Teses / dissertações sobre o tema "Research – methodology – study and teaching (higher)"
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Veja os 50 melhores trabalhos (teses / dissertações) para estudos sobre o assunto "Research – methodology – study and teaching (higher)".
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Sotshangane, Nkosinathi Owen. "Working Towards Improved Facilitation of Research Capacity Development at Walter Sisulu University (WSU) Using Action Research (AR) Methodology". Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/901.
Texto completo da fonteChan, Wai Lin Natalie. "Comparison of the effectiveness of implicit learning and explicit learning of a report writing in Hong Kong tertiary institution". HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/847.
Texto completo da fontePenn-Edwards, Sorrel. "Conceptions of information video in university research and teaching: A phenomenographic study". Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36565/1/36565_Digitised%20Thesis.pdf.
Texto completo da fonteMelhuish, Kathleen Mary. "The Design and Validation of a Group Theory Concept Inventory". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2490.
Texto completo da fonteLoveless, Jerry C. L. "The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses| Faculty Member Perspectives and Potential Barriers". Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1540707.
Texto completo da fontePrevious research has identified student engagement as an important antecedent to student learning in higher education. Although student engagement is viewed as important for learning, a significant number of college students still report frequently feeling bored in their courses. The use of music as a pedagogical tool is believed to be beneficial for promoting student engagement and student learning in higher education sociology courses, yet it has been suggested that sociology faculty members do not commonly incorporate the technique into their courses. The purpose of this comparative interview study is to explore higher education sociology faculty members' understandings of the use of music as a pedagogical tool, and the perceived importance of student engagement to student learning among higher education sociology faculty members.
In this study, it is found that higher education sociology faculty members believe student engagement can lead to increased student learning. It is also found that higher education sociology faculty members generally identify music as an effective pedagogical tool for promoting student engagement and learning in higher education sociology courses. Interestingly, participants believed the use of music as a pedagogical tool to be an uncommon practice in higher education sociology courses in the United States. As part of their efforts to explain their choices to use or not use music as a pedagogical tool, faculty participants described potential barriers that may impact faculty member choices to use music in their higher education sociology courses.
Sociology faculty participants in this study agreed that a lack of discussion of pedagogical tools among colleagues and in teaching courses might serve as a potential barrier for the use of music as a pedagogical tool. Higher education sociology faculty participants also identified a lack of knowledge of how to use music as a pedagogical tool as a potential barrier for the use of music in sociology courses. This research suggests that the lack of faculty knowledge of music as a pedagogical tool may be due to the lack of discussion of pedagogical tools both among colleagues and in the teaching courses completed by higher education sociology faculty members.
Past research has suggested that sociology faculty members need to create an environment that encourages students to be active and engaged participants in their own learning through building a community of learners. This study suggests that higher education sociology faculty members may successfully build a community of learners through using music as a pedagogical tool in their courses. This study recommends that changes at the departmental level need to occur in order to make it easier for sociology faculty members to gain the knowledge required to use music effectively in their courses. Suggestions for practice and future research are provided.
April, Lynne Celeste. "A teacher's story of personal and professional growth and development through the use of reflection". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53305.
Texto completo da fonteENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal writing. These field texts were then presented in narrative form. Analysis of the field texts, as well as the story was done throughout the research process. I used conceptual tools developed within Narrative Inquiry to analyse the narrated data in order to foreground the two main areas namely personal and professional growth. Based on this study of my personal experience of the use of reflection, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and more effective classroom practice by supporting personal and professional growth and development.
AFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek my eie storie in hierdie studie wou vertel het ek besluit om gebruik te maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen onderwyserstories) is geproduseer uit gesprekke, waarneming en die skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van narratiewe data vind plaas regdeur die navorsingsproses. In die analise van die narratiewe data is gebruik gemaak van konseptueie terme wat binne 'Narrative Inquriry' ontwikkel is om die professionele en persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit professionele en persoonlike groei en ontwikkeling ondersteun.
Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.
Texto completo da fonteBurns, Heather L. "Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy". PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/942.
Texto completo da fonteMokhele, Paul Rampaola. "Developing teaching and learning skills at a Higher education institution: a collaborative action research study". Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007960.
Texto completo da fonteSade, Sarah. "The impact of collaborative action research as a methodology for building, knowledge for teaching : a case study". Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250220.
Texto completo da fonteBarac, Karin. "Exploring the Intersection of Context, Pedagogy, and Technology in Australian Higher Education Academic Coursework". Thesis, Griffith University, 2022. http://hdl.handle.net/10072/411892.
Texto completo da fonteThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
Schwartz, Anita. "A National Mixed Methods Research Study: Defining Reasonable Accommodations in Higher Education for Adult Students with Disabilities". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2945.
Texto completo da fonteStiglingh, Etienne Jacques. "Using the internet in higher education and training a development research study /". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-115638/.
Texto completo da fonteKulati, Tembile. "Research utilisation in policymaking : a case study of the Centre for the Study of Higher Education at the University of the Western Cape". Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50437.
Texto completo da fonteENGLISH ABSTRACT: The aim of this thesis is to explore the relationship between research and policymaking in South African higher education, using the Education Policy Unit at the University of the Western Cape (UWC-EPU) -recently renamed the Centre for the Study of Higher Education - as a case study. The study begins by examining the various models that explain the nature of policymaking in Western democracies, as well as the main theoretical frameworks - namely the "two communities" theory and the enlightenment model of knowledge utilisation - that explain the relationship between the production of knowledge and its utilisation in policymaking. It is argued that, although most of these models were developed to analyse the policymaking process within the context of mature democracies, they nonetheless raise important issues for developing countries like South Africa. The study proceeds to provide an overview of the process of policy development in South Africa. It is suggested that a better way of understanding the evolution of higher education policy development in South Africa is to see it as having gone through four phases, each of which marks a significant turning point within higher education itself, as well as in the broader political context. The process of the policy development, and in particular the role of (higher education) research within it, is shown as one that was largely driven by political and ideological imperatives. The study then shifts to a discussion of the CSHE, commencing with an overview of its organisational history, and highlighting the main objectives of its research programme and the changes that occurred with regard to its research orientation. These are examined in relation to external factors - for example the shift from the development of policy frameworks to the focus on implementation - and in terms of the dynamics that were internal to the University of the Western Cape. This discussion also highlights the challenges that were faced by the EPUs and other progressive academics in the early phases of the policy development process, namely that of engaging in a 'reconstructive' agenda on the one hand, while undertaking intellectual/scientific work on the other hand. In the case of the CSHE, there was also the added challenge of contributing to the development of the nascent field of higher education studies. One of the key issues that emerge in the analysis of the interviews, which form the core source of data collection for this study, is the multifarious understanding of the way in which the research undertaken by the CSHE was to be utilised. The three notions of 'use' that are highlighted - which are also embedded in the objectives of the CSHE as set out in its constitution - are the following: • Utilisation as generation of ideas, and particularly as a contribution to the debates on social reconstruction • Utilisation as input into the policymaking process • Utilisation as contribution to scholarship The study shows that there is a mixed assessment of the extent to which the CSHE was able to address these competing - and sometimes contradictory - challenges. In the main, its efforts were hamstrung by a confluence of factors, ranging from its inability to recruit or attract experienced researchers, to the orientation of its research towards critique, something which was a feature of the scholarship emanating from the progressive academic community at the time.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om die verhouding tussen navorsing en beleidsvorming binne die konteks van die Suid- Afrikaanse hoër onderwysomgewing te ondersoek. Met die oog hierop word die Education Policy Unit aan die Universiteit van Wes-Kaapland (UWC-EPU), onlangs herdoop tot die Centre for the Study of Higher Education (CHSE), deur middel van 'n gevallestudie beskryf. Die studie begin met 'n ondersoek na die verskillende modelle wat poog om die aard van beleidsvorming binne Westerse demokrasieë te verduidelik. Verder word die hoof teoretiese raamwerke, tewete die "two communities" teorie asook die "enlightenment model", wat die verhouding tussen die skep van kennis en die aanwending daarvan binne 'n beleidskonteks wil verduidelik, ook ondersoek. Hoewel die meeste modelle van hierdie aard ontwikkel is om die proses van beleidsvorming binne volwasse demokrasieë te analiseer, word aangevoer dat hulle desnieteenstaande belangrike kwessies na vore bring vir ontwikkelende lande soos Suid-Afrika. Die studie gaan verder deur 'n oorsig te gee oor die proses van beleidsontwikkeling in Suid- Afrika. Daar word gesuggereer dat 'n meer verantwoorde wyse om die evolusie van hoër onderwysbeleid in Suid-Afrika te verstaan, sou wees om erkenning te gee aan 'n vier-fase-benadering, waarvan elk 'n betekenisvolle rigtingverandering aangedui het, sowel as die invloed van die breër politieke konteks. Die proses van beleidsontwikkeling, en meer spesifiek die rol van (hoër onderwys) navorsing daarbinne, word aangetoon as synde hoofsaaklik gemotifeer deur politieke en ideologiese imperatiewe. Hierna verskuif die fokus van die studie na 'n bespreking van die CSHE deur te begin met 'n oorsig oor die geskiedenis van die sentrum. Die hoof doelwitte van die sentrum se navorsingsprogram asook die veranderinge wat onlangs plaasgevind ten opsigte van navorsingsoriëntasie, word bespreek. Hierdie aspekte word ondersoek aan die hand van eksterne faktore - byvoorbeeld die verskuiwing wat plaasgevind het vanaf die klem op ontwikkelingsraamwerke na 'n fokus op implimentering - en in terme van die dinamika wat eie is en was aan die Universiteit van Wes Kaapland. Die gesprek poog verder om lig te werp op die tipiese uitdagings waarmee Education Policy Units en navorsers in hierdie veld mee te doen gehad het in die beginjare van die beleidsontwikkelingsproses, naamlik om vanuit 'n rekonstruktiewe agenda te opereer en terselftertyd betrokke te wees met navorsing op 'n akademiese en wetenskaplike vlak. In die geval van die CSHE, het die verdere uitdaging om deurlopend bydraes tot die veld van hoër onderwysstudies te lewer, hoë eise aan die eenheid gestel. 'n Sleutelaspek wat na vore gekom het tydens die analise van die onderhoude (laasgenoemde vorm die sentrale bron van vir die data-versameling van die studie) is dat uiteenlopende interpretasies bestaan van hoe die navorsing soos deur die CSHE onderneem, benut behoort te word. Die drie perspektiewe op benutting ("use") wat uitgelig word, en wat In sentrale deel van die doelwitte van die CSHE uitmaak soos in die grondwet van die sentrum vervat, is die volgende: • Benutting as die skep van idees, en in die besonder as 'n bydrae tot debatte oor sosiale rekonstruksie • Benutting as inset tot die proses van beleidmaking • Benutting as bydrae tot navorsing Die studie toon aan dat die maniere waarop die CSHE in staat was om hierdie kompeterende, en soms teensprekende, uitdagings te hanteer, op uiteenlopende wyses geëvalueer was. In hoofsaak is die pogings van die sentrum aan bande gelê deur 'n sameloop van verskillende faktore wat gestrek het vanaf die probleem om ervare navorsers te lok en aan te stel tot met die probleem om sy navorsing aan te pas en te heroriënteer gegrond op kritiese stemme, dikwels die gevolg van die progressiewe akademiese gemeenskap van die tyd.
Salehi, Faiz. "Attitudes Toward Teaching and Research Among Biology Faculty in Texas Institutions of Higher Education". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279128/.
Texto completo da fonteHelms, Christopher. "Consensus on a Specialist Clinical Learning and Teaching Framework for Australian Nurse Practitioners". Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/076a30ffd066dd97be47f344a5e7e97fccc7dfc2f30d6d180e730e48a5209ea7/81980443/HELMS_2017_THESIS.pdf.
Texto completo da fonteHeindel, Allen J. "A Phenomenological Study of the Experiences of Higher Education Students with Disabilities". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5037.
Texto completo da fonteGiannamore, Kathleen A. "ALIGNING THE NECESSARY COMPETENCIES FOR TRAINING AND EVALUATING ONLINE TEACHERS IN HIGHER EDUCATION WITH CHICKERING AND GAMSON’S SEVEN PRINCIPLES FOR EFFECTIVE UNDERGRADUATE TEACHING: A Q METHODOLOGY STUDY". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1600439569685503.
Texto completo da fonteDietrich, Cynthia S. "A Phenomenological Study of Social Science Instructors' Assessment Practices for Online Learning". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/930.
Texto completo da fonteBarrett, Athol. "Capitalising on experience for an evolving era : a reflective practitioner study". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/368.
Texto completo da fonteCosgrove, David Rush. "Improving teaching and learning of critical thinking across the curriculum at a large research university : an empirical study using qualitative methods". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648165.
Texto completo da fonteSmith, Kandis Marie Beaman. "Barriers, benefits and consequences of technology in classroom instruction : a case study of a Research I institution /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924926.
Texto completo da fonteKese, Pamela Phumla. "Improving first year technikon students' listening practices to promote academic success : a case study". Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1940.
Texto completo da fonteUsing a case study approach, this thesis describes the listening practices of tirst year students at a technikon in the Western Cape. The research was conducted over a period of two years, from 2002 - 2003. Research data are gleaned from an analysis and interpretation ofresponses from several ethnographic tools: questionnaires (completed by lecturers and students), notes on class observations, oral interviews and audio-visual samples ofstudents' gestures and actions in class. Oral and written lecture recall assessments are analysed and interpreted with a view to describing students' listening practices. Six first year students, whose home languages are Xhosa and Afrikaans, are selected for research. The impact oftheir listening and learning through the medium ofEnglish is considered, as well as the influence ofchange in a learning culture, socio-cultural and socio-economic factors. Their life stories are analysed in depth to consider how factors in their lives influence their listening in class. Pairs ofselected students are compared to try to identify the qualities ofeffective listeners. The impact oflistening on these students' academic performance is examined and the role ofeducators as facilitators is considered. It is concluded that both students and staffhave a role to play in improving students' listening and English proficiency in order to promote academic success.
Vat, Kam Hou. "REALSpace AKE : an appreciative knowledge environment architected through soft systems methodology and scenario-based design". Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2492481.
Texto completo da fonteVan, Cleave Thomas Jacob. "Short-Term International Service-Learning: Faculty Perceptions of and Pedagogical Strategies for the Design and Implementation of Successful Learning Experiences". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1055.
Texto completo da fontePeterson, Dana L. "Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors". Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PetersonDL2009.pdf.
Texto completo da fonteEberdt, Karen. "Research conceptions of adult and college reader response to literature". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/32275.
Texto completo da fonteEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Booysen, Barry. "Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96859.
Texto completo da fonteENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher researcher in my Grade 10 Geography classroom. The research was an attempt to improve my teaching as a Geography teacher and to enhance social cohesion in my classroom. This mini-thesis investigated the following research questions: How can cooperative learning be used in a Geography classroom to build and improve social cohesion amongst students? And how can I improve my own teaching practice? The focus of the study was on cooperative learning as a teaching strategy, while action research was the research methodology. Two action research projects were completed and reflected upon within the action research framework. This mini-thesis, which include two action research projects, is based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey (1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and Waghid 2011). In reflecting on my practice, I realise that there is a problem in terms of helping students to foster an promote positive social relationships and working together in the classroom. In this mini thesis I contend that cooperative learning holds the potential to improve social cohesion and social relationships amongst students. Cooperative learning emphasises cooperation as integral to students’ success and because of this cooperative learning has been found successful in fostering positive intergroup attitudes in classrooms. South-African teachers in recent years have been compelled to embrace a more learner-centred approach as opposed to a teacher-centred approach. I believe cooperative learning could be instrumental in enhancing learner performance and promoting positive social relationships amongst classmates. I consider my teaching practice to have certain defects and through action research I can investigate and reflect on this with a view of improving my practice. Self-reflection and introspection led me to critically examine my classroom practice. In this research I also tried to encourage students to interact with one another in a positive way. This study uses cooperative learning as a teaching strategy to enhance working together between students in a classroom and enhance social cohesion. At the time of this study the Department of Basic Education introduced Curriculum Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS consequently has an influence on my teaching practice. We adhere to departmental policies and try to comply with curriculum delivery often to the detriment of the needs that learners might experience in the school, such as nation building and maintaining relationships that contribute to the total development of the learner. What further motivated me to address my classroom practice was that my teaching style was still very similar to the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher talks and the learner listens” There was no innovation that characterised my teaching practice. In an attempt to address the issues that concern me, I asked the following critical research questions in this mini-thesis: 1 How can cooperative learning be used in a Geography classroom to develop social cohesion amongst learners? 2 How can I improve my own teaching practice? I would like to believe and set out to establish whether the cooperative classroom is different from the one in the traditional teaching environment; both the teacher and student adopt new roles. The teacher becomes a facilitator and the cooperative lessons imbue learners with confidence and enhance social relationships. In Chapter One I give a background to the study. I describe the educational challenges that face South Africa and I set out to locate what I would regard as the problem in my teaching. Chapter Two is my literature review. In this chapter, I give a detailed account of cooperative learning. Due to the limited scope of this study and the many facets of cooperative learning, I contend that as a researcher, I cannot deal with cooperative learning in its entirety. In Chapter Three I focus on action research as the research methodology which I employed in this study. I give a brief historical perspective on the development of action research, define it, explain how it operates and give an account of how action research works. Chapter Four and Five provide a description of the two action research projects that I undertook with my Grade 10 Geography classes. In these two chapters I give an account of my two action research learning projects. Chapter six is the concluding chapter. I reflect on the research projects and try to map the future of cooperative learning as an educational strategy that could transform the classroom and ultimately contribute to nation building.
AFRIKAANSE OPSOMMING: In hierdie mini- tesis dokumenteer ek twee aksienavorsingprojekte wat ek as onderwysernavorser in my Graad 10 Geografieklas uitgevoer het. Hierdie navorsing was ʼn poging om my onderrigpraktyk as Geografie-onderwyser te verbeter om sosiale samehorigheid in my klaskamer te verbeter. Hierdie mini-tesis het die volgende navorsingsvrae beantwoord: Hoe kan koöperatiewe leer in ʼn Geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te verbeter en te bou? En hoe kan ek my eie onderrigpraktyk verbeter? Die studie het op koöperatiewe leer as onderrigstrategie en aksienavorsing as navorsingsmetodologie gefokus.Twee aksienavorsingsprojekte is binne die aksienavorsingsraamwerk voltooi en oor besin. Hierdie mini-tesis wat twee navorsingsprojekte insluit, is gebaseer, onderskryf en beinvloed deur die kritiese teoriste soos Darda(2007), Dewey (2008). Freire (1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) en Waghid (2011). Deur te reflekteer op my onderrigpraktyk, het ek besef dat daar n probleem is in terme van hulpverlening aan leerders om hulle te help om positiewe sosiale verhoudings te promoveer en saam te werk in die klaskamer. In hierdie mini-tesis is ek egter van mening dat koöperatiewe leer die potensiaal het om sosiale samehorigheid en sosiale verhoudings te verbeter tussen leerders Koöperatiewe leer beklemtoon samewerking as noodsaaklik tot die sukses van leerders en as gevolg daarvan is gevind dat koöperatiewe leer positiewe houdings tussen groepe in klaskamers suksesvol bevorder. Oor die afgelope jare was Suid-Afrikaanse onderwysers verplig om ʼn meer leerdergerigte benadering te volg eerder as ʼn onderwysergesentreerde benadering.Ek is van mening dat koöperatiewe leer is bevorderlik vir die verbetering van leerders se prestasie en die bevordering van sosiale verhoudinge tussen klasmaats. Ek aanvaar dat my onderrigpraktyk sekere gebreke het en met aksienavorsing kan ek dit ondersoek en daaroor besin met die oog op die verbetering van my praktyk. In hierdie navorsing het ek gepoog om studente te ontwikkel om op ʼn positiewe wyse met mekaar in wisselwerking te tree. Hierdie studie gebruik koöperatiewe leer as onderrigstrategie om samewerking tussen leerders in ʼn klaskamer te verhoog en sosiale samehorigheid te bevorder. Toe die studie onderneem is, het die Departement van Basiese Onderwys die Kurrikulumen Assesseringsbeleidsverklaring (KABV) as die amptelike kurrikulum vir Suid-Afrika bekendgestel. KABV het ʼn invloed op my onderrigpraktyk. Ons kom departementele beleide na en poog om aan kurrikulumaflewering te voldoen tot nadeel van die behoeftes wat leerders op skool mag ervaar, soos nasiebou en behoud van verhoudings, wat bydra tot die algehele ontwikkeling van die leerder. Besinning en introspeksie het daartoe gelei dat ek my klaskamerpraktyk krities ondersoek. Wat my verder gemotiveer het om my klaskamerpraktyk aan te spreeek was dat my onderrig styl baie dieselfde was as die van my vorige onderwysers wat my onderrig het. Ek was vasgevang in die tradisionele manier van onderrig en leer waar die “onderwyser praat en die leerder luister” My klaskamerpraktyk was dieselfde as die van my onderwysers. Die manier waarop ek onderrig, was dieselfde as wat my onderwysers gebruik het om my te onderrig. My onderrigstelsel is nie deur innovering gekenmerk nie. In ʼn poging om die kwessies waaroor ek bekommerd was aan te spreek, is die volgende kritiese navorsings vrae gevra in hierdie mini-tesis: 1 Hoe kan koöperatiewe leer in ʼn geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te ontwikkel? 2 Hoe kan ek my eie onderrigpraktyk verbeter? Ek wil graag glo en vastel of die koöperatiewe klaskamer verskillend is van die tradisionele onderrig omgewing; beide die onderwyser en leerder neem verskillende rolle aan. Die onderwyser word ʼn fasiliteerder in die leer proses. Die koöperatiewe lesse ontwikkel leerders met selfvertroue en verbeter sosiale verhoudinge. In Hoofstuk Een gee ek die agtergrond tot die studie. Ek bespreek die opvoedkundige uitdagings wat Suid- Afrika in die gesig staar en wil graag vastel wat ek beskou as die probleem in my onderrig Hoofstuk Twee is my literatuur studie. In die hoofstuk gee ek n gedetaileerde verslag van koöperatiewe leer. As gevolg van die beperkte omvang van die studie en die baie fasette van koöperatiewe leer is ek as navorser van mening dat ek nie koöperatiewe leer in sy totaliteit kan behandel nie Hoofstuk Drie fokus op aksienavorsing as die navorsingsmetodologie wat in hierdie studie gebruik work. Ek gee ook n kort historiese perspektief van die ontwikkeling van aksienavorsing, definieer dit, verduidelik hoe dit opereer en gee n verslag van hoe aksie navorsing werk. Hoofstuk Vier en Vyf gee n verduideliking van die twee aksienavorsingsprojekte wat ek met my Graad 10 klasse onderneem het. In hierdie twee hoofstukke doen ek verslag van my twee aksienavorsingprojekte Hoofstuk Ses is die slot hoofstuk. Ek reflekteer op die aksienavorsingprojekte en prober om die toekoms van koöperatiewe leer uit te stippel as n opvoedkundige strategie wat die klaskamer kan transformeer en n bydrae tot nasiebou kan maak.
Mostert, Ingrid Elizabeth. "Research for the learning and teaching of mathematics : an emergent design /". Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/687.
Texto completo da fonteAnderson, Mindi Kvaal. "Comparing the Effectiveness of Three Unique Research Based Tutorials for Introducing Newton's Second Law". Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/AndersonMK2009.pdf.
Texto completo da fonteLunce, Leslie Matthew. "An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3943/.
Texto completo da fonteVan, Rensburg Eureta Janse. "Environmental education and research in southern Africa: a landscape of shifting priorities". Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003395.
Texto completo da fonteMarais, Debbie. "Information Technology (IT) with a human face : a collaborative research project to improve higher nutrition training in Southern Africa /". Thesis, Link to the online version, 2008. http://hdl.handle.net/10019.1/1252.
Texto completo da fonteMacpherson, Karen, e n/a. "The development of enhanced information retrieval strategies in undergraduates through the application of learning theory: an experimental study". University of Canberra. Information Management & Tourism, 2002. http://erl.canberra.edu.au./public/adt-AUC20060405.130648.
Texto completo da fonteGiordano, Christopher M. "Constructing Pedagogical Approaches Among Part-Time Community College Faculty Members: A Grounded Theory Research Study". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404515478.
Texto completo da fonteStreff, Robert James. "A Qualitative Case Study of Strategies for Choosing and Evaluating Alternative Assessments in Online Higher Education". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2384.
Texto completo da fonteWilliams, Stephen Michael. "College of Education: A guide to researching the animal kingdom on the Internet". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2690.
Texto completo da fonteTreese, Donn. "Cross-cultural program evaluation of Nepali architecture course through qualitative research of alumni". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/785.
Texto completo da fonteArmstrong, Marilyn Christine. "Perceptions on Collaborative Learning: A Case Study of Female Community College Instructors". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2990.
Texto completo da fonteMarzinsky, Maria. "Teaching and curricular practices contributing to success in gateway courses for freshman and sophomore students in math, science, engineering, and technology (MSTE) majors at a large public research university: A longitudinal study". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280026.
Texto completo da fonteWilder, Michael Gregg. "Improving Hypothesis Testing Skills: Evaluating a General Purpose Classroom Exercise with Biology Students in Grade 9". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/427.
Texto completo da fonteAndrews, Nicholas John. "Differences in how teachers make mathematical content available to learners over time". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:64682329-33b6-4b93-b715-7d23576bc47e.
Texto completo da fonteYang, Jing, e 杨静. "Mainland Chinese research postgraduate students' attitudes to using English in an English-medium university in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48540419.
Texto completo da fontepublished_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
Belluigi, Dina Zoe. "Excavating the 'critique' : an investigation into disjunctions between the espoused and the practiced within a Fine Art studio practice curriculum". Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003413.
Texto completo da fonteMone, Fisi'ihoi. "Monitoring Standards Of Science Investigation Skill Attainment By Tongan Secondary Science Students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1457.
Texto completo da fonteKeller, Judith. "Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500150/.
Texto completo da fonteVan, Der Waag-Cowling Noelle Milto. "A study of research in the Faculty of Military Science, Stellenbosch University 1990-2009". Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80157.
Texto completo da fonteBibliography
ENGLISH ABSTRACT: The changing higher education environment in South Africa has led to a greater emphasis being placed on research production at universities. Currently Stellenbosch University is one of only a handful of strongly research intensive universities in South Africa. The Faculty of Military Science at the South African Military Academy functions (operates) within a partnership agreement between the Department of Defence and Stellenbosch University. The aim of officer education at SAMA is to imbue young officers with a knowledge framework and the attributes of a broad liberal education. As a full Faculty of the University it is incumbent upon personnel in the Faculty to engage in knowledge production and associated scholarly pursuits. This is critical for several reasons: Firstly, for the required intellectual development of each scholar, secondly so as to ensure high quality teaching, and thirdly for funding purposes which are essential for the effective functioning of all faculties. Research is furthermore absolutely indispensable with regards to its contribution to the international and national scientific reach and reputation of the Faculty. To date the Faculty of Military Science has been the lowest performing faculty of Stellenbosch University every year by some considerable margin. The main research question of this study seeks to identify and interpret the reasons for this. In so doing both a bibliometric study and a more qualitative study of the environmental factors between 1990 and 2009 have been conducted. In closing the predominant factors which either drive or inhibit research are identified and possible interventions are suggested.
AFRIKAANSE OPSOMMING: Die veranderende hoër onderwys omgewing in Suid-Afrika het tot 'n groter klem op navorsing produksie by universiteite gelei. Die Universiteit van Stellenbosch is tans een van slegs 'n handvol sterk navorsingsgeoriënteerde universiteite in Suid-Afrika. Die Fakulteit van Krygskunde by die Suid-Afrikaanse Militêre Akademie funksioneer binne die raamwerk van 'n vennootskapsooreenkoms tussen die Departement van Verdediging en die Universiteit van Stellenbosch. Die doel van offisiersopvoeding by die SAMA is om jong offisiere met 'n kennis raamwerk en die eienskappe van 'n breë liberale opvoeding toe te rus. As 'n volle Fakulteit van die Universiteit is dit die plig van die fakulteitspersoneel om betrokke te raak in kennisproduksie en verwante wetenskaplike aktiwiteite. Dit is vir 'n paar redes van kritieke belang. Eerstens, is dit nodig vir die intellektuele ontwikkeling van elke akademikus, tweedens verseker dit hoë gehalte-onderrig, en derdens word dit vereis vir befondsingsdoeleindes vir die effektiewe funksionering van alle fakulteite. Navorsing is ook absoluut onontbeerlik vir die nasionale en internasionale wetenskaplike omvang en reputasie van die Fakulteit. Die Fakulteit Krygskunde was tot op hede die laagspresterende fakulteit van die Universiteit Stellenbosch en die agterstand vergroot elke jaar met 'n aansienlike marge. Die sleutel navorsingsvraag van hierdie studie poog om te redes hiervoor vas te stel en te verduidelik. Gevolglik is beide ‘n bibliometriese en ’n kwalitatiewe studie van die faktore wat kennisproduksie in die Fakulteit tussen 1990 en 2009 beinvloed het, gedoen. Ter afsluiting is die oorheersende faktore wat navorsingsbestuur inhibeer geïdentifiseer en moontlike intervensies is voorgestel.
Junker, Rebekka Susanne. "ZwischenSprachen Zum Potenzial exophonischer Literatur für eine Didaktik der Literarizität im universitären DaF-Unterricht in Südafrika". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96921.
Texto completo da fonteENGLISH ABSTRACT : Between Languages – Exploring the potential of exophonic literature for the implementation of didactics of literariness in German foreign language teaching at tertiary level in South Africa This thesis aims to make a contribution to the field of literature study in foreign language teaching in South Africa. It investigates the practical implications of Claire Kramsch’s theory of “symbolic competence” of the multilingual subject, Michael Dobstadt’s and Renate Riedner’s theory of a “Didaktik der Literarizität” as well as theories of multilingualism and exophony. Specifically this thesis looks at how these approaches can be combined and then implemented at advanced levels in foreign language teaching (B1 and B2), namely German modules at Stellenbosch and other South African universities where a multilingual background of language learners is the norm. The thesis thus explores how exophonic literature as an educational tool can help students to improve their language learning and shows the range of possibilities that exophonic literature offers in the field of foreign language learning. On the basis of the theories and a survey amongst the students studying German in their third year in Stellenbosch, two sets of lesson plans are developed for university students with B1/B2 level in Stellenbosch. The literature used was Maja Haderlap‘s poem “Als mir die Sprache abhanden kam” as well as Yoko Tawada’s Essay “Bioskoop der Nacht”. These lesson plans shall serve as examples on how Dobstadt/Riedner’s and Kramsch’s theories can be implemented in practise using exophonic literature in a multilingual environment.
AFRIKAANSE OPSOMMING : Hierdie tesis beoog om ‘n bydra tot die gebied van literatuurstudie in vreemde taal-onderrig in Suid-Afrika te lewer. Dit bestudeer die praktiese implikasies van Claire Kramsch se teorie “simboliese kompetensie” van veeltaligheid, Michael Dobstadt en Renate Riedner se teorie van ‘n “didaktiek van letterkundigheid” asook ander teorieë van veeltaligheid en “eksofonie”. Daar word veral gefokus op hoe hierdie benaderinge gekombineer kan word en dan toegepas moet word op hoër vlakke van vreemde taal-onderrig (B1 en B2); naamlik by die Duitse modules van Stellenbosch en ander Suid-Afrikaanse universiteite, waar studente met ‘n veeltalige agtergrond die norm is. Die tesis ondersoek dus hoe “eksofoniese” literatuur as onderrigmiddel studente met verbetering van taalvaardighede kan help. Verder stel dit die omvang van moontlikhede ten toon wat “eksofoniese” literatuur in die gebied van vreemde taal-onderrig kan bied. Gebaseer op die bogenoemde teorieë en ‘n opname onder studente wat in hul derdejaar Duits aan die Universiteit van Stellenbosch studeer, word twee lesplanne vir Stellenbosch studente op B1/B2 vlak ontwikkel. Die literatuur wat gebruik is, is Maja Haderlap se gedig “Als mir die Sprache abhanden kam” sowel as Yoko Tawada se essay “Bioskoop der Nacht”. Hierdie lesplanne sal dien as voorbeelde van hoe Dobstadt/Riedner en Kramsch se teorieë prakties toegepas kan word deur die gebruik van “eksofoniese” literatuur in ʼn veeltalige omgewing.
Strydom, Gideon Louwrens. "Saligia". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1020884.
Texto completo da fonteChi, Minli 1965. "Development of virtual laboratory as an educationalresearch tool in food processing". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111501.
Texto completo da fonteAccording to functionalities, virtual labs were designed for three basic simulations: (1) Calculation simulations, which perform various calculations related to food processing. These simulations help users to remember and understand the formula used in process calculations. Several simple concept calculations were included: conduction heat transfer in steady state through individual and composite slabs; two-component mass balance systems, Pearson rule applications; freezing and thawing time calculations; (2) Animation simulations, which are aimed to visualize processing scenarios for different physical phenomena or working principles. Included in these simulations were: conduction heat transfer through single and multiple walls under steady state; mixing processes involving two and three component systems and Pearson rule concept; freezing and thawing processes through slab, cylinder, and sphere, the three regular shapes, agitation thermal processing modes which include axial agitation and end-over-end agitation in rotational retort; (3) Virtual equipment simulations, which are aimed to dynamically simulate a real operating environment and to demonstrate equipment working principle, internal structure, and operating procedures. The simulated equipment include a horizontal retort used in thermal processing and a high pressure processing equipment used in non-thermal processing.
The food processing virtual labs provide a new way in teaching and learning, with no risk, time or place limitations, and are cost effective. The simulated scenarios and equipment can be used as teaching tools in food processing courses, which provide an efficient way to the instructor/assistant. Instructor/assistant can dynamically and repeatedly demonstrate the operating process for the simulated equipment in a vivid and interested manner. Also students can get intuitive understanding by viewing these simulations. Computers are the waves of the future; however, traditional learning techniques should not be forgotten.*
*This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Windows 95 or higher.