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Jones, Tinner LaShanta Y. Ph D. "The Spiritual Journey: Black Female Adult Learners in Higher Education". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334101.
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Tse, Kwok Keung Ernest. "Preservice teacher planning : a study of the journey from learners to teachers". Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5329.
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Malhotra, Vidushi. "Project title: an exploration of high school learners’ educational journey and how it shapes their aspirations". Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30533.
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As a consequence of Apartheid, schools today are still grappling with the process of desegregation of an unequal education system in South Africa. The inequality of skills acquired by children and the poor quality of education received undermines their ability to understand or develop aspirations. This qualitative study aims to explore the educational journey of high school learners and how the journey shapes their aspirations. Drawing upon the background of high school learners, particularly their
family background, socio-economic status and neighborhood, this study examines the aspirations informed by the educational journey of learners. First, the findings revealed that academic interests of learners were not steered by the stature of the school they attended. The reasons that are understood to be positively affecting the change in academic interests are more self-driven than influenced by factors that are outside of the personal journey of the learners. Second, parents who were educated themselves valued the importance of quality education, which meant not only improving marks, but also building and working towards an aspiration. Third, learners who came from decent and peaceful neighborhoods mostly reported a supportive community and one that is always striving for a better future through education. This community dynamic also had a positive effect on the learners’ focus and ability to study after school hours. The results of the study also mention the shortcomings of the current South African education system in the way that it only allows for limited real-world exposure and restricts learners from making informed subject choices. Recommendations for corrective measures in the form of introduction of gap year programs, better subject choices and exposure to career fairs and interaction with field experts are made by the researcher.
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Nilsson, Pernilla Driel Jan H. van. "Learning to teach and teaching to learn : primary student teachers' complex journey from learners to teachers /". Norrköping : Linköping University, Department of Social and Welfare Studies, 2008. http://www.bibl.liu.se/liupubl/disp/disp2008/sste19s.pdf.
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Disputats, Linköpings universitet, 2008.PCK: Pedagogical content knowledge. Serien udg. af: Nationella forskarskolan i naturvetenskapernas och teknikens didaktik, FontD. Med litteraturhenvisninger.
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Nilsson, Pernilla. "Learning to Teach and Teaching to Learn : Primary science student teachers´ complex journey from learners to teachers". Doctoral thesis, Norrköping : Department of Social and Welfare Studies, Linköping University, 2008. http://www.bibl.liu.se/liupubl/disp/disp2008/sste19s.pdf.
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Bond, Carol Helen, i n/a. "The Development of Students' Experiences of Learning in Higher Education". Griffith University. School of Curriculum, Teaching and Learning, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051214.111201.
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This thesis is concerned with the development of tertiary students' experiences of learning as they progress through three years of undergraduate study in two different psychology programs. Previous research that is relevant to this topic has tended to focus either more narrowly on the development of epistemic beliefs or more broadly on the variation of learners' experiences of learning. Research on epistemic beliefs has tended to focus on the structural aspects (stages) of development and to ignore the content of thinking. In contrast, research on experiences of learning has concentrated upon the content of students' experiences, yet it can be criticised for the way in which it decontextualises students' experiences and for its limited attention to change and development. Moreover, despite evidence suggesting that learning comprises a complex of phenomena such as understanding, memorising and knowing, this line of research has tended to treat learning as a single phenomenon. In the thesis I draw on Gadamer's philosophical hermeneutics, Gurwitsch's view of awareness, and much of the conceptual framework of the phenomenographic perspective to argue a case for a theoretical framework and consequential practices that are more plural and inclusive of learner's experiences of learning. The new approach refocuses the relationship between researcher, knower and known in terms of the knowing relation-one that involves a dynamic iterative interweaving of first and second order perspectives. Using this new approach, students' experiences are analysed to provide rich description and ontological explanation of both change and development over time. The approach allows the unity of the partlwholelpart relation of an individual's experience to be recognised. So the method is able to take account of the contextual relevancy of the individual whilst also focusing on the experiences of the group. The results show that rather than comprising a single phenomenon, learning is itself part of a multi-dimensional (depth, spatial and temporal dimensions), multi-phenomenal field. The phenomena of learning, understanding, memorising and knowledge are described in detail, and their individual internal relations are elaborated along with the internal relations between the phenomena. Four main groups of experiences of learning are described within this framework: reproductive experiences; relational experiences; constructive experiences; and transformative experiences. Each of these categories comprises several sub- categories. This fine-grained focus on individual students' data, and the use of the phenomenographic whadhow framework, allows the development of experiences to be traced and interpreted as a gradual morphing over time. The pattern of development suggests that each part of the learners' journey plays an important role in the growth of skill and competence in learning. Thus, it may be important that curricula account for variation not by focussing upon transformative experiences of learning, as is often the case, but by facilitating shifts through all of the experiences that learners may pass through.
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Bond, Carol Helen. "The Development of Students' Experiences of Learning in Higher Education". Thesis, Griffith University, 2000. http://hdl.handle.net/10072/367319.
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This thesis is concerned with the development of tertiary students' experiences of learning as they progress through three years of undergraduate study in two different psychology programs. Previous research that is relevant to this topic has tended to focus either more narrowly on the development of epistemic beliefs or more broadly on the variation of learners' experiences of learning. Research on epistemic beliefs has tended to focus on the structural aspects (stages) of development and to ignore the content of thinking. In contrast, research on experiences of learning has concentrated upon the content of students' experiences, yet it can be criticised for the way in which it decontextualises students' experiences and for its limited attention to change and development. Moreover, despite evidence suggesting that learning comprises a complex of phenomena such as understanding, memorising and knowing, this line of research has tended to treat learning as a single phenomenon. In the thesis I draw on Gadamer's philosophical hermeneutics, Gurwitsch's view of awareness, and much of the conceptual framework of the phenomenographic perspective to argue a case for a theoretical framework and consequential practices that are more plural and inclusive of learner's experiences of learning. The new approach refocuses the relationship between researcher, knower and known in terms of the knowing relation-one that involves a dynamic iterative interweaving of first and second order perspectives. Using this new approach, students' experiences are analysed to provide rich description and ontological explanation of both change and development over time. The approach allows the unity of the partlwholelpart relation of an individual's experience to be recognised. So the method is able to take account of the contextual relevancy of the individual whilst also focusing on the experiences of the group. The results show that rather than comprising a single phenomenon, learning is itself part of a multi-dimensional (depth, spatial and temporal dimensions), multi-phenomenal field. The phenomena of learning, understanding, memorising and knowledge are described in detail, and their individual internal relations are elaborated along with the internal relations between the phenomena. Four main groups of experiences of learning are described within this framework: reproductive experiences; relational experiences; constructive experiences; and transformative experiences. Each of these categories comprises several sub- categories. This fine-grained focus on individual students' data, and the use of the phenomenographic whadhow framework, allows the development of experiences to be traced and interpreted as a gradual morphing over time. The pattern of development suggests that each part of the learners' journey plays an important role in the growth of skill and competence in learning. Thus, it may be important that curricula account for variation not by focussing upon transformative experiences of learning, as is often the case, but by facilitating shifts through all of the experiences that learners may pass through.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
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Damdin, Chuluuntumur. "An autoethnographic study of a Mongolian English teacher’s journey in applying a task-based approach to an online English writing class for adult learners". Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/86775.
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This study explores the trajectory of a Mongolian English teacher incorporating task-based language teaching (TBLT) in an online writing class. Through autoethnograpy, it deepens teacher’s pedagogical understanding of technology-mediated TBLT, grounded their first-hand experience and learner’s perceptions about this unique approach. The findings show the main challenges the teacher faced were teacher’s self-doubt and anxiety regarding TBLT, technology use and language proficiency. Overall, Mongolian learners perceived the lessons positively as it encouraged independent and reflective learning.
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Pitt, Robert Michael. "Journeys into lifelong learning : experiences of adult learners returning to formal learning". Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444529.
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Gao, Feng. "The investigation of Chinese learners' identities and their English language learning journeys in Britain". Thesis, Canterbury Christ Church University, 2008. http://create.canterbury.ac.uk/12163/.
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Though an increasing number of research studies have investigated the relationship between second language learning and identity, few of them have focused on the study abroad context. In this study of a group of Chinese learners in three language schools in Britain, I explore how Chinese learners’ identities (including aspects of gender, nationality, social class and as language learners) influence their English language learning journeys in Britain, and how their identities may themselves be shaped by the English language learning discourse in the language classroom and outside the language classroom. The research methodology follows broadly ethnographic and case study research principles. The data is obtained from narrative interviews, ethnographic observation, face-to-face conversations, telephone conversations, email correspondence and diary studies. From the collected data, it appears that during the English language learning journey in Britain, the Chinese learners’ social development becomes fundamental, not ancillary, to their second language learning. They have learnt about English language, British culture and British society, but perhaps more importantly, they have negotiated their identities, and have achieved new knowledge of their own senses of the self. This present study is significant, because it offers rich insights into Chinese learners’ English learning and living experiences in Britain, and it particularly explores social class identity and national identity in relation to second language learning and use, which has been under-studied in the general field of second language learning research.
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Mhlongo, Hlengiwe Romualda. "The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools". Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1523.
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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017This study is aimed at investigating whether or not the use of the reading-response journal as a strategy can yield any positive results in enhancing development of writing skills among learners. The study was conducted as a case study in one of the Further Education and Training (FET) phase schools under uThungulu district, within the province of Kwa-Zulu Natal in South Africa. It included verification of the FET phase learners’ level of competency in writing skills. This was done through interviewing the English First Additional Language (FAL) teacher of the target class in the FET phase. The study targeted English FAL grade eleven learners since journal writing is part of their curriculum. The sample of thirty learners was conveniently selected. The qualitative method was employed for the collection of data; task-based activities and interviews were used as instruments for data collection. This study is underpinned by the reader-response theory and it sought to; (a) find out the views of learners on the use of the reading-response journal writing as a strategy to develop writing skills, (b) to determine the learners’ views on the intervention programme of the reading-response journals in the development of writing skills and (c) the experiences of English FAL learners as participants in the activities of journal writing. Learners were given three different tasks which required them to write essays. The findings revealed that learners are generally resistant to reading and writing. The learners also lament that it takes too long before the educator can bring back feedback on their written tasks, that demotivates them. The findings also revealed that some teachers regard the teaching of writing skills as an optional task to do, yet it is prescribed in the Curriculum and Assessment Policy Statement (CAPS) document of English FAL in the FET phase. In addition, there is resistance from teachers to use innovative methods of developing writing skills such as journal writing and diary entries, among others. Lastly, the learners showed significant improvement in their writing skills as they participated in the intervention programme. There was significant improvement in their individual performance from task one, to task two and task three. Finally, the study recommended that the Department of Basic Education officials should consider reviewing the pupil-teacher ratio for language teachers so that they can do justice to the teaching of all language aspects including writing skills. Further research on other types of journal writing was also recommended.
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Huang, Eugene. "Learner perceptions of using blogs in English learning instructional technology-on line journal". Saarbrücken VDM Verlag Dr. Müller, 2008. http://d-nb.info/991466969/04.
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Chung, Kim Chung Marie Michelle Gilberte Tow Yin. "Voice, hope and identity : educational journeys of adult learners of the first open community school for adults in Mauritius". Thesis, Liverpool Hope University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722168.
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Trombetta, Adriana. "LATINA EDUCATORS TESTIMONIOS ON THEIR JOURNEYS THROUGH THE TEACHING PIPELINE: WHAT CAN BE LEARNED". Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1576748489364935.
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Cowler, Richard Alan. "What kind of feedback is appropriate for the journal writing of language learners?: action research in asecondary classroom in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45620726.
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Burnett, Farrell Phillips. "The progress of scientific communication : copyright, learned society publishing and the coming of the electronic journal". Thesis, University of Westminster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323007.
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Scott-Wilson, Rina. "A teacher's journey into problem solving mathematics with deaf learners". Thesis, 2010. http://hdl.handle.net/10539/7568.
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The main objective of this study was to explore how Deaf learners orientate to a problem solving
mathematics curriculum. The study took the form of an autoethnography situated in critical
pedagogy. Purposeful sampling was used to select Grade 9 learners from a local school for the Deaf
as participants. Data was collected from the learners using a structured questionnaire, viz. Students
Orientation to Mathematics (SOM), as well as through focus group sessions and personal interviews.
In addition, teachers’ and parents were interviewed to ascertain the general orientation of Deaf
learners to mathematics and to identify barriers that may prevent these learners from progressing
optimally in their studies of mathematics. Although the learners had difficulties in accessing
particular pedagogical aspects of problem solving mathematics, the findings showed a slight increase
in the learners’ study attitude and study habits towards mathematics and in their problem solving
skills. Moreover, the learners particularly enjoyed the activity element of the problem solving
curriculum. At the end of the study the learners indicated that they preferred a modeling problem
solving approach to a more traditional way of teaching mathematics. Although the study points out
that implementing a problem solving curriculum into a Deaf classroom is not necessarily
straightforward, it does suggest that with exposure Deaf learners can develop a propensity for
working within a cognitively rich problem solving environment.
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Feng, Ching Chao. "The Cooperative Classroom: Scaffolding EFL Elementary Learners' English Literacies Through the Picture Word Inductive Model -- The Journey of Three Teachers in Taiwan". Thesis, 2011. http://hdl.handle.net/1807/27578.
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Children in Taiwan start their English classes in grade three. As they progress through the grades, they generally do not demonstrate high English proficiency. In addition, they also gradually lose their interest in learning English (“Education Minister,” 2009). To respond to the problem of achievement and motivation related to learning English, the Picture Word Inductive Model and Cooperative Learning were integrated as an alternative approach to the current instructional method in order to more effectively improve the Taiwanese elementary learners’ English literacy and highly motivate their interest in acquiring a foreign language. The focus of this study was to discover the participating teachers’ and students’ perspectives toward this new teaching approach and to understand the difficulties they encounter during the process of initiating and implementing an educational change.
This eleven-month qualitative study involved three elementary English teachers and their 71 students from grades 4, 5 and 6 as participants. The data were collected through field notes from onsite classroom observations, teachers’ weekly reflective journals, in-class video recordings, and transcripts of teachers’ monthly meetings and personal interviews with the participants. Although one teacher and her students had to withdraw from the study because of intense pressure from school authorities and parents, the results of this study indicate that the remaining teachers and students highly recommended implementing this alternative approach in English classes and believed that this new way of teaching not only helped students become more autonomous and responsible for their own learning, but also provided them with more opportunities to interact with their peers.
Although having doubts about this new approach at the beginning of the study and encountering difficulties during the process of implementation, the two teachers reported that their students’ English vocabulary had increased and they were able to compose meaningful English paragraphs as a result of this non-traditional strategy. The students also revealed that their motivation toward learning English had improved. Furthermore, the results show that support from school authorities and parents is essential to the initiation and maintenance of a change in education settings.
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廖宗慈. "From Reject to Accept: Journey of a Guidance Learner Make Process in Facing Illness Parents". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/65pzh4.
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碩士國立新竹教育大學
教育心理與諮商學系碩士班
105
This is a story about myself make process with chronic illness parents; also is a period to record that how I change the attitude of facing chronic illness parents after guidance learning. Trough Mindfulness Therapy action, I return to the rule of caregiver and change the attitude from helper to server; also figure out the connection between parent’s illness and my emotional self-regulation. After action, I clarify the state and the character of past childhood of parents’illness and find the way of my subjectivity. The motivation of writing about this story is from 2003, I received my mom’s Uterine fibroids had the chance to become malignant tumor. Since then, the issue of illness and death repeatedly appear in my life, they influence my emotion and made me to face the past trauma casing by parents’illness. By Narrative, I discover those repress emotion and need of love in past experience. Through guidance learning I learn how to self-care, and figure out the meaning of defender, alienate, outsider, company in different time. Even find out I lose my subjectivity. Action and narrative let my seek those hide in the history context’s subjectivity, also let me can move the focus from being parents’ company to my future guidance work. I expect those life-experiences can provide a view to those have same difficult circumstance, or engaging in counseling (guidance) field to understand, a child’s mental development of encounter parents’illness.
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Hastuti, Gita, i 韓琪婷. "A Study on Promoting Learners’ Language Awareness of English Grammar Learning Development through Reflective Journal Writing". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/wx5xde.
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碩士中原大學
應用外語研究所
102
ABSTRACT With the leading assumption that language awareness relates to performance (Andrews, 2007), this study intends to examine the use of reflective journal writing to raise language learners’ awareness of their English grammar learning development. Next, as a distinctive feature of autonomous learning, conscious reflection on learning experiences has been seen as essential in raising one’s awareness of one’s learning development, with writing being a useful instrument for reflection (Bailey, 1983, cited in Benson, 2001; Hsu, 2005; Kohonen, 1992; Little, 1997). Yet, little research has been conducted. Henceforth, this study attempts to provide insights and empirical evidence on the issue, in relation to the development of learner autonomy. This study employed a quasi-experimental pre-posttest design and a concurrent triangulation design to answer three research questions: (a) Does writing weekly reflective journals influence learners’ English grammar learning development? (b) Is there a relationship between the learners’ level of awareness as measured in the reflective journals and their English grammar learning development? and (c) How do learners perceive the use of the weekly reflective journals in relation to their English grammar learning process? Two intact classes of a grammar course were selected to serve as a control group and an experimental group, with the latter group assigned to write weekly personal reflective journals. An English test functioning as pre- and post-tests was administered to both groups and Independent T-Test analyses were conducted, the results of which showed that personal reflective journal writing could not yet effectively influence learners’ learning development due to the participants’ collaborative learning style. Next, Spearman’s Rho correlation analysis between the levels of awareness and participants’ gain-score was run, and it revealed that awareness at the level of noticing (CC) was positively correlated with the learners’ learning development, denoting a crucial role of noticing in English grammar learning development. Moreover, content analyses on participants’ responses to a questionnaire on the Learners’ Perceptions towards Writing Weekly Reflective Journals uncovered that writing weekly reflective journals was perceived to have assisted the participants to become more aware of their own learning process, to participate actively in and to be responsible for their own learning, while confusion of what to reflect, time constraints, and conflicts with other priorities were discerned as its hardships. Additionally, content analyses on participants’ responses to a background questionnaire, a questionnaire on Learner Profile, and a questionnaire on Metacognitive Proficiency and Attitudes in Language Learning disclosed complementary insights into the findings. Overall, this study concluded that writing reflective journals offers a preliminary stage to enhance language awareness, and an initial step towards becoming autonomous learners.
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LI, GRETA HUI-TING, i 李惠珽. "The Effects of Dialogue Journal Writing on Writing Motivation: A Case Study of EFL Adult Learners". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pkvda3.
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碩士東海大學
外國語文學系
106
The present study investigated the effects of Dialogue Journal Writing (DJW) on adult EFL learners’ writing motivation in English. It was designed to explore (1) how DJW influenced adult EFL learners’ writing motivation, (2) how teacher feedback in DJs influenced their writing motivation, and (3) what their perceptions of DJW were. To achieve the purpose, the experimental study recruited eight adult learners who participated in a twelve-week reading club organized by the researcher. They read an article about traveling and wrote two dialogue journal entries every week. Line, a social network application, was used as a tool for exchanging and responding to dialogue journals. Before participating in the project, they filled out background information questionnaires about their English learning histories and attitudes towards English learning and writing. Then, each of them was interviewed by the instructor-researcher during the first, the sixth, and the final weeks of the DJW project. All the semi-structured interviews were audio-taped and transcribed. The participants’ responses acquired from the interviews and the background information questionnaires were analyzed and cross-compared in order to see the changes of their writing motivation. A thematic analysis was performed on the interview data. The present study found that DJW enhanced most adult learners’ writing motivation. They were motivated to write in English because the DJW project offered them more opportunities to improve and practice English. They also reported that the target language input offered in teacher feedback and the questions based on the content of DJs enhanced their motivation to write more. In addition, keeping DJs on Line had positive influences on their writing motivation because it allowed them to receive and respond to teacher feedback immediately. Finally, all of the participants held favorable attitudes toward DJW because they perceived DJW as a way of improving their English proficiency and making them practice writing regularly.
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WU, YI-TSEN, i 吳苡岑. "Personal Journal Writing and Its Influence on an Adolescent Learner’s English Writing Development and Writing Motivation: A Case Study". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/34459012145742806987.
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碩士東海大學
外國語文學系
104
Since several decades ago, language researchers have confirmed the positive effects of journal writing on language learners’ writing performance. Toby Fulwiler (1982) stated that personal journal writing records not only one’s personal life but also writing development across time; it is thus “a vehicle to explore the writer’s own belief system.” Though the positive effects of journal writing on language learners has been studied by numerous prior researchers, little research featuring the context of Taiwan was based on a longitudinal observation. A longitudinal observation allows us to know how the development of a writing behavior changes the learner’s writing motivation, process of sense of authorship and reader awareness, sentence complexity, vocabulary use, topical selection, article length and writing motivation across time. In light of this, this study observed a Taiwanese junior high school student’s writing process of English personal journals for one year to understand how her development of English personal journal writing behavior affected her English writing performance and motivation at the aforementioned aspects. The study followed the case study research and collected the following sources of data: the participant’s writing samples; semi-structured and unstructured interviews with the participant and writing conferences. The data were analyzed qualitatively. It attempted to answer the question about what changes could be found on the participant’s English writing performance and motivation after she developed English personal journal writing behavior. The results of the study showed that the participant improved her writing skills at the aspects of sentence complexity, article length, theme selection, sense of authorship and read awareness. Furthermore, the participant’s English writing motivation was heightened by the improvement of these writing skills, which again proves the finding of prior research that a language learner’s development of journal writing behavior may work effectively in his/her enhancement of writing motivation. The study concludes that a language learner’s development of journal writing behavior is positively related to her writing motivation.