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McKenzie, Jo A. "Variation and change in university teachers' ways of experiencing teaching /". Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040726.154757/index.html.
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Renou-Kirby, N. H. "Engaging with change in a post-Bologna teaching university in the Netherlands". Thesis, Open University, 2011. http://oro.open.ac.uk/54222/.
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Change is endemic in modern society, and the educational systems that operate in it. In Higher Education societal trends such as globalization and economic rationalism are impacting on teachers. Changes in the student population, new educational methods derived from shifting perspectives on the role of knowledge and re-structuring of the organizations within which teachers work have also led to transformation of the professional context. At European level policy initiatives such as the Bologna Declaration (1999) have necessitated an overhaul of educational provision. This research project attempts to focus on these wide ranging changes through the lens of teacher autonomy in order to establish what is changing in the working lives of teachers in a Dutch university, how they are responding to these changes and how they can be helped to respond to change effectively and discriminatingly. This is an insider research project, using case study and semi-structured interviewing to yield data that is subjected to thematic linguistic analysis. It was piloted in 2006, and interviewing was resumed in February 2007. Findings indicate the contested nature of teacher autonomy, and suggest that professional autonomy can impede as well as facilitate teachers in processes of engaging with change. The team - operating as a community of practice - is identified as the location where change agency can operate most effectively. Distributed leadership - specifically perceived in the activities of team leaders and teacher change agents - is seen as crucial to processes of embedding change in educational practice.
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Bender-Slack, Delane Ann. "Teaching texts for social justice : English teachers as agents of change /". Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1183419335.
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Thesis (Dr. of Education)--University of Cincinnati, 2007.Advisor: Holly Johnson Title from electronic thesis title page (viewed Dec.10, 2007). Includes abstract. Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs Includes bibliographical references.
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Watson, Ken. "Documenting pedagogical change : the teaching of literature in NSW secondary schools, 1990-2001, with special reference to the teaching of Shakespeare /". View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031223.105259/index.html.
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Thesis (Ed.D.) -- University of Western Sydney, 2003."A portfolio submitted to the University of Western Sydney in fulfilment of the requirements for the award of the degree of Doctor of Education" Bibliography : leaves 217-220.
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Lines, Robyn Laraine, i robyn lines@rmit edu au. "Discourse and Power: A Study of Change in the Managerialised University in Australia". RMIT University. Management, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060308.102930.
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The literature concerning work identities within universities is limited and focussed upon the ways academic staff construct their identities and the impacts these have upon their approaches to change. Similar studies for the range of differentiated roles that characterise the newly managerialised university are not available. The first stage of the research, therefore, was to develop a categorisation of the ways in which senior managers, line managers, support staff and academic staff construct their identities at work. This categorisation was created by bringing together the experiences of change of fifty three staff from five similar Australian universities, reported in interviews, with a review of the discourses widely available within the university sector (Deetz 1992; du Gay 1996a; Knights & Morgan 1991; Marginson 2000; Readings 1996) to produce thirteen different classifications associated with different roles. These categories described as case study one provide an initial framework for making sense of the different viewpoints expressed by staff in interviews and a language for understanding w hat particular actions might mean to the organisational members making them. As such it provides a starting point or tool for analysis and makes an original contribution to understanding change within universities. The second stage of this research examined the dynamics of a teaching change project and the interactions between differently constructed work identities it entailed. This was undertaken through an ethnographic study of a change project in process. The ethnography was supplemented by interviews with participants at the conclusion of the project. The analysis of the ethnography combined the first theoretical focus on constructed identity with concepts of power and their forms within organisations (Foucault 1998; Clegg 1989a; Callon 1986) to take account of the hierarchical organisation of the university and the differentiated organisational roles of participants in the change project.
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Hakim, Badia. "Facing change : understanding reactions to ICT adoption in teaching English for specific purposes at King Abdulaziz University". Thesis, Goldsmiths College (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497783.
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Horsley, Mike. "Activist professionals and profession-led change /". View thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051019.162923/index.html.
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Hockings, Christine Susan. "Swimming against the tide : an action research case study of one university lecturer's struggle to change his conceptions and practice of teaching (statistics) within a traditional teaching environment". Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396534.
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Li, Ling. "Culture as inhibitors of change : an ethnographic study on the impact of culture on teachers' ICT adoption in a university faculty in China". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709258.
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Avanaki, Hussein Jamshidi. "University teacher-training in change : the English and Iranian experience : English language teaching in the two systems with ESL/ESP as a case study". Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/14896/.
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This study critically examines teacher education in the English system and in Iran so as to compare the two systems with the aim of identifying effective English language teaching strategies that are applicable to the Iranian system. - The reason for examining this topic was the problem that I faced for many years during my teaching in Iranian universities. The main problem was the lack of the use of spoken English by the Iranian university students and graduates. In addition, the context of ESL/ESP in Iranian universities was investigated because little research in Iran has been conducted to explore the influence of oral discourse analysis to improve fluency. The reason is that I believe teacher education, teaching approaches and related issues, such as textbooks and teacher-student relationships, are not separate issues and can be studied as one package. This study includes a critical literature review on methodological elements so as to reach a more practical and effective English language teaching approach in Iran, in particular for the use of English. I was able to identify the central problems of the study, in particular the improvement of speaking skills through, oral discourse analysis. The study has shown how university students can make use of effective strategies through oral discourse analysis introduced to improve their English speaking. The students' needs, the English textbooks, context of situation and the relationships between the students and teachers as well as a critical literature review are studied. Issues such as the need for a more fluent discourse and exchanging views, building on teaching experience, preventing past mistakes, and utilising fully the available resources and the provision of required educational aids are introduced. In this study I shall also present the barriers to innovation and offer suitable solutions. To facilitate the research I employed two types of questionnaires: an English teachers' and students' questionnaire. Twelve interviews were also carried out as a supplementary research instrument to the nine sessions of teaching. The critical literature review, interviews, and the analyses of questionnaires and the teaching sessions supported my initial subjective experience regarding how to resolve the problems of Iranian English Language Teaching. This also resulted in significant improvement of fluency of the participant students. The general discussions, conclusion and recommendations are provided at the end of the study.
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Memon, Rafique Ahmed. "Evaluating effectiveness of two formats of teaching reading with a view to introducing a change in the department of English, University of Sindh Jamshoro, Pakistan". Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432393.
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Sutherland, John Norman. "Working with changing knowledge : a case study of computing science : how a cohort of established academics at a Scottish 1990's entitled university responded to the forces of change, development and innovation in teaching computing science". Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5796.
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This is the report of a case study which was an investigation of how a group of long-established, in long-term and close working relationships, academic Computer Scientists working at a 1990's Scottish university have understood the many changes that have taken place in their field over their careers. It is a study that was performed by one of these Computer Scientist who had found it increasingly difficult to keep a grasp of the expanding, evolving and transforming knowledge-base that is a the core of being a Computing teacher in academia today, in the hope that performing the study would shed some light upon the nature of these changes, the forces that cause these changes, and how other Computer Scientists handle their changing field. The study was primarily performed through open conversations that took place in the group, one-to-one between the author and his then colleagues. As such, the study is based on analysis of subjective expressions of the personal experiences of the academics involved. As teachers in a new university, previously a Scottish Central Institution (akin to an English polytechnic), their teaching was applied Software Engineering rather than theoretical Computer Science, but a part of the group were originally educated as Computer Scientists. The study reviews the growth of Computer Science as an academic field in Scotland and compares the participants' experiences with those in other changing academic fields. The principal findings of the study are that knowledge in applied Computer Science originates entirely from outwith the academy. Commercial companies, philanthropic groups, end users and students all bring Computer Science knowledge into the academy. In order to teach the subject, these Computer Scientists must actively seek to gather in this knowledge, filter it and apply it in their teaching. The knowledge is volatile, difficult to provenance, only partially knowable, and time-stamped. It is not be found in books or other traditional academic sources. The one role that these Computer Scientists bring to knowledge creation in the field is in their formulation of new degree programmes which produce the field's new graduates and so affect the renewal and direction of the applied field of CS.
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Sims, Carla J. "Attitude and the junior high ensemble : partial fullfillment of requirements for Master of Arts in teaching". Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/508.
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Attitude is a very subjective quality, but has a great deal of influence on a classroom teaching and learning situation. This is especially true of a performance oriented class even when the main objective is not performance for performance sake. Attitudes can be affected by many variables but the one to be considered in this project is whether an effective grading system has positive affects on the students' attitudes.
This study was implemented with a Junior High Band made students had played for at least one year or more. Due to ! up of both boys and girls, grades six through eight. These their attitude problem when I first arrived, I tried to deduce what seemed to be the problem. My purpose was to try various grading systems that would hold the students accountable for their actions as well as trying to improve their low self-esteem which in turn seemed to affect their attitude. The grading system was established at the beginning of school. Each quarter thereafter it was changed slightly in response to the students' attitudes.
The majority of the students felt little or no consequence in relation to grades at the beginning of the school year, but as the grading system changed, performance quality and musical knowledge elevated, as did their self-esteem and their attitudes.
Due to the research done with these students and comparing it to related research, I feel that we can safely say that attitudes are affected by many different variables, and, more importantly, they are all interrelated.
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Riley, Alanna. "The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa". Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006237.
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This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
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Kelley, Bernadette C. "Learning Style, Teaching Style, and Attitude Toward Change as Predictors for the Adoption of Computer Technology by Elementary School Teachers". UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/278.
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This study investigated the learning style, teaching style, and attitude toward change of elementary school teachers and the relationship of these variables to the adoption of computer technology into teaching and learning strategies. The researcher used four instruments to gather data about the preferred learning style, teaching style, attitude toward change, and current utilization of computer technology both personally and with students.
Survey forms were delivered to seven selected elementary schools in a Northeast Florida public school district. An educational technology survey was distributed to each of the 200 elementary school teachers in these schools. The return rate of completed surveys was approximately 36% (N=73). In addition, those teachers in each school who elected to participate in this study completed one of the following instruments: the Teaching Style Inventory, the Change Seeker Index, or the Learning Type Measure .
Statistical analyses were conducted to determine if there were any significant relationships among the three factors (teaching style, learning style, and attitude toward change) and the adoption of computer technology by the teachers in this study. Descriptive statistics were used to describe the length of computer use and the location of computer use by the participants as well as other demographic variables.
The major findings of the study were: (1) The highest instructional use of the computer by teachers was drill and practice. (2) Teachers were using the computer sparingly. The usage of the computer with their students ranged from once-a-year usage to daily usage. The most frequently reported usage was drill and practice on a daily basis. (3) No significant relationships between the preferred learning style and the adoption of computer technology were evident. ( 4) No significant relationships between the teaching style of the participants in this study and the adoption of computer technology were identified. (5) The relationship between the intrinsic factors and the adoption of computer technology was not significant. The relationship between the extrinsic factors and the adoption of computer technology was significant at the p
Recommendations related to preservice teacher education, inservice training, and promoting the adoption of technology were made. Also, recommendations were made regarding future investigations that examine the relationship of learning style, teaching style, attitude toward change, and the adoption of computer technology by school teachers.
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Porteus, Kimberley Ann. "Exploring pedagogical innovation in core curriculum serving first year students in a South African University". Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006254.
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This study explores the potential for critical pedagogical innovation to expand student learning activity, meaning making and learning agency of first year undergraduate students. The study is located in a larger critical project. Rather than looking to support ‘unprepared’ students to better adapt to the current culture of higher education, the larger critical project looks to the generative potential of new students to elaborate the structure of higher education itself over time. The study emanates from a process of reflective self-critique of one higher education institution in South Africa serving a student population with little access to educational advantage. The emerging critique was located at the interface of institutional practice, student learning activity and the meaning making processes mediating the two domains. This critique gave birth to the pedagogical innovation at the centre of this study. The pedagogical innovation took the form of an activity system, with three sets of pedagogical tools mediating the system: tools to expand the learning practice of students, symbolic tools to expand the critical meaning making toolkit available, and tools designed to build a new learning community better aligned with interactive learning activity. This study is an intervention case study, theoretically grounded in the work of activity and socio-cultural theorists. The pedagogy was embedded within a semester long credit-bearing core course for entering first year students. The study follows the experience of the 652 students participating in the 2010 pilot experience. Upwards of 70% of students suggest that their reading (76%) and writing (71%) practice had changed by the end of the course. Over 80% indicated that the course made them better readers (85%) and writers (84%.) Students suggest that they read and write more and enjoy reading and writing more. They suggest that as motive expanded, activity of reading and writing expanded, complimentary activity expanded (e.g. expression and critical engagement), and participation across a number of domains expanded. Students with less historical access to educational advantage made stronger claims about the pedagogical toolkit than students with more access to educational advantage. This study suggests that under the right conditions, critical pedagogy focusing on student learning activity and meaning making can expand learning practice and meaning making of first year undergraduate students, contributing to an expanding claim on learning agency. It tentatively suggests that this type of learning architecture is well aligned for appropriation of students with less access to historical socio-educational learning privilege, but remains sensitive to the situated nature of historic disadvantage (for example, in campus sites.) The study points to the specific potential of three toolkits: toolkits to mediate expanded learning activity, toolkits to expand meaning making, and toolkits designed to directly reconstitute the learning community itself. The study concludes by extracting some lessons for critical pedagogical innovation serving first year studies into the future. It points to the importance of the domain of learning activity and meaning making, and suggests the kind of changes within the culture of higher education required to better unleash innovation in this area. It points to the generative potential of methods that better combine students and lecturers within pedagogical innovation processes. The study concludes by pointing to the relatively unoccupied area of critical research, whereby the work to expand the learning activity of first year students is aligned to the potential of students to elaborate the structure of higher education itself over time. The study points to three specific research areas: research building stronger pedagogical tools for first year students; research to better understand the critical meaning making project of students; and research to better understand the transformation of the pedagogical inheritance within higher education.
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Jayne, Ann M. "Female teachers, whiteness, and the quest for cultural proficiency". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/864.
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Though America's public schools have become increasingly diverse, the teaching staff remains relatively homogeneous. This gap is more apparent in California schools that serve large numbers of students of color, being taught by teachers who are predominately White and female. Because the population of kindergarten-through-12th grade teachers is predominately white and middle class, theorists recommend the self-discovery process of striving for cultural proficiency as a solution. Teacher cultural proficiency is a series of characteristics that are learned, honed, and constantly evolving to create a classroom that is culturally aware and culturally sensitive for all students. Although there is ample literature regarding multicultural education, there is limited research discussing teachers' perceptions and experiences with cultural proficiency, especially white women, who represent the largest population of teachers in California. The purpose of this study was to further investigate teacher stories along their journey on the cultural proficiency continuum.
This study includes interviews with three teachers who have reputations for being culturally proficient and who work in elementary schools in a California Central Valley district serving large populations of students of color. The purpose of the interviews was to further explore the teachers' experiences striving for cultural proficiency and implementing culturally aware practices in their classrooms. The results of this study suggest that the continued journey to cultural proficiency mirrors cultural proficiency theory but lacks one key component: self-reflection in regard to whiteness. The interviewed teachers struggled with the theoretical foundations of critical whiteness theory and cultural proficiency, but they believed that the goal of cultural proficiency was one in which they would constantly be striving. The findings of this study address some of the culturally proficient themes of self-discovery, curiosity, experience, and travel that contribute to these teachers' culturally proficient reputations, and they add to scholarship by suggesting an additional tenet to cultural proficiency, that of being intimately aware of one's own whiteness and privilege.
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ALBUQUERQUE, Cinthya Tavares de Almeida. "Discurso de professores de letras: A profissionalidade em contextos de inovação e mudanças". Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/15776.
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O baixo letramento de nossa população gerou críticas através de um discurso em prol de mudanças na formação dos professores, defendido por duas formações discursivas: uma advinda do próprio campo educacional e outra do campo da produção econômica. No entanto, identificamos que o campo econômico usa o termo mudança apenas como substituto do termo inovações, já que anuncia modificações superficiais para a formação docente. O que é compreensível por ser o discurso da inovação atrelado ao campo produtivo, que não deseja mudanças na ordem política e econômica da sociedade, mas se valer das instituições de ensino para dar continuidade ao projeto de globalização gerado pelos ideais neoliberais das nações desenvolvidas, pois desde que o mundo da produção tornou-se complexo, ter o domínio cada vez maior da linguagem escrita equivale a executar com mais qualidade e competência as tarefas profissionais na chamada Sociedade do Conhecimento. Diante deste contexto, escolhemos como objeto de estudo a profissionalidade docente, ou seja, o conjunto de atributos capaz de caracterizar uma pessoa como membro de uma dita categoria profissional, para responder, se, em nossa contemporaneidade, o discurso em prol de mudança produzido pela cultura da inovação advinda do campo produtivo vem influenciando ou não na construção da imagem de profissionalidade dos docentes universitários dos cursos de Letras e consequentemente no exercício dessa profissão. Por isso o nosso sujeito é o docente dos cursos de licenciatura em Letras com habilitação em língua portuguesa de duas universidades públicas federais de Pernambuco, cujos discursos foram analisados, tendo como embasamento teórico a Análise de Discurso. Dezoito docentes permitiram a observação de suas aulas e 11 deles preencheram questionários sobre o objeto em estudo. Além da análise desse material, pesquisamos também documentos produzidos por agências multilaterais sobre o ensino superior, a saber, um relatório do Banco Mundial e uma declaração da UNESCO para compararmos o discurso presente nestes documentos, enquanto representativos do discurso em prol de inovações no mundo educacional com os resultados encontrados no discurso docente. Comprovamos assim que a influência do discurso dessas agências se faz presente categoricamente no discurso oficial produzido pelo MEC e parcialmente nos documentos institucionais (Projeto Político Pedagógico dos Departamentos de Letras investigados) também averiguados, mas não está presente no discurso docente dos nossos investigados, cuja imagem de profissionalidade é distinta da produzida pelo discurso transnacional. Em vista de que no discurso dos nossos investigados prevalece é a defesa de um profissional que tenta deixar para trás a imagem do docente transmissor de conhecimentos especializados, construído pela modernidade, para incorporar a figura do profissional do ensino pronto a ensinar a ensinar os futuros professores da educação básica as habilidades da linguagem escrita necessária à promoção de uma vida mais plena para a nossa população, o que é apontado como a mudança de fato a ser realizada. Se tal caminho ainda não se consolidou, é porque não é fácil apagar as formações imaginárias que alimentam a figura do docente universitário desde a criação das universidades. De forma que em seus discursos, os docentes se opõem a coadunar com o discurso de inovação do mundo econômico, e a tentativa de manutenção da ordem existente. E mesmo que ainda não tenham construído inteiramente aquela que será a nova imagem de profissionalidade do docente do ensino superior, já há a consciência de que a mudança é imprescindível.
Low literacy of our population has drawn criticism through a speech in favor of changes in teacher training, defended by two discursive formations: one arising from the own educational field and another field of economic production. However, we identified that the economic field uses the term change only as a replacement of the term innovation because heralding surface modifications for teacher training. This is understandable because it is the discourse of innovation linked to the productive field, you do not want changes in the political and economic order of society, but to avail of educational institutions to continue the globalization project generated by the neoliberal ideal of developed nations because since the world of production has become complex, have increased the area of written language is equivalent to running over quality and competence in professional tasks called Knowledge Society. Given this context, we chose as object of study the teaching profession, ie the set of attributes able to characterize a person as a member of a so-called professional category, to respond, if, in our times, the discourse in favor of change produced by culture of innovation arising from the productive field has influenced or not the professionalism of image construction of university faculty members of Language courses and consequently in the exercise of his profession. So our subject is the teaching of degree courses in Literature with specialization in Portuguese two public federal universities of Pernambuco, whose speeches were analyzed, with the theoretical background to Discourse Analysis. Eighteen teachers allowed the observation of their classes and 11 of them filled out questionnaires about the object under study. In addition to this material, also researched documents produced by multilateral agencies on higher education, namely, a World Bank report and a UNESCO statement to compare the present discourse in these documents, as representative of the speech in favor of innovations in the educational world with results found in teaching speech. We proved so that the influence of speech of these agencies is present categorically official discourse produced by the MEC and partially in institutional documents (Pedagogical Political Project of the Department investigated Letters) also investigated, but is not present in teaching speech of our investigation, whose image of professionalism is distinct from that produced by transnational discourse. Given that in the discourse of our investigated prevails is the defense of a professional trying to leave behind the teacher's image transmitter of expertise, built by modernity, to incorporate vocational education figure ready to teach to teach future teachers basic education of written language skills needed to promote a fuller life for our population, which is touted as the change actually being performed. If such a path is not yet consolidated, it is because it is not easy to erase the imaginary formations that feed the figure of university professors from the creation of universities. So that in his speeches, teachers oppose consistent with the innovation discourse of the economic world, and trying to maintain the existing order. And even if they have not yet built entirely what will be the new image professionalism of teachers in higher education, since there is the awareness that change is essential.
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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study". Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have differential impacts on different faculties within the same higher education institution? To gain the end-users’ perspective, a case study of the University of Pretoria was conducted. Data was gathered using interviews with ten senior members of staff at the university working in nine different departments, and student records indicating admissions through RPL into the University of Pretoria as well as relevant institutional documents. The findings suggest that the impact of the NQF on access, teaching and learning differed across departments, resulting in a partial implementation of the policy. This was facilitated by factors inherent in the policy itself and factors inherent to the institution. The influence of external factors such as professional bodies on teaching and learning practices of end-users at the University of Pretoria posed a major challenge against NQF implementation. The motivations leading to NQF implementation are not directly linked to the NQF policy per se, although they resulted in portraying the extent of change to access, teaching and learning along a continuum that distinguished between departments that ‘blindly complied’, that selectively adapted and those that strategically avoided implementation of the policy. Indications for further research are that a wider look at the impact of the NQF on access, teaching and learning in higher education is less revealing than a more focussed investigation. Future research should zoom-in on individual departments within higher education institutions to reveal the deeper and more nuanced impact of the NQF.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk, studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook relevante institutêre dokumente. Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid "blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van die beleid strategies vermy. Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te bepaal.
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Win, Le Le. "Changes in self-care behaviour : effect of self-care teaching on prevention of disability in leprosy patients, Myanmar /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19087.pdf.
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Oztuna, Haci Yakup. "An Analysis of Basic Design Education in Turkey and Implications for Changes in Postsecondary Art Curriculum". Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277766/.
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This study explored the current status of Turkish basic art education and the objectives of the first year art program at the university level in Turkey. Also, the researcher attempted to explore the objectives and expectations of Turkish art professors and to examine the applicability of certain concepts of American basic design education in the teaching of studio foundation courses in Turkish art schools. The study included the literature review concerning changes in educational philosophy related to the history of design education in the West and in Turkey.
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Bergert, Aline. "Wozu noch ein E-Learning-Projekt?" Technische Universitaet Bergakademie Freiberg Universitaetsbibliothek "Georgius Agricola", 2013. http://nbn-resolving.de/urn:nbn:de:bsz:105-qucosa-126398.
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Der vorliegende Artikel diskutiert die aktuellen Erscheinungs- und Wirkformen Neuer Medien in der Hochschullehre und setzt sich kritisch, am Beispiel der TU Bergakademie Freiberg, damit auseinander, was E-Learning im akademischen Bereich ist/sein kann und vor allem, wo ein Einsatz nachhaltig und sinnvoll möglich ist.
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Bergert, Aline. "Wozu noch ein E-Learning-Projekt?: Ein (selbst-)kritischer Beitrag zum Einsatz Neuer Medien an Hochschulen und zum Aufbau einer Koordinationsstelle E-Learning an der TU Bergakademie Freiberg". Freunde und Förderer der TU Bergakademie Freiberg e.V. und der Rektor der Technischen Universität Bergakademie Freiberg e. V, 2012. https://tubaf.qucosa.de/id/qucosa%3A22881.
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Der vorliegende Artikel diskutiert die aktuellen Erscheinungs- und Wirkformen Neuer Medien in der Hochschullehre und setzt sich kritisch, am Beispiel der TU Bergakademie Freiberg, damit auseinander, was E-Learning im akademischen Bereich ist/sein kann und vor allem, wo ein Einsatz nachhaltig und sinnvoll möglich ist.
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Ducret, Patricia. "Les professeurs de l'université de Paris au XIXème siècle et le droit romain". Thesis, La Rochelle, 2012. http://www.theses.fr/2012LAROD031.
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Notre recherche sur les professeurs de droit romain à l’Université de Paris au XIXe siècle tente de démontrer la constitution d’une école historique. La prosopographie met en lumière le milieu géographique et social des professeurs par le biais des contrats de mariage, des déclarations de successions et des inventaires après décès. Après avoir examiné la vie privée des romanistes, nous avons étudié leur parcours depuis leurs études doctorales jusqu’à l’obtention d’une chaire, en observant le mode d’accès au professorat. Nous avons aussi voulu mettre en exergue leur choix de carrière : la recherche, l’enseignement, la carrière administrative, la pratique juridique, la magistrature ou la politique. Enfin, nous voulions déterminer dans quelle mesure il existait une école historique chez les romanistes, malgré le carcan exégétique. Pour cela nous les avons dissociés des civilistes et avons recherché leurs spécificités puisqu’ils s’en différenciaient dans leurs conceptions et méthodes d’enseignement, comme en témoigne leur production scientifique. Nos sources nous ont conduite à puiser dans le vaste patrimoine que constituent leurs oeuvres pour déterminer les domaines du droit romain qu’ils privilégiaient. Les romanistes ont réussi à faire triompher une méthode évolutive, même sous l’emprise exégétique, pour constituer progressivement ce que nous appelons une « école historique romanisteOur research concerning the professors of Roman Law at the University of Paris in the XIXth century attempts to demonstrate the emergence of a historical school of thought. It’s prosoprography that brings to light the Professors’ geographical and social environment through marriage contracts,declarations of inheritance and inventories after death. After examining at the Romanists’ private life,we studied both their career paths from their PhD studies up to their professorships and the means of access to this Professorship.We also intended to highlight their career choices : research, teaching,administrative responsibilities, practice of law, judiciary or politics. Finally, we aimed to determine the extent to which a Romanist historical school of thought existed in spite of the exegetical straightjacket. To reach that goal, we separated them from the Civilists and looked at their own specificities as they differed in both the conception and the methods of teaching as shown by their scientific output. Our sources led us to draw on their works to determine which fields of Roman Law they would have favoured. The Romanists succeeded in ensuring the triumph of an evolutionary approach, despite being under an exegetical constraint, which gradually built up to what we can definitively call a “Romanist historical school of thought
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"Variation and change in university teachers' ways of experiencing teaching". University of Technology, Sydney. Faculty of Education, 2003. http://hdl.handle.net/2100/239.
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This thesis explores how university teachers' ways of experiencing teaching change from teacher focused to student focused and why some teachers experience this change while others do not. The exploration adopts the theoretical perspective of variation, learning and awareness (Marton and Booth, 1997) and is based on a two-year longitudinal interview study of 27 university teachers. Classical and new phenomenographies were used to constitute teachers' ways of experiencing teaching and teachers' ways of experiencing change in teaching. Changes in individual teachers' ways of experiencing were described and interpreted through focusing on teachers' awareness of critical aspects and related dimensions of variation, creating individual vignettes, and constituting themes in the critical experiences and orientations related to change. The outcomes included six ways of experiencing teaching and their complementary patterns of critical aspects, a set of themes related to change in ways of experiencing and five ways of experiencing change in teaching. Combining these outcomes resulted in four patterns which illuminated why some teachers' ways of experiencing teaching became student focused while others remained teacher focused. Teachers who became capable of experiencing teaching in student-focused ways focused on understanding teaching in relation to students' learning. They experienced change in teaching as becoming more student-focused or as relating teaching to development or change in student understandings, and were oriented towards putting teaching into focus and reflecting in ways informed by formal learning. These teachers experienced relevance structures which brought the critical aspects of student-focused ways of experiencing teaching to the foreground of their awareness so that they experienced corresponding dimensions of variation. Their awareness of teaching expanded and this corresponded to a shift in the focus and meaning of teaching.
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White, Christopher William. "Towards meaningful teaching and learning at the University of the North". Thesis, 1996. http://hdl.handle.net/10500/16471.
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In order to understand the dynamics of change taking place in
universities in South Africa today and their impact on teaching
and learning, specifically at the University of the North, an
understanding of the changing nature of relationships in
education is essential. Teaching and learning must not be seen
in isolation, but in the context of a universal paradigm shift
manifest in all walks of life. The relationship between teacher
and learner too has fundamentally changed. In today's 'opensystems'
paradigm, relationships have become temporary,
horizontalized, other-directed and complex in nature. It is in
the light of these realities that meaningful teaching and
learning must take place.
In the context of today's rapidly changing environment, dominated
by technocracy and characterised by alienation and
misunderstanding, the need for knowledge and leadership, in and
through the University of the North, is crucial. This, in turn,
can only be achieved if the University becomes accessible and
accountable to the community. The process of transforming
anachronistic, closed and authoritarian structures on campus
towards openness and accountability has been fraught with
conflict and opportunism. The University of the North developed
from a once universal contradiction, having been created as a
political necessity, towards becoming an educational necessity.
This process has witnessed attempts at reformation, open
rebellion and the quest for total transformation. The search for
meaningful alternatives, as mirrored by the broader struggle in
society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and
learning became highly politicised, characterised by open
conflict and alienation, resulting in destruction of the culture
of learning.
The present process of transformation on campus, involving all
stakeholders, has led to many achievements in the search for new
relationships and new meanings. It is essential that the
University belong to the community. Standing on the edge of
chaos, the University needs to set an example in leadership, in
accessibility, relevance, and in the promotion of Africanisation
as a didactic principle through dialogue, openness and the
sharing of knowledge through practical action at the grass roots
level.Educational Studies
D. Ed. (Didactics)
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Nkurikiyumukiza, Phocas. "Educational leadership and the management of change in higher education : implication of module-based teaching and learning at National University of Rwanda". Thesis, 2012. http://hdl.handle.net/10539/11276.
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On the assumption that leadership involves individuals with distinct qualities who take much ingenuity, energy and skills to trigger greater capacity in the organization for moving people towards organizational vision and goal achievement, the aim of this study is to identify and describe the leadership shown by managers and lecturers for the successful implementation of academic programme change at National University of Rwanda. That includes investigating the improvement of academic practice in the higher education institution while implementing change, i.e. introduction of the Module-Based Teaching and Learning (MBTL) methodology which is a new approach to schooling, as well as defining an appropriate leadership style needed for the management of this implementation.
The research was carried out at National University of Rwanda as a case study and supported by the aid of interviews with faculty managers and lecturers as they are the main developers and users of teaching and learning programmes. Next, data collected were complemented by means of textual analysis. The findings revealed that the MBTL introduced at NUR as an innovation in academic practice was a top-down decision made by the policy makers without consultation with academic staffs and implemented without adequate preparation whereas they are the main actors in the implementation. Coupled with the change in the language of instruction from French to English and the lack of educational material required by the MBTL approach, the situation had an unenthusiastic impact on the engagement of NUR academics for accurate successful implementation.
The overall conclusion is that inadequate management of the introduction of an educational change programme leads to misadoption and reluctance at best and resistance by the implementers at worst.
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Dega, Bekele Gashe. "Conceptual change through cognitive perturbation using simulations in electricity and magnetism : a case study in Ambo University, Ethiopia". Thesis, 2012. http://hdl.handle.net/10500/9901.
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The purpose of this study was to investigate physics undergraduate students’ conceptual change
in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI).
Along with this, categorization of students’ conceptions was done based on students’
epistemological and ontological descriptions of these concepts. In addition, the effect of
cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive
conflict using physics interactive simulations (CCS) was investigated.
A pragmatic mixed methods approach was used in a quasi-experimental design. Data were
collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus
group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately
on FGD and CM qualitative data to categorize students’ conceptions while concentration
analysis was used to categorize students’ responses to the modified DEEM into three levels,
during pre and post intervention. In the qualitative results, six categories of alternative
conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions,
Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual
knowledge (hierarchical and relational) were identified. The alternative conceptions were less
frequently and inconsistently revealed within and across the categories. It was concluded that the
categories have common characteristics of diversified distribution of alternative conceptions and
multiple alternative conceptions of specific concepts within and across the categories. Most of
the categories found in pre intervention persisted in post intervention, but with a lesser
percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS
class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class.
ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and
CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant
difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66,
p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded
that there is a statistically significant difference between CPS and CCS in changing students’
alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain
Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education (Physics Education))
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Skyrme, Gillian Ray. "Expectations, emerging issues and change for Chinese international students in a New Zealand university : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Second Language Teaching at Massey University, Palmerston North, New Zealand". 2008. http://hdl.handle.net/10179/793.
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This study uses a sociocultural framework to trace the experiences of 24 Chinese international undergraduate students studying business and information sciences in a New Zealand university, using community of practice perspectives recognising the university as a site of complex discourses requiring negotiation of new identities and practices. The students’ expectations, the issues that emerged and the processes of change they went through to meet their goals were investigated from retrospective and longitudinal viewpoints, using semi-structured interviews supported by schematic representations developed by the researcher and photographic representations compiled by participants were. The findings suggest that preparation before departure focused largely on expected English demands, rather than wider matters of academic culture, and this was only partially rectified during prior study in New Zealand. Students thus entered the university unfamiliar with its specific discourses and found conditions for resolving difficulties more limited than previously experienced. The anonymity and extreme time pressure pertaining in large first-year classes led to bewilderment about requirements, threats to the sense of identity as competent students which they had arrived with, and often, failure of courses. Nevertheless, the investment, personal and monetary, which this journey represented provided the incentive to persevere. Most students were resourceful in negotiating a fit between their learning preferences and the affordances of the university, resulting in very different journeys for each of them. Measures adopted included those sanctioned by the university, such as developing skills to meet the demands of academic literacies, and others less valued, such as extreme dependence on teacher consultation. Success was gained through personal agency which proved more important than the university goal of student autonomy. Beyond the academic arena, other activities such as part-time jobs were significant in contributing to a sense of identity as competent and educated adults, and to new viewpoints which contrasted with original cultural norms. They continued to identify as Chinese, but in a “third space” owing something to New Zealand influences. The study concludes that entry criteria should include a component of university preparation. It also recommends measures by which the university might enhance the experiences of such students.
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Mufanechiya, Albert. "The interface between in-service teacher development and classroom teaching and learning in Zimbabwean primary schools". Thesis, 2020. http://hdl.handle.net/10500/27212.
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Primary school teaching and learning, and indeed the whole teaching profession continue to
be shaped by the ever – changing knowledge economy and global educational trends. To this
end, professional teacher development in Zimbabwean primary schools has become an
important focus area in terms of how it can facilitate and contribute to effective teaching and
learning in line with the new educational developments. There is consensus among primary
school stakeholders that the success of teaching and learning is dependent on promoting an
efficient and student - needs driven in – service programme. The purpose of the study was to
explore the influence of the university B.Ed (primary) in – service teacher development
programme in its mandate to fulfill the critical function to develop primary school teachers
with knowledge, skills and competencies for the Zimbabwean primary education system. The
imperative has been for the university in – service programme to offer competences and skills
that are needed by primary school teachers and for these teachers to upgrade and update their
skills for effective teaching and student learning. The theoretical approach that informed the
study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective
being that knowledge is socially constructed and takes place in real contexts.
The study ontology was interpretivism in which the qualitative single case study design was
employed. The data were collected through semi - structured interviews with the Chairperson
and five lecturers of the Curriculum Studies Department and focus group discussion in
respect of ten B.Ed (primary) in – service student teachers. The participants were
purposefully sampled taking into account their knowledge and experience with the in –
service programme and primary school teaching - learning contexts.
The study found that the B.Ed (primary) in – service programme had minimal influence on
primary school teachers’ teaching and learning needs. The programme had not fully
addressed the primary school teachers’ expectations in terms of imparting knowledge and
skills useful for classroom teaching and learning. One of the major contributory factors was
that there were curriculum design frailties of the programme which were as a result of lack of
dialogue, engagement and consultation between and among important primary school
education stakeholders especially in – service teachers. As a result, the programme had not
adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet
this was the core function of the programme. From the findings, the study recommends that
the University sets up a strong Curriculum Development Department funded and staffed with
experts in research and curriculum design and development. These should manage the
designing and preparation of curriculum documents by involving primary school
stakeholders, especially primary school teachers.Curriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)
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Schutte, Audra Faye. "Remediation Trends in an Undergraduate Anatomy Course and Assessment of an Anatomy Supplemental Study Skills Course". 2014. http://hdl.handle.net/1805/3835.
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Indiana University-Purdue University Indianapolis (IUPUI)Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for many degree programs at IUB. The difficulty of the course, coupled with pressure to achieve grades for admittance into specific programs, has resulted in high remediation rates. In an attempt to help students to improve their study habits and metacognitive skills Medical Sciences M100: Improving Learning Skills in Anatomy (MSCI M100) was developed. MSCI M100 is an undergraduate course at IUB which is taught concurrently with Anat A215, with the hopes of promoting academic success in Anat A215. This multifaceted study was designed to analyze the factors associated with students who remediate Anat A215, to predict at-risk students in future semesters, and assess the effectiveness of MSCI M100. The first facet involved analysis of Anat A215 students’ demographic information and class performance data from the spring semester of 2004 through the spring semester of 2010. Results of data analysis can be used by IUB instructors and academic advisors to identify students at risk for remediating, as well as provide other undergraduate anatomy instructors across the U.S. with potential risk factors associated with remediation. The second facet of this research involved analyzing MSCI M100 course assignments to determine if there are improvements in student study habits and metacognitive skills. This investigation involved quantitative analysis of study logs and a learning attitudes survey, as well as a thorough inductive analysis of students’ weekly journal entries. Lastly, Anat A215 exam scores and final course grades for students who completed MSCI M100 and students who did not complete MSCI M100 were compared. Results from these analyses show promising improvements in students’ metacognition and study habits, but further research will better demonstrate the efficacy of MSCI M100.
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Chen, Pei-Hsuan, i 陳珮軒. "The student’s appraisal of instructors’ teaching performance：An empirical study on Management School of Chang Gung University". Thesis, 2000. http://ndltd.ncl.edu.tw/handle/41600142719471282054.
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碩士長庚大學
管理學研究所
88
Abstract The purpose for this research is to raise the discussions on the students’ satisfactory to their teachers’ teaching in the Management School of Chang Gung University and on the correlation between students’ evaluation on teachers’ teaching and the following factors: students’ gender, grades, majors, marks, course-taking, students’ involvement of the courses (e.g. students’ absence and days on leave, study hours per week, and learning attitude), the difficulty of the courses, teachers’ requirements in the courses (e.g. students’ preparation for the course and roll calls), teachers’ expectation for students’ achievement in learning (e.g. teachers’ scoring, difficulty of the tests and ratio of failing the course). To fulfill the stated purpose, text analysis and questionnaire are applied in this research. The object studied is the opening classes of the Management School of Chang Gung University in the second semester in 1999; researching tool is a survey chart written by the author-- “ Opinion Poll for teachings in the Management School of Chang Gung University”. The information collected from the interview with 585 students from the opening classes of the Management School are loaded into the computer and analyzed with statistic software SPSS 8.0 and by statistic approaches as followed: description analysis, t-test, one-way ANOVA, Pearson’s Product-moment Correlation, and Multiple Stepwise Regression. Based on the analyses, the results in the research are listed below: 1.As a whole, students of the Management School of Chang Gung University show their satisfaction beyond the average degree at the evaluation for teachers’ teaching performance. 2.As for gender, the results of both female and male students’ evaluation on the teachers’ teaching, do not show any discrepancy in different gender in any level and on the whole. 3.As regards grades, the freshmen’s satisfaction at the teachers’ teaching content is obviously higher than the juniors’; sophomores’ satisfaction at teachers’ evaluations on learning is obviously higher than the seniors’. 4.In respect of majors, the results of students’ evaluation on teachers’ teaching in the Management School of Chang Gung University do not show any difference in majors. 5.As for marks, students with better marks show more satisfaction clearly at teachers’ teaching, and teaching methods than those with poorer marks; the former also give higher grades in self-evaluation than the latter. 6.As regards course-taking, course-takers show higher satisfaction at teachers’ teaching performance and give higher marks in self-evaluation than those who take courses for the first time. 7.Positive result is shown in the correlation between students’ evaluation on teachers’ teaching and the following factors: study hours per week, and learning attitude), the difficulty of the courses, teachers’ requirements in the courses. Negative result is shown in the correlation between students’ evaluation on teachers’ teaching and the following factors: students’ absence and days on leave, teachers’ scoring, and ratio of failing the course. Neither the difficulty of the courses nor roll calls is relative to students’ evaluation on teachers’ teaching. 8.Among all the expectations (e.g. variety of students’ background, students’ involvement of the courses, the difficulty of the courses, teachers’ requirements in the courses and teachers’ expectation for students’ achievement in learning), in total, seven items effective to predict students’ evaluation on teachers’ teaching are accordingly listed: “students’ preparation for the course students”, “ratio of failing the course”, “learning attitude”, “absence and days on leave”, “teachers’ scoring”, “difficulty of the tests” and “senior course-takers”. The following suggestions based on the results of text analysis and case study approach are raised for the school and the teachers’ reference. Suggestions to the school 1.Opening teaching files for all the teachers is helpful to hold evaluations systematically and collect long-term information. 2.To effectuate the evaluation, school should assist students to lessen the pressure getting employed and further education. Actual ways to do this is that the employment counseling office of the school should offer students guidance and counseling related to further education and employment, reinforce the interaction with students, update students’ news, and help students solve problems. 3.Based on the results of evaluation, hold meetings for discussion and follow up the teachers’ improvement in order to help teachers enhance the effectiveness in teaching. 4.Set up a teaching management system and a standard for teachers’ grading. Suggestions to the teachers 1.Teachers should adopt variety of ways to evaluate students learning performance─e.g. multiply the evaluation of learning, which is to adapt the multiplicity of students’ learning, the multiplicity of learning activities, the multiplicity of students’ experience from their daily life and the multiplicity of students’ cognition. 2.Teachers should take “adaptive teaching” approach, allowing students to develop themselves according to their own personalities.
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Lin, Liang-yin, i 林亮吟. "A Study on the Relation between Information Literacy and Teaching for Faculty of Chang Jung University". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/86987880034447610607.
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Lintvelt, Rulene Annemie. "The personal contexts of undergraduate students in social work at UNISA". Diss., 2008. http://hdl.handle.net/10500/794.
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The Department of Social Work at UNISA places the emphasis on developmental social work and trains students according to the Person Centred Approach which emphasises the uniqueness of each client. The question thus arises if this Department is indeed working with their students in a person-centred way, and if students think the Department lives out a person-centred philosophy. Exploring the personal contexts of students would give the Department of Social Work the oppor-tunity to try and find a fit between the personal contexts of students and the national requirements of training.
From a population of 114 fourth level students in Social Work at UNISA, a self-selected sample of 79% emerged. Focus is placed on the students' perceptions of following five areas: (1) the self, (2) family life and family of origin, (3) living and study conditions, (4) UNISA and social work training, (5) social work as future career.Social Work
M.A. Social Science (Mental Health)
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Henderson, Christine. "From teacher in charge of reading to literacy leader - what is the role of the literacy leader? : an in-depth qualitative study of two literacy leaders : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning, EDTL 904 /". 2008. http://hdl.handle.net/10092/2261.
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