze the difficult positions and coping strategies of implementing the university teaching excellence program. Based on the findings and conclusions of this study, suggestions were given to policy makers, universities and future studies for reference. In order to achieve the purposes of this study, the methods adopted for this study included a documentary analysis and an interview with 13 study participants included policy makers, unit charges, and scholars who related to the university teaching excellence program. The nature of this study was a qualitative approach. According to the findings of this study, conclusions were synthesized as follows: 1.The implementation of the university teaching excellence program and context and current situation of promoting teaching quality were necessary relationship. Supports of policies and environments were key conditions. 2.The notion of planning the university teaching excellence program were improved the basic teaching mechanisms in the beginning, and developed the teaching characteristics and sustainable management at the end. 3.The indexes of the university teaching excellence program were fit the basic connotations of teaching quality, but lacked of teaching outputs, characteristics and qualitative indexes. 4.Shaping supports of external environments, high-grade leaders’ visions and commitments, and members’ ability and consensuses were key influential factors of implementing the university teaching excellence program. 5.The implementation of the university teaching excellence program were benefited the restructuring of organizational structure and changing of organizational culture. 6.The main difference between public and private universities’ performance was the distinction of organizational climate and culture. 7.The universities received subsidies or not didn’t reflect the degree of teaching quality necessarily. 8.The basic teaching mechanisms and institutions had been greatly improved at the present time. But the opinions about comprehensive promoting teaching quality were different. 9.There were six difficult positions of implementing the university teaching excellence program, including unit members lacked of stability and specialization and so on. 10.In response to above difficult positions, there were six coping strategies of implementing the university teaching excellence program, including decreased the unstable feeling of unit members and offered on-the-job training and so on. Based on the findings and conclusions of the study, suggestions were made for policy makers, universities, and future studies concerned.

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36

Yen, Yi-Sian y 顏儀嫻. "A Study on Ballet Teachers' Teaching Beliefs and Effective Teaching Behaviors". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90757172063105814585.

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碩士
中國文化大學
舞蹈學系
98
Abstract The main objective of this research is to perform current status and correlation study between the teaching belief and effective teaching behavior of the ballet teacher of the dancing school in Taipei district. In this research, “survey method” is adopted, and the ballet teachers in the dancing schools in Taipei District are used as research targets, meanwhile, “purposive sampling” and “snowball sampling” methods are adopted. The formal samples under test were one hundred thirty-five subjects, the actually acquired effective samples are 130, and effective return rate of 96.3% is obtained. The research tools include: “personal background information survey table”, “teaching belief scale”, “effective teaching behavior scale”, and “interview outlines”. Data analysis methods include: frequency distribution, percentage, mean, standard deviation, independent sample T test, one-way ANOVA, Scheffé method, Pearson Product-Moment Correlation Coefficient, and Multiple Regression Analysis. The conclusions of this research are as followed: I. The current status of “teaching belief” and “effective teaching behavior” of ballet teacher of dancing school in Taipei district. 1. The entire “teaching belief” of ballet teacher tends to be in aggressive and positive situation; among them, the “teaching belief” of “teacher and student relationship” perspective is the most aggressive and positive one. 2. The “effective teaching behavior” tends to be in prime condition; among them, “effective teaching behavior” of “class operation” repeated has the best performance. II. The differences among “personal background factor”, “teaching belief” and “effective teaching behavior”. 1. “Teaching belief” has significant difference due to difference in “age” and “marital status”. Among them, the entire “teaching belief” of teachers in the age range of “31~40 years old” is more aggressive and positive as compared to that of teachers in the age range of “below 30 years old”; the entire “teaching belief” of “married” teacher is more aggressive and positive than that of the “unmarried” one. 2. Among them, teachers of the age range “31~40 years old” and “41~50 years old” show superior entire“ effective teaching behavior” to that of teachers of age “below 30 years old”; “married” teachers show superior“ effective teaching behavior” to that of “unmarried” teachers. III. There is significant and high positive correlation between “teaching belief” and “effective teaching behavior”, that is, when the “teaching belief” of ballet teacher becomes more aggressive and positive, the “effective teaching behavior” becomes better. IV. The ballet teachers in dancing school in Taipei district, in “age”, “teaching years of experience” and “entire teaching belief”, can effectively predict the “entire effective teaching behavior”. Among them, three factors can predict 57% variance of “entire effective teaching behavior” of the ballet teacher. According to the research results and conclusions of this research, in ballet teacher aspect, we suggest that “ballet teacher” should emphasize on the training of basic dancing skill and should incubate students’ strict learning attitude through mutual assistance and teaching experience sharing. In teaching related department aspect, we suggest that “education related departments” should increase the advanced study channel for ballet teachers, open pre-job training in ballet curriculum, provide more related sources such as ballet teaching books and videos and sponsor ballet dancing exhibition so that students can have good learning performance. Key words: Taipei district, ballet teacher, teaching belief, effective teaching behavior

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37

Huang, Hsuan-Jung y 黃楦容. "A Case Study of Teacher’s Teaching Style for the Aesthetic Teaching". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20927636072786171548.

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碩士
國立臺北教育大學
課程與教學研究所
100
This study aimed to explore teacher’s teaching style for the aesthetic teaching, and to analyze the aesthetic experience of students. In order to understand deeply for the teacher’s teaching style and the aesthetic experience of students from the learning process, this study adopt case study. Data are collected through observing, interviews and document analysis. Furthermore, triangulation is used to check the data. The results can be summarized as following: I.The ways and connotations of aesthetic experience that teachers and students create with the different teachers’ teaching styles. i.The teacher who is more “student center-life experience oriented” is teaching with student-centered. The teacher guide students to interact with the environment in specific situations, and to feel and reflect from the operation and experience. Besides, the teacher guide the students to find problems and solve them, so that they can enjoy the self-sufficiency feeling after they accomplished the activities. ii.The teacher who is more “teacher center-life experience oriented” often lead students to discuss, and transform the teaching materials to fit for students' cognitive development and life experience. Besides, The teacher guide students to discover and to understand the subject knowledge and cognitive structure deeply through thinking, discussing, arguing and clarifying, so that the students can feel the beauty of the admirable. II.The common elements of aesthetic experience that teachers and students create with the different teachers’ teaching styles. To create a relaxed, warm, harmonious, and free dialogue learning atmosphere positively. And to teach through the flexible teaching objectives, the diversity of teaching methods, and wonderful teachers and students conversations. To guide students learning through asking questions and discussing to challenge students’ ideas. Then make students enjoy the self-sufficiency feeling through the practical problem-solving process. According to the conclusions, the following suggestions might be provided: I.For teachers: Teachers should understand the subject knowledge and pedagogical content knowledge deeply to transform the subject materials to link with students’ life experience. Create a relaxed and comfortable atmosphere in the classroom so that students can interact and talk with teacher freely. Then teachers should combine personal professional specialty and interest to shape the individual teaching style. II.For future researches: Try to compare and analyze the different cases of the same grade and the same subject, to get to the bottom of the relationship between the teacher’s teaching style and the aesthetic experience of students in the classroom.

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38

鄭景云. "A Study on The Elementary Teachers’ Teaching Attitudes,Teaching Beliefs ,And Teaching Behaviors Toward Number Sense". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50613538650941888891.

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碩士
臺北市立教育大學
數學資訊教育學系碩士班
96
The goal of this study was to investigate understanding of the elementary school teachers’ teaching attitudes, teaching beliefs, and teaching behaviors toward number sense. Questionnaires, interviews and classroom observation were adopted as the major research instruments in this research. The questionnaire instrument of this study was related to elementary school teachers’ teaching attitudes towards the number sense. The conclusions are as follows: 1. The attitudes toward number sense of the elementary school teachers possessed positive tendency. 2. The elementary school teachers’ teaching beliefs had the difference on account of teaching attitudes. 3. The elementary school teachers’ teaching attitudes towards the number sense accords with teaching behaviors. 4. The elementary school teachers’ teaching beliefs towards the number sense accords with teaching behaviors. Based on the findings, this study makes suggestions for teacher, school, teacher education, and the future study.

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39

Tsai, Feng-chih y 蔡鳳芝. "A Study of Preservice Teachers'' on Teaching Beliefs and Teaching Reflective Behavior During Teaching Practicum Courses". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/48478833776833430151.

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碩士
國立中山大學
教育研究所
93
The major purpose of this study is to explore the preservice teachers’ teaching beliefs, its influential factors and teacher belief changes after teaching practicum courses and teaching reflection. There are two main purposes of this study: (1)To explore preservice teachers’ teaching beliefs and its influential factors. (2)To explore preservice teachers’ teaching reflection during teaching practicum courses. For achieving the above purposes of the study, it took one semester to collect data and interviews for exploring teaching beliefs, classroom observation, microteaching, field experiences and teaching reflection and analyzing preservice teachers’ teaching beliefs, influential factors and teaching reflection in concept mapping, assignments and interviews. The final provides some suggestions for teaching professional growth and the improvement of teacher education. The results indicated that preservice teacher’s teaching beliefs are through single to diversification and progress substitute for traditions in the varied age. After a series of teaching practicum courses, teaching beliefs cannot practice teaching behavior. There are three main factors: (1)The classroom observation: according to mentor’s pedagogy, it is back to traditional teaching. (2)The external factor: under the pressure of obtaining high degrees, on the basis of the premise that the grade of the student was improved results in a learning instruction style which teachers are active but the students are passive. (3)The internal factor: unfamiliar teaching experience and lack of professional knowledge result in differences between teaching beliefs and teaching behaviors. Reflective behavior of the preservice teacher has three stages: (1)The optimistic teaching beliefs for field experiences: to understand curriculum planning is difficult. (2)Unexpected problems in field experiences: even though preservice teachers understand the problem in confused classroom, they can not improve their teaching behaviors immediately. (3)Face to reality situation of teaching on field experiences: preservice teachers are conscious of curriculum planning imperfect , lack of explanation ability , to “guess” students’ prior knowledge, lack of the ability of classroom management and professional knowledge for teaching.

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40

Huang, Hsiao-Chun y 黃筱珺. "A Case Study on the Teaching Belief,Teaching Behavior and Teaching Reflection of Wushu Sports Coach". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/95wk3j.

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41

Zhong, Zhao-Yan y 鍾兆炎. "A Case Study on Teaching Effectiveness of Teaching Evaluation System to Teaching in Junior High School". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pyhmx7.

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碩士
中原大學
教育研究所
106
The purpose of this study is to investigate the effectiveness of Teacher evaluation system in teaching effectiveness. In this study, a case study method was used to investigate the self-efficacy of three English teachers before and after teaching evaluation system, and then to understand the change of teachers'' teaching effectiveness by means of observation, interview and checklist. In order to understand the impact of effective teaching evaluation scale on teachers'' teaching effectiveness, and to serve as a reference for the future school teaching evaluation system. According to the results of this study, the conclusions are as the following: 1. The introduction of teaching visual evaluation system in schools must be carried out effectively from top to bottom, so that the whole system can be implemented between teachers and students. 2. Teachers and visual instructors should trust, respect, cooperate and communicate with each other in order to achieve the maximum benefit. 3. The three English teachers have improved their teaching efficiency. 4. Through the system of teaching, the author thinks that the development of the professional of teachers should be promoted by the teaching of other people in the school . 5. Schools can give different evaluation according to teachers''experience and professional development in different course.

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42

WU, HSU HSING y 許興武. "An Experimental Study of Creative Teaching". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/00694255226551429555.

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碩士
大葉大學
教育專業發展研究所
93
This is an experimental study of creative teaching. Based on the multiple intelligence theory, a creative teaching course was developed and applied on 183 fifth grade elementary school students in Changhua County. The instruments applied in this study include Creativity Assessment Packet (CAP), New Linguistic Creativity Test, Self-appraised Multiple Intelligence Scale. The result is as follows: 1. On Creativity Assessment Packet, the experimental group is significantly better in originality, elaboration and openness. 2. On Linguistic Creativity Test, the experimental group is significantly better in linguistic fluency and creativity. 3. On Creativity Tendency Scale, the experimental group shows significant improvement in imagination. 4. On the Self-appraised Multiple Intelligence Scale and Attitude Questionnaire, the experimental group shows significant advance in spatial intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence and interpersonal intelligence.

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Riley, Nancy Carol. "Socialization into teaching a case study of two student teaching field experiences /". 1989. http://catalog.hathitrust.org/api/volumes/oclc/21245376.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1989.
Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 405-408).

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44

Hsu, Chia-hua y 徐嘉華. "The Case Study to Team Teaching of Parent-Teacher''s Collaborative Teaching". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/41005434703604777417.

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碩士
國立花蓮師範學院
國民教育研究所
90
The Case Study to Team Teaching of Parent-Teacher’s Collaborative Teaching Chia-Hua Hsu Abstract This study aims to explore the process of development of team teaching of parent-teacher’s collaborative teaching of second grade in the Wei-lan elementary school. In order to achieve the above purpose, the researcher arranged related theoretical foundation of parent-teacher’s collaborative teaching with literature analysis. Then, the researcher entered the classroom to do grounded observation, had interviews with the teacher, parents, students, and administrative staff. Meanwhile, the researcher also collected related document information. Finally, based on the literature review, the triangulation and member check, the study draws the following conclusions: 1.The purpose of team teaching of parent-teacher’s collaborative teaching is that school education is combined with family education in order to raise learning quality. 2.The importance of team teaching of parent-teacher’s collaborative teaching is that mutual interaction between teachers and parents is a model of learning for students but also the understanding of advancement among teachers, parents, and students. 3.The principle of team teaching of parent-teacher’s collaborative teaching is that teachers and parents show their profession and speciality in maneuverable team. 4.The process of development of team teaching of parent-teacher’s collaborative teaching is planning stage, designing stage, practice stage, and evaluating stage. 5.The ways of teaching of team teaching of parent-teacher’s collaborative teaching have two ways: As for collaborative role, one is the leading role, the other is the minor role. As to teaching development, one is the collaboration of teaching planning, the other is the collaboration of teaching strategy. 6.The personality characteristics of teachers and parents is one of the successful key to team teaching of parent-teacher’s collaborative teaching. 7.The communication of teachers and parents especially emphasizes respect. 8.Parents provide manpower and ingenuity for teachers. As for teachers, parents are good partners . 9.The Provision of facilities, information, and system can increase the will of parents and teachers to practice team teaching of parent-teacher’s collaborative teaching. 10.The evaluation of team teaching of parent-teacher’s collaborative teaching is teachers’ self-examination, discussion in the class of life field, and students’ diaries. 11.The problems of team teaching of parent-teacher’s collaborative teaching come from time and economy. 12.The main imit of team teaching of parent-teacher’s collaborative teaching is that whether teachers and parents have the same thought will influence the beginning of their collaboration. Team teaching of parent-teacher’s collaborative teaching still has teachers’ professional leadership. Several suggestions are proposed based on the above conclusions: To Teachers 1.Team teaching of parent-teacher’s collaborative teaching begins with teachers. 2.Continuing further education will promote to carry out team teaching of parent-teacher’s collaborative teaching To Parents 1.Parents had better participate in school activities to have more opportunities to communicate with teachers. 2.Parents respect teachers’ profession. To Schools 1.Administrative staff provide any support for teachers and parents as far as possible. 2. Administrative staff make use of situations propagate the thought and ways of team teaching of parent-teacher’s collaborative teaching. To Teacher preparatory organizations 1.In the future curriculum of teacher preparatory organization, the skills of communication will be cultivated. It will promote teachers to practice team teaching of parent-teacher’s collaborative teaching. To Future Research 1.Enlarge the range of case study 2.Make long observation to case study 3.Develop the evaluation of team teaching of parent-teacher’s collaborative teaching.

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45

Chun, Lin Ying y 林盈君. "The Study of Chinese Teaching Approach Based on Sinogram Unit Teaching Materials". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8v553u.

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碩士
國立臺灣師範大學
應用華語文學系
102
Influenced by the Latin language linguistic structures, it is very likely to be going through word-based teaching approach while studying Chinese as a foreign language.This teaching method considers“word”as the basic unit for teaching, while the Chinese characters would simply become written symbols subordinate to vocabulary learning. However, unlike Latin language, Chinese characters contain appearance, sound and meaning within one sinogram. Linguistic Ju(1985) and Xu(2008) indicated that using Latin language linguistic structure to explain Chinese is not suitable.”Sinogram Unit Theory”which emphasizes the importance of Chinese characters emerged in the end of 20th centrury. And the sinogram-based teaching approach also tries to find an effective way to reinforce literacy skills and to expand vocabulary by emphasizing the systematic structures of Chinese characters. This study developed a sinogram-based teaching material for CFL learners. This study also carried out a teaching experiment to ethnic Chinese learners at National Taiwan Normal University, in order to observe learners’feedback and the effects from sinogram-based teaching approach. The study results showed that compared with original teaching approach, sinogram-based teaching approach did lead to a better outcomes and the learners also showed positive attitudes towards sinogram-based teaching approach.

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46

Huang, Yao-Ting y 黃耀霆. "An Action Research of Teaching Games for Understanding:A Study of Basketball Teaching". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/q8u2aw.

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碩士
國立東華大學
體育與運動科學系
103
The purpose of this action research study was to investigate the influence on the learning motivations of fifth graders in physical education (PE) class and their outcomes in cognition, objective skills, and competitions via the application of Teaching Games for Understanding (TGfU). Meanwhile, it also recorded the problems encountered and solutions implemented by the teacher researcher. The study involved 1 teacher researcher and 10 fifth graders, including 7 male and 3 female students, at an elementary school in Hualien; the students were given basketball lessons taught based on the TGfU model for 16 learning periods in 8 weeks. A paired-samples t-test was used to examine the quantitative data like the results of the cognitive tests, objective skills tests, and pre- and post-tests of competition performance. The qualitative data from the teacher researcher’s teaching journals, team-teaching feedback, and student interview outlines and learning sheets were analyzed using the constant comparative method. The results are as follows. When TGfU was applied, (1) the learning motivations of all the participant students were improved; (2) all the students, male, and female students respectively achieved a significant level of improvementin the cognitive learning outcomes, and the male students, in the objective skills learning and competition performance. (3) The teacher researcher faced 13 problems in 4 aspects and understood how action research could help not only improve and solve difficult situations in teaching but also sharpen the teacher researcher’s professional competence. To sum up, (1) applying TGfU in teaching is beneficial to improving students’ learning motivations.(2) TGfUin teaching basketball in PE classcan improve students’ learning outcomes. (3) TGfU helps sharpen therelated professional competence of teachers. Recommendations for PE in schools and suggestions for further studies were made.

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47

LIN, CHIAO-MIN y 林巧敏. "A Study of Teaching Effects on Mathematical Teaching Strategies in Taiwan：Meta-analysis". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/mgudhf.

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碩士
中臺科技大學
文教事業經營研究所
105
The purpose of this study was designed to investigate the effectiveness of the domestic use of teaching strategies for teaching math, data analysis by Hedges and Olkin’s method (1985) and other technology meta-analysis. "Mathematics Teaching", "Mathematics Learning", "Mathematical Achievement", "Mathematical Achievements", "Mathematical Strategy" and "Teaching Strategy" were used as key words to sift from the Taiwanese Master's thesis and the Taiwan Journal Paper Index System. The number of those sifted out and qualified are forty-seven. Research reports are analyzed by CMA version 3.0 software which is designed by Borenstein, Hedges, Higgins and Rothstein, here are conclusions: 1. Mathematics teaching strategies are effective for teaching effectiveness. 2.There is difference between different mathematics teaching strategies. 3. The study area, the implementation time, the school size are variables to impact on teacing effectiveness of mathematics teaching strategies. 4.Mathematics teaching strategies to enhance students' mathematical attitude is effective. 5. There is little difference in mathematics teaching strategies for mathematic learning between male and female students. The conclusions of this study are as follows: 1. Using mathematics teaching strategy to carry on mathematics teaching. 2. The use of teaching strategies should consider the characteristics of students. 3. When using mathematics teaching strategies, the number of students should not be too much.

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48

CHOU, LI-HUA y 周麗華. "A Study of Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54403792263004619992.

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碩士
國立屏東教育大學
教育行政研究所
95
The objective of this study is to understand the current status of elementary school beginning teachers’ teaching belief and teaching effectiveness in Pingtung area, and to analyze the relationship between them. This study has six main purposes: 1.To understand the current status of elementary school beginning teachers’ teaching belief. 2. To understand the current status of elementary school beginning teachers’ teaching effectiveness. 3. To explore the differences on teachers’ teaching belief among elementary school beginning teachers with different background variables. 4. To explore the differences on teachers’ teaching effectiveness among elementary school beginning teachers with different background variables. 5. To explore the relationship between beginning teachers’ teaching belief and teaching effectiveness. 6. To explore the possibility of predicting beginning teachers’ teaching effectiveness based on beginning teachers’ teaching belief. The instrument is a self-designed “Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness Questionnaire.” The subjects were 147 public elementary school beginning teachers in Pingtung county. The data were collected and analyzed by means, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, canonical correlation and multiple stepwise regression analysis. According to the results, the researcher presented the conclusions and specific suggestions to provide references for educational administrative institutions, the institutions for foster teacher of elementary school, elementary schools, elementary school beginning teachers and further studies. The major findings of this study were as follows: 1.The condition of elementary school beginning teachers’ teaching belief was good. 2.The condition of elementary school beginning teachers’ teaching belief was good. 3.Elementary school beginning teachers’ teaching belief existed differences among the different sex, educational background and functions. 4.Elementary school beginning teachers’ teaching effectiveness existed differences among the different functions, school location and school size. 5.Elementary school beginning teachers’ teaching effectiveness existed differences among the high and low degree of teaching belief. 6.Elementary school beginning teachers’ teaching effectiveness was influenced by beginning teachers’ teaching belief. 7.There were close relationship among “The Role of Teacher” with “The Relationship between Teacher and Student” aspects of teaching belief and “Teaching Self-Efficacy” aspect of teaching effectiveness. 8.“The Role of Teacher” and “Community Participation” aspects of teaching belief could provide important references to forecast teaching effectiveness, “Teaching Skill” especially.

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49

Fung, Mary Lena. "A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance". Thesis, 1996. http://hdl.handle.net/2429/4811.

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Despite a rising interest in studying the effects and the antecedents of teacher efficacy, a review of literature indicated that an important individual variable has been left out of these studies. This is the cognitive component which Bandura (1977) suggests is central to the process of efficacy formulation. Specifically Bandura (1977) argues that for performance to be instructive for efficacy formulation, a type of cognitive appraisal needs to be present. To date, this cognitive appraisal has not been identified in teacher efficacy studies. The purpose of this thesis is to search for a way to represent this cognitive component and to examine its role in teaching performance and efficacy formulation. Two variables are selected as possible representations of this cognitive component. They are wisdom and wisdom in teaching. The two research questions developed for this study are: (1) What is the relative contribution of wisdom, wisdom in teaching, personal teaching efficacy, and general teaching efficacy to teaching performance? And (2) What is the relative contribution of wisdom, wisdom in teaching, and teaching performance to the formulation of personal teaching efficacy and general teaching efficacy? Eighty-nine final year student teachers were asked to respond to three instruments that measured their level of wisdom, wisdom in teaching, and teacher efficacy. These instruments were: (1) Life planning dilemma "Jack" (Smith & Baltes, 1987), (2) Teaching dilemma "Perimeter" (Arlin, 1987), and (3) The teacher efficacy scale (Gibson & Dembo, 1984). The participants were also asked to submit their teaching practicum marks. This mark represents their teaching performance. Teaching performance was best explained by the combined effects of wisdom in teaching and personal teaching efficacy than by either of them alone. Jointly these two variables accounted for 54% of variance in teaching performance. Wisdom in teaching and teaching performance provided a better explanation for the formulation of personal teaching efficacy than each taken in turn. The joint effects of wisdom, wisdom in teaching, and teaching performance accounted for 7% of variance in the formulation of both personal teaching efficacy and general teaching efficacy. An important finding from this study is that wisdom in teaching has the greatest impact on teaching performance. An implication of this finding is that teacher educators should develop and provide programmes which can help facilitate the growth of wisdom in teaching.

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50

Chen, Chin-Hsi y 陳清溪. "The Study of Teaching Support Needs and Teaching Self-efficacy of Teachers Who Teaching Studends with Mental Retardation". Thesis, 2000. http://ndltd.ncl.edu.tw/handle/58971588550007700458.

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博士
國立彰化師範大學
特殊教育研究所
88
ABSTRACT The purpose of this study is to discuss the relationship between teaching support needs and teaching self-efficacy of teachers who teaching students with mental retardation. The study is based on quesionnaires and in-depth interviers. The population of this study was classes for the mentally retarded in elementary schools and junior high schools and teachers in schools for mentally rtarded. A questionnaire developed in this study was used to surver on 846 teachers, while 20 teachers accepted interviews. The major findings were as followed： 1. The order of teachers teaching support needs in special classes is as followed：teaching equipment, administrative support, consulting service, in-service training. The order of teaching self-efficacy is as followed ：presenting materials systematically, using teaching assessment well, teaching plan and preparation, multiple teaching strategies, and good class climate. 2. Teaching support availability and teaching self-efficacy present significant correct correlation. It means that if teaching support availability increases, teaching self-efficacy increases , too . 3. There is no significant difference in teaching support needs of teachers who teaching students with mental retardation on sexes, ages, professional backgrounds, areas, and stags. 4. Teachers with fewer teachers’years of service need teaching support needs most;the younger teachers get the lower teaching support availability. 5. TEachers graduatec from special educational graduate school got more points in teaching support availability. 6. The degree of teaching support availability of teachers with teachers’years of service between 11-15 years and over 16 years was significantly higher than that of teachers with teachers’years of service below 5 years. 7. The teaching support availability of teachers whol work in provincial city and municipality was significantly higher than that of teachers who work in county. 8. The degree of teaching support availability of teachers in schools for the mentally retarded was significantly higher than that of teachers in classes of elementary schools and junior high schools for the mentally retrded. 9. Female teachers’teaching self-efficany was significantly higher than male teachers; teachers whose age between 21-30 got the lowest teaching self-efficacy;the longer teachers’ years of service, the higher teaching self-efficacy; teachers graduated from special educational graduate school got the highest teaching self-efficacy. 10. There is no signicicant difference of teachers’teaching self-efficacy in different area and stages. 11. The four factors:teaching equipment, administrative support , sex and age were provided with prediction. By further analyzing can find that administrative suppoet affects teaching equipment , than forecasts teaching self-efficacy. The suggestions of the study are ilsted. 1. Give principles in-service training to reinforce the advocates of special educational ideas. 2. Distribute educational budget reasonably to balance educational deveplopment between tow and country. 3. Provide teachers in-service training opportunities to promote professional knowledge. 4. Carry out parents’education and courage parents to give teaching assistance at home . 5. Administrators should give special teachers support and encouragement. 6. Teachers should participate in all kinds of in-service training to promote teaching self-efficacy.

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Tesis sobre el tema "Postcolonialism – study and teaching"

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