Дисертації з теми "ELT curriculum"
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Tomlin, Steve, and n/a. "A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.
Повний текст джерелаWong, Irene. "The implementation of the KBSM ELT curriculum in Sabah, Malaysia exploring change at the school level /." Thesis, Online version, 2001. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.289716.
Повний текст джерелаBaladi, Nadine. "Critical pedagogy in the ELT Industry: can a socially responsible curriculum find its place in a corporate culture?" Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18457.
Повний текст джерелаCette thèse explore l'impact d'une approche critique (traduite pédagogie critique) dans l'enseignement de l'anglais langue seconde ou langue étrangère, dans le cadre de l'industrie des écoles de langues privées. Je cherchais a évaluer la flexibilité du curriculum de l'école, dans quelle mesure ce curriculum facilitait l'adoption d'une méthodologie critique, et les défis que présentait l'adoption de cette méthodologie dans une classe d'anglais langue seconde. Bien que de façon générale, l'expérience des quatre enseignants ayant participé à cette étude ait été positive, certains défis associés à cette méthodologie se sont présentés: le temps demandé pour la planification des cours, l'exigence de répondre aux besoins linguistiques des étudiants, et les antagonismes potentiels entre la culture corporative de l'industrie de la didactique de l'anglais langue seconde et les principes de la pédagogie critique.
Erozan, Fatos. "Evaluating The Language Improvement Courses In The Undergraduate Elt Curriculum At Eastern Mediterranian University: A Case Study." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606120/index.pdf.
Повний текст джерелаs (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo
needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.
Ali, Mohammad. "Teachers’ and students’ perspectives on English language assessment in the secondary English Language Teaching (ELT) curriculum in Bangladesh." Thesis, University of Canterbury. Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6210.
Повний текст джерелаDegerman, Ylva, and Sara Sävhage. "In what ways does the ELT coursebook ECHO 6 fulfill the communicative aspects of the Swedish curriculum for English 6?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33409.
Повний текст джерелаAkoha, Joseph. "Action research based in-service education and training of teachers (INSET) and English language teaching (ELT) curriculum innovation in Benin : an experimental study." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10006564/.
Повний текст джерелаIvanoff, Johanna, and Amanda Andersson. "Constructing 'the Other': A Study of Cultural Representation in English Language Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33542.
Повний текст джерелаWard, Natalia, Betty Thomason, John Mooneyham, and Clara Lee Brown. "Meaningful Instructional Practices for ELS." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5950.
Повний текст джерелаWard, Natalia, B. Thomason, and John C. Mooneyham. "Meaningful Instructional Practices for ELs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5920.
Повний текст джерелаWard, Natalia, E. Sherwood, and Stacey Fisher. "Purposeful Integration of Diverse Literature in ELA." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5968.
Повний текст джерелаChiorean, Victor Emanuel. "Attitudes toward English as a Lingua Franca (ELF) and its position in contemporary English language curricula in Sweden." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125589.
Повний текст джерелаAl, Sheyadi Sheikha. "Higher education ELT curricula at a crossroads : confusions and tensions in the Omani context." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20382/.
Повний текст джерелаWard, Natalia, Renee Moran, Karin Keith, Huili Hong, and G. Li. "Reflection on and for Success: Using Reflective Narratives to Reawaken Teachers’ Inquiry Spirit in Working with ELS." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5948.
Повний текст джерелаMoran, Renee Rice, LaShay Jennings, Karin Keith, and Natalia Ward. "STEM in the ELA Classroom: Using Lego Story Visualizer to Engage Students in Writing." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5969.
Повний текст джерелаBorges, Ana Margarida de Almeida. "A integração curricular da intercompreensão numa turma de ELE." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/14302.
Повний текст джерелаO presente Relatório Final de estágio tem como principal intento fazer o relato de uma experiência de integração curricular da intercompreensão (IC) numa turma de Espanhol Língua Estrangeira (ELE) do Ensino Secundário, decorrente do desenvolvimento de uma sessão na plataforma Galanet, procurando verificar de que forma esta experiência concorrre para o desenvolvimento curricular da disciplina. Após uma breve incursão pela paisagem didatológica que enforma este trabalho e pelos documentos reguladores do ensino de ELE em Portugal, prossegue-se com uma apresentação do contexto em que a intervenção foi realizada e da intervenção em si mesma (objetivos, estratégias, materiais, etc.). Posteriormente, procede-se a uma análise qualitativa e quantitativa dos dados, recolhidos ao longo das diversas intervenções didáticas: notas de campo elaboradas pela própria professora, artefactos escritos e orais elaborados pelos alunos; inquérito final. Propõe-se uma análise dos dados a partir do referencial aprendente, elaborado no âmbito do projeto Miriadi (Mutualização e Inovação por uma Rede de Intercompreensão à Distância), e do CARAP (Cadre de Référence pour les Approches Plurielles), orientado para as abordagens plurais do ensino-aprendizagem de línguas. Em concomitância, descreve-se de que forma a presente proposta de integração curricular da IC no ensino de ELE concorre para atingir os objetivos propostos pelo Programa de Espanhol para o Ensino Secundário, 10º ano iniciação. Os resultados evidenciam que a integração curricular da IC no ensino de ELE induz dinâmicas de ensino-aprendizagem que, ao colocarem os sujeitos em situações de comunicação plural, envolvem-nos nas suas dimensões afetiva e inteletual, originando significativas aprendizagens, tanto no que concerne a aspetos linguísticos comuns às diversas línguas românicas como a particularidades da língua espanhola.
The final report intends to describe an experience of the program of integration of the intercomprehension in teaching Spanish as a Foreign Language, through a program developed in Galanet, in an attempt to determine how this experience can contribute for the curriculum development of the subject matters. In this study, firstly a brief review of literature and the regulatory documents of Teaching Spanish are presented. It then continues with a presentation of the context in which the research-action took place and also the objectives, strategies, materials, etc. Subsequently, a qualitative and quantitative analysis of the data, collected during the various educational program, is carried out: field notes; oral and written tasks fulfilled by the students; and final questionnaire. It proposes an analysis of the data based on a list of references for evaluating the learners’ competence, developed within the project of Miriadi (Mutualization and Innovative Research within an Interconnected netwook Aiming to Develop e-Intercomprehension) and CARAP (Cadre de Référence pour les Approches Plurielles), aiming for integrated approaches of teaching and learning languages. Concurrently, it describes how this experience of integration of intercomprehension in Teaching Spanish as a Foreign Language contributes to achieve the objectives proposed by the Program of Spanish for the Secondary Education, level A1. The results indicate that the integration of the intercomprehension in teaching Spanish as a Foreign Language induces dynamics in teaching and learning, by involving the learners in situations of plurilingual communication, provoking their emotional and intellectual dimensions, and resulting in significant learning in terms of both linguistic aspects common to many Romance languages and Spanish language particularities as well.
Wohlgamuth, Taylor Lynn. "The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084.
Повний текст джерелаMoran, Renee, Huili Hong, Karin Keith, LaShay Jennings, and Natalia Ward. "The Integration of Computational Thinking in an Inquiry Based ELA Classroom: Fun with Robotics and Coding." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5946.
Повний текст джерелаWirza, Yanty. "Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.
Повний текст джерелаPlett, Bethany Joy. "Inclusion of English language learners in conversion small schools." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2942.
Повний текст джерелаKim, Eun-Ju Johnson Karen E. "In the midst of elt curricular reform an activity theory analysis of teachers' and students' experiences in South Korea /." [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/PSUonlyIndex/ETD-2409/index.html.
Повний текст джерелаMarco, Galindo Maria Jesús. "Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/145070.
Повний текст джерелаLa importancia de la competencia comunicativa escrita para los profesionales del ámbito TIC está ampliamente referida en la literatura científica, que deja constancia de las carencias de muchos profesionales a la hora de presentar informes, proyectos o cualquier otra comunicación. A pesar de la percepción generalizada de esta situación, los planes de estudio de las carreras TIC, sobre todo en el contexto europeo, han planteado poco o nada la formación en esta competencia. No es hasta hace poco, durante la última década, que esta tendencia ha empezado a cambiar como consecuencia de la progresiva adaptación de los planes de estudio a las directrices del Espacio Europeo de Educación Superior (EEES). El EEES impulsa significativamente la incorporación explícita en los planes de estudio de la enseñanza-aprendizaje de las competencias transversales, como la competencia comunicativa. Es, pues, un momento óptimo para estudiar diferentes vías para hacerlo, ponerlas en práctica y estudiar su efectividad.
The importance of written communication skills for professionals in the field of ICT is widely referred to in the literature, which also mentions the shortcomings of many professionals when writing reports, projects or other documents. However, despite the widespread perception of the situation, the curricula of ICT degrees, especially in the European context, have proposed little or no training in this skill. Not until recently, in the last decade, this trend has begun to change as a result of the gradual adaptation of curricula to the guidelines of the European Higher Education Area (EHEA).
Escher, Allison Lamonna. "Constructing knowledge through writing| An analysis of writing tasks in eleventh grade ELA textbooks." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3725598.
Повний текст джерелаThis dissertation reports on a study of two widely used eleventh grade ELA textbooks for the opportunities they provide students to construct knowledge through writing. Data included every writing task in both textbooks (158 tasks) as well as the corresponding texts. Data analysis focused on (a) how cognitive demand, textual grist, and elaborated communication contribute to the rigor of a writing task, (b) how authentic the tasks are to the discipline of ELA, and (c) how writing tasks position students as intellectual authorities. This study contributes a new approach to determine the quality of ELA writing tasks and a detailed assessment of the writing tasks in the most widely used ELA textbooks. The findings from this study showed differences in the quality of ELA writing tasks types (text-based, non text-based, and creative writing), with text-based tasks ranking the highest quality for cognitively demanding work. Findings also showed that textual grist and opportunities for elaboration in addition to cognitive demand are essential factors when determining the overall rigor of text-based writing tasks (i.e., analyzing text-based ELA writing tasks for cognitive demand alone may inflate the rigor of the task). Further findings on writing task quality describe the level of disciplinary authenticity and intellectual authority contained in ELA textbook writing tasks and why these features are important in determining the quality of ELA writing tasks. The findings from this study suggest the importance of using a disciplinary-specific theory of task quality, including a three-part model of rigor, disciplinary authenticity, and intellectual authority, to assess the quality of ELA writing tasks. Additionally, this study provides suggestions for practitioners including how teachers might revise and supplement ELA textbook writing tasks in order to support student writing.
Maino, Paola. "Study on Spanish for Native Speakers Curriculum and Academic Achievement in Florida." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5661.
Повний текст джерелаEd.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education
Gual, Oliva Marta. "El pensament sistèmic com una aportació des de la complexitat per avançar en l’ambientalització curricular. El cas d'una proposta educativa per a treballar els vectors ambientals a l'educació secundària." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/293909.
Повний текст джерелаThis investigation is set in the context of the processes of curriculum greening understood as processes of change in the representations about the causes, effects and solutions of the world phenomena and therefore it implies changes in the interpretative models of the students. System thinking is presented as a contribution to this process from the view of complexity. The research questions what are the teaching strategies that can guide the design of educational activities that incorporate system thinking abilities contributing to the process of curriculum greening. To achieve this purpose an analysis tool is designed and applied to identify and characterize the patterns in terms of system thinking expressed by students. The research, from a qualitative nature, is set in the interpretative paradigm, specifically corresponds to an instrumental evaluative case study that has the aim to understand and describe in detail the use of system thinking skills in explaining socio-environmental phenomena. The case study is defined as the interaction between a teaching sequence about environmental quality and two working groups of high school students from a town in Vallès Occidental. Data was collected by applying the teaching sequence and conducting an interview to the two groups. The research sample consists in the students' written work and the audio recording of the interviews. Using the technique of content analysis and the software Atlas.ti, the sample is analysed using the designed analysis tool, which consists of the five dimensions that characterize the System Thinking (Scalar Level, System Opening, Interaction Pattern, Flow Agent and Probability) forming a structured range of categories from low to high complexity gradient. The results allow defining the characteristics that a tool to identify and characterize the system thinking patterns expressed by students in relation to the application of a teaching unit on socio-environmental phenomena must have. This becomes in constituting it from the systemic principle establishing a scalar relationship between the dimensions and categories that constitute it. With reference to system thinking patterns expressed by the students it is demonstrated the existence of patterns linked to specific dimensions and the results highlight the significance of the dimensions relating to scalar levels and the limits and the relationship between a system and its environment. With reference to system thinking patterns expressed by the students and the teaching sequence the results demonstrate the existence of patterns linked to specific types of activities and it is highlighted the significance of the activities of exploration and application as favourable to the use of the more complex components of the systems thinking in students' explanations. The design and application of a teaching sequence on social and environmental phenomena from the perspective of systems thinking has led to the integration of some complex components into the students’ interpretative models contributing to the processes of curriculum greening. The research develops a proposal to guide the design of teaching strategies promoting system thinking in the context of curriculum greening: activities should be specifically designed for this purpose and must be based on real and close situations, they should allow the relationship between knowledge and action and the expression through different languages, so the combination of different types of activities becomes the most flattering to develop the use of system thinking skills. Furthermore it is highlighted the need for further research on teaching strategies for developing emergence and incorporating uncertainty when considering actions on the environment and its long term effects.
Naia, Maria João Estudante Oliveira da. "O trabalho dos professores em matemática : elo entre ciclos." Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/1074.
Повний текст джерелаA presente investigação prende-se com o desejo de conhecer como é interpretado, planeado e vivido o processo de articulação curricular da Matemática inter-anos e inter-ciclos, preconizado a nível ministerial num agrupamento vertical de escolas. O quadro de referência teórico da investigação integra três temáticas: Agrupamentos Verticais de Escolas, Articulação Curricular e o Trabalho do Professor. Optou-se por um estudo de caso qualitativo e interpretativo. Para a recolha de dados foram consideradas a análise documental, a observação e a inquirição. A recolha de dados foi realizada no ano lectivo 2008/2009 num Agrupamento Vertical de Escolas da Região Litoral Centro. Os participantes foram o Presidente do Conselho Executivo e o Presidente do Conselho Pedagógico, os Coordenadores de duas Estruturas de Coordenação e Supervisão, Coordenador do Departamento Curricular do 2º e 3º Ciclos, que integra a disciplina de Matemática e o Coordenador do Departamento Curricular do 1º ciclo, três professores de matemática do 3º ciclo, três docentes da disciplina do 2º ciclo e uma professora do 1º ciclo. De acordo com os objectivos de investigação, reuniu-se um conjunto de dados versando os seguintes itens: Identificar o processo de caracterização dos alunos do Agrupamento em Matemática e o seu impacto na planificação do ensino; Conhecer como se organiza o Departamento Curricular e sua influência no trabalho dos professores; Compreender como se processa a articulação curricular em Matemática inter-anos e inter-ciclos; Identificar o impacto do projecto de escola - Plano da Matemática - no trabalho dos professores; Identificar as dificuldades e benefícios do trabalho colaborativo entre os professores de Matemática, para caracterizar o tipo de cultura docente; Conhecer a opinião dos professores sobre o que entendem ser hoje professor de Matemática; Conhecer a opinião dos professores sobre o trabalho dos professores em Matemática - elo entre ciclos. Os dados indicam que, de forma unânime, os professores admitem que o trabalho colaborativo fomenta a criação de metodologias em grupo, permitindo de uma forma mais objectiva e segura, analisar de forma concertada as finalidades do ensino da matemática, o estudo dos objectivos gerais traçados para o ano ou ciclo e a observação e discussão das aprendizagens dos alunos no ano ou ciclo anterior. Os resultados mostram que ainda existe, apesar de todos os esforços e medidas introduzidas, uma diferença entre os ciclos. Percepciona-se com este estudo, que a implementação do Plano de Acção para a Matemática foi, a seguir à criação dos Agrupamentos Verticais, o factor mais importante, bem sucedido e necessário ao ensino desta disciplina, criando as condições e factores que potenciam a continuidade e apoiam a transição entre os anos e/ou ciclos de escolaridade, numa lógica de sequencialidade progressiva, nomeadamente através do Projecto de Escola designado por Plano da Matemática (PAM), proposto pela tutela em 2005. Este projecto permite aos Agrupamentos, dentro dos limites da sua autonomia, dar corpo às medidas nele preconizadas. Parece, segundo a opinião dos inquiridos, ser o remédio para alguns males do trabalho do professor de matemática no que diz respeito à articulação curricular vertical. ABSTRACT: This paper seeks to explore how the process of inter-year and inter-cycle Cross Curricular Mathematics is interpreted, planned and experienced as set out at a ministerial level within a vertical grouping of schools. The theoretical framework of research integrates three themes: Vertical grouping of schools, Cross-Curriculum and Teacher’s Work. A qualitative and interpretative case study was chosen. For data collection, a document analysis, observation and inquiry were included. Data collection was carried out during the 2008/2009 academic year in a Vertical grouping of Schools of the Central Coastal Region. The participants were namely: the President of the Executive Board and Chairman of the Pedagogical School Board, the Coordinators of two structures of Coordination and Supervision, the Coordinator of the Curriculum Department of the 2nd and 3rd cycles which integrate the subject of Mathematics, the Coordinator of the Curriculum Department of the 1st cycle, three mathematics teachers of the 3rd cycle, three teachers from the 2nd cycle and one teacher from the 1st cycle. In accordance with the research objectives, data was gathered through the following items: Identify the process of student characterization in the School Groupings in mathematics and to assess the impact on the planning teaching; to learn more about the organization of Curriculum Department and its influence on teachers' work; to understand the process of cross- curricular mathematics in inter-year and inter-cycles; identify the impact of the school project - plan of mathematics - in teacher’s work, identify the difficulties and benefits of collaborative work among mathematics teachers, characterise the type of teaching culture; to obtain teachers’ points of view on what it means to be a mathematics teacher today; to obtain teachers’ points of view on what the work of a mathematics teacher entails - the link between cycles. The data show that teachers unanimously believe that the collaborative work fosters the development of methodologies in a group, which in turn allows for a more objective and secure means of analysing the purposes of teaching mathematics in a concerted way, the study of the general objectives set for the year or cycle, the observation and the discussion of student learning in the previous year or cycle. The results show that despite all efforts and measures introduced, there continues to be a difference between the cycles. One perceives with this study that the implementation of the Action Plan for Mathematics was, following the creation of Vertical grouping of school, the most important, successful and necessary factor for teaching this subject, thus creating the conditions and factors to enhance continuity and support the transition between years and/or stages of schooling within a sequentially progressive logic, namely through the School Project called Plan of Mathematics (PAM), proposed by the Ministry in 2005. This project allows the school groupings within the limits of their autonomy to implement the measures proposed therein. This appears to be, in accordance with the opinion of the respondents, the remedy for some of the problems of the Mathematics teacher’s work in relation to a vertical curriculum articulation.
Lee, Pei-Yi. "Middle school ELL and LD teachers' perceptions of the importance of reading methods." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/429.
Повний текст джерелаTai, Chih-Che, Karin Keith, Laura Robertson, and Renee Rice Moran. "Sound and Waves: An Integrated K–8 Hands‐On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/993.
Повний текст джерелаLlanas, Rich Sílvia. "La tutoria en els ensenyaments professionals de música. Una proposta organitzativa i curricular." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454736.
Повний текст джерелаThe doctoral thesis "Tutoring in music education professional. An organizational and curricular proposal" is a research work is based on the implementation of a tutoring action plan in a professional music school, the Municipal Conservatory of Music of Barcelona, over the course of six academic years. The first part of the Project involves the creation of the conceptual framework as pertaining to fundamental aspects of the tutoring task in an academic center. This is done by taking into account the context in which the research is carried out and its determining factors as well as its stakeholders, which include the entire educational community at the Conservatory. The second part presents qualitative research: a case study comprising methodology, results and data analysis. The analysis led to three actions taken: gathering documentation, teacher training and implications in the educational methods at the center. All of which have allowed us to draw the relevant conclusions from the study. Finally the last part contemplates the projection of this model and its application in other professional music schools of similar characteristics.
Keith, Karin, Renee Rice Moran, and H. Hong. "Using Photo Elicitation to Understand ELA Teacher Decision Making in the Age of Common Core." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/995.
Повний текст джерелаJennings, LaShay. "Teaching for the Future: The Integration of ELA in the Elementary Classroom." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3455.
Повний текст джерелаPeire, Fernández Tomás. "Els oficis del cavall: propostes de renovació curricular i d’estructuració laboral del sector equí." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/371466.
Повний текст джерелаThe starting point of this study is the perception of the equestrian professional sector in Catalonia and the interpretation and analysis of the data as a result of the bibliographic and documentary research. The opinions expressed by professionals and experts in the horse world have been of great value. This research describes the evolution of the horse influence over the course of human civilizations to finally study the current situation of the equestrian sector in Catalonia, in Spain and in some countries of the European Union. The thesis aims to prove that the equestrian professional sector has many possibilities of growth. It must be borne in mind that, in the Iberian Peninsula, geographical and rural weather conditions favour the breeding of the horse and its use. The horse is deeply rooted in the history and culture of Catalonia and Spain. Currently the equestrian sector is of great importance; but this could be expanded and it could become a generator of jobs and wealth. The dissertation hypothesis is the following: in Catalonia, the horse productive sector is satisfactorily established but only a small part of its potential is being exploited. Nowadays it doesn’t receive the social and economic value that it deserves. Neither the horses nor the professionals’ work has been given a fair recognition by society. The application of an effective professional training system, accompanied by revitalizing measures and an orientation change of the development policies could promote the importance of the productivity and the social profitability of the equestrian sector. At the moment, the horse continues to be of great importance for the man. Its roll has evolved a lot during the past 50 years. In the current scenario, the productivity of the horse is mainly focused on the following activities: the practice of sports, equestrian tourism, education, buying and selling of horses and mares, the production of equipment and facilities, marketing of raw materials; security and entertainment performances. The vocational training of the people working in the equestrian sector is the key to progress and quality. The preparation of professionals translates into improved services, better working conditions, better wages, employment stability and greater social acceptance. The most pragmatic approach of the thesis statement is the proposal of a new employment structure system for the equine sector in Catalonia. It describes the most important positions in the field and offers an innovative proposal for the curricular design of some of the trades. Specifically, the trades of Expert in the Handle and Care of the Horse, Farrier Assistant and Senior Farrier; Saddler Assistant and Senior Saddler; and the trade of Equestrian Tourism Companion. Finally, the thesis offers concrete action proposals for the businesses and agencies involved.
Robertson, Laura, Chih-Che Tai, Renee Rice Moran, LaShay Jennings, Kari Eubanks, and S. Honeycutt. "Photosynthesis: An Integrated, Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3444.
Повний текст джерелаMoran, Renee Rice. "Applying Argumentation in the Middle School and High School ELA Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3624.
Повний текст джерелаTai, Chih-Che, Renee Moran, Karin J. Keith, and Ruth Leonard. "Sound and Waves (PS4): An Integrated K–8 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3273.
Повний текст джерелаBaxter, Andrew C. "The Effect of an iPad Application with Systematic Instruction on ELA Related Skills for High School Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3060.
Повний текст джерелаKeith, Karin. "Promoting Community in the English Language Arts Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1010.
Повний текст джерелаWalsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.
Повний текст джерелаTang, Cecilia Han-Lian McDonald Scott P. "Creating a problem-based learning unit how curriculum development affects science teachers' understandings of reform-based pedagogies /." [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-31/index.html.
Повний текст джерелаKeith, Karin. "No Time for Science: Integrating STEM Hands-On Activities with English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1023.
Повний текст джерелаShin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.
Повний текст джерелаGravel, Jenna W. "A disciplined application of Universal Design for Learning (UDL): Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051610.
Повний текст джерелаKeith, Karin. "No Time for Science: Integrating No Time for Science: Integrating STEM Learning with English Language Arts and Math." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1026.
Повний текст джерелаBallbé, Martínez Maria. "Els i les mestres com a responsables del currículum. El cas del Grup de mestres de ciències socials de segona etapa d’EGB de “Rosa Sensat”." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/668329.
Повний текст джерелаThis PhD. dissertation aims to shade light on the reasons that bring social studies teachers to change their teaching practices. In general terms, we inquire the reasons that make teachers generate teaching innovations. We draw data from the history of the most renown pedagogic innovative group in Spain during the Spanish dictatorship: The social studies teachers’ group from the teacher’s social movement called “Rosa Sensat”. This group, conformed by teachers of the second stage of basic education, created two innovative curricular proposals for teaching social studies, that supposed alternatives to the curriculum prescribed by the Spanish Education Law (LGE) by that time. This proposal not only changed the teaching practices but also helped to spread their perspective of education in many places. Among them, the Summer Schools courses and the Winter Courses in Catalonia. They also created many alternative teaching materials and alternative communication channels such as newspapers (Avui tele/Expres) and magazines (Perspectiva Escolar, Cuadernos de pedagogía, Guix, Quima, Revista de Educación de Cantabria). This thesis dissertation is a history research study because tries to reconstruct the history of the teachers’ group described above. We study its creation, its evolution and its dissolution thanks to the compilation, classification, systematization, analysis and interpretation of 507 sources of information, and oral narratives of some people who were relevant to that innovative experience. These people were group members and people relevant for the group, teachers that experimented the proposal and wrote “Onda” textbooks, training teachers, or students. At the same time, it’s a curricular research because it describes, analyses and interprets the main teaching contributions of the teachers’ group: the education programs presented in Rosa Sensat’s Teachers’ Summer School in 1975 and in 1980. It also analyses other teaching materials designed by the teachers’ group, such as the Civic Education Program in school (1981); the “Autonomia i institucions autonòmiques a la Història de Catalunya” (1977); the Dades bàsiques de les comarques de Catalunya (1980); the research work “L’ensenyament de la Història a l’escola: Societat i territori al Vallès Occidental” (1982); the graphic report “Espanya 1931-1945, material didàctic l’estudi sobre la societat” (1976); the “Catalunya i la resta d’Espanya als segles XIX i XX” (1980); and the report “les comunitats Europees. Quadern de treball per a EGB, FP i BUP” (1982). This PhD. dissertation offers to teachers and trainee teachers a valuable information about the possibilities of taking decisions in their teaching practices, and encourgae that to act as reflexive teachers taking decisions that fit in their social environment and answer their citizenship needs.
Robertson, Laura, Harold Kelley, Scott Honeycutt, and Kari Eubanks. "From Molecules to Organisms (LS1): An Integrated, Hands-on Approach Supporting NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1309.
Повний текст джерелаTai, Chih-Che, Clair Gerri St, Karin J. Keith, Renee Moran, and Chih-Che Tai. "Heat, Energy, and Matter (CCC5, PS3): An Integrated Grades 3–12 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3274.
Повний текст джерелаDelgato, Margaret H. "Considerations of multicultural science and curriculum reform : a content analysis of state-adopted biology textbooks in Florida." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002806.
Повний текст джерелаIcart, i. Tresfí Marta. "Els programes de diversificació curricular: el cas de les aules obertes. Bones pràctiques i pautes per a la millora." Doctoral thesis, Universitat de Girona, 2016. http://hdl.handle.net/10803/393989.
Повний текст джерелаThe aim of this thesis is to determine the main characteristics of curricular diversification programmes (CDPs: Mode A, Open Classrooms) in Spain and Catalonia, and more specifically in the Girona region, in order to identify the characteristics which foster best practices in these programmes in the opinion of the people involved in them. CDPs are a specific means of measuring attention to educational diversity and have been running in Spain for fifteen years. A qualitative methodological approach was adopted for this research based on the case study of ten CDPs. For the collection of information, some instruments were designed and developed (a sheet with recordings and interviews with students and professionals). We conclude by identifying some best practices for educational intervention in curricular diversification programmes and defining some educational intervention guidelines for their improvement.
Robertson, Laura, LaShay Jennings, Kari Eubanks, and Scott Honeycutt. "Photosynthesis and Cellular Respiration (LS1): A Hands-On Approach Supporting the NGSS and ELA CCSS." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1313.
Повний текст джерелаTai, Chih-Che, Renee Rice Moran, Karin Keith, Laura Robertson, and Diane O'Neal. "Forces and Motion (PS2): An Integrated K-8 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3239.
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