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1
Cumyn, Lucy A. « Pedagogical reflection in statistics instruction ». Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115594.
Texte intégralRésumé :
Today, education is arguably one of the most important facets used to prepare and train students for the future. Society expects that students will acquire the requisite knowledge and competence in their respective fields to prepare them to successfully navigate the demands of today's competitive markets. This expectation has consequences on teachers at all levels of education across many domains. Teachers have a significant role: to prepare students for the future. Competent teachers spend a great deal of time reflecting on their own practices and beliefs, reviewing their teaching goals and evaluating if students have met these goals effectively. The process of reflection in teaching is vital in the preparation and training of students.The purpose of this dissertation therefore was to investigate how statistics professors reflect on their practice. The research questions were designed to access what statistics teachers thought about before giving their courses and before giving two of their classes (hypothesis testing, t-tests). Post class evaluation interviews were conducted to determine where professors thought they were effective and whether they considered a need for change based on student understanding. More specifically, the questions asked: 1) What are the main themes in teacher reflection? 2) How is the content of reflection similar or different between statistics teachers? 3) How is the content of teacher reflection defined in statistics?
The design was based on a grounded theory approach whereby data collection consisted solely of interviews conducted throughout the semester: one pre-course interview and two sets of pre-class and post-class interviews. There were 13 participants in total. Participants were either statistics teachers from Quebec Cegeps or university professors. Participants were from the following departments: anthropology, economics, psychology, sociology, education, math, and biology. The analyses dealt with three data sources: pre class reflection, in class reflection, and post class reflection.
Data analysis focused on defining the main themes of teacher reflection that emerged from the data, identifying the content of reflection between and within participants in terms of similarities or differences. The pre course interview revealed five main themes: the course (logistics), the teacher as 'self, teaching approaches (what do they say they do in the classroom?), teaching and learning influences, and evaluation of teaching.
The pre and post class interviews addressed class planning. What did the professors foresee as any issues students might have in understanding hypothesis testing and t-tests? What changes would they make the next time they taught these concepts? Results showed that the focus of professor reflection centered around three main categories: the class, the student, and the teacher. For the main category, class, some professors reviewed lecture notes, added examples that emphasized authentic statistical problems, and others did no preparation. Student related themes addressed issues students had with understanding statistical content, learning associated difficulties, and student affect. The last category, the teacher, looked at self evaluation, their in-class strategies, methods of promoting and gauging student understanding, and decisions made in class and for future classes. Recommendations for future research include examining the role of experience in professor's level of reflection as well as defining the process of decision making and its role in reflection.
2
Snyder, Brian Lyn. « A study of pedagogical approaches to teaching problem solving ». Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9880.
Texte intégral
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Cheung, Wai-kwan Anna. « Incorporating genre analysis into the teaching of ESP : a pedagogical study ». HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/83.
Texte intégral
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Spicanovic, Vladimir. « Pedagogical reflections : post-modernism in the studio teaching of painting ». Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85204.
Texte intégralRésumé :
Drawing upon a review of literature and interviews with four artist-teachers, this thesis explores the implications of post-modernism on the studio teaching of painting. Additional emphasis is placed on uncovering the issue of the-death-of-painting and its links to post-modernism, and my own reflexivity as a painter and a teacher of art. The thesis presents also an attempt to respond to an apparent lack of educational research that addresses post-secondary studio teaching of art, and that engages artist-teachers in reflection on their teaching philosophies. The overall objective of this thesis is to generate a body of knowledge that could be of assistance to other practitioners in the field in their own pedagogical reflections and development of contemporary studio instruction. Thus the questions and ideas brought in this study present both an invitation and directions for future inquiries in this area of education.
5
Novikov, Aleksey V. « Pedagogical Perspectives on Russian Verbal Aspect : Corpus Study ». Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595952.
Texte intégralRésumé :
The current work attempts to analyze aspect use in spoken language for pedagogical purposes by analyzing and comparing aspect behavior in a corpus of spoken texts and textbook dialogs. The immediate goal of this study is to incorporate corpus findings into material design for the first two years of Russian language instruction. The methodological approach taken in this work can be described as frequency-based and corpus-driven.
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Poe-Greskamp, Marlene. « Pedagogical issues in online nursing graduate courses ». CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560836.
Texte intégralRésumé :
One of the core issues in distance education has been the adequacy of assessment of student experiences and the interaction between faculty and students. This challenge has become even greater with the increase in the numbers of online courses in nursing. Distance education programs that are delivered totally online have many advantages and some disadvantages. Masters level nursing students are choosing online programs for convenience, flexibility, and quality.
The purpose of this study was two-fold: to describe Masters nursing students’ perceptions of online courses between 2005 and 2009, as expressed through word data in a web evaluation survey; and to analyze the student perceptions of the online learning environment for trends and themes. The questions of this investigation were the following:
1. What perceptions do Masters nursing students have of their online courses (2005-2009) as expressed through word data in a web evaluation survey?
2. What recommendations can be made for continuous improvement and best practices in programming and evaluation methods based on student perceptions.
This research utilized Constructivist Theory as a theoretical model. There were 1625 student comments and 903 suggestions that were analyzed for themes and placed in categories. A qualitative analysis approach was utilized to create categories and look for trends in the data. There were six categories gleaned from the comments and six more that were found as a result of reviewing the suggestions that were made for future course offerings. The researcher found that there was some overlap between the categories of the comments and those of the suggestions.
The perception of the students regarding their online course experience in the graduate nursing program was very positive. The flexibility and independence that the online environment offered was appreciated. Blackboard was viewed very positively and students felt that it was easy to use. Students enjoyed the interaction with peers and with faculty and felt it was a valuable learning experience. Recommendations were identified, based on the findings related to the use of technology, recruitment and retention of faculty, and teaching strategies and learning styles.Access to thesis permanently restricted to Ball State community only
Department of Educational Studies
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Shin, Seong-Chul School of Modern Language Studies UNSW. « High frequency errors in KFL and pedagogical strategies ». Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/26162.
Texte intégralRésumé :
The problematic areas of the teaching of Korean as a foreign language have been largely neglected in the past. Few studies combine the following three aspects: 1) an examination of learner Korean; 2) the provision of substantial linguistic and pedagogical explanations; and 3) the devising of teaching or learning strategies based on empirical evidence. By studying KFL learners and their language production, insights can be gained relating to the learning of KFL and instructors will be able to provide appropriate corrective measures. This study investigated errors produced by KFL learners, focusing primarily on high frequency orthographic, lexical and grammatical errors in written language production. The study attempts to identify key areas of difficulty in learning Korean, to investigate the possible cause of difficulties and to provide more adequate information for the teaching and learning of KFL. To this end the study uses two classes of textual data and employs both statistical and descriptive analyses. At an orthographic level the study has identified four main error categories: 1) mismatch in three series consonants, 2) mismatch in vowel sounds, 3) misuse of nasals and laterals, and 4) omission and addition of ???h???. Overall the cause of key error types correlates strongly with the differences in sound quality and sound patterns between Korean and English, with some intralingual features. At a lexical level, the study found nine types of errors including 1) semantic similarity, 2) lexical misselection and 3) overgeneralization. The findings suggest that learners have a great deal of difficulty in differentiating lexical items with similar meaning and in selecting words appropriate to particular contexts or situations. As for grammatical errors, the study identified the five most active error categories, which made up more than 80% of the total grammatical errors. An overwhelming majority of grammatical errors and case particle errors in particular were errors of substitution. Many high frequency grammatical errors had distinctive triggering factors such as particular types of verb and sentence construction. The findings of the study have several pedagogical implications. First, there are key common errors for English L1-KFL learners and these common errors need increased linguistic and pedagogical attention. Secondly, the results reinforce the need to pay more active attention to the usage of the main case particles, along with the triggering constructions causing substitutions. Thirdly, the findings suggest that different types of analysis should be done in order to facilitate a plausible description of the problematic KFL items. The study argues that despite being problematic, the items discussed in this thesis are learnable and worthy of being taught with explicit or intentional strategies and that there is a need for pedagogically effective and adequate instructional input to maximize the potential of the learner???s language development in Korean.
8
Nathan, Philip Bernard. « A genre-based study of pedagogical business case reports ». Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/711/.
Texte intégralRésumé :
Business case report writing is a common requirement on academic business programmes. In order to inform language-based pedagogical support, this thesis set out to explore the linguistic characteristics of these case reports and to evaluate different approaches to the teaching and learning of business case report writing. Analysis of a specially constructed case report corpus (125,000 words) consisting of 53 postgraduate NS and NNS business reports, combined with confirmatory analysis of BAWE\(^1\) corpus business case reports, identified common report features as impersonal style, high levels of explicit structure, low citation levels and business specialism-dependent lexis. Three obligatory rhetorical moves were identified (orientation, analysis, advisory) and five optional moves (methodology, options and alternatives, summary and consolidation, supplementary supporting information and reflection), moves being realized through diverse structural components with significant variability observed in optional move deployment and move realization dependent on a range of factors, in particular business specialism, suggesting the value of specialism-based pedagogy. Study of case report options and alternatives move structures identified multiple rhetorical components, exhibiting high degrees of cyclicity. Genre learning experiments demonstrated learning-approach dependent increases in move, modal verb and lexical deployment, with both directed and undirected approaches to genre model study supporting effective pedagogy. \(^1\) British Academic Written English corpus (2008)
9
Neeman, Stephanie. « A Pedagogical Study of Joel Hoffman's each for himself ? » University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368026829.
Texte intégral
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Chan, Kam-ho, et 陳錦河. « Experienced teachers' development of pedagogical content knowledge for teaching a new topic ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206720.
Texte intégral
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Goldman, Casey. « A Pedagogical Guide to the Piccolo Trumpet ». Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505141/.
Texte intégralRésumé :
The modern piccolo trumpet is required by professional trumpet players for the performance of solo repertoire, chamber music, orchestra, and wind band. Students in universities around the world study the piccolo trumpet in preparation for professional careers, but relatively few pedagogical tools exist to specifically focus on the nuanced techniques of the instrument such as articulation, range, and sound production. The purpose of this project is to create a pedagogical guide that can serve as a method for students learning the modern piccolo trumpet.
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SanGregory, Mary Jo. « A Self-Study : Pedagogical Practices in a Multicultural Literature Course ». Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242666130.
Texte intégral
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Byron, Shelagh Anne. « Linguistic perspectives on the pedagogical problems of English 'have' verbs ». Thesis, [Hong Kong] : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1275268X.
Texte intégral
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Galili, Smadar. « A study of pedagogical change using the participatory guidance model ». Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436248.
Texte intégral
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Simon, Irene E. « Spirit in pedagogical relations : a study of constraints and possibilities ». Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10007471/.
Texte intégralRésumé :
This study explores the possibilities for Spirit as a key term and value position in the development of pedagogical relationships in schools. It begins with an examination of the nature of Spirit from different standpoints and assesses its wider connections to the spiritual, religious and moral aspects of the human condition. This preliminary analysis lays the basic foundations from which to develop a greater understanding of the importance of these connections in pedagogy. Attention is then given to the importance of the pedagogical relationship as a central issue in education generally. The role that tradition plays in shaping this aspect of pedagogy, as a distinct practice, is discussed. Also discussed is the need to enrich and expand traditional meanings in order to meet the challenges and constraints of contemporary practice. Arguing that a renewed vocabulary of spirit is not only necessary but vital for enriching traditional meanings and practices, the study builds this renewed vocabulary in two ways: (l) through an analysis of the implications of the philosophical perspectives of Martin Buber, Emmanuel Levinas and John Macmurray, and (2) through the reconstruction of pedagogies of spirit in the work of two teachers. The study concludes with four recommendations for approaching the continued reconstruction of pedagogies of spirit in the development of teacher education programmes.
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Ramushu, David Kalantsho Mphele. « Education for peace in South Africa : a historical pedagogical study / ». Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12092005-153013.
Texte intégral
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Salinas, Ashley. « Original Viola Study Literature : Analyzing the Pedagogical Contributions of Marco Frank ». Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157561/.
Texte intégralRésumé :
Viola pedagogy has historically been closely intertwined with and highly dependent upon violin repertoire. As the viola emerged as an instrument worthy of independent study, many still rely on transcriptions of violin etudes. Fortunately, the efforts of performers, teachers, and scholars have brought forth discoveries of original viola literature and thus shifted toward the perception that viola should begin to embrace its individual pedagogy. Viennese composer and violist Marco Frank contributed three volumes of Viola-Etuden and a method book, Praktische Viola-Schule, which are suitable for the intermediate violist. This document explores and analyzes the usefulness of an original viola series in comparison to the ‘tried and true' violin transcriptions.
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Cesarano, Alessandro. « Language Educators’ Perceptions of Their Use of Social Media for Pedagogical Purposes ». Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7132.
Texte intégralRésumé :
Technology has changed the way we communicate, teach, and learn. Today’s generation of college students has never known what it is like to be without a cell phone or a computer. Social media is an integral part of their lives. As technology evolves, so do students’ expectations for a learning experience. This experience goes beyond the traditional classroom boundaries’ constrains. Understanding how to take advantage of the pedagogical potential of new technologies is therefore essential for language educators. Broadly speaking, there is much discussion about the integration of social media in language education. However, little is known about how these technologies may work in the language classroom. While many studies focus on the pedagogical benefits, few studies have explored the experiences of language educators who use social media to enhance and transform the traditional learning environment. Thus, the purpose of this qualitative exploratory case study was to explore language educators’ perspectives on their use of social media for pedagogical purposes. To gain a better understanding of language educators’ experiences in the use of social media, I interviewed a language educator at a large, public, research university, located in the Southeast of the United States. The primary data sources for this qualitative study consists of a semi-structured survey questionnaire, face-to-face, semi-structured interviews, and a researcher reflective journal. Throughout the study, I analyzed the data to build on the respondents’ comments. To ensure the trustworthiness of the study, I employed several techniques, including data triangulation, peer debriefing, member checking, reflexive journaling, and creating an audit trail. Study findings reveal that participants perceived social media as an instructional medium to blend informal learning into formal learning online, face-to-face, and blended environments, to facilitate a participatory culture, and to provide opportunities for students’ self-expression, self-reflection, and social interaction. Based on the findings, I offer recommendations for instructors, instructional designers, and policy developers. Finally, I address possible future research directions.
19
Park, Yee-han, et 白綺嫻. « Primary mathematics teachers' pedagogical content knowledge of the teaching of quadrilaterals ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963481.
Texte intégral
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Fang, Der-Long. « A study of pedagogical processes and interaction in the primary classroom ». Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359456.
Texte intégral
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Wood, Trevor Ronald. « Portfolio assessment in primary school mathematics : a study of pedagogical implications ». Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2441.
Texte intégralRésumé :
This thesis records a study of major change. The study was designed to reveal and address the implications for teachers of primary mathematics, of moving from test-based assessment to a base built upon a balanced blend of norm-referenced and criteria-based assessments. In developing embedded authentic assessment through a process portfolio model, the teachers looked to change from the assessment of learning to assessment for learning. Consequently, through the efforts of the teachers involved, their students and those students’ parents, the study traced a substantial pedagogical restructure. Based on an interpretative methodology, this study of significant assessment restructure used mainly qualitative approaches to data collection and analysis, supplemented by limited quantitative data. Interviews, participant observer interactions, surveys and joint teacher discussion and planning sessions were effective in mapping the change. Through frequent interaction, participating teachers shared their emerging understandings, along with difficulties and successes in the evolution and implementation of an effective, flexible process portfolio. From the beginning of the evolution, teachers working together to bring about improvements that would lead to students perceiving mathematics as meaningful, engendered a strong feeling of excitement, curiosity and ‘team’. As the change progressed the team identified and met a range of challenges, not the least of which was gaining an understanding of the nature and function of a process portfolio strategy as against the product portfolio which was in use at that time in the study school. The resultant change was not implemented without barriers.Of prime concern across the group of teachers involved was the perennial problem of finding development time in what were already busy teaching days. However, for the change to be meaningful and lasting, it was imperative that the teachers invested considerable time in assuming ownership through genuine engagement in the evolution of the new concept. The engagement saw teachers experience first-hand the application of constructivist learning theory. It was an approach to learning that was largely unfamiliar to them and one they needed to understand in developing a successful process portfolio model. The study of that learning and the resultant change illustrated that a well-designed process portfolio structure offers widely diverse opportunities for teachers and students to work meaningfully with authentic mathematics. The enthusiastic prolonged engagement on the part of the students, with notable parental support, was deemed by the participant teachers to be suitable reward for the time and effort that they invested over the two years of the study. Following the teachers’ prolonged commitment, the emergent portfolio was shared through an in-house booklet written to encourage other teachers to adopt authentic assessment, Process Portfolios in Primary Mathematics: A Guide. Within the booklet, explanation and illustration of the rationale, form and function of the unique process portfolio model offers starting points for others, should they embark on a similar course of assessment change in search of real student engagement in understanding mathematics. Subsequent sharing of the results of the study with the wider profession through journal articles and conference workshops is to be based on the contents of the guide booklet.
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Wood, Trevor Ronald. « Portfolio assessment in primary school mathematics : a study of pedagogical implications / ». Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16675.
Texte intégralRésumé :
This thesis records a study of major change. The study was designed to reveal and address the implications for teachers of primary mathematics, of moving from test-based assessment to a base built upon a balanced blend of norm-referenced and criteria-based assessments. In developing embedded authentic assessment through a process portfolio model, the teachers looked to change from the assessment of learning to assessment for learning. Consequently, through the efforts of the teachers involved, their students and those students’ parents, the study traced a substantial pedagogical restructure. Based on an interpretative methodology, this study of significant assessment restructure used mainly qualitative approaches to data collection and analysis, supplemented by limited quantitative data. Interviews, participant observer interactions, surveys and joint teacher discussion and planning sessions were effective in mapping the change. Through frequent interaction, participating teachers shared their emerging understandings, along with difficulties and successes in the evolution and implementation of an effective, flexible process portfolio. From the beginning of the evolution, teachers working together to bring about improvements that would lead to students perceiving mathematics as meaningful, engendered a strong feeling of excitement, curiosity and ‘team’. As the change progressed the team identified and met a range of challenges, not the least of which was gaining an understanding of the nature and function of a process portfolio strategy as against the product portfolio which was in use at that time in the study school. The resultant change was not implemented without barriers.Of prime concern across the group of teachers involved was the perennial problem of finding development time in what were already busy teaching days. However, for the change to be meaningful and lasting, it was imperative that the teachers invested considerable time in assuming ownership through genuine engagement in the evolution of the new concept. The engagement saw teachers experience first-hand the application of constructivist learning theory. It was an approach to learning that was largely unfamiliar to them and one they needed to understand in developing a successful process portfolio model. The study of that learning and the resultant change illustrated that a well-designed process portfolio structure offers widely diverse opportunities for teachers and students to work meaningfully with authentic mathematics. The enthusiastic prolonged engagement on the part of the students, with notable parental support, was deemed by the participant teachers to be suitable reward for the time and effort that they invested over the two years of the study. Following the teachers’ prolonged commitment, the emergent portfolio was shared through an in-house booklet written to encourage other teachers to adopt authentic assessment, Process Portfolios in Primary Mathematics: A Guide. Within the booklet, explanation and illustration of the rationale, form and function of the unique process portfolio model offers starting points for others, should they embark on a similar course of assessment change in search of real student engagement in understanding mathematics. Subsequent sharing of the results of the study with the wider profession through journal articles and conference workshops is to be based on the contents of the guide booklet.
23
Bailey, Megan (Trumpeter). « A Pedagogical Guide to Brass Quintet Repertoire for the Trumpet ». Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538791/.
Texte intégralRésumé :
In today's rapidly changing performing arts market, trumpet players are required to be more versatile than ever. Trumpet performing jobs are diversifying and for a trumpeter, employment often requires the multi-faceted skill set that includes the ability to perform in all styles and settings ranging from jazz to classical, solo to large ensemble and brass quintet. As the demand for the brass quintet medium has grown, the study of chamber music repertoire has also become a common requirement in collegiate music programs. However, coaching in chamber music is limited, sometimes to as little as one hour per week. This coaching time is generally in the format of a single coach instructing the full chamber group, and therefore one-on-one instruction/attention is limited or nonexistent, leaving the onus of learning on the students, for whom these collegiate chamber music ensembles are their first exposure to the medium. While students have ample access to concentrated instruction for orchestral, band, and opera excerpts through the multitude of existing excerpt books, such a resource for trumpet players learning brass quintet repertoire does not yet exist. The purpose of this project is to create a succinct guide to the performance of the trumpet parts of standard brass quintet repertoire.
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Pendergast, Donna. « Re-thinking home economics : from modern to postmodern accounts of pedagogical bodies ». Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36587/6/36587_Digitised%20Thesis.pdf.
Texte intégralRésumé :
Two perceptions of the marginality of home economics are widespread across educational and other contexts. One is that home economics and those who engage in its pedagogy are inevitably marginalised within patriarchal relations in education and culture. This is because home economics is characterised as women's knowledge, for the private domain of the home. The other perception is that only
orthodox epistemological frameworks of inquiry should be used to interrogate this state of affairs. These perceptions have prompted leading theorists in the field to call for non-essentialist approaches to research in order to re-think the thinking that has produced this cul-de-sac positioning of home economics as a body of knowledge and
a site of teacher practice. This thesis takes up the challenge of working to locate a space outside the frame of
modernist research theory and methods, recognising that this shift in epistemology is necessary to unsettle the idea that home economics is inevitably marginalised. The
purpose of the study is to reconfigure how we have come to think about home economics teachers and the profession of home economics as a site of cultural practice, in order to think it otherwise (Lather, 1991). This is done by exploring how the culture of home economics is being contested from within. To do so, the thesis uses a 'posthumanist' approach, which rejects the conception of the individual as a unitary and fixed entity, but instead as a subject in process, shaped by desires and
language which are not necessarily consciously determined. This posthumanist project focuses attention on pedagogical body subjects as the 'unsaid' of home economics research. It works to transcend the modernist dualism of mind/body, and other binaries central to modernist work, including private/public, male/female,paid/unpaid, and valued/unvalued. In so doing, it refuses the simple margin/centre geometry so characteristic of current perceptions of home economics itself. Three studies make up this work. Studies one and two serve to document the
disciplined body of home economics knowledge, the governance of which works towards normalisation of the 'proper' home economics teacher. The analysis of these
accounts of home economics teachers by home economics teachers, reveals that home economics teachers are 'skilled' yet they 'suffer' for their profession. Further,home economics knowledge is seen to be complicit in reinforcing the traditional roles of masculinity and femininity, thereby reinforcing heterosexual normativity
which is central to patriarchal society. The third study looks to four 'atypical'subjects who defy the category of 'proper' and 'normal' home economics teacher.
These 'atypical' bodies are 'skilled' but fiercely reject the label of 'suffering'. The discussion of the studies is a feminist poststructural account, using Russo's
(1994) notion of the grotesque body, which is emergent from Bakhtin's (1968) theory of the carnivalesque. It draws on the 'shreds' of home economics pedagogy,scrutinising them for their subversive, transformative potential. In this analysis, the giving and taking of pleasure and fun in the home economics classroom presents moments of surprise and of carnival. Foucault's notion of the construction of the
ethical individual shows these 'atypical' bodies to be 'immoderate' yet striving hard to be 'continent' body subjects. This research captures moments of transgression which suggest that transformative moments are already embodied in the pedagogical practices of home economics
teachers, and these can be 'seen' when re-looking through postmodemist lenses. Hence, the cultural practices ofhome economics as inevitably marginalised are being
contested from within. Until now, home economics as a lived culture has failed to recognise possibilities for reconstructing its own field beyond the confines of modernity. This research is an example of how to think about home economics teachers and the profession as a reconfigured cultural practice. Future research about home economics as a body of knowledge and a site of teacher practice need not retell a simple story of oppression. Using postmodemist epistemologies is one way to provide opportunities for new ways of looking.
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Trevisan, Ottavia. « Student-teachers' Pedagogical Reasoning in Technological Pedagogical Content Knowledge Design Tasks : a Cross- Country Multiple Case Study in Initial Teacher Education Institutions ». Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3424841.
Texte intégralRésumé :
Teachers' professional expertise is based on (but not limited to) a complex, multifaceted and situated professional knowledge, in this dissertation identified in the Technological Pedagogical Content Knowledge (TPCK) framework. Literature has widely investigated the interconnections between TPCK and tacit non-rational underpinnings - in this dissertation identified in the construct of dispositions - when it comes to integrating technologies into teaching practices. Furthermore, a successful technology integration, supported by strong knowledge bases and positive dispositions, implies specific decision-making processes to be enacted - in this dissertation identified in the construct of pedagogical reasoning. Hence, it is crucial to investigate how teachers reason professionally about integrating technologies, e.g. in a core teaching practice such as designing a learning unit.
Whereas quite broad is the literature on the efficacy of engaging student-teachers in design tasks supporting dispositions and TPCK's improvement, it is still unclear if and how these tasks can engage some sort of pedagogical reasoning. The present dissertation reports on a research carried out at pre-service level to investigate how TPCK-informed design tasks may engage student-teachers in pedagogical reasoning, considering their implicit dispositions on the matter of technology integration in education. The ultimate aim of the research is to provide empirical evidence for a better understanding and fostering of reasoned technology-integrated teaching practices, to the service of initial education programmes, scholars and practitioners.
Given the complexity of the phenomenon and the contextual influence on it (i.e. the specific pre-service academic strategies used), this research takes the form of a multiple case study engaging three Higher Education institutions across Europe, in their Initial Teacher Education (ITE) programmes (N=345). The multiple case study included the implementation of several instruments for data collection, namely (1) observation, (2) documentation, (3) focused interviews and (4) a pre-/post - questionnaire. The reader will find both case-specific and cross-case analyses of the phenomenon at study.
Overall, the emerging findings would suggest ITE's strategies fair efficacy in supporting student-teachers' knowledge bases and dispositions toward technology integration, both powerful and positive enablers for future behaviours. On the other hand, notwithstanding the case-specific strengths, findings suggest that part of the student-teachers' reasoning processes for technology integration in design tasks, may find its roots elsewhere. The conclusions of the present research would suggest the need for further investigation of the phenomenon.
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Gerber, Mirinda. « Pedagogical experiences of educators implementing mathematical literacy in three FET colleges ». Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/516.
Texte intégralRésumé :
The Department of Education was tasked by Government and the Department of Labour to develop learning programmes which would provide skills to learners. The National Certificate Vocational (NCV) programmes were developed, which provided an alternative to completing a National Senior Certificate (NSC). The NC(V) programmes consist of seven subjects of which Mathematical Literacy is offered as a fundamental subject. The NC(V) programmes were officially implemented in 2007 using the FET College sector as a vehicle. FET College educators had to be skilled and re-skilled to teach the various new subjects. One of the new subjects at the time was Mathematical Literacy. Selected educators were provided with a short course to prepare themselves for the implementation of Mathematical Literacy. This study is aimed at investigating the pedagogical experiences of educators who were, and are still part, of the implementation of Mathematical Literacy in the FET College sector. A phenomenological approach was followed in order to capture the lived experiences of the educators. Three educators were selected from different FET colleges within the Eastern Cape Province. A qualitative research was done, making use of interviews. The research found that educators have divergent pedagogical experiences. They make use of different strategies to implement teaching and learning within their classrooms. Though there are good experiences, the research has managed to point out that there are some frustrations too. Recommendations are made with regard to teaching and learning strategies, as well as the emerging trends that surfaced during the research.
27
Brown, Shaun (Shaun Joseph). « Ensemble Singing in the Bel Canto Salon Repertory : A Pedagogical Reconsideration ». Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609069/.
Texte intégralRésumé :
Vocal duets have had a long history in the Western classical music tradition. Their use as a teaching resource can be traced back to the Renaissance, where duets were used for the development of singing, performance, and musicianship. In the late 19th and all of the 20th centuries, this pathway of vocal pedagogy has markedly declined. This study proposes a reintroduction of this methodology of teaching, asserting that it provides the collegiate vocal student with maximum opportunity for growth and development in terms of technique, musicianship, ensemble skills, and performance development. Four vocal duets ("La pesca," "Il brindisi," "Il gallop," and "La caccia") of Saverio Mercadante (1795-1870) serve as the point of discussion. These songs from Les soirées italiennes (C.1836), which are representative of the salon culture of the 19th century, are given detailed attention through a discussion of their pedagogical value. Since they are long out of print, a new performance edition is presented.
28
Vogts, Dieter. « The evaluation of a pedagogical-program development environment for Novice programmers : a comparative study ». Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/638.
Texte intégralRésumé :
It is an acknowledged fact that many novice programmers experience difficulty in the process of learning to program. One of the contributing factors to this difficulty is the Program Development Environment (PDE). Professional-PDEs are those developed specifically for professional programmers, but are often used by educational institutions in the instruction of programming. It has long been accepted that such environments are inappropriate in the instruction of programming due to unnecessary complexity and lack of support for novice programmers in the learning process. Numerous pedagogical-PDEs supporting the mechanics of programming have been developed in response to this. A review of literature, however, indicates that very limited empirical studies comparing pedagogical-PDEs and professional-PDEs have been conducted. The current study investigates whether there are measurable benefits to using a pedagogical-PDE supporting the mechanics of programming in the instruction of programming instead of a professional-PDE. A comparative study of this nature requires a representative pedagogical-PDE and representative professional-PDE be compared with one another. The first part of the current study determines a set of requirements that a pedagogical- PDE should adhere to based on literature. A set of representative features for a pedagogical-PDE is derived by examining the features of existing PDEs in conjunction with the set of requirements. Based on these features, a pedagogical-PDE, known as SimplifIDE, is developed that implements the representative set of features and that meets are the requirements for a pedagogical-PDE. The second part of the current study is the specification and administration of an empirical experiment in which SimplifIDE and Borland© DelphiTM are compared with one another. A holistic approach in determining the differences between the PDEs is taken and three main areas are examined, namely academic performance, perceptions and programming behavior.
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Phillips, Gwen. « The pedagogical significance of the life and work of artist Helen Grey-Smith ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/920.
Texte intégralRésumé :
Visual arts educational practice has been built upon a tradition which has neglected the work of women artists. The reasons for this are explored in the introduction to this research and in the literature review. The research will examine aspects of the lived experience and work of a Western Australian woman visual artist within a context of the traditional cultural and educational paradigms which influenced her development as a visual artist and which, it may be argued, continue to influence all visual artists. The participant in the research, Helen Grey Smith, has been a prominent member of the visual arts community of Western Australia since the late 1940s. Helen Grey-Smith's chosen fields were textile printing, collage and painting in acrylics. She continues to work at her studio in Pemberton. The research was conducted as a hermeneutic/phenomenological study, as explained by Van Manen (1990). This method allows for the study of unique human experience and is consistent with the values of feminist research. The method of data collection was through a series of tape recorded conversations conducted at Helen Grey-Smith's home. Material from the transcribed conversations is contained in the appendices, which are designed to help the reader gain a full understanding of the nature of this artist's life and experiences. Through the transcription and analysis of these conversations, themes which emerged formed the basis for analysis and reflection.
30
Manditereza, Blandina. « Improving quality of pedagogical practices in English as a language of learning instruction ». Thesis, Bloemfontein : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/211.
Texte intégralRésumé :
Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2013This study investigates current pedagogical practices in teaching in English as a language of learning and instruction. The study seeks to examine whether current teachers are in need of re-training or whether they possess relevant content pedagogical knowledge to use English as a medium of instruction. At present, the Governing Bodies of schools have the authority to choose the language of learning and instruction according to the provisions of the Constitution.The language chosen as the medium is critical since it assumes the role of mediator between text and learner, and teacher and learner. The research uses the interpretive paradigm and in particular engages (Vygotsky 1978) and Chomsky (1986) as theorists of language acquisition who write from a constructivist perspective. Methods of data collection are drawn largely from the qualitative methods and to a lesser extent from quantitative methods. Instruments for data collection included questionnaires, interviews and lesson observations. The research study focuses on foundation phase teachers and learners in four purposefully selected schools, comprising former Model C and public township primary schools. The findings of the study suggest that learners, especially from township schools, find it difficult to learn in English as a medium of instruction probably because of limited exposure to English in both the school and home environment. On the contrary, learners from former Model C schools seem to be at an advantage because they use English in all spheres of school life, in and out of the class, resulting in more exposure and repetition. The findings seem to indicate that teachers‘ limited proficiency in English negatively affects quality of pedagogical practises in the language of learning and instruction. Lesson observations support findings that teachers‘ limited proficiency do affect education. This study further suggests that most non-native English teachers are inadequately prepared to use English as the medium of instruction. This inadequacy consequently results in some teachers failing to meet the language-related needs of learners due to their limited proficiency in the language of learning. This point is demonstrated by evidence from the observed lessons, recorded interviews and reviewed literature. The study further reveals that most teachers have difficulties with pronunciations, terms and vocabulary appropriate for grade two learners in this instance. Additionally, four factors affecting pedagogic practises were reflected in the study. These were class inequalities, different distribution of knowledge, differences in access to knowledge and social class differences. These factors were experienced through different pedagogic practices employed by different participants.
31
Rahman, Saeed. « A study of teachers' private theories and levels of pedagogical technology integration ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47469602.
Texte intégralRésumé :
This qualitative study investigated the extent of Teachers’ Private Theories on the level of
instructional technology integration within a Hong Kong international school. Such
private theories develop as a result of personal and pedagogical experiences influencing
how teachers think, manage their classrooms and make decisions, essentially acting as a
foundation for instructional decision-making practices. The participants within this study
consisted of three teachers with various degrees of experience. Lesson observations and
interviews were conducted, and an intervention measure in the form of Moodle, a course
management system, was introduced to enhance existing pedagogical practice and provide
an opportunity for the teachers to facilitate a higher level of technology integration;
something that is generally attributed to a strong focus on student centered pedagogy.
Private theories were categorized into six key areas - student learning, management,
assessment, teaching, technology and support. Results from the study indicated that
intervention measures used to facilitate higher-levels of technology integration for teachers
who already focus on student-centered pedagogy, do not result in any noticeable
transformation of their private theories. Instead, teachers develop a deeper cognitive
understanding of the intervention, and begin to question how they can modify existing
teaching and learning practices. Teachers that participate in comprehensive school wide
technology programs need continuous support to ensure they achieve higher-levels of
technology integration, and continue to develop student-centered pedagogy.published_or_final_version
Education
Master
Master of Science in Information Technology in Education
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Gidron, Ariela. « Narrative study of life stories of student teachers and their pedagogical ciunsellors ». Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398357.
Texte intégralRésumé :
This study is an educational narrative inquiry of life stories of 27 student teachers and 7 pedagogical counsellors in the context of an Israeli teacher education program for the elementary school. From the stance of a teacher-educator researcher I explored the possibilities of understanding studetns and counsellors as other than me. Life stories collected from the concerned group were viewed as granting narrative access into personal realms of meaning, with auto/biographical and ethnographic perspectives used as borrowed conceptual lenses to examine from a new angle, the otherwise taken for granted world of studetns and counsellors. Learning to teach was viewed as a dialectic process of personal construction situated in a socio-cultural context, and story telling, as an inherent cognitive human act of meaning making. The purpose of the research was to reconstruct `glimpses of insight' of worlds of meanings, that were brought into the learning encounter of one studetns teachers' cohort and their pedagogical counsellors, as basis for a possible educative dialogue. The study was defined as an educational, narrative inquiry, situated in a constructivist-interpretive paradigm. The constructivist-interpretive perspective was viewed as a research paradigm and a theory of learning, and the narrative approach - as an alternative mode of knowing and an inquiry method. The educational perspective was underlined by a relational approach. A 3-round-reading interpretive model developed for this study, was used for an initial narrative analysis of the individual stories. The findings ('glimpses of insight') of the initial analysis were presented through a demographic profile of the group, a mosaic-like model of the interpreted data from a bird's eye view, and a detailed analysis of four life illustrations. stories as A second phase critical analysis of the interpreted data followed, out of which three major themes emerged as frames of reference that cut across the stories: 1. Chronology and historical contexts as background to family relationships and heritage. 2. The role of schooling and military service in shaping formal biographies as introduction to early adulthood. 3. Role and meaning of learning, career and family in early and mid adulthood, as it emerged from the life stories of the women of the study. Those themes were critically examined as horizons that delineated possible landscapes of knowing with shared and unshared spaces of meaning in the worlds of studetns and counsellors. The concluding discussion of the thesis focused on three questions: 1. What difference would it make in practice, `knowing' how studetns and counsellors as individuals, placed themselves in their world? 2. How could it influence the researcher's espoused educational assumptions? 3. What would critical pedagogy mean in this context. The significance of the study, I argue, could lie beyond its personal and local context, as the three-round reading model developed for this narrative inquiry could be used not only for research purposes but even more so, for educational purposes of teacher educators, who are interested in getting acquainted with their studetns in ways that are more egalitarian, as a possible basis for an educative dialogue
33
Mehisto, Peeter. « Navigating management and pedagogical complexities in bilingual education : an Estonian case study ». Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020636/.
Texte intégralRésumé :
This thesis on management and pedagogy in bilingual education details the development of Estonia's early and late Estonian-language immersion programmes in a context where a need for increased social cohesion underpinned programming, political will was mobilised and leadership was distributed among stakeholders, Genesee (2003: 17) considers the Estonian early immersion programme as one of the most carefully planned of its kind. The research study documents management and pedagogical practices, including the ideational forces and concrete mechanisms that have contributed to the development of sustainable programming. Beardsmore (2007) calls for additional studies that simultaneously investigate pedagogy and management in bilingual education. The study incorporates action research, as the researcher investigated the development of a programme he had helped to co-manage and acted as an informant for the study. The personal account is grounded in an analysis of programme planning and reporting documents and of data from interviews with government decision-makers, and in a case study of four schools offering late immersion. Students, parents, deputy headteachers and headteachers were surveyed. Fifty-one lessons were observed. This case study of language immersion, with its successes and setbacks, is also grounded in a literature review that explores the concepts of bilingualism, bilingual education, stakeholding, distributed leadership, professional learning communities and pseudo-communities. The review also examines the economic and cognitive benefits of bilingualism. The study is further informed by moderate social constructivism, and complexity theory. Bilingual education is thus situated in a larger ecology of structural interdependencies. It is argued that know ledge about these concepts, and their interdependencies can potentially be used to build contexts favourable for bilingual education. A large number of assumptions, beliefs and pedagogical practices, as well as forces, mechanisms and counterweights were found to influence immersion programme development. Individual teacher assumptions, beliefs and practices tended to fall on a continuum between fostering or it is argued undermining student learning. All three were identified as having considerable impact on learning environments. In particular, the study revealed challenges faced by teachers in integrating content and language. Planning mechanisms such as results-based management frameworks were crucial in programme development. However, these mechanisms were in and of themselves inert, being powered by forces such as stakeholder inclusion, a belief in immersion, and stakeholder learning. Whilst an Immersion Centre that led and coordinated programming was a central component in programme development, this mechanism was fuelled by the moral authority of its staff, their sense of mission, and dialogue for partnership. Maintaining balance through counterweights such as accountability for process with accountability for results also contributed to programme success. The thesis proposes a redefinition of the terms CLIL (content and language integrated learning) and bilingual education. The thesis also argues that stakeholders such as educators and managers need to develop complexity competence which includes a high degree of competence in a wide range of fields and heightened meta-cognitive, meta-affective and meta-social skills. Two frameworks are offered for identifying and navigating key elements of the complexities of bilingual education - one is primarily pedagogically focused (A Continuum for Bilingual Education) and the other is primarily management focused (A Reciprocal Co-evolutionary Paradigm for the Development of Bilingual Education).
34
Twomey, Tish Eshelle Tyra. « Imitation and Adaptability in the First-Year Composition Classroom : A Pedagogical Study ». Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/31820.
Texte intégralRésumé :
The use of imitation exercisesâ writing activities employing model texts and the modeling of writing-process behaviorsâ in the First Year composition classroom can have many benefits for both student writers and teachers, and offers practical solutions to some of the problems facing student writers in today's colleges. First Year writing students are often unaware that they are part of a larger academic community. They often lack exposure to and understanding of academic standards. They don't understand that "good" writing is not a blanket-concept but is determined on a situational basis, and they are frustrated by the vaguely expressed expectations of their writing teachers. These problems are interconnected and so are all addressed in this study, but because they offer so many potential avenues for discussion, the focus of this project will be limited to the benefits of clear expectations that the use of modeling activities in the classroom can bring about for both students and teachers. An in-depth look at the materials, methods, and results of student participation in the activities of a single semester of English 1105, the first course in Virginia Tech's First Year Writing Program will be the dominant component of the project; it will be supplemented by a review of literature and a contextual discussion of what Stephen M. North calls the "Practitioner" mode of inquiryâ the gathering of pedagogical information through the active classroom application of educational theories and practices.Master of Arts
35
Pickles, Kimberly Owen. « Successful pedagogical practices of elementary teachers of homeless students : A case study ». W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618725.
Texte intégralRésumé :
The purpose of this research study is to examine the instructional practices of teachers who are currently teaching homeless students in their classroom. This study identified eight teachers in two suburban elementary schools that have students in their current classrooms that are experiencing homelessness. In addition, the research study explored the needs considered and strategies that teachers use to differentiate and accommodate their instructional practices to maximize achievement for these students. Qualitative data was collected by a study of teacher interviews through collective ethnographic case studies. Additionally, quantitative data was collected through evaluator observations of the selected classrooms to observe the differences between the identified students and the students not experiencing homelessness. Additional artifacts were submitted from teachers to support data collection. This study revealed key themes of successful pedagogical practices of elementary teachers with instructional strategies and non-instructional strategies. These themes included instructional strategies of planning, learning groups, and homework modifications. Non-instructional strategies included themes of relationships, supports, and needs.
36
Göransson, Emilia. « Preschool Staff perception of the pedagogical meal : A mixed methods study of the pedagogical work with meals in Swedish preschools from 2005 to 2020 ». Thesis, Högskolan Kristianstad, Avdelningen för mat- och måltidsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21800.
Texte intégralRésumé :
Meals in Swedish preschools has undergone change between 2005 and 2020 regarding meals as important pedagogical tools. Due to new guidelines for conducting preschool meals presented by the Swedish Food Agency an increased focus has been placed on pedagogy during the meals to help develop the minds of young children. Previous research has shown that preschool staff had little to no education on food and meal or how to conduct pedagogical meals. To understand how the preschool staff, perceive the pedagogical meal and how it has changed over time, a convergent mixed method with a survey and interviews was used. The results showed that the staff does not have formal education on food, meal and how to conduct pedagogical meals, but instead rely on peer learning. They perceive themselves as role models in forming a positive relationship with the social and nutritional aspects of food and meal. While their job has many positive aspects, they face challenges with stress and increasing child groups. As the role of preschool staff has changed, from making sure children eat, to socially participating in the meal, the guidelines have changed alongside the role.
37
Comminos, Linda. « Exploring one teacher's pedagogical procedures in the study of visual literacy through art| A case study ». Thesis, Illinois State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538793.
Texte intégralRésumé :
My study suggests by adding cultural relevant material to a curriculum does not alter the way a teacher teaches, it changes the "why." By selecting material that connects students in regards to their social, cultural or historical experience a teacher adds to the creditability of the lesson. The selection of a culturally relevant subject changes the detached "Why I am drawing this" to a subject that has a deeper meaning. The study of culturally relevant material provides students with cultural "depth" that becomes a part of their visual experience. Cultural depth is a necessary component in developing critical thinking skills and becomes a foundation for a student's creative expression.
A necessary goal of art education is visual literacy. Visually literacy requires no tactile skill, it is the critical thinking component of art. The tactile skill component of art used to express ideas in a creative way varies from those with talent (the ability to draw well) to those with very little or none. Visually literacy transcends talent. Little talent is need to develop the ability to put in context and frame visual and written information allowing one to discern the fiction from the non-fiction.
African-American art and artist were selected for my case study but the subjects studied do not need to be limited to demographics or ethnicity. There are many social and political issues within and outside the students' community that would have relevance. The key to improving visual literacy is connecting subject relevance to the students, in order to develop critical thinking skills and to have students think about what they see. The goal is always is to improve students' learning and achievement.
38
Tambara, Cosmas Toga. « Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills ». Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.
Texte intégralRésumé :
Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for great concern. This has resulted in different nation-wide intervention programmes that are aimed at improving teacher performance and effectiveness. In this study, the teacher is the focal point of the intervention. Problem-based learning (PBL), which is well-regarded as being one of the best examples of a constructivist learning environment, is introduced to a group of 15 Foundation Phase teachers. The study is an unpacking of the Foundation Phase teachers’ pedagogical knowledge and beliefs regarding, and practices in, the teaching and learning of mathematics, as well as in the use of PBL as a vehicle for the teaching and learning of mathematics. The unpacked knowledge can be used to address the challenges that are related to the improvement of the teaching and learning of mathematics in the Foundation Phase. A combination of qualitative and quantitative research methods, including questionnaires, interviews, lesson observation, and workshops, were used to explore the teachers’ current pedagogical knowledge, beliefs and practices with regard to problem-solving. It was also used to expose the teachers to PBL as an alternative approach to teaching and learning mathematics in the Foundation Phase. The study provides a body of knowledge on the Foundation Phase teachers’ pedagogical knowledge, practices and beliefs regarding the teaching and learning of mathematics in general, and approaches to problem-solving in particular, thus providing insights into some of the factors that might lie behind learner outcomes. Study findings indicate that the majority of teachers’ daily mathematical teaching culture was deep-rooted in the traditional approach (direct transmission). This approach was characterised by the teachers concerned focusing on the following of rules and procedures, and on doing demonstrations on the chalkboard, whereafter the learners were encouraged to practise what they had learned by asking them to do pen-and-paper calculations. The lessons were generally not structured to develop critical thinking and reasoning skills. In instances where the teachers created learner-centred activities that were conducive to the development of such skills, deep-rooted traditional approaches manifested themselves in the way in which the teachers showed the learners how to solve their given problem at the earliest signs of any difficulty in doing so was exhibited by the learners. In so doing, the majority of the teachers, despite initially creating learning opportunities by posing problems to their learners, they soon snatched away the selfsame opportunities from them. This was because they did not allow sufficient time for the learners to grapple with a problem, and to engage in critical thinking. After exposure to PBL, the educators were able to implement PBL so effectively that they could address the problems related to low learner achievement in mathematics, as reflected in the international assessment studies, and in the national systemic evaluations within the current South African context.
AFRIKAANSE OPSOMMING: In hierdie studie is die pedagogiese kennis van Grondslagfase-onderwysers ondersoek ten einde insig te verkry in hulle begrip van die onderrig en leer van wiskunde. Die onderwysers se kennis is ondersoek aangesien dit een van die belangrikste veranderlikes is wat 'n invloed het op dit wat in die klaskamer uitgevoer word. Die ondersoek is onderneem teen die agtergrond dat die algehele prestasie van leerders in die nasionale sistemiese evaluerings en internasionale assesseringstudies uiters swak en 'n bron van groot kommer was. Dit het gelei tot verskillende intervensieprogramme wat gemik is op die verbetering van onderwyserprestasie en -doeltreffendheid. In hierdie studie is die onderwyser die fokuspunt van die intervensie. Probleem-gebaseerde leer (PBL), wat beskou word as een van die beste voorbeelde van 'n konstruktivistiese leeromgewing, is aan 'n groep van 15 onderwysers in die Grondslagfase gebring. Die studie was ‘n poging om nuwe kennis te identifiseer ten opsigte van Grondslagfase-onderwysers se pedagogiese geloof en praktyke in die onderrig en leer van wiskunde, en die gebruik van PBL as 'n middel vir die onderrig en leer van wiskunde – kennis wat gebruik kan word om die verwante uitdagings aan te spreek ter verbetering van die onderrig en leer van wiskunde in die Grondslagfase. 'n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes, wat vraelyste, onderhoude, les-waarneming en werkswinkels ingesluit het, is aangewend om die onderwysers se huidige pedagogiese sienings en praktyke met betrekking tot probleemoplossing grondig te ondersoek en dan voort te gaan om die onderwysers bloot te stel aan PBL as alternatiewe benadering tot onderrig en leer van wiskunde in die Grondslagfase. Die studie het bevind dat die meerderheid van die onderwysers se huidige onderrigkultuur een was wat diep gewortel is in die tradisionele benadering van onderrig en leer van wiskunde (direkte oordrag): dit is gekenmerk deur die onderwysers se onderrig van wiskunde deur te fokus op reëls en prosedures, demonstrasies aan die klas op die swartbord en leerders dan te laat oefen deur pen- en papierberekeninge te doen. Dié het die meerderheid van die onderwysers daagliks gedoen. Lesse is oor die algemeen nie gestruktureer om kritiese denke en beredenering te ontwikkel nie. In gevalle waar die onderwysers leerder-gesentreerde aktiwiteite geskep het wat weens hulle ontwerp bevorderlik is vir die ontwikkeling van kritiese denke en redenasie, het die diepgewortelde, tradisionele benaderings hulself gemanifesteer in die feit dat die onderwysers, met die eerste aanduiding dat die leerders sukkel, hulle te hulp gesnel het en die leerders gewys het hoe om die probleem op te los. Met dié optrede het die meerderheid van die onderwysers aanvanklik leergeleenthede geskep (deur probleme aan hulle leerders voor te hou), maar dit spoedig dan weer weggeraap weens die feit dat hulle nie genoegsame tyd toegelaat het vir hulle leerders om met idees te worstel en deel te hê aan kritiese denke nie. Blootstelling van die opvoeders aan PBL het aan die lig gebring dat opvoeders in die Grondslagfase PBL doeltreffend kan implementeer om probleme rondom lae leerder prestasie in wiskunde aan te spreek wat in internasionale assesseringstudies en in die nasionale sistemiese evaluerings binne die huidige Suid -Afrikaanse konteks weerspieël word.
39
Kwan, Jenny, et 關幸欣. « Interactive relationships among teachers' intentions, beliefs, pedagogical content knowledge and classroom instruction on the natureof science ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46329900.
Texte intégral
40
Suwono, S. « Tense, aspect and time concepts in English and Bahasa Indonesia : Pedagogical implications ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1151.
Texte intégralRésumé :
The aim of the study has been to provide theoretical foundations on which padagogical approaches to the teaching of English tense-aspect complexes to EFL teacher trainees in Indonesian tertiary institutions can be based. The study investigates how expression of time and related concepts in English and Bahasa Indonesia (BI) can be compared with particular regard to pedagogical implications. Two major areas of investigation have been explored: 1. questions relevant to the general linguistic theory of tense and aspect and how the two languages compared fit into such a general theory; ii. questions relevant to how the teaching of English tense-aspect complexes can be seen as consistent with contemporary views based on Second Language Acquisition (SLA) research. Within the former area, the theory of tense as a deictic category and the related 'theory' of aspect developed by Comrie (1976, 1985) are reviewed. A model of tense-aspect complexes developed for the purposes of interlanguage comparison is presented. On the basis of the model the English tense-aspectcomplexes and BI 'temporal-aspectual complexes' are described. In relation to matters pertaining to SLA theory, thefollowing steps have been taken: (1) The speciflc requirements of Indonesian EFL teacher education have been considered in the light of contemporary SLA theory; (2) Textbooks currently used for the teaching of English tense-aspect complexes in Indonesian EFL teacher education at IKIP/FKIPs have been analysed; (3) Current practices and attitudes of the teacher trainers teaching English tense-aspect complexes to EFL teacher trainees at IKlP/FKIPs have been explored. In conclusion, approaches for presenting the English tense aspect complexes based on the major findings of the study are suggested.
41
Lipton, Jamie. « An Analysis of the Pedagogical Advantages Relating to Combined Study of Euphonium and Trombone through the Use of Specific Repertoire ». Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31539/.
Texte intégralRésumé :
Doubling is defined as playing two instruments. It is becoming increasingly necessary for low brass musicians to double in the course of their careers. Euphoniumists often learn trombone, and trombonists learn euphonium. The instruments share several surface similarities but also differ in many significant ways. Interviews with six professional doublers highlight strategies for learning, teaching, and performing on both trombone and euphonium. Slide and valve technique, adjustment of intonation, tone quality, air usage, repertoire, and skill maintenance are all addressed. Trombone literature comprises a large part of the euphonium repertoire, due to the fact that most trombone pieces can be performed on euphonium. Euphoniumists should avoid playing pieces that require glissandi or extremely loud dynamics to be effective. Euphonium solos are generally too technical to be practical for trombonists to perform. Grøndahl's Concert pour trombone et piano ou orchestre is a standard piece for both instruments. When performing the piece on either instrument, it is helpful to practice the piece on both trombone and euphonium in order to tap into each instrument's strengths.
42
Mussa, Derege. « Tetrahedra and Their Nets : Mathematical and Pedagogical Implications ». Thesis, 2013. https://doi.org/10.7916/D8GX4JS4.
Texte intégralRésumé :
If one has three sticks (lengths), when can you make a triangle with the sticks? As long as any two of the lengths sum to a value strictly larger than the third length one can make a triangle. Perhaps surprisingly, if one is given 6 sticks (lengths) there is no simple way of telling if one can build a tetrahedron with the sticks. In fact, even though one can make a triangle with any triple of three lengths selected from the six, one still may not be able to build a tetrahedron. At the other extreme, if one can make a tetrahedron with the six lengths, there may be as many 30 different (incongruent) tetrahedra with the six lengths.
Although tetrahedra have been studied in many cultures (Greece, India, China, etc.) Over thousands of years, there are surprisingly many simple questions about them that still have not been answered. This thesis answers some new questions about tetrahedra, as well raising many more new questions for researchers, teachers, and students. It also shows in an appendix how tetrahedra can be used to illustrate ideas about arithmetic, algebra, number theory, geometry, and combinatorics that appear in the Common Cores State Standards for Mathematics (CCSS -M). In particular it addresses representing three-dimensional polyhedra in the plane. Specific topics addressed are a new classification system for tetrahedra based on partitions of an integer n, existence of tetrahedra with different edge lengths, unfolding tetrahedra by cutting edges of tetrahedra, and other combinatorial aspects of tetrahedra.
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Jiang-Yu-Ying et 江郁瑩. « Chinese “Gei” Constructions and their pedagogical study ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/w7s85w.
Texte intégralRésumé :
碩士國立新竹教育大學
中國語文學系碩士班
105
This study aims to investigate the multi-functions of gei Constructions in Chinese. To explore the syntactic and semantic properties of gei, we first gleaned examples from the Chinese Corpus by National Tsinghua University and the NCCU Corpus of Spoken Chinese by National Chengchi University. Different from previous research, this study focuses specifically on spoken data. Five subonstructions are identified, viz., Construction 1(gei’s literal meaning), Construction 2 (Verb+gei), Construction 3 (gei+Verb), Construction 4 (gei+pronoun), and Construction 5 (ba+gei and bei+gei). We then examined learners’ data extracted from the Chinese Learners Corpus (CLC) established by National Taiwan Normal University. 1474 tokens were collected, including data of English native speakers and Japanese native speakers. Based on our discussion mentioned above, we examined the arrangement of gei constructions in Practical Audio-visual Chinese (2nd edition) (Book I-V), the most popular Chinese teaching textbooks in Taiwan. 279 tokens were found. This study has the following conclusions: First, the frequency of occurrence of the gei subconstructions in Practical Audio-visual Chinese basically corresponds to that in the corpora. However, more real authentic spoken materials should be included as well. These uses can be added in student’s workbook or teacher’s manual. Second, it is more likely for students to make errors when more complicated syntactic structures are involved. In view of this, the teaching of Construction 2 and Construction 3 should be delayed until students have learned Construction 1. Third, the teaching of Construction 5 should be ordered later than any of the other constructions in that there is no counterpart of this construction in both English and Japanese. Fourth, learners of different native languages showed different error types, which indicates that it is more difficult for learners to master a given language if this language is more distinct from their own native languages. Adequate contrastive analysis of the target language and learner’s native language would facilitate student’s learning. Finally, based on our study, the relative order of these constructions, we suggest, is as follows: Construction 1 > Construction 2 > Construction 3-1 > Construction 3-2 > Construction 3-3 > Construction 5-2 > Construction 4-1> Construction 5-1. Construction 4-2 is only found in Taiwan and more information about this construction should be included in teacher’s manual. Depending on student’s need, teachers may decide whether or not this construction should be included in their teaching plans.
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Martin, Cameron Robert. « Pedagogical practices of mathematical literacy educators ». Thesis, 2016. http://hdl.handle.net/10539/20699.
Texte intégralRésumé :
Research Project in Education for:
Masters in EducationThis study analyzed the pedagogical practices of three Grade 10 Mathematical Literacy (ML) educators. The rationale behind the study was to add information and insight into the very new and under researched Further Education and Training secondary school subject of ML. Botha (2011) discussed how one of the main concerns with ML integration into the South African national curriculum was that the educators being asked to teach ML were moved into it from other subjects without any real education or training, and so when teaching, relied on previously learned pedagogical practices from other subjects. It is the contention of this study that this is a real issue in terms of the teaching of ML in classrooms and in terms of damaging its perceived academic status. In order to offer insight into how ML is its own distinct subject and not simply a lesser version of Mathematics, this study analyzed three lessons of each of the three educators through the lens of Pedagogical Link Making (PLM) (Scott, Mortimer, & Ametller, 2011). PLM was the conceptual framework that guided the observations and post observation interviews, and through analysis of the educators’ pedagogical practices as well as a thematic analysis of discussion points during the interviews, this study came to five major findings. The findings suggested that the ML educators were not properly educated in ML pedagogy and that the educators made the majority of pedagogical decisions in the classroom based on generating learner interest and motivation for work. It also found that the educators used many of the links outlined by PLM, but also admitted to holding a lower academic expectation of ML and ML learners. A call is made to increase research into the relatively new subject of ML along the lines of pedagogical practices in order to assist new ML educators to translate and transmit the goals and content of ML provided for by the Curriculum and Assessment Policy Statement (CAPS
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Pena-Morales, Mercy L. « Pedagogical content knowledge in an educational context (PCK-EC) ». Thesis, 2016. http://hdl.handle.net/1828/7165.
Texte intégralRésumé :
The Pedagogical Content Knowledge in an Educational Context (PCK-EC) model is proposed as a framework to support teachers, coaches and researchers in the examination of teacher knowledge within a specific context and with a particular focus. This framework combines the theoretical and practical aspects represented by five dimensions of teachers’ attitudes and teachers’ knowledge (technology, learners’ cognition, subject matter, pedagogy) within an educational context that includes curricular, technological, social, cultural, and teaching - learning contexts.
Two case studies were used to examine the utility of the proposed PCK-EC model. Data collected included: semi-structured initial and final interviews; teacher’s journals of reflection (completed after teaching each lesson); direct observations during lessons; observations from video recordings of lessons; transcripts from initial and final interviews; and other collected documents in regards to the educational context. The interpretive repertoires method allowed us to identify and characterize groups of themes in each dimension of teachers’ attitudes and knowledge, and supported inter-relationships between themes.
The PCK-EC was useful to support a deep description of a collection of themes by using different sources of data. Analysis of each one of these collections of themes allowed us to understand teachers’ PCK-EC and provided insights about how different technological tools might affect teachers’ attitudes and their knowledge.
The dimensions of teachers’ attitudes and knowledge are not isolated, but rather they are inter-related during teaching practice. It is possible to recognize inter-relationships (outgoing and incoming) between themes (within and across dimensions). It is suggested that the frequency of the outgoing and incoming inter-relationships found between themes might give us an average weight for each of the dimensions of the PCK-EC and this could represent teachers’ attitudes and knowledge used during teaching practice.
The collection of themes identified might be useful as a tool to support teachers as they explore their attitudes and their knowledge needed for teaching a specific topic with the use of technological tools, and may provide coaches with an effective mechanism to support the identification of an individuals’ PCK and development needs.Graduate
melipemo@hotmail.com
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Lin, Yu-Hsiu, et 林育秀. « A Study of A. S. Makarenko's Pedagogical Thought ». Thesis, 2002. http://ndltd.ncl.edu.tw/handle/67608330725692733992.
Texte intégralRésumé :
碩士淡江大學
俄羅斯研究所
90
A.S. Makarenko is a famous educator in the times of Soviet Russia. His educational thoughts and ideas significantly influence Soviet education in the early days. Through the collective and carrying out collective education is the essence of his entire thoughts. In order to achieve the purpose of the socialistic education, he thinks we have to make use of the principle and the method of the creative education through such processes as collective, labor education and disciplinary education to cultivate loyal Soviet supporters. The collective education, the labor education and the disciplinary education are the core of his entire educational practices and ideas. This essay adopts the document analysis to analyze the writings of Makarenko and to classify and analyze other scholars’ criticism on Makarenko. The main purpose of this research is as below: (1) To study the characteristics of the labor education of Makarenko’s educational thoughts. (2) To study what meanings Makarenko thinks of the disciplinary education to the whole collective. (3) To study Makarenko’s educational ideas on the collective education. (4) To collect and organize the viewpoints of the foreign scholars on Makarenko’s educational thoughts. (5) There is no specialized research in the domestic academic circle now so this research may draw forth by abler people. Makarenko thinks we can integrate labor with education. Besides, he also thinks with the labor education, we can cultivate capable, productive, life-maintainable and respectable people with moral characters to become necessary talents for our society. He also thinks we shall apply games to cultivate the whole life of children. Games can shorten the distance among children and also help parents and teachers to know what children think and do and to be closer with children. In the thoughts of Makarenko, the disciplinary education and the collective education complement each other. The establishment and development of the collective shall be based on the style of the disciplines as a development term and the development of the collective can further promote the formation of the disciplines. He thinks the collective education has some characteristics. That is, the collective education is a collective action to achieve the common goal and serves for the whole society and the collective has its autonomous system. In addition, Makarenko thinks the teacher collective can bring students to learn more and the school collective, which integrates various collectives, makes each collective integrate mutually. The construction of Makarenko’s educational thoughts and ideas are based on the ideology of the socialistic nation. Although Soviet Russia has been dissolved, the author thinks his educational thoughts still have significant values. We still can learn from his educational ideas.
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-hsuan, Lee hsiao, et 李曉萱. « A Study on pedagogical expertise of Mandarin teachers ». Thesis, 2001. http://ndltd.ncl.edu.tw/handle/47890687767432886728.
Texte intégral
48
Almeida, Cláudio R. K. de. « Nintendo’s pursuit for profitability : a pedagogical case study ». Master's thesis, 2015. http://hdl.handle.net/10071/9081.
Texte intégralRésumé :
Project / Classification JEL System:
M10: General Business Administration
L10: General Market Structure, Firm Strategy, and Market PerformanceThe home video game console industry, like most high technology industries, is characterized by fast innovation, intense competition and a generally volatile environment. Since the mid-1990s, this industry has essentially been dominated by three major companies, Nintendo, Sony and Microsoft. However, in recent years (since 2012) Nintendo’s performance has been below expectations, with revenues falling, negative operating income for the last three years, and falling share prices. As a result, Nintendo’s management has started, especially since the second half of 2014, a concerted effort to improve the company’s fortunes. At the moment these efforts have resulted in better media coverage and a stop in share price fall. It is still early to know if Nintendo’s pursuit for profitability will succeed; nonetheless, it is both of import and interest to understand how companies seek to achieve superior performance, which is why Nintendo was chosen to be analyzed. The aim of this project is to conduct a pedagogical case study on Nintendo, with a focus on how the company is attempting to return to profitability in the midst of intensified competition from its main rivals, Sony and Microsoft, and a growing threat from substitute products, namely mobile gaming. Through the case study and the request for a strategic analysis, the project will present its target audience – management undergraduate students – an opportunity to understand Nintendo and its industry; as well as, give them the chance to put into practice some strategic management concepts and frameworks, which may prove to be useful in both their academic and professional careers.
A indústria de consolas de jogos de vídeo, como a maioria das indústrias baseadas em alta technologia, é caracterizada pela inovação rápida, competição intensa e um ambiente geralmente volátil. Desde meados de 1990 que esta indústria é essencialmente dominada por três grandes empresas, a Nintendo, a Sony, e a Microsoft. No entanto, nos últimos anos (desde 2012) o desempenho da Nintendo tem estado aquém das expetativas: com queda nas receitas; resultados operacionais negativos nos últimos três anos; e queda na cotação das ações em bolsa. A administração da Nintendo começou, especialmente desde o segundo semestre de 2014, um esforço concertado para melhorar a situação da empresa. Neste momento, tais esforços resultaram em uma melhoria na forma como a empresa é retratada nos media e na paragem da queda do preço das ações. Ainda é cedo para se saber se a busca da Nintendo pela lucratividade será bem sucedida; no entanto, importa e interessa entender como as empresas procuram alcançar resultados superiores, e esta é a razão pela qual a Nintendo foi escolhida para análise. O objective deste projeto é a realização de um estudo pedagógico sobre a Nintendo, com realce na forma como a empresa tenta voltar à lucratividade em meio a intensa competição com os seus principais rivais, Sony e Microsoft, e a crescente ameaça de produtos substitutos, como os jogos em telemóveis ou tablets. Através do caso de estudo e a realização da análise estratégica, o projecto apresentará à sua audiência – estudantes da licenciatura em gestão – a oportunidade de entender a Nintendo e a sua indústria; e dar-lhes-á a oportunidade de praticarem alguns conceitos e ferramentas de gestão estratégica, eventualmente úteis nas suas vidas académicas e futuras carreiras.
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Wu, Yishan, et 吳宜珊. « Pedagogical Study and Error Analysis of Chinese Preposition “Duì” ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/11764412272945605791.
Texte intégralRésumé :
碩士輔仁大學
語言學研究所
98
“Duì” is one of the frequently-used prepositions in Chinese.However, the study by Cui Xi-Liang (2003) points out a high error rate of using preposition “Duì” by Chinese as Second Language (CSL) learners who are native English speakers. Viewed in this light, the aim of the present study is to observe the CSL learners’ phenomena of using preposition “Duì” within the framework of Interlanguage Theory, by means of conducting an Error Analysis (EA) on the corpus data collected by Teng Shou-Hsin (2004). Based on the results and findings of the analysis, this study is finalized at proposing a pedagogical sequencing of preposition “Duì” in the hope of benefiting to Teaching Chinese as Second Language (TCSL). The results of this study can be summarized as follows： 1.This study argues that Preposition “Duì” can be classified into two major groups, “Duì1” is used to introduce the object or target faced by behaviors or actions, “Duì2” contains the meaning of “treat”, and is further divided into four sub-groups: (1)“Duì2-1” is used to introduce the object of psychological or affective behaviors; (2)“Duì2-2” is used to introduce the object in connection with behaviors and actions; (3)acting as a modifier to a noun or a noun phrase, “Duì2-3” is used with the structural particle “De” to introduce the relational object; (4)“Duì2-4” refers to the specific usage of circumposition “Duì……Laishuo”, and is used to introduce certain perspective out of a judgment or a viewpoint. 2.On the whole, the CSL learners’ error rate of using preposition “Duì” is approximately 20%, and the error rate of preposition “Dui” from high to low is “Duì2-1” >“Duì2-4”>“Duì2-2” >“Duì1”>“Duì2-3”. 3. Among the error types of preposition “Dui”,“mis-selection” and “mis-order” are the most common error types made by CSL learners, accounting for 41% and 34% of the total numbers of errors respectively. 4. This study considers that the negative transfer from the source language (English) is the main cause for CSL learners to make errors in using preposition “Duì”. Besides, the unclear description of Chinese course materials is also a presumable cause of misleading CSL learners in using preposition “Duì”. 5. In accordance with the above results, this study suggests the pedagogical sequencing of preposition “Duì” as below:“Duì2-3”→“ Duì1”→“ Duì2-1”→“ Duì2-2” →“Duì2-4”.
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« Case studies of teachers' pedagogical content knowledge (PCK) for teaching EFL reading ». 2013. http://library.cuhk.edu.hk/record=b5884366.
Texte intégralRésumé :
Hu, Jingjing.Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 257-270).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts also in Chinese.