Thèses sur le sujet « Research – methodology – study and teaching (secondary) »
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Williams, Stephen Michael. « College of Education : A guide to researching the animal kingdom on the Internet ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2690.
Texte intégralMone, Fisi'ihoi. « Monitoring Standards Of Science Investigation Skill Attainment By Tongan Secondary Science Students ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1457.
Texte intégralHuang, Ruen-Ting. « A program for teaching environmental issues in Taiwanese junior high schools ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.
Texte intégralWilder, Michael Gregg. « Improving Hypothesis Testing Skills : Evaluating a General Purpose Classroom Exercise with Biology Students in Grade 9 ». PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/427.
Texte intégralJackelman, Susan Iona. « Investigating the dual influences of theory and practice on the design and implementation of a learning programme ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003473.
Texte intégralHanrahan, Mary U. « Conceptual change and changes of heart : A reflexive study of research in science literacy in the classroom ». Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36603/1/36603_Digitised%20Thesis.pdf.
Texte intégralCeasar, Reginald Raymon. « Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics ». Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Texte intégralSheaffer, Christopher Ryan. « Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit ». PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/925.
Texte intégralCheung, Lai-wan Beverley, et 張麗雲. « Leadership training groups in a secondary school : an action research ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960042.
Texte intégralNothdurft, Lyn M. « Teaching for autonomy in senior secondary mathematics ». Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36626/1/36626_Digitised%20Thesis.pdf.
Texte intégralKeady, Wayne M. « Secondary students' skills of measuring liquid volume and understanding of uncertainty of data ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1209.
Texte intégralRevelle, Carol L. « Constructing Transformative Experiences Through Problem Posing in a High School English Research Project ». Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9919/.
Texte intégralMockel, Lindsey Joan. « Thinking Aloud in the Science Classroom : Can a literacy strategy increase student learning in science ? » PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1420.
Texte intégralHoveka, E. P. « Research portfolio ». Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003616.
Texte intégralSchreuder, Glynis Rholeen. « The role of economic and management sciences (EMS) in preparing learners for accounting in grade 10 ». Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1864.
Texte intégralThe thesis explores the role that the learning area, EMS, plays in preparing learners for Accounting in grade 10. EMS in grade 9 includes accounting related assessment standards upon which the grade 10 Accounting curriculum builds. The grade 10 Accounting curriculum is based on the assumption that learners have mastered the related content in grade 9. The effective implementation of EMS in grade 9 is therefore important for the teaching and learning of Accounting in grade 10. The main objective of the study was to determine to what extent the accounting related assessment standards were taught and to engage with the key factors that impact on the effective delivery of the accounting focus in EMS. A sample of five schools within a specific geographical area in the Western Cape was identified. The study used multiple data collection methods in order to increase the validity of the results, namely, a learner assessment, interviews and document analysis. The planning and assessment documents of EMS teachers as well as the assessment tasks of the EMS learners were analysed to ascertain how teachers planned to teach and assess the learning area, particularly the accounting focus within EMS. The conclusions were drawn against the policy-practice theoretical framework. The study revealed a gap between EMS policy and EMS practice. There was very limited exposure to the accounting related assessment standards in EMS. This could be attributed to a number of factors including teacher qualifications and training, lack of support, policy shortcomings, absent guidelines, etc. There was a disjuncture between what teachers believed and what they were translating into practice. Even though all the teachers enjoyed teaching Accounting and most of them believed in the importance of this discipline in preparing learners for the Further Education and Training Band and their personal lives, they were not teaching it effectively. Recommendations have been made in terms of the learning area policy, professional development and support for teachers and learners. Even though the study was limited to five schools in a particular geographical area, its findings may be applicable to many South African schools where EMS teachers face the same policy, teacher and learner challenges or shortcomings.
Flatela, Andile Thaddeus L. L. « History resource materials in Transkei senior secondary schools : their availability and use ». Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003438.
Texte intégralSade, Sarah. « The impact of collaborative action research as a methodology for building, knowledge for teaching : a case study ». Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250220.
Texte intégralLau, Shuk-yi, et 劉淑儀. « Leadership training for prefects in a secondary school : an action research ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963663.
Texte intégralKlein, Charmain Phillida. « Participatory programme development at an environmental education centre through action research involving secondary school teachers ». Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003573.
Texte intégralLockwood, Jeffrey Frank. « The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science ». Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.
Texte intégralHelms, Christopher. « Consensus on a Specialist Clinical Learning and Teaching Framework for Australian Nurse Practitioners ». Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/076a30ffd066dd97be47f344a5e7e97fccc7dfc2f30d6d180e730e48a5209ea7/81980443/HELMS_2017_THESIS.pdf.
Texte intégralFung, Siu Pik. « What is the relationship between vocabulary teaching methods and vocabulary learning ». HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/110.
Texte intégralSpinola, Jane. « B-learning and the teaching of writing in English in an EFL context : an action research study ». Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/63025/.
Texte intégralAlummoottil, Joseph Michael. « The spiral curriculum, integrated teaching and structured learning of mathematics at the secondary level ». Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1003654.
Texte intégralPechman, Nancy K. « A study using the 10-key pad on a microcomputer and electronic calculator ». PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3530.
Texte intégralChiphambo, Shakespear M. E. K. « An investigation of the role of physical manipulatives in the teaching and learning of measurement in Grade 8 : a case study using surface area and volume ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003540.
Texte intégralDzambara, Tobias Munyaradzi. « An analysis of the distribution and use of teaching aids in mathematics in selected Windhoek secondary schools ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001410.
Texte intégralBarrett, Athol. « Capitalising on experience for an evolving era : a reflective practitioner study ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/368.
Texte intégralSotshangane, Nkosinathi Owen. « Working Towards Improved Facilitation of Research Capacity Development at Walter Sisulu University (WSU) Using Action Research (AR) Methodology ». Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/901.
Texte intégralPng, Jessie L. « The use of scaffolding through think-alouds and reciprocal teaching in the teaching of reading comprehension to lower secondary students in two Singaporean schools ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/309.
Texte intégralMokuku, Tsepo. « Education for environmental literacy : towards participatory action research in the secondary school science curriculum in Lesotho ». Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003385.
Texte intégralMuluse, Lungile J. « [Research projects] ». Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003623.
Texte intégralPenn-Edwards, Sorrel. « Conceptions of information video in university research and teaching : A phenomenographic study ». Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36565/1/36565_Digitised%20Thesis.pdf.
Texte intégralXu, Jie, et 许洁. « An exploratory research of using blogs in the Chinese as a second language teaching ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369214.
Texte intégralpublished_or_final_version
Education
Master
Master of Education
Schreuder, Glynis Rholeen. « Teacher professional development : the case of quality teaching in accounting at selected Western Cape secondary schools ». Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1990.
Texte intégralIn South Africa the education system has undergone three major phases of change since the inception of democracy in 1994. Such a degree of change requires teachers to adapt and keep pace with each phase. Professional development provides the support teachers need to learn, and be part of, pedagogical transition. The way teachers were trained during their initial training does not match what is required from them a number of years later. Accounting is a subject that has received on-going criticism because of the poor performance of learners and declining numbers of those opting to do the subject. Professional development is crucial in ensuring quality teaching. Research proves that quality teachers ensure quality teaching and improved learner performance. Goldhaber (2002:2) suggests that providing learners with good teachers is crucial. The main purpose of this research was to examine the teaching of Accounting in schools in the Western Cape within the concept of quality. The aim is to understand what professional development programmes Accounting teachers are engaging with and what the effect is of such initiatives. Phenomenology is used as the theoretical strategy for this research. The main epistemological assumption is that a way of knowing reality is through exploring the experiences of others regarding the phenomena being investigated: namely quality teaching in Accounting and professional development of teachers of Accounting. Experiences and voices of respondents were the medium through which I explored the teaching of Accounting and the extent to which, and ways in which, professional development activities they engage in affect their teaching as well as, ultimately, the performance of learners. A mixed methods approach, framed within an interpretive paradigm, was used in this study. Both qualitative and quantitative data were collected and analysed. Multi-stage sampling was used to identify the districts, the schools and teachers for the questionnaires. All subject advisers from the districts sampled were interviewed. The teachers for the interviews were purposively sampled. Semi-structured interviews were conducted with teachers and subject advisers in the Western Cape in order to elicit their views on the phenomena being studied. Teachers completed questionnaires that included both quantitative and qualitative data. The questionnaires were designed to facilitate teacher reflection on their beliefs about what constitutes quality teaching in Accounting, as well as their current practices, and to provide information on the professional development activities they were engaged in. Data revealed that there are many teachers who are successfully providing quality teaching. There are, however, many schools where learners are not receiving quality teaching and there is thus a need to reform teaching practice. The findings indicate that professional development has a large role to play in updating and upgrading teachers’ skills and subject knowledge. The need for updating the content knowledge of teachers and for transforming their pedagogical practice are areas that should be dealt with urgently to correct declining trends in the performance of learners offering Accounting at school level. This thesis concludes with recommendations for improving the quality of teaching in Accounting that aim to enhance learner performance in the subject. Recommendations are made for professional development opportunities that transform and improve teaching practice with the final aim of leading to improved learner performance. Recommendations for further research in the field of Accounting at school level are included.
Jakubowski, Andrea M. « Using Visual Aids in the Secondary Language Classroom : An Action Research Study on the Use of Illustrations during TPRS Instruction ». University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384452424.
Texte intégralChan, Ka-man, et 陳家敏. « Peer assessment in mathematics lessons : an action research in an eighth grade class in Macau ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198870.
Texte intégralpublished_or_final_version
Education
Master
Master of Education
Bock, L. J. « Research portfolio ». Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006128.
Texte intégralZinn, Sandy. « Integrating information skills into the curriculum : an action research investigation at an ex-House of Representatives high school ». Thesis, University of the Western Cape, 1997. http://hdl.handle.net/11394/1338.
Texte intégralGarver-Daniels, Tessa Marie. « An Action Research Study of a Secondary Art Classroom in Appalachia Utilizing Flipped Classroom Hybridization Methods ». Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1627049030752619.
Texte intégralVale, Pamela. « Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errors ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001774.
Texte intégralGreenwell, Sabrina. « An Exploratory Case Study Comparing the Teaching Practices of Reading Endorsed vs. Non-Reading Endorsed Secondary English Language Arts Teachers ». Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2527.
Texte intégralEd.D.
Department of Educational Studies
Education
Education EdD
Hoffenberg, Rebecca Sue. « An Investigation into Teacher Support of Science Explanation in High School Science Inquiry Units ». PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1103.
Texte intégralMostert, Ingrid Elizabeth. « Research for the learning and teaching of mathematics : an emergent design / ». Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/687.
Texte intégralSimasiku, Bosman Muyubano. « Student teachers' experiences in using multiple representations in the teaching of grade 6 proportion word problems : a Namibian case study ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001703.
Texte intégralSmith, Leslie TenEyck. « Project NANO : Will Allowing High School Students To Use Research Grade Scanning Electron Microscopes Increase Their Interest in Science ? » PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1549.
Texte intégralLee, Jami A. « The impact of collaborative analysis of student work on student achievement among third graders in the area of writing : An action research study ». ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/656.
Texte intégralWang, Qing. « Coaching psychology for learning : a case study on enquiry-based learning and learning power development in secondary education in the UK using participatory research methodology ». Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601186.
Texte intégralKillgren, de Klonia Kim. « The Potential Role of Critical Literacy Pedagogy as a Methodology When Teaching Literature in Upper Secondary School in Sweden : A Quantitative Study of English Teachers’ Literature Choices ». Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-34995.
Texte intégralMacpherson, Karen, et n/a. « The development of enhanced information retrieval strategies in undergraduates through the application of learning theory : an experimental study ». University of Canberra. Information Management & ; Tourism, 2002. http://erl.canberra.edu.au./public/adt-AUC20060405.130648.
Texte intégral